Grade 8 First Prompt
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1 Grade 8 First Prompt Technical Documents Writing an Explanation of a Process English/Language Arts Content Standards: 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 2.6 Write technical documents: a. Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization. b. Include all the factors and variables that need to be considered. c. Use formatting techniques (e.g., headings and differing fonts) to aid comprehension. Writing Situation An important skill in life is to be able to describe a process and have the reader understand your explanation. As one who has certain knowledge and skills in a particular area, you may be called upon to describe and explain various processes throughout your lifetime. (Allow an opportunity for discussion.) Directions for Writing A friend has just asked you to explain a process to him/her (i.e., how to get an A in a class, how to do a skateboard trick, how scoring is done in your favorite sport, or how to make chocolate chip cookies). Explain using clear language, appropriate terminology, and/or jargon that will enable the reader to complete the task successfully. Think about the steps and details that will help you write your explanation. Include all-important details, such as size, shape, color, sounds, and smells. Writing and Convention Standards For this task, students will write an explanation of a process that will: a. have a clearly stated purpose. b. identify the sequence of activities in the process. c. include all the factors and variables that need to be considered. d. include information presented graphically. e. have clear transitions between steps. f. have effective word choice. g. have language that reveals the writer's personal interest in the process. h. be formatted to aid comprehension. i. demonstrate grade-level appropriate sentence structure, grammar, punctuation, capitalization, and spelling. Resources Reading/Language Arts Framework for California Public Schools, p. 178 Write Source 2000: Lesson Plans and Assessments, pp Write Source 2000, pp , 127
2 Grade 8 First Prompt Rubric Technical Documents Writing an Explanation of a Process 4 Fully addresses the prompt. Is clearly organized in a logical sequence that includes all the factors and variables that need to be considered and demonstrates the writer s personal interest. Is a multi-paragraph composition with an introduction that establishes a controlling impression and has coherent thesis, supporting details that clearly and precisely identifies the sequence of activities in the process, and a clear and well-supported concluding paragraph. Has clear and definite formatting to aid comprehension. Establishes coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. Has complete, coherent sentences that use a variety of patterns that include compound and complex sentences, using the active voice. Has effectiveness and variety of word choice that contains precise, properly used terminology and/or jargon for the topic. Has grade-level appropriate spelling, grammar, capitalization, and punctuation; contains few, if any, errors that do not interfere with understanding the writing. Has fluid, legible handwriting. 3 Responds to the prompt. Is organized in a logical sequence and may include all the factors and variables that need to be considered. Is a multi-paragraph composition with an introduction that has a thesis, some details that show the sequence of activities in the process, and a conclusion. Has formatting to aid comprehension. Show consistency within and among paragraphs through transitions, parallel structures, and similar writing techniques. Has mainly complete sentences that use more than one pattern that include compound and complex sentences and may use the active voice. Has some variety in word choice that contains properly used terminology and/or jargon for the topic. Has mainly grade-level appropriate spelling, grammar, capitalization, and punctuation; contains some errors that do not interfere with understanding the writing. Has legible handwriting.
3 2 Attempts to respond to the prompt. May lack organization. May lack proper paragraphing and/or details. (Details may be provided in a list.) May attempt to use transitions, parallel structures, and similar writing techniques. May have incomplete or incoherent sentences that may use only one pattern; the active voice is not present. May have little or no variety in word choice and may lack proper terminology for the topic. May contain many errors in spelling, grammar, capitalization, and/or punctuation that may interfere with understanding the writing. Has handwriting that is difficult to read. 1 May not respond to the prompt. (May be off topic.) Lacks organization. Lacks paragraphs and/or does not include details. BP Contains no formatting. Lacks proper terminology for the topic. Contains no transitions and/or conjunctions to connect ideas. Has mainly incomplete or incoherent sentences. Contains mainly basic sight words with no descriptive language. Contains frequent and numerous errors in spelling, grammar, capitalization, and punctuation that interfere with the understanding of the writing. Handwriting may be mostly illegible. Blank Paper
4 Grade 8 First Prompt Student Page Technical Documents Writing an Explanation of a Process Writing Situation An important skill in life is to be able to describe a process and have the reader understand your explanation. As one who has certain knowledge and skills in a particular area, you may be called upon to describe and explain various processes throughout your lifetime. Directions for Writing A friend has just asked you to explain a process to him/her (i.e., how to get an A in a class, how to do a skateboard trick, how scoring is done in your favorite sport, or how to make chocolate chip cookies). Explain using clear language, appropriate terminology, and/or jargon that will enable the reader to complete the task successfully. Think about the steps and details that will help you write your explanation. Include all-important details, such as size, shape, color, sounds, and smells. Writing and Convention Standards For this task, you will write an explanation of a process that will: a. have a clearly stated purpose. b. identify the sequence of activities in the process. c. include all the factors and variables that need to be considered. d. include information presented graphically. e. have clear transitions between steps. f. have effective word choice. g. have language that reveals your personal interest in the process. h. be formatted to aid comprehension. i. demonstrate grade-level appropriate sentence structure, grammar, punctuation, capitalization, and spelling.
