Social Studies World Languages Health and Fitness

Transition Years/Benchmark 3

~ -~ ~~~~

Thanks to the following people who assisted in reviewing this document.

Washington Student Assessment System ClassroomBased Assessment Review Committee

Marilyn Ash

Linda Dobbs

Nikki Elliott

Holly Stein

Copyright 0 1999 by Washington Slate Office of Superintendent of Public instruct io~mmission on Student Learning. A l l rights resewed. No part of this publication may be reproduced or transmined in any form or by any means, elm%-onic or mechanical. including photoeopylng, recording, or any information storage or retrieval system. *out permission in writing from the W g h t owner. The contents of this publication may. however, be reproduced if they are intended solely for nonpmm, educational use.

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Table of Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Purpose of the TechnicaVInformational Writing Model for Classroom-Based Evidence of Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Technical/Informational Writing Links to Essential Academic Learning Requirements in the Content Areas . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Differences Between the State-Level Assessment and this Model for Classroom-Based Evidence of Student Learning . . . . . . . . . . . . . . . . . . . . . 14

How to Use the TechnicalAnformationaI Writing Model for Classroom-Based Evidence of Student Learning ....................... 15

Overview of the Writing Process as it Applies to TechnicaVInformational Writing in the Content Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Organization of Student Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Graphic Overview of Student Masters TechnicaVInformational Writing in theconten theas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Applications of TechnicaVInformational Writing in Career Pathways . . . . . . 21

Applications of TechnicaVInformational Writing in Content Areas . . . . . . . . . 22

Assessing Students’ Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Teacher Directions for Using Student Masters (SM) SMs la-lc: What is TechnicaVInformational Writing? and TechnicaVInformational Writing Traits ........................... 33

SMs 2a-2f Four-Trait Analytical Scoring Guide for TechnicaVInformational Writing. and 3. Comparison of State Assessment Model and Classroom-Based Models for Writing Assessment ...................... 36

SM 4 The Forms of TechnicalAnformational Writing .................... 37

SMs 5a-5h Applying TechnicaVInformational Writing to Content Areas and Careers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

SMs 6 a 4 b A Closer Look TechnieaYInformational Writing Scoring Criteria for the Trait of Content. Focus. and Purpose . . . . . . . . . . . . . 39

SMs 6c-6d: A Closer Look: TechnicaVInformational Writing Scoring Criteria for the Trait of Organizational Structure .

SMs 6e-6f A Closer Look TechnicaVInformational Writing Scoring Criteria for the Trait of Style and Terminology . . .

. 40

.41

SMs 6g-6h: A Closer Look TechnicaVInformational Writing Scoring Criteria for the Trait of Format. Layout. andconventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

SMs 7a-7d: Using Graphic Elements in TechnicaVInformational Writing . . . . . . . . . . . . . . . . . .43

SMs 8a-8e: Writing Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

SMs 9a-9e: Writing Memos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

SMs loa-log: Writing Business Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1

SMslla-llg:WritingFt4surnBs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

SMs 12a-12k: Writing Technical Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 7

SMs 13a-131: Writing Progress Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

SMs 14a-14i: Writing Proposals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Writing Evidence Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Appendix A Implementing Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Appendix B: Six-Trait Analytical Scoring Guide for TechnicaVInformational Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Technical/lnformational Writing in the Content Areas

Introduction

This Washington Model for Classroom-Based Evidence of Student Learning is an important part of the Washington State Assessment System. As a part of the Classroom-Based Assessment Tool Kit, it provides a model for understanding the Essential Academic Learning Requirements and for recognizing the characteristics of quality work that define the standards in technicalhnformational writing in the content areas.

General Definition of the Models for Classroom-Based Evidence of Student Learning Washington models for classroom-based evidence of student learning provide teachers with:

+ Tools to help teachers and students collect, organize, and assess student work which may be used as evidence of what students know and are able to do;

+ Examples of classroom activitiedtasks and assessments that are tied to the Essential Academic Learning Requirements, especially those that are difficult to test on the state-level assessment or are more appropriately addressed in the classroom.

Content of the Models

Classroom-based evidence models provide information from oral interviews, presentations, experiments and projects. They also provide information from exhibitions of student work collected over a week, a month, or the entire school year. The models include paper and pencil tasks, generic checklists of skills and concepts, and observation assessment strategies. Teachers can also use the models as effective, highquality tasks and assessments that reflect student progress toward the Essential Academic Learning Requirements and the instructional programs offered to students.

Use of the Models

While these models for classroom-based evidence of student learning offer opportunities for instruction, they do not prescribe specific teaching methods. They are also not intended to be used as “units.” Rather, they are intended for use in connection with ongoing classroom instruction. They encourage teacher choice and creativity, while gathering evidence of student progress in both independent and group settings. It is recommended that teachers attend professional development sessions designed to help them understand how to use these materials effectively.

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Purpose of the Technical/lnformational Writing Model for Classroom-Based Evidence of Student Learning

This technicallinformatwnal writing model is designed to help teachers gather evidence to evaluate student kaming about technicallinformational writing in the content areas. Students should not work through these materials without teacher guidance and support.

The purpose of this model is to gather information about students’ abilities to write in seven different technicallinformational writing forms:

+ Instructions

+ Memos

+ Business Letters

+ ~ S U m B S

+ Technical Reports

+ Progress Reports

+ Proposals

This model is based on Washington’s Essential Academic Learning Requirements for writing and is designed to accomplish a number of important purposes, including

providing activities that are keyed to Washington’s Essential Academic Learning Requirements in all content areas,

addressing objectives included in Washington’s Essential Academic Learning Requirements that are not directly assessed as part of the state-level assessment,

giving students experience with various forms of technical writing which are covered in the state-level assessment,

providing materials that teachers can tailor to the specific curriculum and needs of their students,

presenting a career-based and cross-curricular approach to writing,

offering students a general framework and foundation for technicdinformational writing techniques in everyday activities.

Technical/lnformational Writing Links to Essential Academic Learning Requirements in the Content Areas

Throughout the Student Masters, students are given opportunities to apply technicallinformational writing to the eight content areas listed below. In addition, students learn how technical/ informational writing applies to specific careers. Learning technicallinformational writing in these contexts helps students understand the practical applications for what they are learning.

When writing is integrated with subject-area course work, students learn to think about writing as a natural part of all subject-matter investigations-not just as part of the language arts and business education curriculum. So many opportunities for writing are provided for each content area that there is no need to interrupt instruction simply for the purpose of “doing writing.” Teachers are encouraged to look to all subject areas for opportunities to integrate this model into their eristing instructional program.

The following Essential Academic Learning Requirements across several content areas particularly relate to this Technical/ Informational Writing Model. (These Essential Academic Learning Requirements were s e l e c t e d by Pam Terhorst. Curriculum Director at the Mt. Baker School District.)

English and All Content Areas Writing Essential Academic Learnkg Requirement 1: The .student writes clearly and effectively. To meet this standard, the student wilk

1.1 develop concept and design -maintain a sharp focus throughout the work; focus text

clearly to hold a reader‘s attention, to make a point, to tell a story, andor describe a process or phenomenon -approach a topic in an individualized and purposeful

-discriminate between essential, intriguing, or useful information and trivia

-develop a topic, theme, or central metaphor with carefully chosen and focused detail and content

-control emphasis, sequencing, focus, and transitions in a variety of genres such as poetry, technical, or narrative -write coherent paragraphs d e v e l o p analysis, synthesis, persuasion, and exposition

way

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+ 1.2 use style appropriate to the audience and purpose -recognize voice; strengthen and modify own voice as

-choose words to convey intended message in a precise,

-use specialized vocabulary relevant to a specific content

appropriate

interesting, and natural way

area

+ 1.3 apply writing conventions -use standard writing conventions in final draft to

enhance meaning and clarity: grammarlusage capitalization punctuation spelling

Essential Academic Learning Requirement 2 The student writes in a variety of forms for different audiences and purposes. To meet this standard, the student wilk

+ 2.1 write for different audiences

chosen audience -identiG, analyze, describe, and meet the needs of a

a h o w sense of how particular audience may interpret a text

+ 2.2 write for different purposes, including: -to apply for jobs, to communicate research findings, and

to convey technical information

+ 2.3 write for a variety of forms, including: -reports and directions -interweave elements of exposition, argumentation,

narration, figurative, and rhythmic language as needed according to audience and purpose

+ 2.4 write for career applications -identify particular writing skills required for

-produce technical and non-technical documents such as

-understand the importance of using reference style

occupationaVcareer areas of interest

a home page, a research report, or a blueprint

consistently when writing reports or technical documents

Essential Academic Learning Requirement 3 The student understands and uses the steps of the writing process. To meet this standard, the student wilk

+ 3.1 + 3.2 + 3.3

+ 3.4 + 3.5

prewrite to generate ideas and gather information draft to elaborate on a topic and supporting ideas revise by collecting input and enhancing text and style --conduct further research to improve text; fine-tune word

choice and sentences to enrich text and enhance style

edit by using resources to correct spelling, punctuation, grammar, and usage publish by selecting a publishing form and producing a completed writing project to share with a chosen audience

Essential Academic Learning Requirement 4 The student analyzes and evaluates the effectiveness of written work. To meet this standard, the student wilk

+ 4.1 assess own strengths and needs for improvement + 4.2 seek and offer feedback

English and All Content Areas

Reading

Essential Academic Learning Requirement 1: The student understands and uses different skills and strategies to read. To meet this standard, the student wilk + 1.1 use word recognition and word meaning skills to.read and

comprehend text -integrate appropriate reading strategies to adapt

-identify technical and specialized terms and determine reading to different types of text

meaning of multiple-meaning words

+ 1.2 build vocabulary through reading --examine and increase vocabularies relevant to different

contexts, cultures, and communities

+ 1.3 read fluently adjusting reading for purpose and material -read fluently focusing on text details when necessary to

-read at different speeds, using scanning and/or careful maintain meaning

reading as appropriate

+ 1.5 use features of nonfiction text and computer software, such as titles, headings, pictures, maps, and charts, to find and understand specific information -read, analyze, and use informational materials to

validity of electronic information demonstrate understanding and expertise; analyze the

(titles, headings, table of contents, indices, glossaries, prefaces, appendices, captions, citations, endnotes, etc.)

-use features of electronic information (electronic bulletin boards and databases, e-mail, etc.)

