The Provincial Writing Assessment includes the following components:

• Division Coordinator Handbook

• Online Writing Pre-assessment Package

• Teacher Handbook

• Online Teacher Questionnaire

• Student Writing Booklet A or B

• Online Student Questionnaire

The Ministry of Education has provided this Online Writing Pre-assessment Package to help support what students have already learned about both expository and narrative writing formats.

Grade 8

Online Writing Pre-assessment Package

Provincial Writing Assessment 2012 Assessment for Learning Program

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Table of Contents Introduction ................................................................................................. 1 Language Learning ........................................................................................ 1 What is Writing ............................................................................................ 3 Recommended Language Resources .................................................................... 4 Table of Specifications .................................................................................... 5 The Writing Process ....................................................................................... 11 Forms of Writing ........................................................................................... 12 Expository Writing .................................................................................... 12 Narrative Writing ...................................................................................... 13 Pre-assessment Writing Activity 1: Understanding Prompts ....................................... 14 Pre-assessment Writing Activity 2: Using the Writing Process to Respond to an Expository Prompt ......................................................................... 17 Pre-assessment Writing Activity 3: Using the Writing Process to Respond to a Narrative Prompt ............................................................................ 20 Tools Used to Evaluate Student Writing ............................................................... 23 Handouts (HO) HO-1 A Model of the Writing Process .............................................................. 24 HO-2 Sample Prompt Deconstruction ............................................................... 25 HO-3 Expository Brainstorming Web ............................................................... 26 HO-4 Expository Planning Frame .................................................................... 27 HO-5 Expository Writing Organizational Chart ................................................... 28 HO-6 Transition (Signal) Words in Exposition .................................................... 29 HO-7 Narrative Brainstorming Web ................................................................. 30 HO-8 Narrative Planning Frame ...................................................................... 31 HO-9 Narrative Planning Timeline ................................................................... 32 HO-10 Narrative Writing Organizational Chart ..................................................... 33 HO-11 Transition (Signal) Words in Narration ...................................................... 34 HO-12 Grade 8 Language Cues and Conventions Checklist ....................................... 35 HO-13 Grade 8 Exposition Revision Checklist ...................................................... 36 HO-14 Grade 8 Sample Expository Prompt and Essay ............................................. 38 HO-15 Grade 8 Sample Ways to Start a Report (Expository Essay) ............................. 41 HO-16 Grade 8 Narration Revision Checklist ....................................................... 42 HO-17 Grade 8 Sample Narrative Prompt and Essay ............................................... 44 HO-18 Grade 8 Sample Ways to Start a Story (Narrative Essay) ................................ 45 Appendices A. Provincial Writing Assessment: Conceptual Framework ....................................... 46 B. Holistic Writing Rubric ............................................................................... 49 C. Analytic Scoring Guide ............................................................................... 50

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Introduction The Online Writing Pre-assessment Package has been prepared for classroom teachers to use in readying students for the provincial writing assessment. It contains activities specific to the writing process, details about narrative and expository writing formats, characteristics and indicators of quality, and other tools to support the writing of quality products. Sample prompts which students may use for practice have also been included. Holistic and analytic rubrics provide teachers and students with information on criteria to be considered for scoring. Sample tools, such as graphic organizers and revision checklists, that support various parts of the writing process have been included in the Online Writing Pre-assessment Package. Also included is the conceptual framework on which the provincial writing assessment has been based.

Language Learning Effective language learning is achieved through a variety of viewing, listening, reading, representing, speaking, and writing experiences. Students need to develop language knowledge, skills, and strategies, and develop a positive attitude about language, language learning, and themselves as communicators and learners. They will become competent and confident language users through using the language cueing systems and conventions in varied opportunities to view, listen, read, represent, speak, and write. The diagram on the next page, taken from the interim provincial English Language Arts: A Curriculum Guide for Middle Level (Grades 6–9) (2006), illustrates the relationships among writing, the other language strands, and the language cues and conventions.

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Language Learning

OUTCOMES

ASSESSING and EVALUATING

REPORTING

Part To

Whole

Whole To

Part

Before/During/After

LANGUAGE CUES AND CONVENTIONS Pragmatic Textual Syntactical Semantic/ Lexical/ Morphological Graphophonic Other

LANGUAGE ARTS STRANDS

Viewing

Listening

Reading

Representing

Speaking

Writing

REPORTING

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What is Writing? Writing is a process of constructing meaning where students write in a variety of forms in the content areas to explain or share information, construct new meaning, and demonstrate knowledge (Gambell, 2007). Effective writing is an integral aspect of literacy. Writing skills can be improved through language study. Language study is integral to language processes and language use, including writing. In order to be effective writers, students have to understand language cues and conventions:

• Pragmatic – Pragmatics is the study of how people choose what and how to communicate from the range of possibilities available in the language and how the receiver will be affected by these choices.

o Students consciously craft their message for their intended audience (level of language) and purpose (role).

• Textual – Ideas and information are organized in oral, written, and other (e.g.,

electronic) formats. Textual cues and conventions include the form or structure, and elements of a text.

o Students organize (transitions, connections, point of view) and structure (format) their texts to ensure clarity and coherence.

• Syntactical – Syntax is the structure of a sentence and the way words are used to form

a sentence. English syntax is centered on the verb. o Students use clear sentences of varying patterns (S-V, S-V-O, S-LV-C), purpose

(exclamation, statement, question), length, complexity (subordination, coordination), beginnings, as well as correct mechanics (e.g., punctuation, capitalization, subject-verb agreement, pronoun use) to communicate their ideas.

• Semantic/Lexical/Morphological – The lexicon of a language includes all the words or

vocabulary of that language that are used or understood by a particular person or group. Words can be studied for their meaningful parts or morphemes.

o Students use specific words with the appropriate connotation and denotation to convey the intended meaning of their message.

• Graphophonic – Graphophonics is the study of the relationship between the symbols

and sounds of a language and includes letter or sound relationships and patterns. o Students spell correctly.

• Other Cues and Conventions – Other conventions include graphics and other visual

and non-verbal elements that convey meaning in print (e.g., bolding, headings, font), signage, charts, graphics, diagrams, movies, art, drama, and other texts.

o Students write legibly and fluently and signal new paragraphs (through indentation or double spacing between paragraphs).

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Grade 8 (HO-12)* Language Cues and Conventions provide a list of student self-reflection questions about the use of language cues and conventions. Teachers may choose to use these self-reflection questions with students to remind them of the cues and conventions. For more information regarding language cues and conventions, teachers may access English Language Arts 8 Curriculum, Saskatchewan Ministry of Education (2008) and the language study resources recommended for each grade level. Sample mini-lessons regarding language cues and conventions exist in English Language Arts: A Curriculum Guide for Middle Level (Grades 6–9) (2006).

Recommended Language Resources Major Integrated Resources

Crossroads 8 Identities 8 Nelson Literacy 8 Sightlines 8

Language Resources

Collins Gage Canadian Intermediate Dictionary Collins Gage Canadian Intermediate Thesaurus Nelson Language & Writing 8 Resource Lines 7/8 Student’s Oxford Canadian Dictionary. 2nd

Young Canada Thesaurus ed.

The learning resources identified above represent a starting point. English Language Arts: Core Learning Resources 8, Saskatchewan Ministry of Education (2008) and English Language Arts: Additional Learning Resources 8, Saskatchewan Ministry of Education (2009), identify learning resources evaluated by Saskatchewan educators and through the Western and Northern Canadian Protocol (WNCP) arrangement for English Language Arts. The distributors (publishers), their addresses, and the most recent prices are also included in the annotations. * Refers to Handout-12 (p. 35) of this package.

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Table of Specifications Tables of specifications for the provincial writing assessment have been devised within the context of the Broad Areas of Learning (Sense of Self, Community, and Place; Lifelong Learners; and, Engaged Citizens) and Cross-curricular Competencies (Developing Thinking, Developing Identity and Interdependence, Developing Literacies, Developing Social Responsibility).

All areas of study share a common interest in students developing their abilities to communicate their learning through speaking, writing, and other forms of representing (Compose and Create Goal). All areas require students to apply their skills and strategies for viewing, listening, and reading (Comprehend and Respond Goal). All areas of study require students to develop their abilities to reflect upon their knowledge, skills, and strategies (Assess and Reflect Goal). Students should have many opportunities in each area of study to authentically apply what they are learning in English language arts.

