Montgomery County Public Schools Writing and Language 8A Exam Review (Advanced English A/English 8A)

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1 Four Related Readings, including a narrative an editorial an excerpt from a speech a newspaper article Montgomery County Public Schools Writing and Language 8A Exam Review (Advanced English A/English 8A) FORMAT Twenty Selected Response Items (SRs) Students will be required to analyze all three types of writing argument, informative/explanatory, and narrative. Review all of the Common Core State Standards for Writing. Here are a few examples of the types of skills and concepts that may be assessed: how a writer structures a text to achieve a particular purpose how a writer s word choice contributes to tone and purpose how a writer s sentence structure and style contribute to tone and purpose how a writer uses transitions to connect ideas how a writer uses figurative language to achieve certain effects how a writer establishes a point of view or voice Required Writing Task Students will write an argument using the following concepts and skills: Make a concrete and specific claim. Structure the argument logically and coherently. Support and develop the claim using evidence from at least two readings on the exam and, if appropriate, personal experience and knowledge. Use language and vocabulary effectively to convey voice and purpose. Choice Writing Task Students will select ONE of the following tasks and write a response: A narrative that uses language skillfully to create characters and events engages readers through purposeful use of structure, dialogue, description, and narration establishes a strong and effective narrative voice An analysis of the narrative on the exam that states and develops a clear thesis, providing strong insights into the writer s craft is well-organized and coherent, using effective support from the text uses language and vocabulary skillfully to convey voice and purpose 1

2 Review Course Concepts and Terms Writing and Language 8A Exam Review PREPARATION Use the portfolio to review the skills and concepts students have learned. Review skills and concepts for each of the three types of writing (argument, informative/explanatory, narrative). Examine strengths and areas of need in content and development of ideas. Review frequently noted errors and learn to correct each one. Read, analyze, and evaluate paragraphs, essays, and other papers. Review rubrics used for writing, including the Scoring Guide for Writing and 6-Traits rubrics. Review how to use various graphic organizers to plan writing. Review strategies for organizing and writing timed responses. Review strategies for using quotations and paraphrased ideas. Review conventions for writing dialogue. Review Language Skills verbals (gerunds, participles, infinitives) active and passive voice moods of verbs (indicative, imperative, interrogative, conditional, subjunctive) punctuation (comma, ellipsis, dash) that indicates a pause or break ellipsis to indicate an omission mastery of Language Progressive Skills as appropriate (sentence fragments, run-ons, or other individual needs) 2

3 Writing and Language 8A Exam Review COURSE TERMS The list below is not comprehensive; it is intended as a guideline for establishing a common language for instruction. Rather than a list of definitions to be memorized, the list should be considered as concepts students apply to their own writing. While a term may be listed under a particular writing type, students may encounter it in several different contexts. ARGUMENT Allusion Alternate or opposing claim Audience Bias Claim Concluding statement/section Credibility Evaluation Evidence Logical reasoning Opinion Persuasion Speaker Thesis NARRATIVE Characterization Conflict Description Dialogue Exposition Flashback Foreshadowing Inciting action Mood Narrator Pacing Perspective/point of view Plot structure Resolution Sensory imagery Setting Suspense Theme INFORMATIVE/EXPLANATORY LANGUAGE OTHER KEY TERMS Analysis Cause and effect Chronological order Citation Conventions of genre Objective tone Organization Paraphrase Quotation Sources (digital and print) Structure Transition Active and passive voice Ellipsis to indicate an omission Moods of verbs (indicative, imperative, interrogative, conditional, subjunctive) Precise language Punctuation (comma, ellipsis, dash) that indicates a pause or break Verbals (gerunds, participles, infinitives) Language Progressive Skills Connotation Denotation Diction Editing Figurative language Genre Irony Revision Style Tone Varied sentence patterns Voice Word choice Writer s purpose 3

4 Writing and Language 8A Standards EMPHASIZED STANDARDS W.8.1 Write arguments to support claims with clear reasons and relevant evidence a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. 4

5 Writing and Language 8A Standards EMPHASIZED STANDARDS W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new ). b. Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced ). W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two). L.8.1 L.8.2 L.8.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). 5