-use complex organizational features of printed text

Essential Academic Learning Requirement 2: The~student understands the meaning of what is read. To meet this standard, the student will:

+ 2.1 comprehend important ideas and details --demonstrate comprehension of varied texts especially

-summarize the main idea and supporting facts and

-use prior knowledge of issues, characters, events, and

technical materials, complex narratives, and exposition

details with evidence from reading

information to examine texts and extend understanding

+ 2.2 expand comprehension by analyzing, interpreting, and synthesizing information and ideas -critically compare, contrast, and connect ideas within

and among a broad range of texts -use logical sequence to accurately retell stories; order

and/or sequence parts of text

+ 2.3 think critically and analyze author's use of language, style, purpose, and perspective --draw conclusions based on the validity and accuracy of

-explain how an author uses language to influence

-analyze and evaluate author's effectiveness for different audiences

-detect bias, stereotype, over generalization, association, and other devices used by the author to influence an audience

response and express insight

within, among, and beyond multiple texts

related to multiple texts

what is read

different audiences

-apply information gained from reading to give a

-analyze, interpret, and evaluate ideas and concepts

-analyze, interpret, and evaluate reasoning and ideas

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Essential Academic Learning Requirement 3: The student reads different materials for a variety of purposes. To meet this standard, the student will:

+ 3.1 read to learn new information + 3.2 read to perform a task

-explain how an author uses language to influence different audiences

+ 3.4 read for career applications

Essential Academic Learning Requirement 4 The student

meet this standard the student will: sets goals and evaluates progress to improve reading. To

+ 4.1 assess strengths and need for improvement + 4.2 seek and offer feedback to improve reading

English and All Content Areas

Communications

Essential Academic Learning Requirement 1: The student uses listening and observation skills to gain understanding. To meet this standard, the student wilk

+ 1.2 listen and observe to gain and interpret information + 1.3 check for understanding by asking questions and

paraphrasing -make judgments and inferences -ask questions to refine and verify hypotheses

Essential Academic Learning Requirement 2:.The student communicates ideas clearly and effectively. To.meet this standard, the student wilk

+ 2.1 communicate clearly to a range of audiences for different

+ 2.2 develop content and, ideas + 2.4 use effective language and style + 2.5 effectively use action, sound, and/or images to support

purposes

presentations

Essential Academic Learning Requirement 3: The student uses communication strategies and skills to work effectively with others. To meet this standard, the student will:

+ 3.1 use language that is accurate to interact effectively and

+ 3.2 work cooperatively as a member of a group

Essential Academic Learning Requirement 4: The student analyzes and evaluates the effectiveness of formal and informal communication. To meet this standard, the student will:

+ 4.1 assess strengths and need for improvement

responsibly with others

-assess own strengths and weaknesses as a presenter

+ 4.3 analyze mass communication -identify and evaluate complex techniques used in mass

communications, such as generalization, appeal to popularity, appeal to emotion

mass communication -analyze and explain the effectiveness of methods used in

-analyze and interpret the influence of media sources

+ 4.4 analyze how communication is used in career settings -determine effective communication techniques for an

occupationallcareer field of interest

Mathematics

Essential Academic Learning Requirement 1: The student understands and applies the concepts and procedures of mathematics. To meet this standard, the student wik

+ 1.4 understand and apply concepts and procedures from probability and statistics -use statistics to support different points of view, for

--organize and display data in appropriate forms, such as example, in a debate or a position paper

tables, graphs, scatter plots, and box plots

Essential Academic Learning Requirement 3 The student uses mathematical reasoning. To meet this standard, the student wik

3.1 analyze information

sources -interpret and integrate information from multiple

0 3.2 predict results and make inferences -make and explain conjectures and inferences based on

analysis of problem situations

0 3.3 draw conclusions and verify results -support arguments and justify results using inductive

-reflect on and evaluate procedures and results and make and deductive reasoning

necessary revisions

Essential Academic Learning.Requirement 4: The student communicates knowledge and understanding in both everyday and mathematical language. To meet this standard, the student will:

0 4.2 organize and interpret information -organize, clarify, and refine mathematical information in

multiple ways: reflecting, verbalizing, discussing, or writing

4.3 represent and share information -express or present mathematical ideas clearly and

effectively using both everyday and mathematical language appropriate to audience

Essential Academic Learning Requirement 5 The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life situations. To meet this standard, the student will:

0 5.3 relate mathematical concepts and procedures to real-life situations . -investigate the mathematical knowledge and training

requirements for. occupationallcareer areas of interest

Science Essential Academic Learning Requirement 2 The student knows and applies the skills and processes of science and technology. To meet this standard, the student wilk

2.1 develop abilities necessary to do scientific inquiry

using logic and evidence; recognize and analyze alternative explanations and predictions

-research, interpret, and defend scientific investigations, conclusions, or arguments; use data, logic, and analytical thinking as investigative tools; express ideas through oral, written, and mathematical expression

-formulate and revise scientific explanations and models

+ 2.2 apply science knowledge and skills to solve problems or meet challenges -propose, revise, and evaluate the possible constraints,

applications, and consequences of solutions to a problem or challenge

Essential Academic Learning Requirement 3 The student understands the nature and contexts of science and technology. To meet this standard, the student will:

+ 3.1 understand the nature of scientific inquiry -analyze and explain why curiosity, honesty, openness,

and skepticism are integral to scientific inquiry -compare, contrast, and critique divergent results from

scientific investigations based on scientific arguments and explanations

investigative design, processes, and procedures -analyze and evaluate the quality and standards of

+ 3.2 know that science and technology are human endeavors, interrelated to each other, to society, and to the workplace -investigate the scientific, mathematical, and

technological knowledge, training, and experience needed for occupational/career areas of interest -analyze how scientific enterprise and technological

advances influence and are influenced by human

political, or ethical considerations activity, for example, societal, environmental, economic,

Social Studies

History

Essential Academic Learning Requirement 2 The student applies the methods of social science investigation to investigate, compare, and contrast interpretations of historical events. To meet this standard, the student will:

+ 2.1 investigate and research -investigate a topic using electronic technology, library

resources, and human resources

-+ 2.2 analyze historical information \ -organize and record information

-separate fact from conjecture; discern bias; separate relevant from irrelevant information in persuasive materials; distinguish verifiable information

+ 2.3 synthesize information and reflect on findings -evaluate information and develop a statement of the

significance of the findings

Geography

Essential Academic Learning Requirement 1: The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on the Earth’s surface. To meet this standard, the student wik

1.1 use and construct maps, charts, and other resources -produce and interpret maps, tables, and graphs that

explain problems and may be used to construct solutions, for example, transportation networks within regions, literacy rates per states, or the variation in population density in relation to resources and land use

The Arts

Essential Academic Learning Requirement 1: The student acquires the knowledge and skills necessary to create, to perform, and to respond effectively to the arts. To meet this standard, the student will:

+ 1.1 understand and apply arts concepts and vocabulary to communicate ideas -understand and apply common concepts in all the arts:

elements, composition, technique, medium, craftsmanship, function, style, presentation Forms: Audio, Video Visual arts:

line, shapdform, texture, color, space apply different multimedia forms used to produce and present works of art graphics photography video

1.2 organize arts elements into artistic compositions -purposefully organize arts elements for a specific

application

+ 1.3 use and develop arts skills and techniques to solve problems and express ideas -use artistic tools and materials to express ideas

-assess and refine technique to improve personal effectively

performancdproduct

Essential Academic Learning Requirement 2 The student applies the creative process with arts knowledge and skills to reason and solve problems. To meet this standard, the student wilk + 2.2 generate and analyze solutions to problems using

+ 2.3 use arts criteria to consider the effectiveness of personal creativity and imagination

work and that of others -use established criteria to explain the strengths and

weaknesses of an artwork

Essential Academic Learning Requirement 3 The student uses at least one of the art forms (visual arts, music, drama, and/or dance) to communicate ideas and feelings. To meet this standard, the student wilk + 3.1 use image, sound, action, and movement through the arts

to express individual ideas for a specific purpose -communicate for a variety of functions and audiences,

for example, design a video job interview; facilitate a schooVcommunity intercultural festival; make a senior project presentation

+ 3.3 use combinations of art forms to communicate in multimedia formats -select and combine graphics and text; adse lec t

appropriate technologies to create, organize, and communicate ideas and feelings clearly

Essential Academic Learning Requirement 4: The student understands how the arts connect to other subject areas, life, and work. To meet this standard, the student wilk

+ 4.5 use art skills and knowledge to present ideas, inform, persuade

Health & Fitness

Essential Academic Learning Requirement 1: The student acquires the knowledge and skills necessary to maintain an

meet this standard, the student will: active life: movement, physical fitness, and nutrition. To

+ 1.3 understand the concepts of physical fitness and develop and monitor progress on personal fitness goals -develop and monitor progress on individualized fitness

goals based on fitness profiles, individual physical capabilities, and national guidelines in relation to work and leisure goals

+ 1.4 understand nutition and food nutrients and how they affect physical performance and the body --develop and monitor progress on personal nutrition

goals based on national dietary guidelines and individual needs

Essential Academic Learning Requirement 3 The student analyzes and evaluates the impact of real-life idluences on health. To meet this standard, the student wilk

+ 3.1 understand how environmental factors affect one’s health -assess the impact of the environment on health in

choosing where to live, work, and play

+ 3.2 gather and analyze health information -analyze the effect of media and technology on personal

and community health policy and health promotion

Essential Academic Learning Requirement 4: The student effectively analyzes health.and safety information to develop health and fitness plans based on life goals. To meet this standard, the student will:

+ 4.1 assess needs and resources -investigate a health and fitness problem or issue: list

alternative courses of action; choose the c o m e that most fully addresses the needs and requirements of the situation; back up the choice with evidence; and evaluate the outcome

+ 4.2 develop a health and fitness plan and a monitoring system

fitness plan based on life goals for leisure and employment

-develop, implement, and monitor a personal health and

Differences Between the State-Level Assessment and this Model for Classroom- Based Evidence of Student Learning

State-Level kssessment Model for Classroom- Based Evidence of Student Learning

Academic Learning covers certain Essential covers all Essential

Academic Learning Requirements; Requirements; addresses two modes of addresses all modes of writing and three cross- writing on a variety of curricular topics per cross-curricular topics assessment booklet

Scope

Time Element adheres to the time needed to administer

flexible time frame; teachers may take the

the assessment entire school year to complete this model

FlexibilityIChoice limited flexibility or greater overall choice of which steps of flexibility and choice of the writing process can the writing modes and be followed topics covered, as well

as which steps of the writing process to cover

IndividuaVGroup Work all work is independent, allows for collaboration student work and feedback from peer!

and teacher Assessment final draft is assessed; all steps of the writing

score reports offer summary feedback to through self-

process can be assessed

students evaluations, teacher observations and conferences, and peer reviews using a variety

including both holistic of assessment tools,

and analytic scoring criteria written for both teachers and students

Usability designed for single use designed to be reused of the entire booklet, including all pages of year with the option to

throughout the school

the writing assessment introduce steps separately a t different times

Recursiveness limited allowance in the model encourages assessment for approaching writing as writing as a recursive

students to approach

a recursive process process every time they have a writing task

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How to Use the Technical/lnformational Writing Model for Classroom-Based Evidence of Student Learning

You have the freedom to use any or all of these materials as presented or to tailor them to your classroom's needs by integrating them with your own teaching materials. The models offer various modes of writing, and students have ample opportunities to evaluate these models. As you discuss each form, encourage students to bring in their own examples for discussion and evaluation.