English Language Arts: Grade 1 [2009] The AFL provincial writing assessment focuses on students’ abilities to compose and revise their own writing. The table of specifications that follows links the conceptual framework (Appendix A) of the provincial writing assessment to the curriculum and to the actual assessment of student writing.

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Grade 8 English Language Arts Goals, Outcomes and Indicators from English Language Arts 8 [2008]

ELA Goals Outcomes Indicators Compose and Create (CC) Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

CC8.1 Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Telling One’s Life Story), social responsibility (e.g., Examining the Influence of Popular Culture), and efficacy (e.g., Creating Turning Points).

a.

b. Create speeches, writing, and other representations that feature the following qualities:

Create a variety of texts (i.e., oral presentations, written and other compositions) that represent experiences, ideas, and information about identity, social responsibility, and efficacy with clarity, correctness, and variety.

Message Content or Ideas (Meaning): Focuses on main ideas and information; provides relevant details, examples, and explanations; is accurate, complete, and uses own words; shows some individuality or originality in literary texts; contains ideas and images that create an impact.

Organization and Coherence (Form): Introduces the topic and purpose; provides some context; sticks to the topic; is easy to follow with related ideas grouped together and sequenced logically; uses appropriate connecting words; creates a logical ending; includes appropriate and required text features (e.g., titles, headings, diagrams, illustrations), correctly constructed.

Language Conventions (Style and Language Choices): Uses clear purpose and language; shows a good sense of audience; contains description and variety in diction; contains a variety of sentence lengths and varied sentence beginnings; demonstrates the use of several different conjunctions; formulates complete, simple, compound, and complex sentences correctly (avoiding run-ons and fragments); applies the conventions of oral and written language, including correct spelling, correct punctuation (including use of colon, dash, and hyphen), uses legible cursive handwriting and clear representations which are visually accurate, legible, and neatly presented.

CC8.3 Select and use the appropriate strategies to communicate meaning before (e.g., plan, organize, and sequence ideas to fit purpose, point of view, and format), during (e.g., use and maintain appropriate point of view for audience and

a. Demonstrate an understanding of the creating process by preparing (pre-writing), creating drafts, revising, and creating a final copy or product.

b. Progress through stages/phases of the creating process (i.e., before [pre-], during [drafting], and after [revising] presenting) as needed.

c.

Before: consider prompt or find a topic and activate prior knowledge (e.g., consider the variables in the prompt or assignment including purpose, role, audience, topic, and focus); consider purpose and audience (e.g., ask questions to analyze purpose and audience); consider and generate specific ideas and information that might be included (e.g., formulate pertinent questions to explore and develop the topic); consider and choose/adapt a possible form (e.g., consider the best pattern to present ideas including cause and effect,

Use several strategies before, during, and after representing, speaking, and writing including:

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purpose), and after (e.g., revise final drafts and presentations to ensure that the format and patterns within that format contribute to the effectiveness of the composition) speaking, writing, and other representing activities.

problem/solution, opinion/reason, fact/proof, sharing experience pattern); collect and focus ideas and information (e.g., collect details about the topic and plan how to use them; identify gaps in ideas and information); plan and organize ideas for drafting (mapping and authoring) (e.g., create a pre-writing plan as a guide; consider alternative ways to organize and present ideas); consider qualities of effective communication and the language to use (e.g., consider the best register and point of view to use).

During: create draft(s) and experiment with possible product(s) (e.g., develop main idea with sufficient supporting detail; change any ideas that are not clear or complete); confer with others (e.g., use a peer response sheet); use language and its conventions to construct message (e.g., attend to the tone and sincerity; communicate in a way that sounds informative and confident); reflect, clarify, self-monitor, self-correct, and use a variety of “fix-up” strategies (e.g., use clear transitions to increase flow and fluency); include sufficient detail; experiment with communication features and techniques (e.g., consider elements of style including tone, humour, imagery, and dialogue).

After: revise for content and meaning (adding, deleting, substituting, and rethinking) (e.g., consider the assumptions and values presented); revise for organization (e.g., check that the text patterns and features are appropriate to the form of representation; review for consistent point of view; include a beginning that attracts the viewer, listener, or reader, a middle part that supports the focus, and a closing that connects everything); revise for sentence structure and flow (e.g., use a variety of sentences that flow smoothly and clearly from one idea to the next); revise for word choice, spelling, and usage (e.g., review and revise writing conventions for intended audience; use vivid verbs, specific subjects, and well-chosen qualifiers); proofread for mechanics and appearance (e.g., check for the rules of punctuation, capitalization, spelling, and usage); polish, practise, and decide how work will be shared and published (e.g., enhance for clarity, correctness, variety, and legibility; use blue or black ink and write neatly; check margins; use easy-to-read fonts).

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CC8.4 Use pragmatic (e.g., use appropriate language register), textual (e.g., use artistic devices such as figurative language), syntactical (e.g., combine sentences to form compound and complex sentences for variety, interest, and effect), semantic/lexical/morphological (e.g., use words to capture a particular aspect of meaning), graphophonic (e.g., correctly pronounce words with proper emphasis), and other cues (e.g, use appropriate sound effects, visuals, and multimedia to enhance presentations) to construct and to communicate meaning.

a. Apply consistently the conventions of oral and written language and the conventions of visual and multimedia texts.

b.

Pragmatic: Use appropriate language to participate in public events, occasions, or traditions; explain function and purpose of texts including informing, persuading, narrating, and describing; use appropriate language register (i.e., for audience and purpose); use language that demonstrates respect for others (including people of different ages, abilities, genders, cultures); use standard Canadian English that follows accepted rules of usage; avoid the personal “I/you” in formal communication; use appropriate register, role, tone, and usage; ensure voice/tone is appropriate to audience and text type.

Use and apply language cues and conventions to communicate meaning including:

Textual: Use structures and features of texts to communicate understanding including form/genre, artistic devices (e.g., personification, figurative language including similes and metaphors, exaggeration, symbolism), elements (e.g., point of view, conflict, theme, supporting arguments), and text features (e.g., credits, headings, diagrams, columns, sidebars, pull-quotes); use a range of standard forms for texts including paragraphs and multi-paragraph compositions; use appropriate point of view (including third person) for purpose; use common organizational patterns within texts (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast); craft strong leads and effective conclusions; maintain focus and ensure unity and coherence in text from beginning to end; use transition words; include covering page and list of references.

Syntactical: Ensure that sentences are complete, interesting, and on topic; use clear sentence structures that contain a verb and its subject (average spoken sentence length – 10.5 words; average length of sentences in freewriting – 10.2; in rewriting – 9.8); combine sentences to form compound and complex sentences for variety, interest, and effect; use complete sentences with appropriate subordination and modification; use subordination to show more precisely the relationship between ideas (e.g., because, although, when) and to avoid a string of compound sentences; make sentences more precise by reducing a main idea (clause) to a subordinate idea (clause); reduce, when appropriate, subordinate clause to a phrase or single word; vary sentence beginnings; ensure agreement of subject, verbs, and pronouns and use correct forms including pronouns acting as subjects and objects (e.g., “Him and his brother …”); correctly place qualifiers; employ effective capitalization and punctuation including periods, commas, semicolons, quotation marks, colons, dashes, and hyphens.

Note: Italicized text refers to those indicators that are emphasized at this grade level.

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Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning; use specific words and synonyms for variety; use common homonyms (e.g., whose/who’s) and often confused words (e.g., lend/borrow) correctly; use reference tools including dictionaries, thesauri, and handbooks to determine meaning of words, to check spelling, and to verify usage; recognize and use words figuratively and for imagery; spell most words correctly using Canadian spelling; use a variety of strategies and resources to learn the correct spelling of words; use knowledge of spelling generalizations.

Graphophonic: Enunciate clearly and carefully, and correctly pronounce words with proper emphasis; use knowledge of a range of spelling patterns, including sound-symbol relationships and rules, to help identify, analyze, and correct spelling errors.

