GLENCOE LANGUAGE ARTSNORTH CAROLINASTANDARD COURSE OF STUDYWRITING PROMPTS,STUDENT RUBRICS,ANDSAMPLE RESPONSESGrade7
Glencoe/McGraw-HillCopyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the materialcontained herein on the condition that such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with Glencoe Literature: The Reader’s Choiceand/or Writer’s Choice. Any other reproduction, for use or sale, is prohibited without written permission fromthe publisher.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240P/N G35324.51Printed in the United States of America1 2 3 4 5 6 7 8 9 10 047 03 02 01 00
CONTENTSIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ivThinking About the Writing Prompt . . . . . . . . . . . . . . . . . . . 1Using Scoring Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Writing Prompts, Scoring Rubrics, and Sample ResponsesExpository Clarification EssayPrompt 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Prompt 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Prompt 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Prompt 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Expository Point-of-View EssayPrompt 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Prompt 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Prompt 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Prompt 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Personal Narrative EssayPrompt 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Persuasive EssayPrompt 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Prompt 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Writing Prompts, Scoring Rubrics, and Sample Responses Grade 7iii
I NTRODUCTION TO WRITING PROMPTS, SCORING R UBRICS, AND SAMPLE R ESPONSESOverview of the North Carolina Writing Assessment (Grade 7)The North Carolina Writing Assessment is administered to all seventh-grade students. Theassessment consists of one prompt that asks students to compose an expository clarification orpoint-of-view essay. The test is designed to measure core composition skills such as main idea,supporting details, organization, and coherence, as well as grammar and spelling conventions.The Writing Assessment is administered statewide on a date specified by the North CarolinaDepartment of Public Instruction. Students will have 50 minutes to complete their essays. Totaladministration time of the exam is 65 minutes. Additional time may be allotted to students withspecial needs.The writing prompt will ask students to clarify an opinion they have on a non-controversial topic,such as their favorite type of food, or it will ask students to take a position on a general socialissue, such as whether or not students should wear uniforms to school. Besides containingthe prompt itself, the assessment page reminds students what they need to do to receive ahigh score.The seventh-grade assessment is evaluated with the use of a holistic score scale and aconventions rating. The holistic score scale ranks students’ proficiency in the use of main idea,supporting details, organization, and coherence. Graders of the exam use these four criteria,along with the explanations given in the holistic score scale, to assign each essay a score fromfour to one, with four being the top score. An additional category of non-scorable exists forthose papers that are illegible, incoherent, off-topic, blank, or in a language other than English.The conventions rating further evaluates each paper on the basis of sentence formation, usage,spelling, and mechanics. Those essays with a favorable rating receive a ( ) while those with anegative rating receive a (–).Writing Prompts, Scoring Rubrics, and Sample Responses ContentThis book is composed of reproducible pages that are designed to help students improve ontheir basic writing skills as they prepare for the seventh-grade Writing Assessment. In addition tothe prompts, rubrics, and sample responses, the book includes an activity for thinking about thewriting prompt, an organizer for expository and persuasive writing, an organizer for expressivewriting, an explanation of the scoring rubrics and how to use them, and student evaluationsheets for students to evaluate the responses of their peers. These activities are to be usedto supplement the writing activities and to help focus students who may be having troubleorganizing the writing process.The prompts are modeled on those in the seventh-grade test. There are four expositoryclarification, four expository point-of-view, one narrative, and two persuasive prompts. Althoughnarrative and persuasive writing will not be tested on the seventh-grade assessment, they havebeen included here to allow students practice in these modes and to allow students additionalwriting practice in a test-like environment. Holistic score scales, or rubrics, for each type ofprompt are also included, as well as sample responses at various score levels.ivWriting Prompts, Scoring Rubrics, and Sample Responses Grade 7