The Student Masters provide a context for learning by

+ offering a detailed introduction to technicaYinformationa1 writing;

+ explaining how technicdinformational writing applies to the content areas;

+ explaining how technicdinformational writing is used every day on the job.

Writing suggestions provide flexibility by offering

+ a detailed discussion and complete writing assignment for seven different forms of technical writing;

+ suggestions for individual, pair, and group work;

+ a variety of applications for the content areas.

Overview of the Writing Process as it Applies to Technical/lnformational Writing in the Content Areas

The materials presented in this model encourage students to use the stages of the writing process as they apply to the different forms of technicallinformational writing.

Prewriting

4

4

4

4

4

4

Considers Topic, Audience, and Purpose (TAP) Brainstorms and applies other prewriting strategies to generate ideas for writing and considers different ways to organize ideas

Thinks about the levels of language needed (advanced, intermediate, beginner)

Thinks about the writer's relationship to audience and how this affects language and voice

Examines writing models based on technical writing traits

Uses resources for ideasfhelp, as needed

Drafting

4 Articulates the main idea or thesis statement

4 Provides supporting detaildevidence

4 Shows awareness of purpose and audience

4 Sequences information effectively based on TAP 4 Selects format based on the requirements of the technical

4 Uses resources for ideahelp, as needed

Revising

writing form

4

4

4

4

4

4

4

4

Communicates a main idea supported by detail

Addddeletedrearrangedsubstitutes content to improve coherence

Organizes ideas a t the paragraph level

Communicates an organizing strategy

Attends to word choice and voice

Communicates a meaningful, connected flow of ideas

Evaluates the use of typographic devices

+ Analyzes revisions made to writing models

+ Revises based on specific traits and requirements of technical writing form

+ Revises until satisfied with content

+ Participates in peer review/response

+ Conducts a self-review

Editing

+ Conducts a self-evaluation

+ Participates in own peer editing

+ Participates as a peer editor

+ Uses resources for ideaslhelp, as needed

+ Reviews punctuation and sentence structure and revises to ensure clear meaning

+ Checks for errors in spelling + Checks for errors in punctuation

+ Checks for errors in capitalization

+ Checks for errors in grammar

+ Productively engages in editing

Final Draft/Publishing

+ Produces a clean final draft

+ Shares writing with chosen audience

Organization of Student Masters

+ Student Masters l a 4 introduce students to technicall informational writing and to the writing traits and scoring criteria that apply to all forms of technical writing. The technicallinformational scoring criteria included in the Student Masters can also be found in the Teacher Materials. Students are introduced to different technical writing forms as well as ways that various content areas and career pathways use technical informational writing.

+ Student Masters 5a-5h help students make the connection between technicallinformational writing and eight content areas and careers:

English Science The& Business and Technology Mathematics Social Studies World Languages Health & Fitness

In addition, these masters expose students to various career pathways and how technicallinformational writing is used on the job.

+ Student Masters 6a-6h help students take a closer look at each of the technicdinformational writing scoring criteria traits.

+ Student Masters 7a-7d discuss how typographic and visual elements are used in technicaYinformationa1.writing.

+ Student Masters Ba-llg walk students through writing four of the basic forms of technicdinformational writing:

Instructions Memos Business Letters Fk5sumBs

Students learn the traits specific to each of the four forms, and they are given opportunities to use the forms in the eight content areas listed above.

+ Student Masters 12a-14i walk students through writing three of the advanced forms of technicallinformational writing:

Technical Reports Progress Reports Proposals

Students learn the traits specific to each of the three forms, and they are given opportunities to use the forms in the eight content areas listed on the previous page.

+ The Appendices in the Student Masters include proofreading symbols, a peer response sheet, guidelines for e-mail correspondence, business letter formats, a sample lab report, and suggestions for publishing.

Graphic Overview of Student Masters Technical/lnformational Writing in the Content Areas

I Introduction to Technicalhfonnational Writing Traits & Forms I

I Basic Forms of I - TechnicaVInformational Writing Advanced Forms of

11 Instructions Memos Business Letters R6sum6s Technical Reports Progress Reports Proposals

Applications of Technical/lnforrnational Writing in

Science Medical Records Technician: Write a memo to a doctor updating a new office procedure. Dietary Manager: Write a proposal to a diabetes patient suggesting he adjust his diet based on new findings. Hatchery Worker: Write a progress report about fish population.

Career Pathways

4rts p Video Produdion

Worker: Write a progress report on the status of the production schedule of a film short. . Graphic Designer: Write a proposal to a nonprofit group explaining how you would execute a new corporate identity campaign for it.

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Business Operation Customer Service Representative: Write a Technical report compiling shortcomings cited by customers on a given project. Ticket Agent: Write instructions to a tour guide.

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Social Services Teacher's Aide: Write a progress report on a non- English speaking student Law Enforcement Officer: Write a progress report on the status of traffic on a downtown street that was turned intc a one-way street.

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Business Communication

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Chef: Adapt a recipe and write instructions for a new dish. Hotel clerk Write a progress report letting the nextperson on the shift know what's happened that day and what to look out for. SmaU Business Owner: Write a business letter to the manager explaining that you've already paid the fee for your business license and that your payment should be on file in the company records. Construction Manager: Write a business letter explaining to a client why a project is running behind schedule and why full payment should be given.

Technical Press Operator: Write a memo.to co-workers informing them of changes in in printing technology, which you just obtained from a conference. - Farmer: Write instructions telling how to operate a new piece of equipment. Local Truck Driver: Write a proposal to your supervisor on why your route should be changed to expedite deliveries. Computer Operator: Write a technical report on a new software system.

Applications of Technical/lnformational Writing in

I TechnicaVInformationaI iting -

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Assessing Students’ Work

The process of writing a paper leads naturally to questions about how to assess student work. Two types of scoring guides- focused-holistic and analytic-are provided on the pages that follow.

+ The State Focused Holistic Scoring Guide-the Content, Organization, and Style Scoring Guide and the Conventions Scoring Criteria-are the exact scoring criteria used to evaluate student writing on the Grade 10 state-level assessment.

+ Four-Trait Analytical Guide for TechnicaVInformational Writing-for classroom-based assessment of technicallinformational writing.

+ A Six-Trait Analytical Scoring Guide for TechnicaMnformational Writing-for classroom-based assessment (see Appendix B).