Other Cues: Use volume and presentation techniques appropriate to audience and purpose; use appropriate non-verbal cues (including gestures, physical movements, facial expressions, and body language), sound effects, visuals, and multimedia aids to enhance presentation; combine print and visuals; use printing (e.g., for labels on a map) and cursive writing (e.g., for writing a report) appropriate to purpose; write legibly with appropriate speed and control; arrange and balance words and visuals as well as fonts (typefaces/print) in order to send a coherent and clear message to specific audiences.

CC8.8 Write to describe a landscape scene; to narrate a personal story or anecdote and an historical narrative; to explain and inform in a presentation of findings, a biography, a documented research report, and a résumé and covering letter; and to persuade in a mini-debate and a review.

a.

Demonstrate the ability to write effective, coherent multi-paragraph (minimum of 5 paragraphs) narrative, descriptive, expository, and persuasive essays of at least 500 to 800 words using appropriate before, during, and after strategies.

b.

Create narrative texts (e.g., story, anecdote, historical narrative) as follows: establish a context, plot, and point of view; use a range of narrative devices (e.g., dialogue, tension, suspense); make the narrative engaging; develop character; develop it systematically leading to a climax or conclusion.

c.

pose relevant questions to limit scope of presentation,

Create expository, informational, and procedural texts (e.g., presentation of findings, a biography, a documented research report, a résumé and covering letter) as follows:

introduce the purpose, and define a thesis; develop topic with important facts, details, examples, and explanations from multiple authoritative sources; include several paragraphs or sections organized in logical sequences; use transitions; offer conclusion(s).

Note: Italicized text refers to those indicators that are emphasized at this grade level.

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Assess and Reflect on Language Abilities (AR) Students will extend their abilities to assess and reflect on their own language skills, discuss the skills of effective viewers, representers, listeners, speakers, readers, and writers, and set goals for future improvement.

AR8.2 Appraise own and others’ work for clarity, correctness, and variety.

b. Develop and use criteria for evaluating self, goals, and projects. c. Appraise own and others’ work to determine the appropriateness of resource choices, language use, organization and communication forms. d. Assess own and others’ work for clarity, correctness, and variety.

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The Writing Process Effective writers begin with (1) a pre-writing (before) phase in which they clarify the purpose for their writing, review their own role as the writer, and determine the audience for whom they are writing. Then they begin to gather ideas to include in the writing. In the (2) drafting (during) phase, they review the audience and purpose, begin to put ideas together and arrange the text into a written piece suited to the format chosen. After drafting, good writers review the draft and usually begin the process of meaningful (3) revision (after), which includes both editing and proofreading. This may take several passes and result in many versions before the writer is satisfied that the product is the best he/she can offer. Finally, the most polished version of the writing is made ready (4) to present to/share with/publish for the intended audience. For the purposes of the provincial assessment, the present/share/publish aspect of the process goes only as far as submitting a legible, final copy. The following diagram illustrates the four distinct phases of the writing process.

Another representation of the writing process can be found in A Model of the Writing Process (HO-1).

Revising and Polishing (After) • Taking another look at the draft • Editing ideas and organization by adding,

deleting, rearranging, rethinking, and rewriting • Considering wording and phrasing of thoughts • Proofreading for sentence structure, usage,

spelling, punctuation, and capitalization • Polishing the composition

Prewriting (Before) • Exploring, focusing,

planning, and rehearsing • Choosing a purpose,

audience, and format Drafting (During)

• Putting ideas down on

paper (in preliminary form)

• Exploring new ideas and ways of expressing

• Writing successive drafts

Presenting/Sharing/ Publishing • Sharing with the intended

audience

This diagram is a compilation of ideas from provincial Secondary Level English Language Arts curricula and the Saskatoon and Area Regional Assessment Consortium.

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Half of the students in a classroom will be required to write in an expository format (to explain ideas or give information) and the other half of the students will be required to write in a narrative format (to tell a story or relate an incident). All students will respond to one of two prompts provided. The Ministry of Education will provide expository and narrative writing booklets for each classroom.

Forms of Writing To be a successful writer, one must capably use a variety of forms of writing. For the purposes of the provincial writing assessment, expository and narrative writing will be evaluated.

Expository Writing The purpose of expository writing is to inform the reader by communicating facts and/or explaining something in an organized manner. Successful expository writing usually:

• explains what the reader needs to know about the topic; • presents facts to a specific audience; • uses logical order within the text (e.g., comparing and contrasting, showing cause and

effect, defining, giving examples, explaining a process) and transition words (e.g., in contrast, similarly, for example, also, furthermore, if…then, as a result, because, therefore, however, in conclusion);

• uses specific, topic-relevant vocabulary; • avoids giving personal opinions or making value judgments; and, • identifies sources of information.

For the purposes of the provincial writing assessment, students will be required to write an expository essay/report. Exposition may also take other forms, such as learning log reflection, analysis, speech, I-search paper, research paper, instructions, manuals, directions, reports, summaries, or news stories. Additional examples of exposition are found in the curriculum guides for each area of study.

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Narrative Writing The purpose of the narrative essay or story is to tell a story about something that has happened or that could happen. Successful narratives usually:

• tell who, where, when, what, why, and how about a particular event; • relate a past experience or a series of events, with a clear beginning, middle, and end,

to an intended audience, and include some description of the setting and characters, a problem or challenge faced by the main character, and a series of events that lead to a conclusion;

• use chronological order and transition words (e.g., first, second, next, then, eventually, meanwhile, finally);

• present a clear point of view; • use strong verbs and details in description, dialogue, and suspense that maintain the

reader’s interest; and, • show, rather than tell, what happened.

For the purposes of the provincial writing assessment, students will be required to write a narrative essay/story. Narration may also take other forms, such as memorable event, life story, diary or journal entry, anecdote, memoir, eyewitness account, historical fiction, biography, traditional narrative, feature article, or narrative essay or story. Additional examples of narration are found in the curriculum guides for each area of study.

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Pre-assessment Writing Activity 1: Understanding Prompts Good writers spend time thinking about the task, the purpose and the audience, and possible formats and ideas. The following pre-writing activities are designed to assist students in thinking about types of prompts or tasks, possible purposes and audiences, and forms that will be used in the provincial writing assessment. In the provincial writing assessment, students will be given a prompt or task that asks them to consider the following writing variables:

• Role: Students will be asked to write as themselves or as if they were a particular person or persona.

• Intended Audience: They will be given a specific purpose and audience for whom to write.

• Form: They will be asked to write either a narrative or expository essay. • Topic or subject: Students will be provided with a particular topic or subject to write

about. • Strong Verb: The prompt will include a verb that will direct the students’ action in

writing. The prompt will include all variables of the RAFTS acronym: You are a ROLE. Write a FORM to an AUDIENCE, STRONG VERB (ing) about a TOPIC.

Examine the following prompt: You are a VISITOR to Saskatchewan. Write a REPORT to your TEACHER in Thailand EXPLAINING what you have learned about the PEOPLE and PLACES of Saskatchewan.

The preceding prompt contains these RAFTS variables: ROLE VISITOR to Saskatchewan AUDIENCE TEACHER in Thailand FORM REPORT/EXPOSITORY ESSAY TOPIC PEOPLE and PLACES STRONG VERB EXPLAINING

Writers should take on the role or persona of a visitor to Saskatchewan. They will write an expository essay to their teacher in Thailand to convey information about people and places in Saskatchewan. Two other prompts have been included in Sample Prompt Deconstruction (HO-2).