How to Use the Writing Prompts, Scoring Rubrics,and Sample Responses ContentChoose a PromptBefore you begin working with students, you will need to select a prompt. If you are specificallypreparing for the Writing Assessment, it would be best to use one of the expository clarificationor point-of-view prompts.Once you have chosen a prompt, you may wish to use the prewriting activities included inthe book. Thinking About the Writing Prompt This activity gets students thinking about whatdirection their essays will take. Students are asked first to put the prompt into their ownwords. Then, after describing an initial reaction and thinking about the reminders listedon the prompt page, students brainstorm for ideas, details, and information that wouldsupport their responses. Organizers for Expository/Persuasive and Expressive Writing The two graphic organizers are to be used in conjunction with the Thinking About the Writing Prompt activity.The Organizer for Expository/Persuasive Writing is to be used with the expository clarification, expository point-of-view, and persuasive prompts. This organizer shows one way ofgraphically representing the thesis statement, supporting details, and concluding statement.Students use their main ideas and supporting details from the brainstorming activity andorganize them coherently into basic essay form. The Organizer for Expressive Writing is tobe used with the narrative prompt. It helps make sure students include a beginning, amiddle, and an end to their narratives and ensures that the stories have a main idea. Using Scoring Rubrics For those students uncomfortable or unfamiliar with scoring rubrics,we have included a basic explanation and exercise to help ease the anxiety of the assessment. These pages explain what exactly the rubrics are, how they are organized, and howstudents can use them to perform their best on the assessment. A checklist is included thatstudents can use to clarify the four scoring criteria. Students are directed to customize thechecklist to the specific mode of writing they will be creating. This additional reinforcementwill help to solidify in students’ minds the requirements of a strong essay.Writing the EssayOnce students have completed their prewriting activities, they are ready to begin working. Youcan either assign essays for homework or you can simulate the test environment by allowingstudents fifty minutes in-class work time.Student Evaluation SheetsStudent Evaluation Sheets have been included to allow students the opportunity to review thesample responses or to review the writing of their peers. There is a different student evaluationsheet for each type of prompt.Writing Prompts, Scoring Rubrics, and Sample Responses Grade 7v
Sample Responses and RubricsTwo of the four expository clarification prompts and two of the four expository point-of-viewprompts have sample responses. Both of the persuasive prompts have sample responses. Thenarrative prompt also has sample responses. The three sample responses for each prompt areall modeled after the same basic essay. However, each has modifications consistent with theholistic scoring scale to account for the difference in score. For instance, the first expositoryclarification prompt asks students to identify the foreign country they would most like to visit.All three sample responses suggest Scotland as the preferred destination, but the first essay hasfew details and frequently digresses. The second essay provides some support for the choice ofScotland, but it is not well organized. The third response is well written. The variety of responsesallows students to discern the differences between the various score points.Each prompt type also has a corresponding score scale or rubric. In other words there is onerubric for expository clarification prompts, one for expository point-of-view prompts, one for thenarrative prompt, and one for persuasive prompts. There are three main parts to each rubric.The first part of the rubric is the Focused Holistic Score Scale. Here the four score points arebroken down into explanations of what each paper should contain to earn a particular score.The score scale is designed to help the grader of the papers, but students will find thatreviewing the score scale will help them better understand what the intended audience islooking for. The second part of the rubric is the Focused Holistic Scoring Criteria. The scoringcriteria contain the same components for all prompt types—main idea, supporting details,organization, and coherence—though they are slightly altered for each of the four modes. Thelast part of the rubric is the Conventions Rating. This is a simple ( ) or (–) system designed toevaluate proficiency in sentence formation, usage, spelling, and mechanics.TransparenciesThe transparencies that accompany the book are designed to show students the differencebetween writing at each of the various score points. Each transparency takes a brief excerptof one of the sample responses and highlights the excerpted response’s proficiency, or lackthereof, in one of the four holistic scoring criteria. Be sure students have complete copies ofthe sample responses while the transparencies are reviewed. This way students will betterunderstand the context of the excerpt.It is important to note that the transparencies do not highlight or note errors in spelling,sentence formation, or usage. You may wish to correct these errors on the transparencywith your class while explaining the error.viWriting Prompts, Scoring Rubrics, and Sample Responses Grade 7
Name Date Thinking About the Writing PromptTaking time to think about the prompt and to plan your writing will improve the quality ofyour final essay. Planning can help you compose a more organized, polished response. Usethis guide to plan your composition.Restate1. Read the prompt carefully and restate it in your own words. Think specifically aboutwhat the prompt is asking you to do (for example, make an argument, tell a story, orexplain a process).RespondCopyright The McGraw-Hill Companies, Inc.2. After you have thought about the prompt and it is clear what you’re being asked to do,write one or two sentences describing your initial reaction to the prompt. This may bethe basis for your thesis statement, or the main idea of your essay.Remember3. Read the reminder list that follows the prompt. (If you are still unclear about theprompt, the list may help you better understand it.) Think about those items that youhave particular trouble with and write them down. Explain how to avoid those mistakesin your writing.Writing Prompts, Scoring Rubrics, and Sample Responses Grade 71
