Lake County Schools Academic Services Teaching & Learning Department

MIDDLE SCHOOOL WRITING ACCOUNTABILITY CARD: WRITING ELEMENT 1: FOCUS FOCUS refers to how clearly the paper presents and maintains a main idea, theme, or unifying point.
KEY VOCABULARY Planning Introduction Grabber/Hook Topic Sentence Body Supporting Details Elaboration Conclusion Organizational Pattern Focused, Purposeful, and On Topic Sense of Completeness and Wholeness Adherence to Main Idea Logical Progression of Ideas Varied Sentence Structure Effective Transitional Devices Substantial, Specific, Relevant, and Concrete Support Commitment and Involvement with the Subject Clear Presentation of Ideas Mature Command of Language Freshness of Expression GUIDING QUESTIONS Does this composition have a clear focus which is appropriate to the purpose, audience, and context of the task? How is the focus maintained throughout the composition? How well does this essay accomplish its purpose? What is the most important point in your piece? Does the piece stay focused on the most important topic or the main idea? Are there any ideas or events in your essay that do not strengthen the main idea? TYPES OF WRITING
EXPOSITORY (INFORMATIONAL CCSS) The purpose of expository writing is to inform, clarify, explain, define, or instruct by giving information, explaining why or how, clarifying a process, or defining a concept. Well-written exposition has a clear, central focus developed through a carefully crafted presentation of facts, examples, or definitions that enhance the readers understanding. These facts, examples, and definitions are objective and not dependent on emotion, although the writing may be lively, engaging, and reflective of the writers underlying commitment to the topic. PERSUASIVE (ARGUMENTATION CCSS) The purpose of persuasive writing is to convince the reader to accept a particular point of view or to take a specific action. Anticipating counterargument is important; in fact, the writer may choose to clarify his or her position by refuting counterarguments. The unmistakable purpose of persuasive writing is to convince the reader. In well-written persuasion, the topic or issue is clearly stated and elaborated to indicate understanding and conviction on the part of the writer.

RUBRIC FLOW MAP

The following statements were taken from the FCAT Writing Rubric Grade 8

ALLOWABLE INTERPRETATIONS Persuasive Prompt Allowable Interpretations describe acceptable ways of responding to the prompt. The allowable interpretations serve as a scoring tool that assists scorers in distinguishing scorable from unscorable responses. Grade 8 Persuasive Prompt: Think about whether students should be allowed to eat snacks in the classroom. Now write to persuade your principal whether students should be allowed to eat snacks in the classroom. The student is allowed considerable latitude in his or her interpretation of the prompt; therefore, words contained in the prompt may be broadly defined. A complete misreading of the prompt may be unscorable or result in a lower score. For example, if the student writes about snakes with no reference to snacks, the response will be unscorable because it is off topic. The student may cite one or more arguments to convince a general audience or the specified audience, the principal, to accept his or her opinion and may include positive and/or negative aspects. The student may include a position and/or arguments that are based on fact, evidence, or reasonable assumptions, but the information may represent values that are unconventional. The plausibility of the details used, however, affects the overall quality of the response. The student may take the position that the decision should be left to others or influenced by other factors, or the student may take another qualified stand to provide an alternative. Providing a clear position with sufficient support, however, promotes the intended persuasive purpose. Narration, description, and exposition may work if they provide support related to the persuasive prompt. The response can be in various formats, including a letter. THINKING MAPS CORRELATION Cognitive Process: Classifying Product: Tree Map

CALIBRATION SET SPECIFICATION/NOTES AND LINKS TO CRITICAL RESOURCES Papers receiving low scores may contain information that is loosely related and/or extraneous, often presented in a list-like or rambling manner. Papers receiving high scores demonstrate a consistent awareness of the topic and avoid loosely related or extraneous information. The theme or unifying point of the response is clearly established and maintained throughout. LINKS
Grade 8 Calibration Expository Grade 8 Calibration Persuasive Grade 8 Anchor Set - Persuasive Grade 8 Exemplar - Expository FCAT Writing Rubrics, Grade 8 2013 FCAT Writing FAQs Changes to FCAT Writing

STRAND: WRITING PROCESS

Standard 1: Prewriting - The student will use prewriting strategies to generate ideas and formulate a plan. Standard 2: Drafting - The student will write a draft appropriate to the topic, audience, and purpose. Standard 3: Revising- The student will revise and refine the draft for clarity and effectiveness. Standard 4: Editing for Language Conventions - The student will edit and correct the draft for standard language conventions.