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The following chart may be used to deconstruct ROLE, AUDIENCE, FORM, TOPIC, and STRONG VERB in each prompt:

Variables Expository Prompt Narrative Prompt ROLE

AUDIENCE

FORM

TOPIC

STRONG VERB

There are many verbs that can be used in expository prompts. For the purposes of the provincial writing assessment, the verb “explain” will be used to prompt students to write the expository essay. Attending to and using a strong verb in the prompt is central to successful and purposeful writing. The meanings of other strong verbs that may be used in preparing other expository prompts follow. Other Strong Verbs Used in Preparing Expository Prompts STRONG VERB Action Advise recommend; offer as advice; inform, notify; consult

Analyze examine in detail the constitution or structure; examine critically in order to bring out essential elements or structure

Announce make publicly known

Compare to express similarities in; liken; estimate the similarity or dissimilarity of; assess the relation between

Direct to give authoritative instructions which will guide performance or regulate and control activities; to manage

Distill extract the essential meaning or implications of (an idea) Explore inquire into; investigate thoroughly

Extrapolate infer more widely from a limited range of known facts; predict on the basis of known facts or observed events

Identify establish the identity of; recognize; establish or select by consideration or analysis of the circumstances

Inform to instruct; to communicate knowledge and expertise

Inquire seek information; ask a question

Instruct teach; direct; command; inform of a fact; give information

Investigate inquire into; examine; study carefully; make a systematic inquiry or search

Justify demonstrate the correctness of (an assertion); provide adequate grounds for

Rationalize make logical and consistent; explain or explain away rationally

Report to furnish information or data

Teach give systematic information to (a person) about (a subject or skill); enable (a person) to do something by instruction or training; communicate; instruct in

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There are many verbs that can be used in narrative prompts. For the purposes of the provincial writing assessment, the verbs “narrate” or “tell” will be used to prompt students to write the narrative essay. Attending to and using a strong verb in the prompt is central to successful and purposeful writing. The meanings of other strong verbs that may be used in other narrative prompts follow. Other Strong Verbs Used in Preparing Narrative Prompts STRONG VERB Action Chronicle record (events) in the order of their occurrence

Communicate transmit or pass on (information) by speaking, writing, or other means; succeed in conveying information, evoking understanding

Impart communicate (news, etc.)

Offer an historical account

provide; give an opportunity for the telling of an event or about a time period

Recall recollect; remember

Recite mention in order; enumerate; give a detailed description or account of

Record set down in writing or some other permanent form for later reference, especially as an official record; establish or constitute a historical or other record of

Recount narrate; tell in detail

Recreate create over again

Relate narrate or recount (incidents, a story, etc.)

Relive to re-experience in memory; to remember again

Remember keep in the memory; not forget; bring back into one’s thoughts, call to mind

Report bring back or give an account of; state as fact or news, narrate or describe or repeat, especially as an eyewitness or hearer, etc.; an account given or opinion formally expressed after investigation or consideration

Represent call up in the mind by description or portrayal or imagination

Reveal display, show, or expose; disclose, divulge, or betray

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Pre-assessment Writing Activity 2: Using the Writing Process to Respond to an Expository Prompt Students will have the greatest opportunity for success in this assessment by working through the four phases of the writing process. These phases are illustrated in A Model of the Writing Process (HO-1). Teachers may choose to use the following expository writing activity with students before administering the provincial writing assessment. The purposes of this activity are to:

• give students a clear understanding of the components of the writing process; • model possible prompts, procedures, and compositions; and, • identify the expectations of the provincial writing assessment.

In expository writing, the purpose is to explain something by supplying facts and details. Exposition explains things (e.g., how to do something; how something works; or, how to get from one place to another). This writing also answers the questions of who, what, when, where, why and how, but organizes the facts and details logically and clearly so the audience understands what is being explained. The writing process can be examined in light of the expository prompt:

You are a grandparent. Think about an invention that had a significant impact on your life. Write an expository essay explaining to your grandchildren the impact of this invention.

1. Prewriting (Before Writing) Students know who is going to read this (the grandchildren), why they are writing this (to explain the significant impact), and they know the topic (the impact of an invention on your life). Now students need to consider what they might say about this topic. What do students need to tell their audience in this explanation to achieve their purpose? A good way for students to find ideas is to ask these questions:

• Who is going to read my writing? • Why am I writing this? • What will be my main point? • What do I need to explain about this topic? • What would my readers be interested in knowing/learning about this topic? • How will I start? • How will I end?

Teachers may wish to use the Expository Brainstorming Web (HO-3) and the Expository Planning Frame (HO-4), or the Expository Writing Organizational Chart (HO-5) with students to help them consider what they want to say.

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For the purpose of the provincial writing assessment, students will be provided with an empty box in which to plan their writing as they wish. 2. Drafting (During Writing) An explanation often begins with a question or a statement and then provides the answer or details to explain or clarify. The writing proceeds step-by-step through the explanation. Each paragraph has a key point explained in the topic sentence for that paragraph. It is supported by the additional details that make up the other sentences in the paragraph and that provide the Who, Why, What, and How details. Sometimes When and Where details must also be included. Good writers use their pre-writing plans to guide the drafting. Students will find it helpful to double space their drafts. As students write their first draft, they should focus on getting their ideas on paper. It is important to keep the main idea or purpose in mind during drafting.

• Students should begin their essay with a clear statement of what they want to explain and why they think it is important or what their reader might learn. The beginning paragraph is used to capture the reader’s interest (using words and ideas that are interesting, engaging, and appropriate to the topic).

• In the middle, students should use clear topic sentences for each paragraph and include

specific details to support the focus. They should use examples and explanations that directly support their focus. The middle paragraphs have to give the readers enough detail for them to understand what is being explained. Transitions make the ideas and the paragraphs connect to the beginning key point. Transitions may be made through the use of transitional words, by the way in which sentences are linked, and by the way in which the sentences and paragraphs are sequenced and linked. Linking words will show readers the importance of the idea or paragraph. Some examples of transition words can be found in Transition (Signal) Words in Exposition (HO-6).

• Students should end their essay by summarizing what the writing was all about and by

making a final comment about the topic or suggesting the importance of the topic. 3. Revising: Editing and Proofreading (After having written a first draft) Good writers review and revise their writing. When they are sure they have said what they need to say, and have organized their ideas in an appropriate order, they proofread to make sure they have said correctly what it is they want to say.

19

When revising (after having written the first draft), students should review in the following order for:

• ideas • organization • sentence fluency and punctuation • word choice and usage • capitalization and spelling.

Revising usually requires several attempts and results in more than one draft. In revising and considering the finished writing as a whole, teachers and students may use Grade 8 (HO-13) Exposition Revision Checklist. In revising, students should consider the following:

• Have I addressed the writing prompt? • Has everything been included? Have I checked for completeness and correctness? • Does the explanation make sense? Have I reviewed for ideas and organization? Did I

say what I wanted to say? Did I organize ideas in a logical way? • Do sentences read smoothly? Do the sentences clearly say what they should say? Have

the right words been used accurately? Have words appropriate to purpose and audience been chosen?

• Have I proofread the final copy for errors in usage as well as for capitalization, spelling, and agreement?

• Did I check for neatness and legibility? • Have I added a strong title?

Grade 8 (HO-14) Sample Expository Essay and Prompt include a model of an expository essay. Teachers may encourage students to read the essay and use the accompanying Grade 8 (HO-13) Exposition Revision Checklist to evaluate it. What could be done to improve the essay? Once students have assessed the writing, teachers may wish to help them determine which level in the Holistic Writing Rubric (Appendix B) or Analytic Scoring Guide (Appendix C) best describes the essay. 4. Presenting/Sharing/Publishing The last step of the writing process is to share the writing product with the intended audience. Teachers may choose to assess their students’ writing. If this is the case, the Ministry of Education requests that teachers do not make any marks in the Student Writing Booklet A or B and Student Questionnaire before submitting them to the Ministry as part of the provincial Assessment for Learning Program. However, teachers may photocopy the completed Student Writing Booklet A or B for their own use, if they wish.

20

Pre-assessment Writing Activity 3: Using the Writing Process to Respond to a Narrative Prompt Students will have the greatest opportunity for success in this assessment by working through the four phases of the writing process. These phases are illustrated in A Model of the Writing Process (HO-1). Teachers may choose to use the following narrative writing activity with students before administering the provincial writing assessment. The purposes of this activity are to:

• give students a clear understanding of the components of the writing process; • model possible prompts, procedures, and compositions; and, • identify the expectations of the provincial writing assessment.

In narrative writing, the purpose is to tell a story about something that has happened to the writer or to someone else. It often focuses on a memorable or important event. When students gather ideas for a story, they usually consider who was involved, what happened, where, when and why it happened, and how they thought and felt. The writing process can be examined in light of the narrative prompt:

Life and experience often teach us important lessons. You are a Saskatchewan student. Write a narrative essay for one of your teachers telling her or him about an experience that taught you an important lesson about life.