State Assessment

Model

S t a t e Focused Holistic Scoring Criteria

1 Content,

Organization, and

Style

2. Conventions

Classroom-Based Models for Writing Assessment

~~~ ~ ~~~

Four-Trait Analytical Si-Trait Analytical Scoring Criteria Scoring Criteria for Technical/ Informational Writing

1. Content, Focus, and 1. Ideas and Content Purpose

2. ‘Organizational 2. Organization Structure

3. Style and 3. Voice Terminology 4. Word Choice

5. Sentence Fluency

4. Format, Layout, and 6. Conventions Conventions

Washington State Focused-Holistic Scoring Guide

The scoring guide on pages 24-26 is the exact scoring guide used to evaluate student writing on the Grade 10 state-level assessment. It is this focused-holistic scoring guide that can be used in the state of Washington to determine if writing is proficient or not proficient.

Content, Organization, and Style

A 4-point response

+ maintains consistent focus on the topic and has ample supporting details

+ clearly addresses the purpose (mode)

+ has a logical organizational pattern and conveys a sense of completeness and wholeness

+ provides transitions that clearly serve to connect ideas

+ uses language effectively by exhibiting word choices that are

+ includes sentences, or phrases where appropriate, of varied

appropriate for intended audience and purpose

length and structure

+ allows the reader to sense the person behind the words

A 3-point response

+ maintains adequate focus on the topic and has adequate supporting details

+ generally addresses the purpose (mode)

+ has a logical organizational pattern and conveys a sense of wholeness and completeness, although some lapses occur

+ provides adequate transitions in an attempt to connect ideas

+ includes word choices which at times can be effective for intended audience and purpose

+ includes sentences, or phrases where appropriate, that are somewhat varied in length and structure

+ provides the reader with some sense of the person behind the words

Washington State Focused-Holistic Scoring Guide [cont.)

A 2-point response

demonstrates an awareness of the topic and includes some (or few) supporting details, but may include extraneous or loosely related material

demonstrates an attempt to address the purpose (mode)

shows an attempt a t an organizational pattern, but exhibits little sense of wholeness and completeness

provides transitions that are weak or inconsistent

has a limited and predictable vocabulary that may not be appropriate for the intended audience and purpose

shows limited variety in sentence length and structure

attempts somewhat to give the reader a sense of the person behind the words

A 1-point response

+ presents minimal information or ideas and few supporting details that may be inconsistent with the meaning of the text

+ shows little attempt to address the purpose (mode)

+ has little evidence of an organizational pattern or any sense of wholeness and completeness

+ provides transitions which are poorly utilized or fails to provide transitions

+ has a limited or inappropriate vocabulary for the,intended audience and purpose

+ has little or no variety in sentence length and.structure

+ provides the reader with little or no sense of the person behind the words

A 0-point response

+ is “I don’t know”

+ is a question mark (?)

+ is one word

+ is only the title of the prompt, or the prompt is simply recopied

Washington State FocusedHolistic Scoring Guide [cont.)

Conventions Scoring Criteria

A 2-point response

+ consistently follows the rules of standard English for usage, spelling of commonly used words, capitalization, and punctuation

+ exhibits the use of complete sentences except where purposeful phrases or clauses are used for effect

+ indicates paragraphs consistently

A 1-point response

+ generally follows the rules of standard English for usage, spelling of commonly used words, capitalization, and punctuation

+ generally exhibits the use of complete sentences except where purposeful phrases are used for effect

+ indicates paragraphs for the most part

A 0-point response

+ mostly does not follow the rules of standard English for usage, spelling of commonly used words, capitalization, and punctuation

+ exhibits errors in sentence structure that impede communication

+ indicates paragraphs only to a limited degree

+ is “I don’t know”

+ is a question mark (?)

+ is one word

+ is only the title of the prompt, or the prompt is simply recopied

Four Trait Analytical Scoring Guide for Technical/lnformational Writing

The analytic guide, adapted from a scoring guide h m the Northwest Regional Educational Laboratory, gives students more precise information on how to improve their writing. Two- and four-point scores may also be given for writing that falls in between the points described.

Content, Focus, end Purpose

A 5-point response:

The purpose of the writing is immediately clear. The writing is focused and informative.

+ The information is concise, not overwhelming, and focuses on a key issue or a few related issues.

+ The information is clear, complete, and accurate. + The facts or claims are thoroughly substantiated.

+ The content and amount of information are well suited to the intended audience.

+ The reader's questions are anticipated and addressed.

A %point response:

The purpose of the writing can be inferred through careful reading. The writing provides some useful information and is focused primarily on one target topic or issue.

+ The information is clear, though not necessarily complete or always accurate.

+ Not all facts or claims are substantiated.

+ The information is not always suited to the intended audience.

+ Irrelevant information is included, or there is not enough substance.

Some of the reader's questions are anticipated and addressed.

Adnpted from a scoring guide from the Northwest Regional Educational Laboratory

Technical/lnforrnational Writing Scoring Guide (cont.]

A 1-point response:

The purpose of the writing is difficult to infer, or the writing itself is loosely focused and is not targeted to any clear issue or topic.

+ The information is unclear, incomplete, or inaccurate. + The facts or claims generally are unsubstantiated. + The information does not seem suited to the intended

audience, or it is difficult to tell who that:audience might be.

+ The information is either too skimpy, scattered, or unfocused. + The reader’s questions are not anticipated or addressed.

Organizational Structure

A 5-point response:

Information is presented in a way that is both engaging and informative.

+ The first words capture the reader’s attention and hint at the content to come.

+ The main points stand out. + Key information is easy to spot. + The order of information makes interpretation of the whole

+ Purposeful transitions connect each part to the main idea and

+ The writing concludes with information the.reader:needs to.

message easy.

connect the points to one another.

know and remember;.or. if provides for a call to action. A 3-point response:

Information is presented in a reasonably straightforward manner.

The text makes an early connection to the main message. The main points can be inferred, but do not stand out. Key information can be located with a little work. The order of information is occasionally confusing or puzzling but still supports the reader’s understanding of the overall picture. Transitions are evident; however, not all points are connected to the main idea or to each other. The conclusion provides only a limited sense of closure or resolution.

Adapted from a scoring guide from the Northwest Regional Educational Laboratory

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Technical/lnformational Writing Scoring Guide Icont.1

A 1-point response:

Lack of organization leaves the reader confused about what is most important.

+ It is difficult to connect the introduction to any overall purpose.

+ The main points are buried, not highlighted, and may be hard to infer.

+ The key information is difficult to locate.

+ The presentation seems random and does not support the reader’s understanding.

+ Transitions are lacking or inappropriate; ideas do not connect to the main idea or to one another.

+ The writing lacks a sense of closure or resolution; at the end, nothing stands out as “most important” in the reader’s mind.

Style and Terminology

A 6-point response:

The style and tone reflect the writer’s engagement with the topic and a concern for the audience. The language is fully appropriate to both topic and audience.

+ The writer seems committed to his or her topic

+ The writer’s voice holds the reader’s attention-but also is appropriate for the topic, audience, and purpose.

+ The language is clear and unambiguous; it contributes to the reader‘s understanding.

+ Sentences are worded in a straightforward manner that helps make the main point clear and obvious.

+ The text includes sentences, or phrases where appropriate, that are somewhat varied in length and structure.

+ Technical terms and specialized vocabulary are used only when necessary and appropriate and are explained as needed.

Adapted from a scoring guide from the Northwest Regional Educational Laboratory

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Technical/lnformational Writing Scoring Guide [cont.]

A 3-point response:

The style and tone reflect the writer’s comfort with the topic, but

jargon or is too simple for the audience, the topic, or both. do not suggest enthusiasm. The language at times is inflated with

The writer seems somewhat interested in his or her topic.

The writer’s voice attempts to hold the reader’s attention, or it may be inappropriate (e.g., too formal, too chatty) for the topic, audience, and/or purpose.

The language occasionally is unclear or-ambiguous; the reader sometimes needs more clarification, the definition of a term, or just a good, clear example.

Most sentences are worded in a straightforward manner that helps make the main point clear and obvious. The text often includes sentences, or phrases where appropriate, that are somewhat varied in length and structure. Technical terms are sometimes used when they are not needed, or the language lacks the precision needed for the content area.

A 1-point response:

The style and tone reflect the writer’s discomfort with and/or apparent indifference to the topic. The language tends to be too general to give the reader the information he/she.needs; or it is so inflated with jargon that it’s almost impossible to understand.

+ The writer seems confused by, or uninterested in;his or her topic.

+ The writer does not seem to speak to any particular audience, or the tone and language seem unsuited to the audience and/or purpose.

+ The language is unclear, ambiguous, or too general; the reader may feel buried in jargon or that nothing has been clarified or explained.

+ Sentences are convoluted.

+ Sentences and phrases are not varied in length and structure.

+ Technical terminology clutters the text, or the language is too general for the complexity of the topic.

Adapted from a scoring guide from the Northwest Regional Educational Laboratory

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Technicel/lnformational Writing Scoring Guide [cont.)

Format, Layout, and Conventions

A 5-point response:

The writer creates a visually effective layout. Graphics and typographic devices, if used, make the text as visually appealing as the context requires. Editing is thorough.

The layout is attractive, effective, and appropriate. It is balanced and clearly laid out, with good use of easy-ondhe- eye white space.

Key ideas stand out because of the writer’s effective use of typographic devices, when needed, including

Boldface Italics, underlining, and bullets Variations in font, style, and size

Key ideas are stated in sentences, clauses, or phrases, and are parallel in form.

Outside sources are cited correctly according to the format for the content area.

The writer uses graphics (illustrations, charts, graphs, etc.), when needed, to help the reader interpret data or draw conclusions.

The text is carefully edited and is free of errors in spelling, punctuation, grammar, paragraphing, and capitalization.

A 3-point response:

The writer creates a visually coordinated.presentation,with enough attention to layout, graphics, and typographic devices, when needed, to make the text readable. The text is edited, though still flawed.

+ The layout is appropriate and tends to highlight key ideas. It is appropriate to both purpose and audience.

+ The writer occasionally, but somewhat randomly, makes use of typographic devices, when needed, including

Boldface Italics, underlining, and bullets Variations in font, style, and size

Adapted from a scoring guide from the Northwest Regional Educational Laboratory

Technical/lnforrnetionel Writing Scoring Guide [cont.]

+ Key ideas are generally stated in sentences, clauses, or phrases, and some are parallel in form.

+ Outside sources are cited.

+ The use of graphics is minimal or not as clear as the reader would like.

+ The text, though edited, still contains some noticeable errors in spelling, punctuation, grammar, paragraphing, and capitalization.

A 1-point response:

Attention to layout, graphics, and typographic devices is minimal. Editing clearly needs work.

+ The layout is cluttered or visually confusing, or the paper simply has a rough-drafi look.

+ The writer rarely, if ever, makes use of typographic devices, even when they would create emphasis or help key points stand out.

+ Key ideas are not presented in any consistent format.

+ Outside sources are not cited.

+ Graphics are needed but are not used, or they create more confusion than understanding.

+ The text contains many noticeable and distracting errors in spelling, punctuation, grammar, paragraphing, and capitalization.

Use with Student Masters la- lc , “What is Technical/lnformational Writing?” and ’Technical/lnformational Writing Traits”

Students are introduced to technicallinformational writing as a type of expository (or sometimes persuasive) writing most often used to convey information (or to convince others) for technical or business purposes. The information below further explains the purposes and elements of technicallinformational writing.

Technical/lnforrnational Writing

Conveys factual information to share knowledge, to initiate action, or to change action