5 District Writing Sample Scoring Rationale First Prompt, Grade 8 Technical Documents Writing an Explanation of a Process Rubric Score Point: 4 anchor Characteristics that make the paper an anchor 4: a. Fully addresses prompt, clearly explaining a specific process. b. Contains appropriate organization and effective transitions. c. Effective and varied word choice, including jargon. d. Contains grade-level appropriate grammar, spelling, capitalization, and punctuation. e. Lacks a well-crafted lead. Additional instructional steps for the writer s growth would include: a. Demonstrating how to develop an effective introduction that grabs the reader s attention. Teacher Notes:
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9 District Writing Sample Scoring Rationale First Prompt, Grade 8 Technical Documents Writing an Explanation of a Process Rubric Score Point: 4 low Characteristics that make the paper a low 4: a. Fully addresses the prompt, clearly explaining a specific process. b. Contains appropriate grammar, spelling, capitalization, and punctuation. c. Uses effective transitioning. d. Clear formatting aids in the comprehension of text. e. Uses fluid, legible writing. f. Has limited word choice. Additional instructional steps for the writer s growth would include: a. Modeling how to improve word choice variety, including how to use a thesaurus. b. Demonstrating for the student how to develop complex sentences. Teacher Notes:
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11 District Writing Sample Scoring Rationale First Prompt, Grade 8 Technical Documents Writing an Explanation of a Process Rubric Score Point: 3 high Characteristics that make the paper a high 3: a. Uses clear language to identify the sequence of activities. b. Contains mainly grade-level appropriate grammar, spelling, capitalization, and punctuation. c. Has mainly complete sentences, demonstrating use of more than one sentence pattern. d. Contains a unique topic choice. e. Uses legible writing. f. Begins too many sentences with so. Additional instructional steps for the writer s growth would include: a. Modeling a variety of ways to begin sentences. b. Demonstrating how to develop an effective introduction that grabs the reader s attention. Teacher Notes:
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13 District Writing Sample Scoring Rationale First Prompt, Grade 8 Technical Documents Writing an Explanation of a Process Rubric Score Point: 3 anchor Characteristics that make the paper an anchor 3: a. Uses clear language to show the sequence of activities in the process. b. Has formatting to aid comprehension. c. Has some variety of word choice. d. Contains grade-level appropriate grammar, spelling, capitalization, and punctuation. e. Contains a variety of compound and complex sentences. f. Audience/purpose of the paper is unclear. g. Contains a few misspelled words: however, they do not interfere with meaning. Additional instructional steps for the writer s growth would include: a. Teaching the student to stay with the same audience throughout the entire essay. b. Teaching the student basic spelling rules and patterns to increase his/her personal dictionary. c. Modeling for the student how to maintain an active voice in his/her writing. Teacher Notes:
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17 District Writing Sample Scoring Rationale First Prompt, Grade 8 Technical Documents Writing an Explanation of a Process Rubric Score Point: 3 low Characteristics that make the paper a low 3: a. Has mainly grade-level appropriate grammar, capitalization, and punctuation. b. Uses clear language to show sequence of activities in the process. c. Uses a variety of word choice. d. Contains mainly complete sentences. e. The writer clearly understands topic. f. Lacks a strong conclusion. Additional instructional steps for the writer s growth would include: a. Modeling for the student a variety of ways to begin sentences. b. Demonstrating for the student how to develop complex and compound/complex sentences. c. Teaching the student how to develop an effective conclusion. Teacher Notes:
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20 District Writing Sample Scoring Rationale First Prompt, Grade 8 Technical Documents Writing an Explanation of a Process Rubric Score Point: 2 high Characteristics that make the paper a high 2: a. Attempts to use transitions, however, they are used incorrectly. b. Attempts to write a lead and a conclusion. c. Includes a format that leads to confusion, incoherency. d. Mainly contains one sentence pattern. e. Contains details in process, however, lacks use of adjectives or adverbs. Additional instructional steps for the writer s growth would include: a. Demonstrating the format of an Explanation of a Process. b. Modeling for the student how to develop complex sentences. Teacher Notes:
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23 District Writing Sample Scoring Rationale First Prompt, Grade 8 Technical Documents Writing an Explanation of a Process Rubric Score Point: 2 anchor Characteristics that make the paper an anchor 2: a. Includes a generalized description. b. Contains mainly one sentence pattern. c. Has little variety of word choice. d. Includes some incomplete sentences. e. Attempts to write a lead paragraph. f. Attempts to use transitions. Additional instructional steps for the writer s growth would include: a. Exposing the student to quality literature that highlights interesting vocabulary. b. Instructing the student on the elements and structure of a complete sentence. c. Teaching subject and verb agreement. Teacher Notes:
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25 District Writing Sample Scoring Rationale First Prompt, Grade 8 Technical Documents Writing an Explanation of a Process Rubric Score Point: 2 low Characteristics that make the paper a low 2: a. Attempts to respond to the prompt. b. Contains many errors in grammar. c. Contains misspelled grade-level words. d. Includes some incoherent sentences. e. Lacks consistency in verb tense. f. Has legible handwriting. Additional instructional steps for the writer s growth would include: a. Teaching the student how to check for consistency in verb tense. b. Conferencing with the student to discover details about the process and then showing how to include those details in his/her writing. c. Instructing the student on the elements and structure of a complete sentence. Teacher Notes:
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27 District Writing Sample Scoring Rationale First Prompt, Grade 8 Technical Documents Writing an Explanation of a Process Rubric Score Point: 1 high Characteristics that make the paper a high 1: a. Attempts to have sequencing. b. Lacks a lead. c. Attempts to use a variety of sentence structure. d. Contains numerous errors in grammar, spelling, and punctuation. e. Responds to the prompt. Additional instructional steps for the writer s growth would include: a. Teaching the student how to form plurals. b. Instructing the student on the rules for using an apostrophe. Teacher Notes:
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29 District Writing Sample Scoring Rationale First Prompt, Grade 8 Technical Documents Writing an Explanation of a Process Rubric Score Point: 1 anchor Characteristics that make the paper an anchor 1: a. Lacks a full explanation of the process. b. Contains no introduction. c. Has numerous errors that interfere with meaning. d. Writing is illegible. e. Responds to the prompt. Additional instructional steps for the writer s growth would include: a. Exposing the student to models of well-written introductions. b. Instructing the student on the rules for using a period and then modeling how to apply those rules when writing. c. Providing handwriting lessons to promote legibility. Teacher Notes:
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31 District Writing Sample Scoring Rationale First Prompt, Grade 8 Technical Documents Writing an Explanation of a Process Rubric Score Point: 1 low Characteristics that make the paper a low 1: a. Contains no formatting. b. Lacks organization; has no transitions, lead, or conclusion. c. Has frequent/numerous misspelled words that interfere with meaning. d. Contains numerous errors in grammar, capitalization, and/or punctuation. e. Includes one partial sentence. f. Has poor spelling. g. Contains a list of things to do and one end punctuation mark. Additional instructional steps for the writer s growth would include: a. Instructing the student on the rules for using a period and then modeling how to apply those rules when writing. b. Teaching/brainstorming/clustering to articulate more steps in the process. Teacher Notes:
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