1. Pre-Writing (Before Writing): Students know who is going to read this (one of their teachers), why they are writing this (telling about an experience that taught them an important lesson), and they know the topic (an important lesson learned from life). Now they need to consider what it is they might say about this topic. What do they need to tell their audience about this experience and why is it important to them? A good way for students to find ideas is to ask these questions:

• Who is involved in the experience? • What is the experience? • Where and when did it happen? • Why might this be important for the audience to read? • What happened? • How did this teach me an important lesson? • How did this experience make me feel?

Teachers may wish to help students brainstorm or list their ideas before they begin drafting so that they can remember them. They may wish to use the graphic organizers found in Narrative Brainstorming Web (HO-7).

21

Most narratives are organized in chronological order. They tell the beginning, the middle, and the end. Teachers may wish to organize their ideas in chronological order with the help of the Narrative Planning Frame (HO-8), and Narrative Planning Timeline (HO-9), or the Narrative Writing Organizational Chart (HO-10) with students to help them consider what they want to say. For the purpose of the provincial writing assessment, students will be provided with an empty box in which to plan their writing as they wish. 2. Drafting (During Writing) Good writers use their pre-writing plans to guide drafting. Students will find it helpful to double space their drafts. As students write their first draft, they should focus on getting their ideas on paper. They must:

• Catch the reader’s attention and set the stage for the story. o Set the time and the place, introduce the main character and a problem for this

character. o Start the story. Put the narrator at the beginning of the experience (e.g., There

I stood …).

• Tell the reader what happened. o Give enough detail for the reader to see and understand what is going on (the

action/what is happening), and your thoughts and feelings about it. o Use dialogue. o Organize the story according to time (what happened first, second, third, and so

on). Use transition words such as those identified in Transition (Signal) Words in Narration (HO-11).

• Bring the incident to an end and explain how the event affected, changed, or moved the

narrator. o Decide how the story will end. o Explain the ending clearly.

22

Revising: Editing and Proofreading (After First Draft) Good writers review and revise their writing. When they are sure they have said what they need to say, and have organized their ideas in an appropriate order, they proofread to make sure they have clearly communicated their message. In revising, students should consider the following:

• Have I addressed the writing prompt? • Has everything been included? Have I checked for completeness and correctness? • Does the explanation make sense? Have I reviewed for ideas and organization? Did I

say what I wanted to say? Did I organize ideas in a logical way? • Do sentences read smoothly? Do the sentences clearly say what they should say? Have

the right words been used accurately? Have words appropriate to purpose and audience been chosen?

• Have I proofread the final copy for errors and usage as well as capitalization, spelling, agreement?

• Did I check for neatness and legibility? • Have I added a strong title?

Teachers may use the Grade 8 (HO-16) Narration Revision Checklist to help students assess their finished writing as a whole. Grade 8 (HO-17) Sample Narrative Essay and Prompt include models of narrative writing. Teachers may encourage students to read the essay at the appropriate grade and use the accompanying revision checklist to evaluate it. What could be done to improve the essay? Once students have assessed the writing, teachers may wish to help them determine what level in the Holistic Writing Rubric (Appendix B) or Analytic Scoring Guide (Appendix C) best describes the essay. 3. Presenting/Sharing/Publishing The last step of the writing process is to share the writing product with the intended audience. Teachers may choose to assess their students’ writing. If this is the case, the Ministry of Education requests that teachers do not make any marks in the Student Writing Booklet A or B before submitting them to the Ministry as part of the provincial Assessment for Learning Program. However, teachers may photocopy the Student Writing Booklet A or B for their own use, if they wish.

23

Tools Used to Evaluate Student Writing Scoring of writing in Student Writing Booklet A or B, completed as part of the provincial writing assessment, will be guided by rubrics. Rubrics communicate expectations to students prior to completion of the task. They aid the teacher and scorers in consistently and objectively distinguishing between levels of student performance. Rubrics provide detailed feedback on what students know and can do. Rubrics provide a scale of descriptors of performance. Rubrics are holistic or analytic. They represent two very different approaches to assessment. “To proceed holistically is to see things as units, as complete, as wholes, and to do so is to oppose the dominant tendency of our time, the analytic spirit, which breaks things down into constituent parts in order to see how they work” (White, 1985, p. 18). “Most classroom teachers of writing tend to use a loose form of analytic scoring when they respond to student papers” (White, 1985, p. 121). “Teachers may unknowingly place too much emphasis on mechanical correctness – particularly spelling . . . usage, and handwriting – and therefore bias their assessment” (Tompkins, 2000, p. 153). Holistic rubrics use general, qualitative descriptors to assign a level of performance on an entire task by assessing performance across multiple criteria as a whole. “Every aspect of the composition, both content and mechanical consideration, affects the teacher’s response, but none of them are [sic] specifically identified or directly addressed [by] using a checklist. Instead, the focus is on overall writing performance” (Tompkins, 2000, p. 152). Holistic rubrics “generally assume a positive attitude by rewarding the writing for what is done well, and allow for as much criterion referencing” as desired (White, 1985, p. 125). They recognize that performances such as reading and writing “are not describable through an inventory of their parts” (White, 1985, p. 32). As a result, the holistic approach deliberately avoids easy comparison of results with an analytic score. Holistic rubrics provide a successful method of scoring writing in quantity because they facilitate a quick judgement of student writing without the necessity of disentangling one element of performance from another. Analytic rubrics provide meaningful diagnostic information and are “used when teachers want to assess how well children have used a particular writing form or applied specific writing skills in a composition” (Tompkins, 2000, p. 152). They assume that writing can be seen and evaluated as a sum of its parts. Analytic rubrics subdivide performance into multiple criteria and assess each criterion separately. They allow criteria to be weighted in importance and are “most appropriate when teachers want to compare children’s writing to a standard of excellence” (Tompkins, 2000, p. 154). Although often perceived as evidence-based, “analytic scoring is subjective” (Tompkins, 2000, p. 155) and requires complicated, well-considered evaluation, which leads to slow scoring. Information gathered by both holistic and analytic approaches is valuable in providing a clear and reliable assessment of student writing. The rubrics included as part of the provincial writing assessment are not intended to be converted to a percentage score. Appendices B and C include a holistic and an analytic scoring guide.PREWRITING

(Considering, Planning, and Rehearsing)

DRAFTING

(Generating Drafts)

REVISING

(Taking Another

Look)

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(HO-1)

“Publishing”

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Sample Prompt Deconstruction Here are two prompts to deconstruct. Expository Prompt You are a grandparent. Think about an invention that had a significant impact on your life. Write an expository essay explaining to your grandchildren the impact of this invention.

Narrative Prompt Life and experience often teach us important lessons. You are a Saskatchewan student. Write a narrative essay for one of your teachers telling him or her about an experience that taught you an important lesson about life.

Use the following chart to identify the variables, ROLE, AUDIENCE, FORM, TOPIC, and STRONG VERB in each prompt. Variables Expository Prompt Narrative Prompt ROLE

AUDIENCE

FORM

TOPIC

STRONG VERB

Did you notice that the preceding prompts asked you to explain (write an expository essay/report) or to narrate (write a narrative essay/story)?

(HO-2)

26

Expository Brainstorming Web

How will I start?

Why am I writing this?

What do I know about my

audience?

What is important for my audience to know or learn

from this?

How will each of the middle paragraphs continue the explanation?

What is my plan and what do I need

to include?

How will the ending paragraph finish the

explanation?

What is the main focus

of my explanation?

Topic: ________

(HO-3)

Who will read this?

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Expository Planning Frame Subject/Title: Who is going to read my writing? Why am I writing this? What will be my main point?

What do I need to explain about this topic? What would my readers be interested in knowing/learning about this topic?

• •

•

•

•

•

•

•

How will I start?

How will I end?

(HO-4)

28

Expository Writing Organizational Chart Paragraphs Key point Important Details to Support the Key Point

(Who, What, When, Where, Why, and How Details)

The beginning paragraph introduces my topic and the main point (thesis) I want to make.

Paragraph 1

Each of the middle paragraphs makes one key point about the main point I want to make.

Paragraph 2

Paragraph 3

Paragraph 4 (and others)

The ending paragraph reminds the reader of the essay’s main point and suggests the importance of the topic.