Includes data, principles, procedures, details, or methods

Draws from every content area and is used in virtually every profession to provide technical information

Provides information clearly, accurately, and concisely, and exhibits all other standards of good writing

Tailors content and style to meet the needs of a specific audience

Employs typographic and visual elements, when needed, to enhance and illustrate content

Students are given a list of examples of familiar forms of technicallinformational writing:As they think about where.and when they have come in contact .with:technical/informational writing, and add to the list of examples, they will see that they are more familiar with it than they realized.

Students learn the traits common to all forms of technicaV informational writing listed below. As they progress through the Student Masters, they will learn how these traits remain the same, but the indicators (the bulleted points under each trait) will vary based on the specific writing form.

Writing Traits Common to All Forms of Technical/lnformational Writing

Content, Focus, and Purpose

+ The information is concise, not overwhelming, and focuses on a key issue or a few related issues.

+ The information is clear, complete, and accurate.

+ The facts or claims are thoroughly substantiated.

+ The content and amount of information are well suited to the intended audience and purpose.

+ The reader's questions are anticipated and addressed.

Organizational Structure

+ The first words capture the reader's attention and hint a t the content to come.

+ The main points stand out.

+ Key information is easy to spot.

+ The order of information makes interpretation of the whole message easy.

+ Purposeful transitions connect each part to the main idea and connect the points to one another.

+ The writing concludes with information the reader needs to know and remember, or it provides for a call to action.

The traits and scoring criteria above have been adapted from a scoring guide from the Northwest Regional Educational Laboratory.

Writing Traits Common to All Forms of Technical/lnformational Writing,

continued

Style and Terminology

+ The writer seems committed to his or her topic.

+ The writer’s voice holds the reader’s attention-but is also appropriate for the topic, audience, and purpose.

+ The language is clear and unambiguous; it contributes to the reader’s understanding.

+ Sentences are worded in a straightforward manner that helps make the main point clear and obvious.

+ The text includes sentences, or phrases where appropriate, that are somewhat varied in length and structure.

+ Technical terms and specialized vocabulary are used only when necessary and appropriate and are explained as needed.

Format, Layout, and Conventions

+ The layout is attractive, effective, and appropriate. It is balanced and clearly laid out, with good use of easy-on-the-eye white space.

+ Key ideas stand out with the effective use of typographic devices, when needed, including boldface, italics, underlining, bullets, and variations in font, style, and size.

+ Key ideas are stated in sentences, clauses;.or.phrases and.are parallel in form.

+ Outside sources are cited correctly according to~theformat for the content area.

+ The writer uses graphics (illustrations, charts, graphs, etc.), when needed, to help the reader interpret data or draw conclusions.

+ The text is carefully edited and free of errors in spelling, punctuation, grammar, paragraphing, and capitalization.

The traits and scoring criteria above have been adapted from a scoring guide from the Northwest Regional Educational Laboratory.

Use with Student Masters 2a-2f. “Four-Trait Analytical Scoring Guide for Technical/lnformational Writing,” and 3, “Comparison of State Assessment Model and Classroom-Based Models for Writing Assessment”

the same criteria provided on Teacher Materials pages 27-32. Students review technicalhnformational scoring guide. These are

Then, they compare the State Assessment Model to the Classroom- Based Models for Writing Assessment. This is the same chart provided on Teacher Materials page 23.

Use with Student Master 4, “The Forms of Technical/lnformational Writing”

Students learn that a variety of technicallinformational writing forms erdsts to accommodate the topic, audience, and purpose for writing. Some of the most frequently used forms are listed below.

Technical/lnformational Writing Frequently Used Forms in

abstracts ’ brochures directives executive summaries feasibility studies . information sheets instructions job descriptions journal articles letters manuals memos

progress reports proposals questionnaires resumes specifications technical reports

The forms they will study in depth are:

Instructions Memos Business Letters R 6 S u m B S

Technical Reports Progress Reports Proposals

Students are introduced to the career pathways from the.Holland- Based Career Paths (6-path system) that will be discussed as they learn about technicallinformational writing.

*Ar ts

Business Operation Business Communication Science Social Service Technical

Bridging Activity:

Have students locate examples of technidinformational writing used in a career that interests them. Ask students to analyze the writing in terms of the four writing traits discussed in Student Masters lb-le.

Use with Student Masters Sa-Sh. “Applying Technical/Informational Writing to Content Areas and Careers”

This series of masters encourages students to think about where

writing in each of the content areas. Then they are asked to and when they have been exposed to technicallinformational

analyze four careers related to each content area and to think about the various purposes technicallinformational writing serves in the workplace.

The jobs listed in these Student Masters are springboards for

occupations and contexts for using technicallinformational writing. discussion. Encourage students to come up with additional.

These activities are designed to help students see the universal relevance of technicallinformational writing in the workplace.

Bridging Activity:

the following questions: Have students interview two adults from any occupation and ask

1. What percentage of your work involves writing?

2. What form does most of your writing take?

3. Who is your primary audience when you write?

4. How does this influence how and what you write?

5. How often do you collaborate with someone on a piece of writing?

6. Would you have benefited from.taking.more:kinds.:of writing instruction when you were in school? Explain.

Use with Student Masters 6a-6b. “A Closer Look: Technical/lnformational Writing Scoring Criteria for the Trait of Content, Focus, and Purpose”

Students review the scoring criteria on page 27 for the trait of content, focus, and purpose. Then, they analyze two student writing models and evaluate them using the scoring criteria for this trait.

The excerpt from Londell’s business letter is the more effective piece of writing. It is more focused, the information.is complete,

facts are not substantiated, and the content.is.not suited to the and the facts are substantiated. David’s writing isnot concise, the

audience, which is the school.board. He rambles and does not address the reader‘s questions, such as which desktop publishing program should be offered and which class should become an elective.

Use with Student Masters 6c-6d. “A Closer Look: Technical/lnformational Writing Scoring Criteria for the Trait of Organizational Structure”

Students review the scoring criteria on pages 28-29 for the trait of organizational structure. Then, they analyze two student writing models and evaluate them using the scoring criteria for this trait.

Luis’s set of instructions captures the reader’s attention, provides well-organized steps, uses purposeful transitions, and concludes with information the reader.needs to know. Maureenkinstructions are vague and difficult to interpret.

Use with Student Masters 6e-6f, “A Closer Look: Technical/lnformational Writing Scoring Criteria for the Trait of Style and Terminology”

Students review the scoring criteria on pages 29-30 for the trait of style and terminology. Then, they analyze two student writing models and evaluate them using the scoring criteria for this trait.

In Jordan’s excerpt, the writer’s voice is inappropriate for the topic, audience, and purpose. His negative and sarcastic tone alienates the reader. The series of questions in the.second~paragraph.are overwhelming to the reader,:particularly because the,technical terms are not explained. Alicia’s excerpt, on the other:hand, conveys the importance of the material in a more reader-friendly way. The chart clearly defines and explains the technical terms the reader needs to know.

Use with Student Masters 69-6h, “A Closer Look: Technical/lnformational Writing Scoring Criteria for the Trait of Format, Layout, and Conventions”

Students review the scoring criteria on pages 31-32 for the trait of format, layout, and conventions. Then, they read an excerpt from a student memo and revise the memo using the scoring criteria for this trait. One way to revise Fiona’s memo is provided below.

fou missed a lot of important topics that were covered it the student council meeting. The most important )ne is that you were elected president. In addition, we ;alked about the car wash and the picnic. Here’s what you need to know.

Zar Wash It will be held March 27.

We need to find 35 volunteers.

* The following supplies are neede ! d raes. one bucket for every two people, soap, signs, a cash box, and a few hoses.

I I

picnic It will be held May 25.

We need to find a total of 20 volunteers. So far the volunteers are Andy, LaTonya, Sarah, and me.

You are responsible for bringing a cake large enough to feed 15 people.

We are hoping to raise $300 at the car wash, which is

there is a lot of work to be done, I’m sure these 25 percent more than we raised last year. Although

activities will be fun, exciting, and challenging.

Use with Student Masters 7a-7d, “Using Graphic Elements in Technical/lnformational Writing”

Students are asked to open a newspaper or magazine randomly to see where their eyes go to first. This allows them to find out for themselves the power that visual elements have on the eye.

Encourage students to use simple, straightforward visuals in their proposals. Consider the various ways visuals help the reader and how they enhance text rather than replace it.

Human susceptibility to fads can extend.to wanting to use the latest in computer graphics and fonts. Discuss what effect funky fonts and artwork would have on conveying-technical or serious information.

Suggest that although visuals can be skewed or distorted, they carry a lot of weight because they appear to present material in a factual, cut-and-dried way.

The reasons for using typographic and visual elements are listed below.

Use Typographic and Visual Elements

To provide interest and draw readers into a piece of writing

To reinforce important points

To make the abstract concrete

To help readers draw their own conclusions

To present complex material at a glance

To allow readers to scan the writing for main ideas

To persuade an audience to consider a certain viewpoint

To make the piece look manageable and less intimidating by giving readers breathing room

Students may analyze how typographic and visual elements are used on a textbook page of their choice.

The uses for different typographic elements are provided below.

Typographic Elements

b Headings and Subheadings short, succinct descriptors of content

Announce the subject Eliminate the need to announce the subject in Clarify relationships between main ideas Provide quick access to a specific piece of text HelD the reader Dreview material

a sentence

Break up long pieces of text and-help keep the reader focused Are set on a line separate from the text or in the margin

Lists

or comprehension words, phrases, or sentences separated v i swl ly from the text for emphasis

Numbered lists

Bulleted lists Suggest sequence, priority, or total count of items is important

Suggest items are relatively equivalent Captions brief statements accompanying visual material

Explain contents of illustrative material Summarize visual information Expand visual information Give another perspective on visual information Clarify visual information Are positioned closer to illustration than to text

Boldface, Italics, Underlining, and Font, Style, and Size Add emphasis to words and ideas Provide continuity between headings.and subheadings Require consistent usage throughout text

Discuss with students why choosing the appropriate visual requires careful analysis of the topic, audience, and purpose. The table below provides guidelines as to what visual elements work best for each purpose.

Guide for Using Visuals

To compardcontrast use bar graph, pie chart

To show an entire object use illustration, photograph

To show cause use flow chart

To classify use lists, table

To illustrate complexities use diagram relationships

To present raw data use table, lists

To summarize trends use line graph

To show percentage use pie chart relationships

To highlight a detail use photograph or illustration

Discuss with students the sample graphs and table on Student Master 7d.

Bridging Activity:

Ask students to bring in examples of technical writing that incorporate visuals and graphic elements. Each student should rank their examples from most effective.use.of visualdgraphics to :

least effective. Working.in:groups, students should passraround

way they did. As a class, discuss the best examples. their examples and discuss why-theyranked their examples the

Use with Student Masters 8a-8e, “Writing Instructions”

Students are introduced to the technical writing form of writing

job. The model provided is a good example of the importance of instructions and the ways in which instructions are used on the

accuracy in directions. As students discuss the model, it should become clear to them that accuracy and completeness of information play crucial roles in writing instructions.

Five significant improvements.to Ann’s rough draft include:

1. The purpose for writing is indicated in the.title and . .

introduction.

2. The steps are separated well and are organized clearly in chronological order.

3. Articles (a, an, the) are included.

4. Language is clear and concise.

