The Writing Process. Presenters:. Participants will…. KNOW Five steps of the writing process How to use the writing process for descriptive, narrative, persuasive and informational composition (content areas) How to use classroom assessment for learning to improve writing.
assessment for learning
to improve writing
writing process with Thinkfinity
content area classroom
Language Arts teachers each need an assistant to help with grading. In a typical teacher’s day, she has so much work. Think about grading one paper. If I have all my students write one paper and it takes me 5 minutes to grade each one, it will take just over 9 hours to grade those papers. An assistant will solve this problem.
In effective learning environments, assessment and instruction are inexorably linked (Spandel & Stiggins, 1990, p. ix).
RAFT instruction are inexorably linked (Spandel & Stiggins, 1990, p. ix).
RAFT WRITING FRAMEWORKS instruction are inexorably linked (Spandel & Stiggins, 1990, p. ix).
Taken from: Improving Writing (2000), pg. 74, Susan Davis Lenski, Jerry L. Johns, Kendall/Hunt Publishing, Dubuque, Iowa.
How correct is your information? Is it fully 5 4 3 2 1
supported by the text and/or history?
Do you stay in role? How effective are you at 5 4 3 2 1
performing your role and convincing audience?
Do you stay in assigned format? Do you fully 5 4 3 2 1
satisfy the chosen topic with numerous details
Does your writing contain a minimal of mechanical 5 4 3 2 1
errors? Does your writing contain no errors as your
Assessment Guide: 5 = Exceptional
4 = Effective
3 = Developing
2 = Emerging
1 = Not Yet
Tell students that they have just left college and have landed their first job with the National Marine Sanctuary Program. It is their job to convince others that the shipwreck they evaluated in the Thunder Bay National Marine Sanctuary should become a national landmark and national monument due to its historical and cultural significance. In the persuasive argument, students should not only refer to the National Park Service criteria, but also to #12 and #18 on the Frequently Asked Questions webpage to highlight the benefits, both to the vessel and to the public, of designation. Also, students should include information about why shipwrecks are historically significant and what people can learn by preserving them. Students will create essays to present their ideas. Remind students to keep the criteria in mind. Also, remind students that they are trying to persuade the selection committee to select that particular shipwreck.