Paragraph 5

(HO-5)

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Transition (Signal) Words in Exposition The following is not a definitive list of transition words: Purpose Some Signal Words Words that show order first, next, now, then, until, while

Words that show important thoughts are coming

a key feature, a primary concern, especially, above all, most of all, most importantly, remember, a major event

Words that show more is on the way

also, and, another, first of all, furthermore, in addition, last of all, likewise, next, second, too

Words that show examples are on the way

for example, for instance, in the same ways as, much like, similar to, such as, to illustrate, the following, that is

Words that are used to add information

again, also, another, and, beside, for example, for instance, next, finally, as well, along with

Words that can emphasize or clarify a point

again, for this reason, in fact, that is, for instance, in other words, to emphasize

Words that compare or contrast two things or ideas (similarities and differences)

also, another way, both, and, but, either, however, like, nevertheless, opposite, in the same way, on the other hand, otherwise, or, rather, similarly, still, then, while, yet

Words that provide explanations or reasons for phenomena (cause and effect)

because, as a result, since, hence, thus, so that, if…then, therefore, nevertheless, due to, this led to, as a result, then…so, for this reason, on account of, consequently

Words that identify problems and pose solutions

propose, conclude, a solution, the problem or the question, research shows, the evidence is, a reason for

Words that conclude or summarize

as a result, therefore, finally, lastly, in conclusion, in summary, to sum up, all in all, in brief, in other words, in short, to conclude

Transition cues in expository writing may take other forms. For example, sentences may link ideas between or amongst paragraphs, key words or phrases may be repeated, independent and subordinate clauses may be manipulated, or spacing and fonts may be altered.

(HO-6)

30

Narrative Brainstorming Web

How will I start?

Why am I writing this?

What is my plan?

Who will be the main characters in

this narrative?

How will I end my

narrative?

What and when

will it take place?

Topic: _______

What will happen?

(HO-7)

Who will read this?

What do I know about my

audience?

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Narrative Planning Frame Focus of your essay:

Beg

inni

ng

Who? Where and When? What is the first incident you are going to share with your reader?

Mid

dle

What happens next?

What happens next?

What happens next?

End

How will you bring the incident to a conclusion?

(HO-8)

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Narrative Planning Timeline

Subject:

______________________________________________________________________ First:

Finally:

(HO-9)

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Narrative Writing Organizational Chart

(HO-10)

Setting

The problem or challenge facing the main characters

Characters

Ending (How did the main characters find a solution to the problem or meet their challenge?)

Events 1. __________________________________

2. __________________________________

3. __________________________________

4. __________________________________

5. __________________________________

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Transition (Signal) Words in Narration The following is not a definitive list of transition words: Purpose Some Signal Words Words that show location (where)

above, across, around, against, along, among, behind, below, beneath, beside, by, beyond, down, east, far, here, in front of, in the background, inside, near, next to, on top of, outside, over, right, left, there, throughout, under

Words that show time (when)

after, afterward, as soon as, before, during, finally, first, in the end, immediately, later, meanwhile, next, now, second, soon, still, then, to begin, to conclude, to continue, today, tomorrow, until, yet

Words that show order before, after, during, earlier, first, later, next, now, o’clock, then, until, while

Words that show quick changes of thoughts or action

although, but, conversely, despite, different from, on the contrary, rather, the opposite, yet, nevertheless

Words that conclude or end

finally, at last, in the end, eventually

Transition cues in narrative writing may take the other forms. For example, sentences may link ideas between or amongst paragraphs, key words or phrases may be repeated, independent and subordinate clauses may be manipulated, spacing and fonts may be altered, dialogue may be included, actions or symbols may reoccur, or scene changes may be described.

(HO-11)

35

Grade 8 Language Cues and Conventions Checklist Purpose and Audience

What is my purpose for writing this? Who will read this? Does my narrative essay/story focus on one experience? OR Does my expository essay/report focus on one main idea? Does my narrative essay/story make the reader want to know what happens next? OR Does my expository essay/report inform the reader?

Form and Organization

Does my beginning contain a clear focus statement? Are my beginning, middle, and ending effective?

Does each middle paragraph begin with a strong topic sentence? Have I included enough details? Are the events/ideas arranged in the correct order? Did I use transitions to connect my thoughts?

Sentences

Are my sentences smooth and easy to read?

Did I use a capital at the beginning of each sentence and the right punctuation at the end of each sentence? Have I used a variety of sentence lengths?

Word Choice

Did I use words that help the reader feel what is happening in the narrative essay or story? OR Did I use the right words to explain my ideas in the expository essay or report? Did I use specific words and good action verbs? Did I use each word correctly?

Spelling

Did I spell each word correctly?

Other Considerations

Did I indent each paragraph? Is my handwriting legible?

(HO-12)

36

Grade 8 Exposition Revision Checklist Question

Student Response Teacher Response

First Impression 1. What stood out for you in

this essay?

2. What do you think is the purpose of this expository essay/report?

3. Who would be interested in reading this essay? Why?

Message Quality or Ideas 1. What is the main point of this

essay?

2. What did you learn from this essay?

3. How do the details make this essay informative and clear?

Organization and Coherence 1. Which sentence in paragraph

1 gives a focus to this essay?

2. What is the main point of each of the middle paragraphs?

Paragraph 2 Paragraph 3 Paragraph 4 (and others)

Paragraph 2 Paragraph 3 Paragraph 4 (and others)

37

3. What transition (signal)

words are used in each paragraph?

Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Paragraph 5

Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Paragraph 5

4. How did you create an effective ending?

Language Choices 1. Are the sentences clear and

complete?

___ Yes ___ No ___ Yes ___ No

2. Do the sentences flow smoothly?

___ Yes ___ No ___ Yes ___ No

3. Do the word choices make the essay clear?

___ Yes ___ No ___ Yes ___ No

4. Are all the words spelled correctly?

___ Yes ___ No ___ Yes ___ No

5. Are capital letters used where they should be used?

___ Yes ___ No ___ Yes ___ No

6. Is the punctuation correct?

___ Yes ___ No ___ Yes ___ No

Final Impression (Use the holistic rubric to rate your expository essay/report.) 1. What level is this expository

essay/report?

2. Why did you make that choice?

3. Where could the expository essay/report have been improved?

(HO-13)

38

Grade 8 Sample Expository Prompt and Essay Score and Rationale Overall, the writing is effective and thoughtful. The writing quickly identifies a topic and attempts to engage reader by identifying similarities to well-known sports. The report is organized in logical order. Writing demonstrates a strong understanding of the subject. Key ideas are clearly developed and sequenced. Supporting details are appropriate for the intended message and create an enthusiastic, informal tone, well-suited for the intended audience. Spelling and usage errors do not hamper meaning. Considered as a whole, this writing has a score of 5. See Appendix B for a Holistic Writing Rubric.

How do actors appear to fly in movies? How do you build a working engine? How do you set up a campsite? Play a sport? Play a musical instrument? Write a letter or story? Prepare a favourite food? Organize or decorate your room? In life it is important to be able explain to someone else how things work, how to do something, or how to prepare something. Prompt: You are a teacher. Write an expository essay, explaining to a Grade 8 classroom how something works or how a process is performed.

39

40

(HO-14)

41

Grade 8 Sample Ways to Start a Report (Expository Essay)

Some ways to start a report/expository essay in response to the preceding could include the following:

How to Protect Our Home

During the worst Canadian ice storm on record, I knew how to protect our home. First, I made sure that I got the most current information possible about weather conditions. Then when the electricity went out, I kept the house as warm as possible. Finally, I got rid of broken tree branches in the yard and what ice I could reach on the outside of the house…

How to Survive an Ice Storm

If one cannot move to the tropics, there are several measures that can be taken to prevent personal harm or property damage during an ice storm. Emergency supplies are of paramount importance…

Surviving On My Own

The first and most important step to survival in an ice storm is to be prepared! My parents made a point of reviewing our emergency plan and preparation several times with the entire family. All the emergency supplies were stored in the closet under the basement stairs. We had planned for communication, first aid, food, water, cooking, heat, and light for about 3 days. We also discussed what steps could be taken to prevent damage to the house and yard…

I Can Handle It

What steps must be taken to ensure my safety and to prevent damage to our home during an ice storm? First…

Saving the Canary (and Myself)

There are several urgent needs to consider if the electricity goes off during an ice storm. First, people, pets, and plants need to keep warm. I would need a radio to get up to date weather and emergency information. Food and water are critical. So is avoiding injury and property damage…

(HO-15)

It is a cold, dreary day in January. An ice storm has hit and the electricity has gone out. During the next 48 hours you must take action to ensure your own well-being and to minimize damage and/or loss. What must you do? Prompt: You are a Grade 8 student. Write an expository essay to explain to your parents or guardians the steps that must be taken in order to provide sufficient heat, food storage, drinkable water, pet and plant care, and to prevent freezing water pipes.