6 Scoring Guide for Argument Score of 5 This response demonstrates consistent mastery, although it may have minor errors. This response effectively states and develops a claim, provides strong insights, and uses well-chosen detail to achieve its purpose. is well organized, focused, and coherent. uses language and vocabulary purposefully. varies sentence structure skillfully. is generally free of errors in grammar, usage, and mechanics. Score of 4 This response demonstrates adequate mastery with occasional lapses in quality. This response states and develops a claim, exhibits sound thinking, and uses appropriate supporting detail. is generally organized, focused, and coherent. generally uses language and vocabulary effectively. demonstrates some variety in sentence structure. may have some errors in grammar, usage, or mechanics. Score of 3 This response demonstrates partial mastery, but it has one or more flaws. This response states and develops a claim but needs more consistent thinking and supporting detail. sometimes lacks organization, focus, and coherence. generally uses language coherently, but some word choices are vague or inappropriate. has little variety in sentence structure or has some sentence errors. may contain a number of errors in grammar, usage, or mechanics. Score of 2 This response demonstrates little mastery and is marred by one or more weaknesses. This response has a vague or limited claim, weak thinking, and inappropriate or insufficient supporting detail. is poorly organized, lacking focus and coherence. uses limited language and vocabulary or incorrect word choice. demonstrates simplistic or incorrect sentence structure. contains errors in grammar, usage, or mechanics that sometimes hamper meaning. Score of 1 This response demonstrates a lack of mastery and serious flaws. This response does not state or develop a claim and provides little, if any, supporting detail. is disorganized, rambling, or incoherent. has numerous errors in vocabulary and use of language. has serious flaws in sentence structure. contains numerous errors in grammar, usage, or mechanics that consistently hamper meaning. Score of 0 No response or a response that is completely irrelevant will receive a score of zero. 6

7 Scoring Guide for the Informative/Explanatory Essay Score of 5 This explanation is highly effective and achieves its purpose. This response effectively states and develops a clear main idea, provides strong insights, and uses well-chosen detail to achieve its purpose. is well organized, focused, and coherent. uses language and vocabulary purposefully to convey voice and purpose. varies sentence structure skillfully. is generally free of errors in grammar, usage, and mechanics. Score of 4 This response demonstrates adequate mastery with occasional lapses in quality. This response states and develops a main idea, exhibits sound thinking, and uses appropriate supporting detail. is generally organized, focused, and coherent. generally uses language and vocabulary effectively for voice and purpose. demonstrates some variety in sentence structure. may have some errors in grammar, usage, or mechanics. Score of 3 This response demonstrates partial mastery, but it has one or more flaws. This response states and develops a main idea but needs more consistent thinking and supporting detail. sometimes lacks organization, focus, and coherence. generally uses language coherently, but some word choices are vague or inappropriate. has little variety in sentence structure or has some sentence errors. may contain a number of errors in grammar, usage, or mechanics. Score of 2 This response demonstrates little mastery and is marred by one or more weaknesses. This response has a vague or limited main idea, weak thinking, and inappropriate or insufficient supporting detail. is poorly organized, lacking focus and coherence. uses limited language and vocabulary or incorrect word choice. demonstrates simplistic or incorrect sentence structure. contains errors in grammar, usage, or mechanics that sometimes hamper meaning. Score of 1 This response demonstrates a lack of mastery and serious flaws. This response does not state or develop a main idea and provides little, if any, supporting detail. is disorganized, rambling, or incoherent. has numerous errors in vocabulary and use of language. has serious flaws in sentence structure. contains numerous errors in grammar, usage, or mechanics that consistently hamper meaning. Score of 0 No response or a response that is completely irrelevant will receive a score of zero. 7

8 Scoring Guide for the Narrative Score of 5 This narrative is highly effective and achieves its purpose. The writing tells the story skillfully, creating a vivid impression and using narrative devices skillfully. compels and engages reader through purposeful use of structure, dialogue, and narration. establishes a strong and effective narrative voice that engages readers. features vivid, well-chosen words and descriptions. generally avoids errors in grammar, usage, and mechanics. Score of 4 This narrative demonstrates adequate mastery with occasional lapses in quality. The writing tells the story well, creating a clear impression and using narrative devices effectively. uses clear order and structure to guide the reader smoothly through the story. establishes a clear narrative voice that engages readers. features well-chosen words and descriptions. may have some errors in grammar, usage, or mechanics. Score of 3 This narrative demonstrates partial mastery, but it has one or more flaws. The writing tells the complete story but needs elaboration to create a clear picture of the events. guides the reader through the text without undue confusion but may seem mechanical. attempts to establish a clear narrative voice, but does so inconsistently. uses language coherently, though some words and descriptions are vague or ineffective. may contain a number of errors in grammar, usage, or mechanics. Score of 2 This narrative demonstrates little mastery and is marred by weaknesses. The writing reveals the big picture but needs elaboration or has irrelevant details. guides reader through the text, but the sequence of events may sometimes be confusing. demonstrates little attention to voice. uses limited language and vocabulary. contains errors in grammar, usage, or mechanics that sometimes hamper meaning. Score of 1 This narrative demonstrates a lack of mastery and serious flaws. The writing tells an undeveloped anecdote with little or no attention to narrative elements. has no obvious organizational pattern and is consistently confusing. has serious flaws in sentence structure. has numerous errors in vocabulary and use of language. contains numerous errors in grammar, usage, or mechanics that obscure meaning. Score of 0 No response or a response that is completely irrelevant will receive a score of zero. 8