BENCHMARKS

LA.8.4.2.3 - The student will write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs. LA.8.4.3.1 - The student will write persuasive text (e.g., advertisement, speech, essay, public service announcement) that establishes and develops a controlling idea, and supports arguments for the validity of the proposed idea with detailed evidence. LA.8.4.3.2 - The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement, rhetorical question, irony, symbols, glittering generalities, card stacking).

Lake County Schools Academic Services Teaching & Learning Department

MIDDLE SCHOOOL WRITING ACCOUNTABILITY CARD: WRITING ELEMENT 2: ORGANIZATION ORGANIZATION refers to the structure or plan of development (sequence, cause and effect, compare and contrast, etc.)and the relationship of one point to another. Organization refers to the use of transitional devices to signal both the relationship of the supporting ideas to the main idea, theme, or unifying point, and the connections between and among sentences.
TRANSITION WORDS to begin, first, second, third, finally, next, to conclude also, furthermore, moreover, in addition, besides, above all for example, as follows, for instance, in other words, namely, similarly, equally, given that, owing to as a result of, usually, consequently, thus, hence, in spite of rather, on the other hand, alternatively, instead, on the contrary, in contrast, in comparison, albeit, unlike, notwithstanding, conversely nevertheless, still even though, however, after all, with this in mind to summarize, in brief, overall, to conclude, to emphasize, in essence by the same token, equally important, in like manner, in view of, granted GUIDING QUESTIONS What organizational pattern is utilized to develop the relationship of the supporting details to the main idea, theme, or unifying point? What transitional words and phrases can be utilized to improve the connections between sentences and paragraphs? What transitional words and phrases can be utilized to combine/connect ideas within your writing? What transitional words and phrases can be utilized to cue the reader? Do the transitional devices utilized provide a logical organization and structure for the writing? TYPES OF WRITING
EXPOSITORY (INFORMATIONAL CCSS) The purpose of expository writing is to inform, clarify, explain, define, or instruct by giving information, explaining why or how, clarifying a process, or defining a concept. Well-written exposition has a clear, central focus developed through a carefully crafted presentation of facts, examples, or definitions that enhance the readers understanding. These facts, examples, and definitions are objective and not dependent on emotion, although the writing may be lively, engaging, and reflective of the writers underlying commitment to the topic. PERSUASIVE (ARGUMENTATION CCSS) The purpose of persuasive writing is to convince the reader to accept a particular point of view or to take a specific action. Anticipating counterargument is important; in fact, the writer may choose to clarify his or her position by refuting counterarguments. The unmistakable purpose of persuasive writing is to convince the reader. In well-written persuasion, the topic or issue is clearly stated and elaborated to indicate understanding and conviction on the part of the writer.

RUBRIC FLOW MAP

The following statements were taken from the FCAT Writing Rubric Grade 8

PARCC ASSESSMENT ITEM EXAMPLE Prose Constructed Response-Research Simulation Task You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: Biography of Amelia Earhart Earhart's Final Resting Place Believed Found Amelia Earharts Life and Disappearance Consider the argument each author uses to demonstrate Earharts bravery. Write an essay that analyzes the strength of the arguments about Earharts bravery in at least two of the texts. Remember to use textual evidence to support your ideas. THINKING MAPS CORRELATION Cognitive Process: Sequence Product: Flow Map