42

Grade 8 Narration Revision Checklist

Question Student Response Teacher Response First Impression 1. What stood out for you

in this narrative essay?

2. What do you think is the purpose of this narrative essay?

3. Who would be interested in reading this narrative essay? Why?

Message Quality or Ideas 1. What is the main point

of this narrative essay?

2. What did you learn from the narrative essay?

3. What details make this narrative essay interesting?

Organization and Coherence 1. Does the beginning

paragraph tell you who, where, and when?

Who Where When

Who Where When

2. What is the main event in each of the middle paragraphs?

Paragraph 2 Paragraph 3 Paragraph 4 (and others)

Paragraph 2 Paragraph 3 Paragraph 4 (and others)

43

3. How did you create an

effective ending?

Language Choices 1. Are the sentences clear

and complete?

___ Yes ___ No ___ Yes ___ No

2. Do the sentences flow smoothly?

___ Yes ___ No ___ Yes ___ No

3. Do the word choices make the narrative essay clear and capture the experience?

___ Yes ___ No ___ Yes ___ No

4. Are all the words used correctly?

___ Yes ___ No ___ Yes ___ No

5. Are all the words spelled correctly?

___ Yes ___ No ___ Yes ___ No

6. Are capital letters used where they should be used?

___ Yes ___ No ___ Yes ___ No

7. Is the punctuation correct?

___ Yes ___ No ___ Yes ___ No

Final Impression (Use the holistic rubric to rate your essay.) 1. What level is this

narrative essay?

2. Why did you make that choice?

3. Where could this narrative essay have been improved?

(HO-16)

44

Grade 8 Sample Narrative Prompt and Essay Score and Rationale Overall, the writing is exemplary. The message is fully developed, and appropriate to purpose, audience, and writing prompt. Supporting details are relevant to purpose. Word choices are colourful. Coherence is strong. This narrative has a score of 5. See Appendix B for a Holistic Writing Rubric.

Flash After Flash

I have never been more terrified than the night the Big Storm struck. Flash after flash, the fork lightning stabbed at the earth and thunder crashed. Heavy rain beat at my window like a home invader. Then hail began to pound on the roof. My heart thumped so hard I thought it might pop out of my chest. “It can’t get any worse,” I hoped but I was wrong.

I must have fallen into an uneasy sleep because I jerked awake at the sound of a loud rumble. What had happened? With a deafening crash, a brilliant flash lit my room. “That was way too close,” I worried. Another loud boom had me hiding under my blankets. Five bright flashes lit up the room, one after the other. I began to shiver and the crashes of thunder hurt my ears.

A furry shaking thing jumped on me in the darkness! I recognized my scaredy-cat dog, Buster. Then I screamed when another earsplitting crash and blinding flash of light, right on top of the house this time. Mom came charging into the room.

“We have to get to the basement right away!” she yelled all panicky.

Blind in the dark, me and my family stumbled down the stairs, past the living room window. In a weird flash of light, I saw stuff—big stuff—outside in our yard being thrown around like toys. Thunder smashed against the house and it shuddered in a really frightening way. “It can’t get any worse,” I thought.

I was totally wrong. A long flash of lightning outlined a twister spinning toward us. We practically pushed each other down the rest of the stairs and into the deeper darkness of the basement. Static electricity made our hair stand on end. Glass smashed. There was a great groan and screeching then wet wind slapped our faces. It felt like the entire upper floors of the house were lifting away!

Suddenly, the wind stopped blowing. The house creaked and resettled above us. I squeezed my eyes shut and wondered if I would get carried away by the wind. The wind started to blow again, but not as hard. The rain became lighter, then stopped altogether. When morning finally came, the light seemed as washed out as I felt. Our house and yard were wrecked, but we were together and alive. I will never forget the night of the Big Storm.

Imagine you have experienced a natural disaster. Prompt: Write a narrative for the editors of the book Canadian Disasters, telling the story of when the disastrous event occurred, what happened, and what was done.

(HO-17)

45

Grade 8 Sample Ways to Start a Story (Narrative Essay)

Some ways to start a narrative essay in response to the preceding prompt could include the following:

Winter Holiday Supreme

Snowflakes settled gently on my toque as steam from the hot tub rose around me. My friend Stacey and I both had big, happy grins on our faces. Today had been as close to perfect as a winter day could get. The snow had been untouched, our boards were freshly waxed, and we had perfected a few new tricks on the slopes…

A Miracle in the City

Who hasn’t heard the old song lyric, “Jingle bells, jingle bells/ Jingle all the way”? In my neighborhood we joke that “jingle bells” should be changed to “police sirens.” Yeah, I live in a tough part of town. I guess that’s why this Christmas story about me and you, Mom, really seems like a miracle…

One Tree at a Time

As soon as the snow starts to melt, I begin longing for the first big spring rain to wash away all the accumulated winter grime. I breathe in deeply, hoping for a fresh ozone tang and the wet earth aroma of new beginnings that spring brings to my little town. This spring brought me and my friends the chance to be part of a very special new beginning, one that could change the world…

My Brother’s Secret

Home made Nanaimo bars are my brother’s favourite dessert. He gets it every year for his birthday. It’s my favourite, too, but I always get the boring old angel food cake. My brother always seems to get what he wants. He also gets good grades, plays midget hockey, and might as well be a scientific miracle of girl magnetism. Everybody loves him. Except me. Not any more. You see, this week I discovered his secret…

I Really Wasn’t Hunting Bear

No one believed me then. Maybe you will believe me now. It all started when Dad sent me off to live with Uncle Charlie for the summer. Uncle Charlie is a hunter. It might sound like I’m exaggerating, but he lives to hunt. There are dead stuffed animals everywhere in his house. The elk and deer look kind of innocent and noble, but the cougar and the bear were preserved snarling, with fangs and claws bared. Uncle Charlie saw me eyeing his collection and mistakenly thought I was interested. Nothing else would do: he would teach me how to hunt…

Prompt: You are a grade 8 student who has experienced many events during the last year. Write an interesting and memorable narrative essay relating the details and actions of one of these events as part of a souvenir album for your parents.

(HO-18)

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Appendix A:

Provincial Writing Assessment: Conceptual Framework The goal of the Saskatchewan Assessment for Learning Program is to raise the level of learning and achievement for all students in the province. To do this, the Assessment for Learning Program:

• promotes and facilitates the use of data derived from assessments to improve programs, instruction, and learning;

• raises the level of assessment literacy among the education partners; • supports the development and maintenance of professional learning communities; • strengthens the ability of school divisions or school councils to report to the public on

student learning and school effectiveness: • engages education partners in identifying processes for the effective use of assessment

information and in sharing responsibility for learning outcomes; and, • provides school and school division achievement data that are referenced to provincial

curricula. The Writing Assessment is one component of the Assessment for Learning Program. Cross-curricular data about writing proficiency, processes, and strategic writing behaviours of Saskatchewan students in grades 5 and 8 will be gathered. It provides teachers of different subject-disciplines with information for discussion, planning, and action toward effective instruction and assessment in writing. Writing is integral to all learning and all areas of study. It serves as a “means of generating and communicating thought and understanding across all subject areas” (SAIP, 2002, p. 10) and beyond the classroom. It develops higher-order thinking skills—analyzing, synthesizing, evaluating, and interpreting (Emig, 1983). Writing requires students to process knowledge, theorize, make connections, draw conclusions, imagine, support or refute claims, apply knowledge, and reflect on their own understanding. Students need to be able to write the text forms used in various subject areas, in the workplace, and in life. “Writing is a complex process that includes drawing on prior knowledge and experience; developing and organizing ideas, choosing and shaping the form of presentation associated with a specific purpose; selecting the words, syntax, and stylistic devices, and applying the rules (conventions) of language accurately and purposefully” (SAIP, 2002, p. 10). It requires attention to both process and product, both form and content (Hillocks, 1995, pp. 99–110). “Writing takes place within a specified context or situation. Therefore, the situation, purpose, and intended audience form the framework that governs how all writing elements function within the text” (SAIP, 2002, p. 10). This assessment will consider the writer’s strategies and the writer’s skill in integrating such elements as the choice and development of ideas, organization, stylistic features employed, and language conventions and usage used in carrying out a specific purpose.