Name Date Record4. Brainstorm ideas, details, or information to support your response to the prompt. Youmay use a brainstorming technique such as freewriting, making a list, or creating a web.Record anything that comes to mind.5. Review the things you wrote as you brainstormed. What ideas support your thesis statement? What details add information to those supporting ideas? Underline or highlightthe ideas and details you plan to use in your composition.Represent6. There are many ways to organize your ideas. You may wish to use a visual representation such as a web, an outline, or a chart. The graphic organizers that follow are someexamples of ways to structure your ideas.2Writing Prompts, Scoring Rubrics, and Sample Responses Grade 7Copyright The McGraw-Hill Companies, Inc.Review
Name Date Organizer for Expository/Persuasive WritingThis organizer is useful for many types of writing, including expository and persuasiveessays. Use the thesis statement from the Respond exercise and the ideas from the Recordand Review exercises to complete the graphic organizer. You may add Supporting Ideas andDetails boxes as necessary.Copyright The McGraw-Hill Companies, Inc.Introductory Paragraph/Thesis Statement:Supporting Idea:Supporting Idea:Supporting ail:Detail:Detail:Concluding Paragraph/Restatement of Thesis:Writing Prompts, Scoring Rubrics, and Sample Responses Grade 73
Name Date Organizer for Expressive WritingThis organizer is useful for expressive writing such as narrative essays. Use the main ideafrom the Respond exercise and the ideas from the Record and Review exercises to completethe graphic organizer. You may add Action boxes as necessary.Main IdeaWhat is the central event of your narrative?CharactersSettingWho is in your narrative?When and/or where does your narrativetake place?ActionHow will you begin your narrative?Copyright The McGraw-Hill Companies, Inc.What happens next?How will you end your narrative?4Writing Prompts, Scoring Rubrics, and Sample Responses Grade 7
Name Date Using Scoring RubricsWhat Are Scoring Rubrics?Rubrics, or score scales, are one way to evaluate compositions. Rubrics represent a range ofquality by showing how weaker essays compare to stronger essays. Using specificcharacteristics and descriptions, they provide a basic rating scale for writing.In addition to being useful for those who evaluate essays, rubrics are helpful for writers.Knowing what makes an essay strong before you begin writing will help you produce a betteroverall composition.How Are Scoring Rubrics Organized?Not all rubrics look alike. Some rubrics consist of lists that describe different traits of writing.Others are written in paragraph form. All assign point values based on quality.The rubrics used here are made up of two descriptive sections, the Score Scale and theScoring Criteria. The Score Scale outlines the range of possible scores with descriptions ofeach. The Scoring Criteria details four characteristics that are important in a strongcomposition. Combined, they illustrate the features of an effective piece of writing.Copyright The McGraw-Hill Companies, Inc.Different types of writing, such as persuasive, expository, and narrative, have their ownrubrics. Although the rubrics have some elements in common—the use of effective sentencestructure, for example—they also include traits that are specific to each writing form.How Can I Use Scoring Rubrics?As mentioned above, rubrics provide valuable information that can help you focus on thequalities of strong writing. One way to do this is to take information from the Score Scaleand Scoring Criteria and make a writing checklist. Use this checklist as follows: As you plan your essay, think about how you will meet the criteria on your checklist. As you write, refer to your checklist and monitor your work to ensure that your essaymeets the criteria. When you have completed your essay, review it against the checklist. Reread youressay, looking for examples of each item. As you find them, check off the appropriatebox. If you find that you are weak in any area, revise your essay as needed.Writing Prompts, Scoring Rubrics, and Sample Responses Grade 75
Name Date Use the appropriate Score Scale and Scoring Criteria for the corresponding type of writing tocomplete the writing checklist below. Add items that address the specific qualities of thistype of writing. For example, with a persuasive essay, you would include under the MainIdea heading “I clearly state my position.” Use the four point description to make yourchecklist.Main Idea The subject matter I chose is appropriate for the prompt. Supporting Details The details I include are clearly related to the subject matter. I include enough details to support my main idea. Organization My composition has a strong beginning, a well-developed middle, and an effectiveending. My essay follows a clear, logical progression.Coherence I establish relationships between ideas in my composition. I use transitional words and phrases, parallel structure, and other techniques to connectsentences and paragraphs. I use effective sentence structure and word choice. 6Writing Prompts, Scoring Rubrics, and Sample Responses Grade 7Copyright The McGraw-Hill Companies, Inc.