CALIBRATION SET SPECIFICATION/NOTES AND LINKS TO CRITICAL RESOURCES

Papers receiving low scores may include few or formulaic transitional devices, often misusing those chosen. Order and structure of the response may be somewhat confusing, with illogical placement of information. Papers receiving high scores demonstrate an effective organizational pattern, including thoughtful order and structure of information that guide the reader through the text, enhance understanding, and further the writers purpose. Strong, well-crafted transitions are logically embedded in the text. LINKS Grade 8 Calibration Expository Grade 8 Calibration Persuasive Grade 8 Anchor Set - Persuasive Grade 8 Exemplar - Expository FCAT Writing Rubrics, Grade 8 2013 FCAT Writing FAQs Changes to FCAT Writing

STRAND: WRITING PROCESS

Cognitive Process: Cause and Effect Product: Multi-Flow Map

Standard 1: Prewriting - The student will use prewriting strategies to generate ideas and formulate a plan. Standard 2: Drafting - The student will write a draft appropriate to the topic, audience, and purpose. Standard 3: Revising- The student will revise and refine the draft for clarity and effectiveness. Standard 4: Editing for Language Conventions - The student will edit and correct the draft for standard language conventions.

BENCHMARKS

Cognitive Process: Compare/Contrast Product: Double Bubble Map

LA.8.4.2.3 - The student will write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs. LA.8.4.3.1 - The student will write persuasive text (e.g., advertisement, speech, essay, public service announcement) that establishes and develops a controlling idea, and supports arguments for the validity of the proposed idea with detailed evidence. LA.8.4.3.2 - The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement, rhetorical question, irony, symbols, glittering generalities, card stacking).

Lake County Schools Academic Services Teaching & Learning Department

MIDDLE SCHOOOL WRITING ACCOUNTABILITY CARD: WRITING ELEMENT 3: SUPPORT SUPPORT refers to the quality of details used to explain, clarify, or define. The quality of the support depends on word choice, specificity, depth, relevance, and thoroughness.
ELEMENTS OF STYLE RUBRIC FLOW MAP
The following statements were taken from the FCAT Writing Rubric Grade 8

Word Choice Utilizing precise language and editing unnecessary words Utilizing words to assist with visualization Utilizing words that contribute to the flow of the sentence Sentence Fluency Providing flow and rhythm to phrases and sentences Utilizing a variety of sentences and sentence structures Rearranging words/ideas within a sentence for the desired effect Avoiding rambling

GUIDING QUESTIONS

QUALITY OF SUPPORT SCALE

How is this topic/main idea developed with specific, relevant details? Does this essay have enough elaboration to fulfill the readers needs or be convincing? Which of the details are important and relevant to the main idea? How well do all of the details move the essay toward the desired end? How does this piece address the specified audience appropriately? Which words are precise, engaging, and well-suited to the purpose, audience, and context? Is the language used appropriately for purpose, audience, and context of the given task? Are a variety of well-crafted sentences utilized that establish relationships between and among ideas and statements?
SUPPORT FOR TYPES OF WRITING

Quality of details illustrating or explaining the central theme (1) LOW __ Bare: I used of simple lists that focus on events or reasons (2) MODERATE ___Extended: I used information that begins to clarify meaning (3) MODERATE __ Layered: I used of series of informational statements that collectively help clarify meaning (4) HIGH __ Elaborated: I used additional details, anecdotes, illustrations, and examples that further clarifies meaning; Information that answers the question, What do you mean?
THINKING MAPS CORRELATION Cognitive Process: Describing Product: Bubble Map

CALIBRATION SET SPECIFICATION/NOTES AND LINKS TO CRITICAL RESOURCES Papers receiving low scores may contain little, if any, development of support, such as a bare list of events or reasons, or generalities and filler language that fail to clarify meaning. Papers receiving high scores generally provide elaborated examples, and the relationship between the supporting ideas and the topic is clear. Sufficient, specific, and relevant details help the reader construct mental images. Precise word choice provides a natural, reasonable, and consistent tone. LINKS
Grade 8 Calibration Expository Grade 8 Calibration Persuasive Grade 8 Anchor Set - Persuasive Grade 8 Exemplar - Expository FCAT Writing Rubrics, Grade 8 2013 FCAT Writing FAQs Changes to FCAT Writing

STRAND: WRITING PROCESS

EXPOSITORY (INFORMATIONAL CCSS) Is your essay developed with specific information (facts, statistics, etc.) that is related to the main idea? Does all of the information support the main idea? Does your essay have enough information to fulfill your readers needs? PERSUASIVE (ARGUMENTATION CCSS) Is your essay developed with specific details that are related to the main idea? Does all of the information support the main argument? Does your essay have enough supporting evidence to persuade your reader?