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Writing in today’s world requires students to produce a range of texts for a variety of purposes. Although all writing has its roots in what James Britton refers to as the expressive—using language that is “close to the self” and verbalizes the writer’s consciousness (Britton, 1972, p. 96), most public writing “comes in two main directions—toward the transactional and towards the poetic” (Britton, 1972, p. 110).

• Informational or transactional (efferent in Rosenblatt’s, 1983, terms) writing informs, persuades, and instructs, and is always concerned with an end outside itself such as explaining in logical way.

• Imaginative, literary, or poetic (aesthetic in Rosenblatt’s, 1983, terms) writing is a verbal construct, an object made out of language and explores the inner world of an experience and often focuses on a good, believable story or narrative and includes poetry, scripts, and stories.

Writing is rarely done without preparation. This assessment requires students to explore a topic linked to a real-life issue or component of curricula that they have experienced. Students will have opportunity to consider their background knowledge and reflect on what it is they might say about a topic when given specific prompts that identify the key communication variables of audience, purpose, role, and format. This assessment will have three components: a teacher questionnaire; the writing task; and, a student questionnaire. The first part of the writing assessment will consist of pre-writing that is intended to establish a context for the writing and which allows students to consider their background knowledge related to an assigned prompt. Students will also be given opportunity to acquaint themselves with the scoring guide that will be used to assess their writing product. The second part will consist of considering the prompt, focusing on the topic, considering the communication variables (audience, purpose, format), and producing a first draft. The third part will help students to revise using a revision checklist (for self-editing) and to review the assessment rubric. Students will then be asked to reflect on their writing opportunities, skills and habits (questionnaire). This assessment focuses on the student’s ability to use effective writing strategies to produce both informational (expository) and literary (narrative) texts for a specific purpose and audience in a specific context. Students will be expected to use pre-writing (before), drafting (during), and revising (after) strategies and to attend to the conventions of written language including organizing and paragraphing, structuring sentences effectively, selecting and using words and expressions correctly and effectively, and adhering to appropriate spelling, punctuation, and capitalization. An Online Writing Pre-assessment Package to support this assessment is available for use by teachers and students.

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References:

Britton, J. (1972). Writing to Learn and Learning to Write. In Prospect and Retrospect: Selected essays of James Britton, ed. G. M Pradl (pp. 94-11). Upper Montclair, NJ: Boynton Cook.

Council of Ministers of Education, Canada. (2003). Report on Writing Assessment III:

SAIP 2002. Toronto, ON; Council of Ministers of Education, Canada.

Emig, J. (1983). The Web of Meaning: Essays on Writing, Teaching, Learning, and Thinking. Portsmouth, NH: Boynton/Cook.

Hillocks, G. Jr. (1995). Teaching Writing as Reflective Practice. New York: Teachers

College Press.

MacArthur, C. A., Graham, S., and Fitzgerald, J. (2006). Handbook of Writing Research. New York: The Guilford Press.

Rosenblatt, L. (1983). Literature as Exploration (4th

ed.). New York, NY: Modern Language Association.

Tompkins, Gail E. (2000). Teaching Writing: Balancing Process and Product (3rd

White, Edward M. (1985). Teaching and Assessing Writing: Recent Advances in Understanding, Evaluating, and Improving Student Performance. San Francisco, CA: Jossey-Bass Inc.

ed.). Upper Saddle River, New Jersey. Prentice-Hall, Inc.

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Appendix B:

Holistic Writing Rubric In order to facilitate comparisons amongst assessment data from different subject areas (reading, writing, math, and science), the Assessment for Learning Program reports about writing will describe student performance according to the following five-level rubric. Level 5 The composition is exemplary. The product may be insightful or creative. The composition is well-crafted, fully developed, and appropriate to purpose, audience, and writing prompt. The student demonstrates confident control of language elements and techniques of composition. Planning is evident, and the product comes together as a secure whole. The few errors in mechanics are likely the result of risk-taking. Level 4 The composition is thoughtful. The product is effective, well developed and appropriate to purpose, audience, and writing prompt. The student controls language elements and techniques effectively. Planning is evident, and the product is complete. The few mechanical errors do not impede communication. Level 3 The composition is straightforward. The product is clear and adequately developed but unrefined. It is appropriate to purpose and writing prompt, and shows some awareness of audience. The student demonstrates a grade-appropriate control of language elements and techniques of composition. Planning identifies main ideas, and the product addresses the writing task. Minor errors, though noticeable, do not impede understanding. Level 2 The composition is rudimentary. The product may be over-generalized and inconsistent or unclear in its development. It adheres somewhat to purpose and writing prompt, but shows minimal awareness of audience. The student demonstrates uncertain control over language elements and techniques of composition (e.g., attempts at complicated or sophisticated structures and variety result in awkwardness and/or obscured meaning). Planning shows an awareness of purpose, but is less than adequate. Frequent errors in mechanics impede understanding somewhat. Level 1 The composition is unfocused and unclear. The product is difficult to follow. The subject may be off topic and the purpose is unclear. The writing shows an uncertain grasp of basic language elements and techniques of composition (e.g., sentences are often incomplete, run-on, or simple in structure). Evidence of planning is limited. Frequent mechanical and structural errors impede understanding.

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Appendix C:

Analytic Scoring Guide

WRITING PROCESS 1. In the pre-writing and drafting, is there evidence of

organization and content (logical sequence or time order in list(s), bullets, graphic organizer, concept map, plan) AND is there a draft present?

somewhat yes

2. In the draft, how many changes have been made to the message (e.g., adding, deleting, substituting, or reordering of ideas/words, sentence structure, flow)?

none 4 or fewer more than 4

3. In the draft, how many changes have been made to the

mechanics (e.g., spelling, punctuation, capitalization, verb tense, pronoun use, subject-verb agreement, gender)?

none 4 or fewer more than 4

WRITING PRODUCT MESSAGE CONTENT AND IDEAS 4. Are ideas consistently related to the writing topic? no somewhat yes

5. Is the point of view appropriate and controlled? no somewhat yes

6. Which term best describes the overall message of the composition? * Include consideration of title here.

unclear rudimentary straightforward thoughtful

7. Which term best describes the degree to which ideas have been developed?

limited somewhat substantially fully

8. Is the correct format (expository/narrative) used consistently throughout the composition?

no yes

ORGANIZATION AND COHERENCE 9. Does the introduction effectively indicate the organizational

structure (thesis statement and indication of organization OR indication of time order and setting) to follow?

ineffectively or none

somewhat clearly

10. In the title and/or introduction, is there an attempt made to capture the reader’s interest?

no yes

11. Is there a conclusion that effectively completes the composition or captures the main idea from the text?

ineffectively or none

somewhat clearly skilfully

12. Which term best describes the flow of the composition from beginning to end (logical order of ideas, appropriate paragraphing, sentence/phrase/word transitions)?

confusing or undemonstrated

inconsistent or choppy

mechanical seamless

LANGUAGE CHOICES 13. Which term best describes the composition’s sentences

(structure, purpose, length)? unvaried

somewhat varied

consistently varied

14. Which term best describes the word choice in the composition (e.g., connotative or denotative words, specific details, level of language appropriate for intended audience)?

limited generalized specific precise/ colourful

15. Are sentences correct (e.g., word order, subordination/coordination, pronoun reference, run-on sentences, sentence fragments)?

occasionally generally frequently almost always

16. Are mechanics correct (e.g., spelling, punctuation, capitalization, verb tense, subject-verb agreement, gender)?

occasionally generally frequently almost always