Week 8. Writing on Demand: Prompts and Rubrics. Agenda. Writing on Demand. To Do Well on the SAT. What Will Students Encounter on the SAT?

Transcription

1 Agenda Week 8 Hand in Writing Program Assessment paper Discussion of Writing on Demand chapters 5-7 SAT and EPT Summary Writing: GIST Show, Don t Tell in Non-fiction Writing Common Core Standards Academic Writing: They Say, I Say Writing on Demand Count off: 5, 6, 7. 5 minutes: review assigned chapters. Identify 2-3 passages or ideas that you d like to share with members of your department or that you ll build specific instruction around. Writing on Demand: Prompts and Rubrics Developing Classroom Instruction What Will Students Encounter on the SAT? 25 minutes 6 point scale The SAT essay measures students ability to: develop a point-of-view on an issue presented in an excerpt ; support that point-of-view using reasoning and examples from reading, studies, experience, or observations; and follow the conventions of standard written English. To Do Well on the SAT Demonstrate a clear, critical understanding of the prompt passage. Summarize it. Present a targeted, developed, and clearly presented thesis/ claim statement. Provide sufficient examples to support the claim. Display control of standard written English (decent mechanics). 1

2 Teaching to the Test Make a list of lessons that would help students prepare for this work. (2-3 minutes) Pair share. Share around add dd to your lists as you hear useful ideas. What Will Students Encounter on the English Placement Test (EPT)? 45 minutes The Purpose of the EPT The EPT is designed to assess the level of reading and writing skills of entering undergraduate students so that they can be placed in appropriate courses. Those undergraduate students who do not demonstrate college-level skills will be directed to courses or programs designed to help them attain these skills. The test is not a condition for admission to the CSU, but it is a condition of enrollment. Early Assessment Program CST: grade 11 EPT-type writing experience Designed to identify levels of readiness for university it work at end of 11 th grade. A year to prepare. Avoid remediation when they enter the university. The Situation across the State and at CSUN: In 2007, 43.2% of regularly admitted first-time freshmen at the CSUs needed remediation in English system wide. In 2007, 59.6% of regularly admitted first-time freshmen at Cal State Northridge needed remediation in English system wide. 10 On Demand Writing: EPT Sample: 15 minutes Read and mark the EPT prompt. Spend a couple of minutes thinking about EXACTLY what a writer is being asked to do here. Review the rubric levels 6, 3 and 1. Read the sample essays and the commentaries for levels 6, 3, and 1. Prepare to share smart and useful ideas about how to prepare students for success on this test and/ or tests like it. Exploring On-Demand Writing What did you learn from reviewing this prompt, the student samples, and the rubric? How can you apply what you learned to the kinds of on-demand writing your students are asked to do? 2

3 Summary Writing GIST: one way Read the passage. Circle or list the important words and ideas. Put reading material aside. Use important words, phrases, and ideas to generate summary sentences. Add a topic sentence. Summary Writing: 15 minutes GIST: another way Read the article Circle or highlight the important words and ideas. Complete the GIST Template. Find a partner and write a 20 word GIST on chart paper. Post. Summary Writing: 10 minutes Post-it Note Commentary on GIST statements SHOW, DON T TELL WITH TEXTS Response to Literature Embedded quotations from the text Format: introduce, quote, explain how it fits ( commentary ) Ellipses Citation format (page or line) Non-fiction Writing Descriptive detail Facts Statistics Anecdotes Direct quotations 3

4 Read page 41: Anchor Standards Observations and responses? COMMON CORE STANDARDS Identify the Grade Level ACADEMIC WRITING Academic Writing (published) Who does it? What is its purpose? Who is the audience? Academic Writing Experienced writing instructors have long recognized that writing well means entering into conversation with others. Academic writing in particular calls upon writers to not simply express their ideas, but to do so as a response to what others have said. Graff and Berkenstein 4

5 A Key Question to Ask: What CONVERSATION am I joining? Human utterances spoken or written are always within a context of what has gone before and what will come afterwards. Imagine you enter a parlor. You come in late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally s assistance. Next Time However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress. Choose samples of student work and choose students you ll use for NBPTS. Bring to class. Assessing Writing: CD reading and annotations 5

6 Next Time Mentor Texts: All on CD Reading like a writer Read ALL on the list Do Says and Does and Reading Like a Writer on YOUR assigned text. You ll need a hard copy of your assigned text in class. You ll benefit from access to the other articles. 6