Standard 1: Prewriting - The student will use prewriting strategies to generate ideas and formulate a plan. Standard 2: Drafting - The student will write a draft appropriate to the topic, audience, and purpose. Standard 3: Revising- The student will revise and refine the draft for clarity and effectiveness. Standard 4: Editing for Language Conventions - The student will edit and correct the draft for standard language conventions.

BENCHMARKS

Cognitive Process: Cause/Effect Product: Multi-Flow Map

LA.8.4.2.3 - The student will write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs. LA.8.4.3.1 - The student will write persuasive text (e.g., advertisement, speech, essay, public service announcement) that establishes and develops a controlling idea, and supports arguments for the validity of the proposed idea with detailed evidence. LA.8.4.3.2 - The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement, rhetorical question, irony, symbols, glittering generalities, card stacking).

Lake County Schools Academic Services Teaching & Learning Department

MIDDLE SCHOOOL WRITING ACCOUNTABILITY CARD: WRITING ELEMENT 4: CONVENTIONS Conventions refer to punctuation, capitalization, spelling, usage, and sentence structure.
TYPES OF CONVENTIONS RUBRIC FLOW MAP
The following statements were taken from the FCAT Writing Rubric Grade 8

Conventions: the surface features of writing (mechanics, usage, sentence formation). Mechanics: the conventions of print that do not exist in oral language, including spelling, punctuation, capitalization, and paragraphs. Usage: refers to conventions of both written and spoken language that include word order, verb tense, and subject-verb agreement. Sentence Formation: refers to the structure of sentences, the way that phrases and clauses are used to form simple and complex sentences.

GUIDING QUESTIONS

Is the reader distracted by inappropriate or incorrect sentence structure? Does the writer correctly use punctuation, capitalization, and spelling?
SUPPORT FOR TYPES OF WRITING

(1) LOW ___ Are your sentences complete? Do you have any sentence fragments that need to be completed? Do you have run-on sentences? (2) MODERATE ___ Does your piece demonstrate standard usage? Is there subject-verb agreement? Is there consistency in verb tense? Are pronouns used correctly? Are all your words used correctly? (3) HIGH ___ Are punctuation, capitalization, spelling, and paragraphs used correctly in your piece? Does your punctuation make your piece hard to read? Have you used capital letters for the first word in a sentence and proper nouns? Have you spelled most common words correctly? Do misspelled words in your piece make it hard to read? Have you used paragraphs appropriately?

ALLOWABLE INTERPRETATIONS Expository Prompt Allowable Interpretations describe acceptable ways of responding to the prompt. The allowable interpretations serve as a scoring tool that assists scorers in distinguishing scorable from unscorable responses. Grade 8 Expository Prompt: Think about a place you like to go again and again. Now write to explain why you like to go to this place again and again. The student is allowed considerable latitude in his or her interpretation of the prompt; therefore, words contained in the prompt may be broadly defined. A complete misreading of the prompt may be unscorable or result in a lower score. For example, if the student writes about peace with no explanation of place, the response will be unscorable because it is off topic. The explanation may be based on fact, evidence, or reasonable assumptions, but the information may represent values that are unconventional. The plausibility of the details used, however, affects the overall quality of the response. The student may explain that he or she does not like to go to any particular place The student may explain one or more places he, she, or someone else likes (or would like) to visit, and/or the student may explain multiple aspects (positive and/or negative) of a place or places to visit. Narration, description, and persuasion work if they provide explanatory information related to the prompt. The response can be in various formats, including a letter. THINKING MAPS CORRELATION Cognitive Process: Defining in Context Product: Circle Map