5. Information is presented completely (e.g., medical services phone number is provided).

The Revising Checklist for Instructions is provided on the next page.

Revising Checklist for Instructions 0 Content, Focus, and Purpose 0 The purpose for writing is indicated in the title and

0 Information is presented clearly, completely, and accurately. 0 Cautions, explanations, and definitions are included as

0 Content is effectively presented based on analysis of audience

0 Information is focused and not overwhelming to the

0 The reader’s questions are anticipated and addressed.

introduction.

needed.

background and familiarity with subject.

audience.

Organizational Structure 0 The steps are organized clearly in chronological order. 0 The sequence of steps is correct. 0 All steps are included and numbered. 0 The sequence is indicated by arrows or in diagrams or when

layout is not vertical. Style and Terminology 0 Sentences begin with an action verb. 0 Language is clear and concise. 0 Articles (a, an, the) are included. 0 Sentences are short and use adjectives only when needed. 0 Technical terms and specialized vocabulary are used only

when necessary and appropriate and are explained as needed.

+ Format, Layout, and Conventions 0 All tools and materials needed, if any, are labeled. and.listed

0 Each step begins on a new line with space between steps. 0 Typographic devices, when needed, help key ideas stand out. 0 Diagrams or figures with explanatory captions are included if

0 Text is carefully edited and is error free.

aRer the introduction.

necessary.

Checklist adnpted from a checklist from the Northwest Regional Educational Laboratory.

Students are asked to write a set of instructions telling a classmate how to perform a task related to a hobby, subject, or job they know well.

The Topic, Audience, Purpose (TAP) chart on Student Master 8d helps students focus on what the audience needs to know in order to successfully carry out the instructions. Before they prepare their final copies, suggest that students have someone with no knowledge of their subject review the instructions. Content area activities for writing instructions are provided on Student Master Be.

Bridging Activity:

Ask students to bring in examples of instructions written to perform everyday tasks. Have them evaluate and discuss which ones are well written and which ones are poorly written.

Use with Student Masters 9a-Se, “Writing Memos”

Students learn what a memo is and how it is used at the workplace. It might be difficult for students to grasp that time is a valuable commodity a t work and that memos are best kept short and to the point. Also note that memos differ from business letters because they are interagency, whereas business letters go to outside “agencies.”

As students compare Ann’s model rough draft to her revision, point out that the revision, which is slightly longer than the rough draft, is actually a much quicker read. Improvements to the draft include:

+ breaking the copy into more digestible pieces

+ including subheads that allow for skimming

adding a subject line that includes the purpose

+ using clear, concise, direct language

+ presenting content based on analysis of audience background and familiarity with subject

Consider mentioning that the form provided is one of the most commonly used but that the format for memos can vary from company to company. A discussion of e-mail correspondence is provided in Student Master Appendix C.

Students are asked to write a memo to another student summarizing what happened at a meeting for an extra-curricular activity he or she could not attend and explaining to the student what is required of him or. her based on what..was discussed at the meeting. This somewhat informal context should serve as a good contrast to the more formal business letter they.wil1 be asked to write in Student Masters loa-log.

Content area activities for writing memos are provided on Student Master 9e.

The Revising Checklist for Memos is provided on the following page.

I Revising Checklist for Memos

+ Content, Focus, and Purpose 0 The content is effectively presented based on analysis of audience

0 The first sentence answers, "why is he or she telling me this?" 0 The purpose statement is concise and direct. 0 Information is presented clearly, completely, and accurately. 0 The reader's questions are anticipated and addressed.

background and familiarity with subject.

+ Organizational Structure 0 The four-part structure is followed. 0 The length is based on topic, audience, and purpose. 0 Information is organized so that it can be read easily and quickly. 0 Purposeful transitions connect each part to the main idea and connect

0 The format is selected based on whether the memo will be printed or

0 The memo is copied to the supervisor of both writer and recipient, when

the points to one another.

e-mailed.

appropriate.

+ Style and Terminology 0 The level of formality is appropriate to the topic, audience, and purpose. 0 A congenial voice that recognizes the reader's perspective is maintained. 0 Language is clear, concise, and direct. 0 Sentences are worded in a straightforward manner that helps make the

0 The text includes sentences, or.phrases where appropriate, that.are

0 Technical terms are used only when necessary and appropriate and are

main point clear and obvious.

somewhat varied in length and structure.

explained as needed.

+ Format, Layout, and Conventions 0 The recipient's name is spelled correctly and his or her title is included. 0 To, From, Subject, and Date lines are included. 0 The purpose for writing is indicated in the subject heading. 0 Headings and lists help key ideas stand out. 0 The text is carefully edited and is error free.

Checklist adapted from a checklist from the Northwest Regional Educational Laboratory.

Use with Student Masters loa-109, "Writing Business Letters"

Ask students to discuss the differences between friendly letters and business letters as well as the differences between memos and business letters. Some students might think business letters have to sound formal, and, as a result, their language becomes stilted. Talk about the benefits of clear, concise language and the value of sounding like yourself when you write. Explain that the "voicelessness" of some technical writing is actually another type of voice (one that is businesslike) which is.appropriate for. audience and purpose.

Encourage students to give examples of how incorporating the elements of persuasive writing provided on Student Master 10a will make their business letters stronger.

In addition to the information on the appearance and format of business letters on Student Master loa, sample standard business letter formats are provided in Student Master Appendix D.

Students are asked to compare JosB's model rough draft of a letter of recommendation and compare it to the revised version. Students should try to imagine themselves in the position of the recipient of each version of the model letter and to similarly keep the recipient of their own letters in the forefront as they write. Discuss with students why even the head of the English department goes through drafting and revising.

Five significant improvements to JosB's draft include:

1. Dr. Elliot's title is included in the address block.

2. The content of the first paragraph is better suited.to the intended topic, audience, and purpose.

3. Transitions are used effectively to connect ideas.

4. Sentences are worded in a straightforward manner that helps make the main point clear and obvious.

5. More specific information is provided, and a capitalization error was corrected.

Student Master 10e provides additional discussion of the language of business letters, including being specific, being direct, and being aware of the connotations of words.

Students are asked to write a letter to a prospective employer that will serve as a cover letter to the resumes they will write in the next lesson.

Content area activities for writing business letters are provided on Student Master log.

The Revising Checklist for Business Letters'is provided on the next page.

Revising Checklist for Business Letters Content, Focus, and Purpose

0 The content and amount of information are well suited to the intended topic, audience, and purpose.

0 The purpose for writing is indicated in the first paragraph.

0 Information is presented clearly, completely, and accurately.

0 The information is concise, not overwhelming, and focuses on a key issue or issues.

0 The reader’s questions are anticipated and addressed.

b Organizational Structure

0 The length is based on topic, audience, and purpose, and is limited to one page if at all possible.

0 Information is organized so that it can be read easily and quickly.

0 Transitions are used effectively to connect ideas.

0 The letter concludes with a clear indication of what the writer will do next or what the reader is expected to do next.

b Style and Terminology

0 The level of formality is appropriate to the topic, audience, and purpose.

0 A congenial voice that recognizes the reader‘s perspective is maintained.

0 Language is clear, concise, and direct. Action verbs are used.

0 Sentences are worded in a straightforward manner that helps make the main

0 The text includes sentences, or phrases where appropriate, that.are somewhat

0 Technical terms are used only when needed and are explained as needed.

Negative or insincere statements have been eliminated.

point clear and obvious.

varied in length and structure.

6 Format, Layout, and Conventions

0 The letter is addressed to a specific person with a specific title (if possible).

0 The correct spelling of the recipient’s name has been verified.

0 The layout is attractive and appropriate.

0 The format adheres to a standard business letter format.

0 The text is carefully edited and is error free.

Checklist adapted from a checklist from the the Northwest Regional Educational Laboratory.

Use with Student Masters 1 l a - l l g . "Writing Resumes"

Although students are just starting out in the workplace, the information they will learn in Student Masters l la- l lg will

job. In addition, these masters will prompt students to start provide them with writing techniques that will help them get a

thinking about the kinds of skills, education, and accomplishments they might want to strive for to get the job they want.

Students compare Shiree's model rough draft r6sume to her revision. It should be obvious to students that the revision looks better, but make sure they follow the revision's less obvious improvements. The revised resum6 includes annotatims that highlight the corrections that have been made.

Student Masters l l d - l l f are worksheets to get students started in writing their r6sum6s. Since many students are not likely to have much in the way of work experience, encourage them to be creative in articulating what they have accomplished. For example, a student with a simple grass-cutting job actually shows some entrepreneurial skills.

The Revising Checklist for Msum6s is on the next page.

Revising Checklist for Resumes

h Content, Focus, and Purpose

0 The job objective is included, when beneficial, and focuses on what you bring to the job, not what the job can do for you.

0 Information is accurate and verifiable.

0 Information is presented clearly.

0 Your strengths are highlighted and are easy to spot.

0 Specific details, such as dates and facts, are provided as needed.

b Organizational Structure

0 The most important and most recent information is presented near the top.

0 The other standard elements of a resume are presented in a way that highlights your strengths.

0 Information is organized so that it can be read easily and quickly.

6 Style and Terminology

accomplishments. 0 Sentences are brief and begin with action words that highlight your

0 An upbeat voice conveys excitement for work and confidence in your abilities.

0 Language is clear and concise.

+ Format, Layout, and Conventions

0 The layout is attractive and inviting. The information looks~easy to read and understand.

0 The font is simple and readable.

0 Headingdsubheadings are in boldface type.

0 Adequate spacing is provided between lines.

0 The format adheres to one of the standard one-page resume formats.

0 The text is carefully edited and is error free.

Checklist adapted from a checklist from the Northwest Regional Educational Laboratow.

Student Master l l g provides information about electronic rksumes. To ensure that their r6sum6s will be scannable to a computer, students should avoid elaborate or unusual fonts and any graphics in their resumes. In addition, students learn about using key words in their resumes that will match them with the key words associated with the jobs for which they are qualified.

Creating Computer-Readable Resumes

0 Use a clean, simple font. limes and Helvetica are readable by all computers. Others, such as Papyrus and Felf Tip, are not.

0 Use a type size of a t least 10 point.

0 Don't condense type to fit it on a line. Condensed type can confuse scanners.

0 Keep line spacing (also called leading) generous, a t least two points above the type size.

0 Use boldface type, when needed, but not italics or underlining.

0 Don't use bullets (e), dingbats (0, <., O), or graphics. Instead, organize your information by using heads, subheads, boldface, margins, etc.

0 Don't fold your r6sumk. Send it in an envelope large enough (9" X 12") so that it needn't be folded.

Use with Student Masters 12a-12k. "Writing Technical Reports"

As students review the types of purposes of technical reports, remind them that they have written a t least brief technical reports before. Discuss the elements of technical reports, pointing out that the elements can change based on the type of report and length of the document. In addition, in-house formats for reports vary. Students might be intimidated by the elements of technical reports, but the way information in reports is divided up actually provides them with a framework for organizing their writing.

Students review and compareChiefWagner's rough draft technical report with his revision. Note that the main improvements to Chief Wagneis revision are improved readability, better organization, and greater specificity of information. Additional improvements are annotated on the revision. Student Master 12d encourages students to assess the use of visuals in his report.

