| EALR
#1: The student writes clearly and effectively. |
| 1.1 Develop concept and design |
- Develops a thesis which limits and focuses the topic.
- Maintains sharp focus or clear point in personal narrative,
expository writing, literary analysis, argumentative/
persuasive writing, comparison/contrast essay, and compiled report.
- Selects essential, intriguing, useful details to support thesis and
topic sentences.
- Employs effective organizational structures for specific modes, i.e.,
five paragraphs, compare/contrast, etc.
- Consciously employs transitional phrases and devices for increase
clarity (has moved from one-word transitions to rephrasing/summarizing transitional
phrases).
- Demonstrates coherent paragraph structure.
- Demonstrates logical and analytical thinking in argumentation
expository writing and literary analysis.
|
| 1.2 Use style appropriate to audience
and purpose |
- Employs consistent voice and tone appropriate for mode and audience.
- Engages reader.
- Chooses words deliberately in precise, interesting and natural way,
attentive to subtle connotations.
- Uses figurative language and sound patterns deliberately for effect.
- Makes conscious decisions to use varied sentence structures and
cadences for effect.
- Uses specialized vocabulary relevant to a specific content area.
- Selects words for their connotative value.
|
| 1.3 Apply writing conventions |
- Understands and employs standard conventions:
- sentence structure
- grammar/usage
- capitalization
- punctuation
- spelling
- Writes legibly.
- Employs effective paragraphing and division strategies (i.e. bullets,
heading, titles) to reinforce text’s content.
- Uses appropriate documentation, citing sources and identifying
references:
- bibliographies
- parenthetical citations
- quotations
- footnotes
|
| EALR #2: The student
writes in a variety of forms for different audiences and purposes. |
| 2.1 Write for different audiences |
- Identifies, analyzes and meets audience needs.
- Is aware of how audience may respond to text.
|
| 2.2 Write for different purposes |
- Writes to reflect on own and other’s experience.
- Communicates research findings and conveys technical information.
- Experiments with language, using vivid detail and sensory language
and rhythm to analyzes literature.
- Makes inferences and draws conclusions from facts, data, and expert
opinion.
- Writes for job-related purposes, marketing own skills.
|
| 2.3 Write in a variety of forms |
- Reviews modes; including structures and strategies.
- Writes personal narrative and essays.
- Writes third-person narrative (watermark essay).
- Writes an expository or compare/contrast paragraphs or which informs,
provides facts, or explains ideas.
- Writes descriptive paragraphs.
- Practices literary analysis with commentary.
- Writes argumentative/persuasive paragraphs and essay.
- Writes school reminiscence essay.
- Writes compare/contrast career essay.
- Generates a compiled report from multiple interviews with three
persons in given career.
- Completes job application.
- Creates poems using models.
- Creates original poetry.
- Writes action letter in proper business letter format.
- Writes in a variety of forms including a summary, reports, journals.
|
| 2.4 Write for career applications |
- Creates personal resume.
- Writes personal letter of recommendation (about self) or job
cover letter.
- Writes effective thank you note.
- Writes letter of request for job shadow.
- Completes job shadow analysis of writing tasks required in a
particular career.
- Produces technical and non-technical documents for
business/professional audiences, such as research report, homepage, memo.
- Identifies particular writing skills required for occupational/career
areas of interest.
|
| EALR #3: The student
understands and uses the steps of the writing process. |
| 3.1 Prewrite |
- Uses a variety of prewriting tools, including brainstorming, free
writing, mapping, webbing, listing, note-taking, outlining, and thinking skills graphic
organizers to generate ideas.
- Gathers, analyzes and synthesizes information from a variety of
sources including interviews, multimedia, books, periodicals and on-line resources.
|
| 3.2 Draft |
- Formulates and elaborates on own ideas.
- Organizes ideas in logical sequence.
- Incorporates a variety of viewpoints, when appropriate.
- Presents ideas effectively, logically and precisely.
- Uses available tools and technology such as simple word processors.
|
| 3.3 Revise |
- Evaluates and incorporates (where appropriate) suggestions from peers
and teachers.
- Incorporates additional needed information to improve text.
- Adjusts language (adds and deletes) to improve text and enhance style.
- Rereads, rethinks after time away from paper.
|
| 3.4 Edit |
- Utilizes reference tools such as spell-check and grammar-check
independently.
- Self corrects grammar and mechanics.
- Evaluates and changes text to improve argument, flow of information,
and logic.
- Adjusts word choice and sentence structure.
|
| 3.5 Publish |
- Uses a variety of technological resources to produce a legible,
professional looking final product.
- Investigates appropriate markets and forums for publishing specific
pieces of writing.
|
| EALR #4: The student
analyzes and evaluates the effectiveness of written work. |
| 4.1 Assess own strengths and needs
for improvement |
- Evaluates own writing using established criteria and rubrics.
- Evaluates own writing and articulate criteria used.
- Defends choices to deviate from established criteria.
- Articulates own strengths as writer and identifies areas for
improvement.
- Demonstrates knowledge of qualities of effective writing.
- Uses 6-trait indicators to analyze works of effective writers to
improve own writing.
|
| 4.2 Seek and offer feedback |
- Seeks and evaluates feedback from others, yet holds on to one’s
own vision.
- Applies appropriate feedback.
- Holds on to one’s own vision.
- Offers specific feedback to others regarding concept and design,
style, and conventions.
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