CALIBRATION SET SPECIFICATION/NOTES AND LINKS TO CRITICAL RESOURCES Papers receiving low scores may contain frequent or blatant errors in punctuation, capitalization, spelling, and usage and may have little variation in sentence structure. Errors involving conventions in responses with lower scores often detract from the writers message and signal lack of attention to commonly accepted rules of standard English. Papers receiving high scores generally follow the basic conventions of punctuation, capitalization, spelling, and usage. Various sentence structures and styles add compositional facility and rhythm to the response, allowing emphasis of critical points, and creating interest for the reader. LINKS
Grade 8 Calibration Expository Grade 8 Calibration Persuasive Grade 8 Anchor Set - Persuasive Grade 8 Exemplar - Expository FCAT Writing Rubrics, Grade 8 2013 FCAT Writing FAQs Changes to FCAT Writing

STRAND: WRITING PROCESS

Standard 1: Prewriting - The student will use prewriting strategies to generate ideas and formulate a plan. Standard 2: Drafting - The student will write a draft appropriate to the topic, audience, and purpose. Standard 3: Revising- The student will revise and refine the draft for clarity and effectiveness. Standard 4: Editing for Language Conventions - The student will edit and correct the draft for standard language conventions.

BENCHMARKS

Cognitive Process: Part to Whole/Whole to Part Product: Brace Map

LA.8.4.2.3 - The student will write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs. LA.8.4.3.1 - The student will write persuasive text (e.g., advertisement, speech, essay, public service announcement) that establishes and develops a controlling idea, and supports arguments for the validity of the proposed idea with detailed evidence. LA.8.4.3.2 - The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement, rhetorical question, irony, symbols, glittering generalities, card stacking).

FCAT Writing Rubric Grade 8

Score Points in Rubric The rubric further interprets the four major areas of consideration into levels of achievement. 6 Points. The writing is focused, purposeful, and reflects insight into the writing situation. The paper conveys a sense of completeness and wholeness with adherence to the main idea, and its organizational pattern provides for a logical progression of ideas. The support is substantial, specific, relevant, concrete, and/or illustrative. The paper demonstrates a commitment to and an involvement with the subject, clarity in presentation of ideas, and may use creative writing strategies appropriate to the purpose of the paper. The writing demonstrates a mature command of language (word choice) with freshness of expression. Sentence structure is varied, and sentences are complete except when fragments are used purposefully. Few, if any, convention errors occur in mechanics, usage, and punctuation. 5 Points. The writing focuses on the topic, and its organizational pattern provides for a progression of ideas, although some lapses may occur. The paper conveys a sense of completeness or wholeness. The support is ample. The writing demonstrates a mature command of language, including precision in word choice. There is variation in sentence structure, and, with rare exceptions, sentences are complete except when fragments are used purposefully. The paper generally follows the conventions of mechanics, usage, and spelling. 4 Points. The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern is apparent, although some lapses may occur. The paper exhibits some sense of completeness or wholeness. The support, including word choice, is adequate, although development may be uneven. There is little variation in sentence structure, and most sentences are complete. The paper generally follows the conventions of mechanics, usage, and spelling. 3 Points. The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern has been attempted, but the paper may lack a sense of completeness or wholeness. Some support is included, but development is erratic. Word choice is adequate but may be limited, predictable, or occasionally vague. There is little, if any, variation in sentence structure. Knowledge of the conventions of mechanics and usage is usually demonstrated, and commonly used words are usually spelled correctly. 2 Points. The writing is related to the topic but includes extraneous or loosely related material. Little evidence of an organizational pattern may be demonstrated, and the paper may lack a sense of completeness or wholeness. Development of support is inadequate or illogical. Word choice is limited, inappropriate, or vague. There is little, if any, variation in sentence structure, and gross errors in sentence structure may occur. Errors in basic conventions of mechanics and usage may occur, and commonly used words may be misspelled. 1 Point. The writing may only minimally address the topic. The paper is a fragmentary or incoherent listing of related ideas or sentences or both. Little, if any, development of support or an organizational pattern or both is apparent. Limited or inappropriate word choice may obscure meaning. Gross errors in sentence structure and usage may impede communication. Frequent and blatant errors may occur in the basic conventions of mechanics and usage, and commonly used words may be misspelled.

Florida Department of Education 2003