Expository Clarification Essay: Prompt 1DIRECTIONS: Write a well-organized composition on the topic below.Think about the foreign country that you would most like to visit. Name the countryand explain why you would like to go there.As you write your paper, remember to: Name the country you would most like to visit. Give at least two reasons why you would like to visit this country.Explain your reasons. Write in complete sentences. Write well-developed paragraphs with topic sentences.Copyright The McGraw-Hill Companies, Inc. Use correct grammar, spelling, punctuation, and capitalization.You may use scratch paper to plan your essay. When you are finishedplanning, write the final copy of your essay on a separate sheet of paper.Writing Prompts, Scoring Rubrics, and Sample Responses Grade 77
Focused Holistic Score Scale:Expository Clarification EssaySCORE POINT 4 The response reflects a strong mastery of expository writing. There isskill in all four criteria. The writer clearly identifies the subject matter and focuses on itexclusively, providing relevant reasons to support his or her choice and elaborating on thosereasons with details that are both appropriate and clearly articulated. The response followsa clear, logical organization with a beginning, middle, and end. The writer exhibits anappropriate sense of audience. All aspects of the prompt are addressed, and the essay iscoherent and seems complete in all aspects.SCORE POINT 3 The response reflects a reasonable mastery of expository writing. Thereis competency in all four criteria. The response clearly identifies the subject matter, focuseson this topic, and gives reasons, details, and examples to support it. Some responses mayinclude only a few clearly elaborated reasons; others may present more r
Sample Responses and Rubrics Two of the four expository clarification prompts and two of the four expository point-of-view prompts have sample responses. Both of the persuasive prompts have sample responses. The narrative prompt also has sample responses. The three sample responses for each prompt are all modeled after the same basic essay.
Default Master Cadence (MCAD) tables 832 Default Firmware Cadence (FCAD) tables 833 Alphabetical list of prompts 836 LD 57: Flexible Feature Codes 857 Prompts and responses 857 Alphabetical list of prompts 864 LD 58: Radio Paging 875 Prompts and responses 875 Alphabetical List of Prompts 877 LD 73: Digital Trunk Interface 885 Prompts and .
this eBook covers many of the most important genres of student writing. In short, w e will look at ten types of writing prompts and ten genres of writing. In the process, we will examine many examples of released writing prompts from actual state writing assessments. Here are the prompt types that we will cover:
_4.Rubrics can be created in a variety of forms and levels of complexity, but all have two features in common: a list of criteria and gradations of quality. _5.Instructional rubrics are easy to use and to explain. _6.Instructional rubrics focus the teacher helping to clarify the criteria and expectations in specific terms.
Sample 9th–12th Argument Mentor Text Questions/Prompts Check grade level reading/writing standards when choosing which questions/prompts to address. Create additional prompts/questions based on the standards for your grade level. To answer the questions or address the prompts, students should use evidence from the text to support their answers.