The Elements of Technical Reports chart is provided below.

Elements of Technica l R e p o r t s

Title Page-Contains a straightforward title and your name and date

Table of Contents (for long reportablists elements and important subheads and the pages on which they appear

Introduction-Includea a clearly stated main idea and briefly addresses relevant background information

Summery-Supports the main ideawithrelevant background- information, research, and data, as needed

Conclusions/Recommendations-mea up information presented, discusses implications, makes recommendations, as needed (may be provided in form of numbered sentences)

Bibliography (if applicableblists references

Append* (if applicable)-Contains data that are too long to be included elsewhere

Students begin prewriting their technical reports on a subject of their choice. Suggest to students that writing is learning and encourage them to take risks in their topic selection. Although they should have some familiarity and a definite interest in the topic, encourage .them to choose a topic that will require some research on their part.

As students work on developing a main idea, suggest to them that a t this point the main idea or thesis statement is a working tool that will give them direction and help them organize their thoughts and research. They should be.open to the idea that their thesis might change based o n the information. they gather. Encourage students to talk to.a reference librarian .who can direct them to reputable, up-to-date sources.

With technical material, students have to work hard to put the information into their own words. Remind students to identify in their notes when they are taking a direct quote from a source and when they are paraphrasing. Encourage them to paraphrase as much as possible while they have the source in front of them. Also encourage them to consult a dictionary or other appropriate reference source if anything is unclear to them.

After students identify important terms they and their audience need to know, have them write a dictionary definition as well as a sentence or an extended definition for each term. The place for definitions is most often in the body of the report. Make sure students know that they should not begin the report with a definition.

As they revise, students are asked to pay special attention to the language they’ve used in their. reports. The Language of Technical Reports provides guidelines against which students:can compare their drafts.

The Language of Technical Reports

Use clear, straightforward language.

Use an informational style.

Use relatively short sentences.

Use past tense to describe completed actions.

Use present tense in conclusions.

Avoid abstractions; use concrete terms.

Avoid technical terms when simpler words will work.

The revising stage also gives students the opportunity to evaluate the interest level of their reports. Students might think it’s okay for them taturn in a boring report because tne expectation for excitement in a report is low. Challenge students to go back to their reports and make sure they’ve captured the reader’s interest

Content area activities for writing technical reports are provided on Student Master 12k. A sample lab report can be found in Student Master Appendix E.

The Revising Checklist for Technical Reports is provided on the next page.

Revising Checklist for Technical Reports

0 The purpose for writing is clearly stated and is provided in the introduction. D The information is concise, not overwhelming, and focuses on a key issue or a

0 The information is clear, complete, and accurate. 0 The information is specific and is supported with evidence or research, as

0 The content is carefully chosen based on analysis of audience background and

0 The reader’s questions are anticipated and addressed.

0 All of the relevant elements of technical reports are included and accomplish

0 Chronological or topical organization has been chosen based on the purpose for

0 The information is prioritized and organized to maximize the reader’s

0 Key information is easy to spot. 0 Purposeful transitions connect each part to the main idea and connect the

D The length is appropriate-based on topic, audience, and purpose.

0 The level of formality is appropriate to the topic, audience, and purpose. 0 The language is clear, concise, and direct. 0 Technical terms are used only when needed and are explained as needed. 0 Sentences are worded in a straightforward manner that helps make the main

0 The text includes sentences, or phrases where appropriate, that are somewhat

0 A personal, natural tone and a confident,.informational style are used.

0 Key ideas stand out because of the effective use, when needed, of typographic devices, including boldface, italics, underlining, bullets, and variations in font, style, and size.

+ Content, Focus, and Purpose

few related issues.

needed.

familiarity with subject.

+ Organizational Structure

their intended purpose.

writing.

understanding.

points to one another.

+ Style and Terminology

point clear and obvious.

varied in length and structure.

+ Format, Layout, and Conventions

0 Key ideas are stated in sentences, clauses, or phrases and are parallel in form. 0 Visuals, when needed, are well-labeled, and their significance is referenced in

0 Outside sources are cited correctly according to the format for the content

0 The text is carefully edited and is error free.

the text.

area.

Checklist adapted from a checklist from the Northwest Regional Educational Laboratory.

Use with Student Masters 13a-131, “Writing Progress Reports”

Students learn the various purposes for progress reports as well as the following elements usually included in them.

Elements of Progress Reports

IntroductiodOverview-Introduces the project and provides relevant background information to help orient the reader

Discussion-Summarizes the progress of the project to date and identifies what is going well and what is not going well

recommended changes and briefly addresses the next ConclusionslRecommendations-Identifies

phase of the project

Appendix (if applicable )-Includes support materials as needed

Students compare Leslie’s model rough draR progress report to her revision. In addition to better organization, improved use of heads and subheads, and the inclusion of more specific information,

report. Additional improvements are provided in annotations to discuss with students the improvements made to the tone of the

the revision.

Students are asked to write a progress report on a school, community, or personal project.~Asthey complete-the Topic,

to focusing the purpose of their reports. Audience, Purpose (TAP) chart, they shou1d:pay special attention

Content area activities for writing progress reports are provided on Student Master 131.

The Revising Checklist for Progress Reports is provided on the next page.

Revising Checklist for Progress Reports + Content, Focus, and Purpose 0 The document is clearly identified as a progress report and indicates

0 The information is presented clearly, completely, and accurately. CI The information is specific. 0 The content is carefully chosen based on analysis of audience

0 All of the relevant elements of progress reports are included and

0 The reader's questions are anticipated and addressed. 0 The information is thorough but does not include anything that could

the period the progress report covers.

background and familiarity with subject.

accomplish their intended purpose.

have been left out. + Organizational Structure

0 The information has been organized based on time, importance, or

0 The length is based on topic, audience, and purpose. 0 The writing concludes with information the reader needs to know and 1

task, depending on the purpose for writing.

remember, or it provides for a call to action. + Style and Terminology

0 The level of formality/informality is appropriate to the topic,

0 Language is clear, concise, and direct. 0 Technical terms are used only when needed and are explained as

0 Sentences are brief and to the point. 0 The tone should be objective-neither overconfident nor defensive.

0 Parts are labeled consistently and are.set off in boldface type. 0 Visuals are used selectively to enhance the purpose. 0 Visuals are well-labeled and their significance is referenced in the

0 The text is carefully edited and is error free.

audience, and purpose.

needed.

+ Format, Layout, and Conventions

text.

Checklist adapted from a checklist from the Northwest Regional Educational Laboratory.

Use with Student Masters 14a-14i. “Writing Proposals”

written to offer a solution to a problem. Although some elements of Students are introduced to proposals as a type of technical report

proposals are the same as those used in technical reports, some elements, such as timetable and budget, are unique to proposal writing. The Elements of Proposals chart is provided below.

Elements of Proposals T i l e Page-Contains a straightforward title and your name and date

Table of Contents (for long proposalstLists elements and important subheads and the pages on which they appear

briefly addresses relevant background information Introduction-Includes a clearly stated main idea and

Discussion-Supports the main idea with relevant background information, research, and data, as needed

Timetable/BudgebF’rovides a time kame and estimated budget for the proposal

Summary-Ties up information and discusses why the proposal presented is the best solution

Appendix (if applicable)-Contains data that are too long to be included elsewhere

Students read and evaluate Alan’s rough draft of a proposal. After they review the Revising Checklist for Proposals (see below) they discuss Alan’s revision. Most of the improvements are annotated on Student Masters 14e and 14f. Ask students to identify any additional improvements on their own.

Revising Checklist for Proposals + Content, Focus, and Purpose

0 The purpose for writing is clearly stated and is provided in the

0 The problem is clearly defined, and its seriousness is explained. 0 The information is clear, complete, and accurate. 0 The content is carefully chosen based on analysis .of audience

0 Counter-arguments and the reader’s questions are anticipated and

0 The solution proposed is supported with evidence or research, as

introduction.

background and familiarity with subject.

addressed.

needed, making it the best solution. + Organizational Structure

their intended purpose. 0 All of the relevant elements of proposals are included and accomplish

0 Information is organized to maximize the reader’s understanding. 0 Key information is easy to spot. 0 Purposeful transitions connect each part to the main idea and connect

0 The length is appropriate-based on topic, audience, and purpose.

0 The level of formality is appropriate to the topic, audience, and

0 The language is clear, concise, and direct. 0 Technical terms are used only when needed and are explained as

0 Sentences are worded in a straightforward manner that helps make

0 The text includes sentences, or phrases where appropriate, that are

0 A personal, natural tone and a confident, informational style are used.

0 Key ideas stand out because of the effective use, when needed, of

the points to one another.

+ Style and Terminology

purpose.

needed.

the main point clear and obvious.

somewhat varied in length and structure.

+ Format, Layout, and Conventions

typographic devices, including boldface, italics, underlining, bullets, and variations in font, style, and size.

0 Key ideas are stated in sentences, clauses, or phrases and are parallel in form.

0 Visuals, when needed, are appropriate and well-labeled, and their significance is referenced in the text.

0 The text is carefully edited and is error free.

Checklist adopted from the Northwest Regional Education Laboratory.

Cqyd@t 0 1999 by Warhingmn st.lc Offm of Supai~lsndcol of public Inrrmdon - Co-00 om Studcot laming All rights d ~ n i o l l n n f m n h n n d Writin. M s Msmialr SF**

The students' assignment is to write a proposal suggesting that the number of school courses be limited to four or five per semester and that the length of each period be expanded from 50 minutes to 90 minutes. A visual and data are provided on Student Master 14g to help them get started. Or perhaps students may draft a proposal suggesting that school start earlier and finish earlier, or begin and end later. A third proposal students could draft is one that supports or contests the notion that if a student performs well in a class during the semester, he or she is exempt from taking a final exam.

After completing the TAP chart on Student Master 14h, students draft and revise their proposa1s:Student:Master 14i-provides additional content area activities for writing proposals.

Use the Writing Evidence Checklist on pages 66-69 to check that each student has followed those steps involved with the writing process for technicalhnforrnational'writing.

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APPENDIX A

Implementing Technology

Here are a few ideas for implementing technology into the teaching of technical writing. Students can help you add to this list.

+ Have students contact various businesses through the Internet to find out how they regularly use technical writing on the job.

+ Have students find good and bad examples of technical writing from various sites on the Internet,

+ Have some students send their letters of complaint via e-mail, and compare who receives the best responses.

+ During your discussion of letter and memo writing, discuss your school's e-mail policy. Students can bring in examples of what they have been sent and then critique it as a class.

+ Encourage students to use the Internet to do research for their reports. Discuss with them some of the strengths (up-to-date) and weaknesses (reliability) of finding information this way.

+ Have students evaluate the web pages of similar businesses or institutions.

APPENDIX B

Six-Trait Analytical Scoring Guide for Technical/lnformational Writing

The following scoring guide is provided by Addison Wesley Educational and is included as another way to assess technical writing.

Ideas and Development

5 The paper i s clear, focused and purposeful. It thoroughly answers a well-defined key question in understandable, convincing, and expansive terms. + The main idea, thesis, or research question is clearly

