Lake County Schools Academic Services Teaching & Learning Department

HIGH 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 Mature Command of Language Freshness of Expression Focused, Purposeful, and On Topic Effective Transitional Devices Logical Progression of Ideas Varied Sentence Structure Substantial, Specific, Relevant, and Concrete Support Commitment and Involvement with the Subject GUIDING QUESTIONS RUBRIC FLOW MAP
The following statements were taken from the FCAT Writing Rubric Grade 10

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.

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 10 Persuasive Prompt: Think about whether school libraries should provide Internet access for students. Now write to persuade state legislators whether school libraries should provide Internet access for students. 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 Interstate accidents with no reference to Internet access, 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, state legislators, 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 10 Calibration Expository Grade 10 Calibration Persuasive Grade 10 Anchor Set - Persuasive Grade 10 Exemplar - Expository FCAT Writing Rubrics, Grade 10 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.910.4.2.3 - The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs. LA.910.4.3.1 - The student will write essays that state a position or claim, present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals, and acknowledge and refute opposing arguments. LA.910.4.3.2 - The student will include persuasive techniques.

Lake County Schools Academic Services Teaching & Learning Department

HIGH 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 10

PARCC ASSESSMENT ITEM EXAMPLE Prose Constructed Response-Literary Analysis Task Use what you have learned from reading "Daedalus and Icarus" by Ovid and "To a Friend Whose Work Has Come to Triumph" by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English. 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 10 Calibration Expository Grade 10 Calibration Persuasive Grade 10 Anchor Set - Persuasive Grade 10 Exemplar - Expository FCAT Writing Rubrics, Grade 10 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.

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

BENCHMARKS Cognitive Process: Compare/Contrast Product: Double Bubble Map

LA.910.4.2.3 - The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs. LA.910.4.3.1 - The student will write essays that state a position or claim, present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals, and acknowledge and refute opposing arguments. LA.910.4.3.2 - The student will include persuasive techniques.

Lake County Schools Academic Services Teaching & Learning Department

HIGH 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 10

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 10 Calibration Expository Grade 10 Calibration Persuasive Grade 10 Anchor Set - Persuasive Grade 10 Exemplar - Expository FCAT Writing Rubrics, Grade 10 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.910.4.2.3 - The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs. LA.910.4.3.1 - The student will write essays that state a position or claim, present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals, and acknowledge and refute opposing arguments. LA.910.4.3.2 - The student will include persuasive techniques.

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?

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

Lake County Schools Academic Services Teaching & Learning Department

HIGH 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 10

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?
QUALITY OF CONVENTIONS SCALE

(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 10 Expository Prompt: Think about how being famous would affect someones life. Now write to explain how being famous would affect someones life. 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 farmers with no explanation of fame, 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 provide a reason or reasons to support why being famous does or does not affect one or more people. The student may provide one or more effects of being famous and may include positive and/or negative aspects. Narration, description, and persuasion may 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 10 Calibration Expository Grade 10 Calibration Persuasive Grade 10 Anchor Set - Persuasive Grade 10 Exemplar - Expository FCAT Writing Rubrics, Grade 10 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.910.4.2.3 - The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs. LA.910.4.3.1 - The student will write essays that state a position or claim, present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals, and acknowledge and refute opposing arguments. LA.910.4.3.2 - The student will include persuasive techniques.

FCAT Writing Rubric Grade 10

Score Points in Rubric The rubric further interprets the four major areas of consideration into levels of achievement. 6 Points The writing is focused and purposeful, and it reflects insight into the writing situation. The organizational pattern provides for a logical progression of ideas. Effective use of transitional devices contributes to a sense of completeness. The development of the support is substantial, specific, relevant, and concrete. The writer shows commitment to and involvement with the subject and may use creative writing strategies. The writing demonstrates a mature command of language with freshness of expression. Sentence structure is varied, and few, if any, convention errors occur in mechanics, usage, punctuation, and spelling. 5 Points The writing is focused on the topic, and its organizational pattern provides for a logical progression of ideas. Effective use of transitional devices contributes to a sense of completeness. The support is developed through ample use of specific details and examples. The writing demonstrates a mature command of language, and there is variation in sentence structure. The response generally follows the conventions of mechanics, usage, punctuation, and spelling. 4 Points The writing is focused on the topic and includes few, if any, loosely related ideas. An organizational pattern is apparent, and it is strengthened by the use of transitional devices. The support is consistently developed, but it may lack specificity. Word choice is adequate, and variation in sentence structure is demonstrated. The response generally follows the conventions of mechanics, usage, punctuation, and spelling. 3 Points The writing is focused but may contain ideas that are loosely connected to the topic. An organizational pattern is demonstrated, but the response may lack a logical progression of ideas. Development of support may be uneven. Word choice is adequate, and some variation in sentence structure is demonstrated. The response generally follows the conventions of mechanics, usage, punctuation, and spelling. 2 Points The writing addresses the topic but may lose focus by including extraneous or loosely related ideas. The organizational pattern usually includes a beginning, middle, and ending, but these elements may be brief. The development of the support may be erratic and nonspecific, and ideas may be repeated. Word choice may be limited, predictable, or vague. Errors may occur in the basic conventions of sentence structure, mechanics, usage, and punctuation, but commonly used words are usually spelled correctly. 1 Point The writing addresses the topic but may lose focus by including extraneous or loosely related ideas. The response may have an organizational pattern, but it may lack a sense of completeness or closure. There is little, if any, development of the supporting ideas, and the support may consist of generalizations or fragmentary lists. Limited or inappropriate word choice may obscure meaning. Frequent and blatant errors may occur in the basic conventions of sentence structure, mechanics, usage, and punctuation, and commonly used words may be misspelled.

Florida Department of Education 2003