Sample 6th-8th Argument Mentor Text Questions/Prompts Check grade level reading/writing standards when choosing which questions/prompts to address. Create additional prompts/questions based on the standards for your grade level. To answer the questions or address the prompts, students should use evidence
Teachers are encouraged to modify the enclosed rubrics or create their own, so that grades are not the only form of student assessment. Checkpoint C classroom teachers may prefer to distribute assessment rubrics at the beginning of a unit, so that students are aware of expectations and understand how their .
Assistant Director, Assessment Programs . Overview of Session Overview rubrics Explain steps for implementing rubrics . o Art pieces o Resumes . Example data collection opportunities Students on an Alternative Sprin
writing prompts are divided into short-answer questions, open-ended ques-tions, essay questions, and document- and data-based questions. These sample writing prompts are provided for a number of reasons. First of all, they serve as examples of the types of writing assessments described in this booklet.
1 LRJ prompts for Maus Mr. Rose Maus: A Survivor’s Tale by Art Spiegelman LRJ Prompts The following LRJ prompts must be completed for the assignment dates. I will check each prompt for completion on the date it is due, and then I will collect the LRJ’s for grading on the day of the unit exam.
Advanced Grading with Rubrics 3 Create a New Rubric from a Template After clicking Save and display (see page 1), click Create new grading form from a template. To find Rubrics you have used before, check the include my own forms box in the Grading forms search and type in a word that appears in you
Teacher Evaluation Rubrics by Kim Marshall – Revised January 2, 2014 Organization, Rationale, and Suggestions for Implementation 1. The rubrics have six domains covering all aspects of a teacher’s job performance: A. Planning and Preparation for Learning B. Classroom Management C. Deliver
such as C/S (comma splice), Frag (fragment). You can also add your own Quickmarks. Building Rubrics with Turnitin. 46. Building Rubrics with Turnitin. 47 Once you’re done reading and typing comments or putting in Quickmarks, then . PowerPoint Presentation Author: Kasparian, Melanie
3 1. Introduction Overview This document contains information regarding the review criteria and related rubrics used to identify evidence-based PK-6 literacy interventions. The rubrics were applied to specific interventions that included one or more
Principal Evaluation Rubrics by Kim Marshall – Revised August 21, 2011 Rationale and suggestions for implementation 1. These rubrics are organized around six domains covering all aspects of a principal’s
that will be created in collaboration with Connecticut educators (student writing models, K-2 grade-level rubrics, student-friendly learning targets and rubrics). The K-12 writing tools will be conveniently organized by grade band (K-2, 3-5, 6-8, and 9-12) and will support the instruction and assessment of all
Romeo and Juliet Paragraph Writing Prompts Act II Choose one of the following prompts and write a paragraph in response. Each entry must be a fully developed paragraph of 5-12 sentences including topic sentences and support. You do not need to hand in
Grade 5: Writing Rubrics. 2 Stories of Human Rights Evidence and Elaboration F W.5.1b Comprehensive evi-dence (facts, details, quotations or other information and exam-ples) from the source material is integrated, relevant, and specific
6 University of Florida Institutional Assessment - Writing Effective Rubrics Step 4: Identify the levels of mastery/scale (columns). Tip: Aim for an even number (I recommend 4) because when an odd number is used, the middle tends to become the "catch-all" category. Step 5: Describe each level of mastery for each characteristic (cells). Describe the best work you could expect using these .
An Introduction to the Depth & Complexity Prompts and their Icons Presented by Kim Tredick. Welcome! "Education is not the learning of facts, but the training of the mind to think."-Albert Einstein. Intended Learning Outcomes! ¡Employ the prompts/dimensions/icons of depth and complexity to differentiate student thinking about any core content.
additif a en fait des effets secondaires nocifs pour notre santé. De plus, ce n’est pas parce qu’un additif est d’origine naturelle qu’il est forcément sans danger. Car si l’on prend l’exemple d’un champignon ou d’une plante toxique pour l’homme, bien qu’ils soient naturels, ils ne sont pas sans effets secondaires.