defined. There may be more than one key point, but the paper is not simply a list.

+ The writer seems well informed. As appropriate, hdshe draws on relevant information from a variety of sources, including personal experience and investigation, research, reading, observations, etc., to explain and amplify the main idea.

+ The writer continuously anticipates and responds to readers’ information needs.

+ Supporting details (examples, facts, anecdotes, quotations) are accurate, relevant, and helpful in clarifying the main idea(s).

3 The paper addresses an identifiable key question by offering the reader general, basic information. + The reader can identify or infer a t least one mainthesis or

assertion. . + Some support seems grounded in solid research or

experience. Some seems based more on common knowledge or best guesses.

needs. At other times, important issues or questions are left hanging.

to detail would strengthen this paper.

+ The writer sometimes responds to readers’ informational

+ More investigation, stronger support, and greater attention

Six-Trait Technicel/lnforrnational Scoring Guide [cont.]

1 The writer has not yet clarified an important question or issue that this paper will address. One or more of the following problems may be evident:

+ The writer does not have enough information on this topic-r has not yet identified a topic.

+ The writer has some information, but has'a hard time seeing how to put it together in clarifying an issue or answering a question for the reader.

+ The paper wanders or dissolves into a list-of disjointed ideas.

+ Support is missing or too vague or questionable to be helpful.

+ The writer does not seem to have readers' questions or informational needs in mind.

+ This paper offers no new or helpful information to someone who does not already know this topic well.

Organization

6 A strong internal structure highlights main ideas, and leads readers right to the key points or conclusions the writer wants to emphasize. + The introduction engages readers and offers important clues

about what is to come.

+ The order and placement of details, anecdotes, facts, and examples seem designed.to, promote readers':understanding.

+ Purposeful transitions ;help readers see how each point connects to a larger concept. Support is strong and convincing.

important conclusions or assertions offered earlier. + The closing effectively resolves questions and reinforces

+ The reader's understanding of the topic grows throughout the paper.

Si-Trait Technicel/lnformational Scoring Guide [cont.]

3 A mix of key points and generalities requires readers to make some inferences about what is most significant- or where they should direct their attention. + The introduction is clear, but may not showcase the writer's

most important pointb).

+ Details, examples, facts, and anecdotes are loosely linked to main ideas, though support is not always strong or convincing.

+ Transitions are attempted, but the writer sometimes.misses opportunities to show readers how ideas connect.

+ The conclusion clearly wraps up the discussion-but may or may not strengthen the writer's position.

+ Despite some questions, the reader can follow what is being . said.

1 A lack of organizational structure leaves readers confused about what to focus on or what conclusions to draw. One or more of the following problems may be evident: + There is no real lead; the paper just starts in.

+ Ideas seem randomly ordered; the reader oRen wonders where the writer is headed, or what hdshe means to emphasize.

+ Support is either missing or too weak or general to be

+ It is very hard to see,how ideas link to each other-or to any

convincing.

main point.

+ There is no real conclusion; the paper just stops.

+ The reader struggles to see some pattern that would give logical structure to the writer's message or argument.

Adapted h m Creating Writers by Vicki Spandel and Richard J. Stiggins. Copyright 0 1997 by Longman Publishers USA Reprinted by permiasion.

Si-Trait Technical/lnformationai Scoring Guide [cont.]

Voice & lone

5 As appropriate, the writer addresses a general audience in a voice that is lively, engaging, and right for both

keeps the voice controlled so that it is not distracting. topic and purpose. In very technical pieces, the writer

+ The writer's enthusiasm for the topic is evident throughout the piece.

right to them, drawing-them~into the-discussion and showing concern for their understanding of the subject.

+' The reader finds him-herself caught up in the

+ The writer seems:to know the audience well, a n d h speak

topic-regardless of previous knowledge or interest.

+ In highly technical pieces, voice is minimized so that it does not take attention away from the topic itself.

3 The writer projects a tone that is sincere and pleasant; it is generally appropriate for the topic and audience. + The writer's enthusiasm for the topic is sometimes evident,

though often restrained.

+ Moments of spontaneity intermingle with a more prosaic, encyclopedic voice.

+ The writer sometimes-but not always-seems concerned with involving the audience.

+ The reader feels informed, but must work at remaining engaged.

times, or be inappropriately informal or personal, taking attention away from the message.

+ In highly technical pieces, voice may emerge at inappropriate

Adapted from Creating Writers by Vkki Spmdel and Richard J. St iggh . Copyright 0 1997 by Longman Publishers USA Reprinted by permissioa.

Six-Trait Technical/lnformational Scoring Guide (cont.)

1 The writer seems indifferent to both topic and audience or has a hard time suiting tone to context and purpose. As a result, the tone may be distant, flat, jargonistic, stilted, or just inappropriate. One or more of the following problems is likely to be evident:

+ The writer does not reach out to the audience or think how voice and tone might affect their response.

+ The writer seems bored, distracted,.or just anxious to be done with it; swit is hard for the reader not to feel the same!

+ Moments of enthusiasm which could have brought this topic to life are just plain missing.

+ The writer may be writing more to show off specialized knowledge than to interest or inform the reader; the reader must work hard to pay attention or get the information hdshe needs.

+ The voice and tone are totally inappropriate for the purpose and audience-too formal or informal, or just too dominant.

Word Choice & Terminology

5 Well-chosen words convey the writer's message in a clear, precise, and highly readable way, taking readers to a new level of understanding.

+ The writer consistently chooses explicit, vivid words and phrases that make the message clear and memorable.

+ The vocabulary suits the writer, subject, and audience.

+ The writer uses the language of the content area with skill and ease, always helping to make.meaning clear for readers

0 Technical or little known words are clarified or defined as appropriate and as needed, given the audience.

+ Jargon and overly technical language are avoided for general audiences.

Six-Trait Technical/lnformational Scoring Guide [cont.]

3 Words are reasonably accurate and make the message clear on a general level. + Most language in the paper is both correct and functional.

However, the vocabulary is sometimes inappropriate (too technical, difficult, or informal) for the topic, audience or both.

+ The writer does not seem completely at home with the language and terminology of the content area.

+ Broad, general concepts are communicated clearly; the fine points may be a little fuzzy. Generalities or jargon may leave some readers feeling lost.

sufficient explanation; the reader feels on the outside looking in.

1 The writer struggles with a limited vocabulary that will

+ Technical or special terms may sometimes be used without

not allow himher to explore the subject with confidence; the writing is so technical and hard to penetrate that all but the most knowledgeable readers feel left out. One or more of these problems may be evident:

+ Vocabulary is inaccurate or too general or informal for the topic, the audience, or both.

necessary to convey the intended message or to explore a technical topic in detail.

+ The writer simply lacks the knowledge or vocabulary

+ The writing is impenetrable; overly technical language speaks only to insiders, and has little or no meaning to a general audience.

+ OJ, technical language is missing where it would be helpful in defining terms or clarifying specialized information.

Adapted from Creating Writers by Vicki Spandel and Richard J. Stiggins. copyright 8 1997 by Longman Publishers USA Reprinted by permission.

Six-Trait Technical/lnformational Scoring Guide [cont.]

Sentence Structure

5 Sentences are strong, clear, and thoughtfully structured. Each builds on the one before. Though variety is evident, clarity remains the writer's primary objective.

+ Sentences tend to be worded in a straightforward manner that helps make the main point clear and obvious.

+ Meaningful sentence beginnings (Then, Therefore, In contrast, To summarize) lend both'variety and clarity to the text.

+ Sentences vary in length, but most tend toward the compact, efficient side.

+ No words are wasted. + All sentences are grammatically sound and complete.

+ The text can be read quickly and without difficulty.

3 Sentences adequately convey the writer's general intent. + Though rarely ambiguous, sentences sometimes lack the

crisp clarity that makes the writer's main message jump out a t the reader.

+ Some meaningful sentence beginnings (First.. .second, Finally, In conclusion) give the text added readability and variety.

+ Some sentences may be a little long and wordy, others too short and choppy.

Most sentences &e grammatical. Fragments, if used,.do.not impair meaning.

. ' + Given close attention, the text can be read with little or no difficulty.

Adapted from Creating Writers byV1cki Spandel and Richard J. Stiggins. Copyright 0 1997 by Longman Publishers USA. Reprinted by permission.

Six-Trait Technical/lnformational Scoring Guide [cont.)

1 A number of sentences are unclear, ungrammatical, o r both. For this reason, it may be difficult for readers to make out the writer's meaning. Readers are likely to notice more than one of these problems:

4 Sentences are not clearly worded; the reader must often pause and re-read to get the meaning.

4 The writer rarely uses linking phrases CAt this time, For this reason, I n response to your inquiry) to help.make meaning clear. Readers must work at connecting.ideas.

4 Some sentences are so long and complicated that the reader loses the main thought-while others are so short that all fluency is lost.

+ Wordiness is common; the writer needs to get to the point.

+ Grammatical errors and/or unintentional fragments become distracting.

4 The text is difficult to read, even with close attention.

Conventions 6 Presentation

6 The writer demonstrates a good grasp of standard writing conventions (grammar, spelling, capitalization, punctuation) and also uses specialized conventions (subtitles, bullets, lists of sources, table of contents, sidebars, and other graphic devices) to enhance layout and readability.

+ Conventions are essentially correct. Erromare so few and minor that the reader could skip right over them.unless searching for them specifically.

+ The basic layout of the text is designed to catch a reader's

+ The table of contents (if used) makes information within the

eye and direct hidher attention to key points.

text easy to find.

organizational structure; a reader can scan through the text and quickly find what hdshe is looking for.

4 Titles, subtitles, bullets, and similar devices enhance the

+ Graphic devices such as charts, graphs, or illustrations (if used) are clear, helpful, visually appealing, and supportive of the text.

+ Informational sources are correctly cited and would be easy for a reader to check or locate.

Adapted from Creating Writers by Vicki Spandel and Richard J. Stiggins. Copyright 8 1997 by Longman Publishem USA. Reprinted by permission.

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Six-Trait Technicel/lnformationel Scoring Guide [cont.)

3 The writer demonstrates a basic understanding of many writing conventions (grammar, spelling, capitalization, punctuation) and uses some specialized conventions (subtitles, bullets, lists of sources, table of contents, sidebars, and other graphic devices) to enhance layout and readability.

Basic conventions are mostly correct. Errors are noticeable to an attentive reader, and occasionally distracting, but they do not seriously impair readability.

The basic layout of the text is visually pleasing.and makes most key points stand out.

The table of contents (if used) adequately covers all main topics.

Titles, subtitles, bullets, and similar devices are sometimes used to help readers locate information or skim quickly through summaries. Graphic devices such as charts, graphs or illustrations may be used to support the text. Most are reasonably effective.

Information citations are adequate to enable readers to locate most sources.

1 The writer demonstrates a limited understanding of many writing conventions (grammar, spelling, capitalization, punctuation) and rarely uses specialized conventions (subtitles, bullets, lists of sources, table of contents, sidebars, and other graphic devices) to enhance layout or readability. + Errors in conventions are sufficiently common or serious to

impair readability.

+ The basic layout of the text may be visually ineffective or confusing; it is hard to identify key points a t a glance.

+ A table of contents may be needed but is not included; or else it is too sketchy to be truly useful.

+ Titles, subtitles, bullets, and similar devices are rarely used, though they would be helpful in locating key information.

+ Graphic devices such as charts, graphs, or illustrations are seldom used-or else their connection to the text is not clear enough to make them useful.

+ Citations are missing, incomplete, or not clear enough to enable readers to locate most sources.

Adapted horn Creating Writers by Vi& Spaudel and Richad J. Stiggins. Copyright 0 1997 by Longman Publishern USA. Reprinted by permission.

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