Transcript Essay Writing - Gilbert Public Schools

Essay Writing
• Determine what is being
asked.
• Read the prompt and
then prepare to answer
the question, not what
you think it is asking,
not for what you
prepared, but the actual
prompt.
• Considering the current
state of the world and
the US involvement of
ongoing wars in Asia, is
the US military the
greatest in the world?
• Considering the current
state of the world and
the US involvement of
ongoing wars in Asia, is
the US military still the
greatest in the world?
Brainstorm?
• What do you know
about the prompt?
• Use a mind map.
Mind Maps
Bubbles – Describing
Qualities
Compare and Contrast Bubbles
Cause and Effect
Sequencing
Analogies _____ as _____
Classifying - Outline
• Prepare your paper like
a law case, like going to
court to prove your
point.
• Many students planning
on becoming lawyers
are history majors as
undergraduates.
• It is a scholarly
document to convince a
person
• Because a scholarly
document no:
• Contractions
• #s 0 – 99
• Spaces between
paragraphs
• First person
• Use MLA format, but I
prefer Chicago or
Turabian style
First Person
• Easy to state your
opinion without using
first person, for
example:
• I think the United States
military is the best in
the world.
• 3rd Person
• The United States
military is the best in
the world.
Organization
• Formula
• Topic
A. Introduction
Table of Contents
State thesis
Attn Grabber
Quote?
This is what I’m going to
prove to you.
• No country on earth is willing to stand toe to toe
with the fighting men and women of the United
States of America. Those wishing to attack the
Land of the Free and the home of the brave have
used asymmetrical tactics because of American
dominance. The United States military is
obviously the strongest military in the world. The
United States uses the latest technologies, trains
more rigorously, and has the most educated
fighting personnel in the world.
Organization
Body (Typically three)
Reason why my statement
is correct.
The more proof the better,
convince the judge or
jury.
Provide details, rich
details, to your proof,
examples are great.
Conclusion
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Review what you said
Wrap it all up
Closing statements
No new ideas or
concepts
Vague Words
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Avoid vague words like:
Stuff
Things
A lot
Some
They are bland and not very descriptive.
Absolutes
• The following terms are
called absolutes and
should be avoided
because they are rarely
appropriate:
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Everybody
Everyone
Someone
no body
no one
Never
All
For Example
• If you say, “No one
likes that.”
• Really?
• No one, not one person?
• What is “that?”
• It is very vague and
sometimes confusing.
The Six Trait Rubric
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The six traits are:
Ideas and Content
Organization
Word Choice
Sentence Fluency
Conventions
Voice
• The 6 Trait rubric is unfair
for grading on our current
grading scale.
• A 4 is a good score on the
six trait rubric but is the
equivalent of 66.7% D+
which is not a good
grade.
• Accordingly, the top score
is a 5 and if a student
earns a six it is extra
credit.
• Therefore:
5=A
4 = B, a good score
3 = C, average
2 = D, below average
1 = What the heck are you
doing!?!
IDEAS and CONTENT
6 The writing is exceptionally clear, focused and
interesting. It holds the reader’s attention
throughout. Main ideas stand out and are
developed by strong support and rich details
suitable to audience and purpose.
IDEAS and CONTENT
5 The writing is clear, focused and interesting. It
holds the reader’s attention. Main ideas stand
out and are developed by supporting details
suitable to audience and purpose.
IDEAS and CONTENT
4 The writing is clear and focused. The reader
can easily understand the main ideas.
Support is present, although it may be limited
or rather general.
IDEAS and CONTENT
3 The reader can understand the main ideas,
although they may be overly broad or
simplistic, and the results may not be
effective. Supporting detail is often limited,
insubstantial, overly general, or occasionally
slightly off- topic.
IDEAS and CONTENT
2 Main ideas and purpose are incorrect,
somewhat unclear or development is
attempted but minimal.
IDEAS and CONTENT
1 The writing lacks a central idea or purpose.
Organization
6 The organization enhances the central idea(s)
and its development. The order and structure
are compelling and move the reader through
the text easily.
Organization
5 The organization enhances the central idea(s)
and its development. The order and structure
are strong and move the reader through the
text.
Organization
4 Organization is clear and coherent. Order and
structure are present, but may seem
formulaic.
Organization
3 An attempt has been made to organize the
writing; however, the overall structure is
inconsistent or skeletal.
Organization
2 The writing lacks a clear organizational
structure. An occasional organizational device
is discernible; however, the writing is either
difficult to follow and the reader has to reread
substantial portions, or the piece is simply too
short to demonstrate organizational skills.
Organization
1 The writing lacks coherence; organization
seems haphazard and disjointed. Even after
rereading, the reader remains confused.
Word Choice
6 Words convey the intended message in an
exceptionally interesting, precise, and natural
way appropriate to audience and purpose.
The writer employs a rich, broad range of
words which have been carefully chosen and
thoughtfully placed for impact.
5 Words convey the intended message in an
interesting, precise, and natural way
appropriate to audience and purpose. The
writer employs a broad range of words which
have been carefully chosen and thoughtfully
placed for impact
4. Words effectively convey the intended
message. The writer employs a variety of
words that are functional and appropriate to
audience and purpose.
3 Language is quite ordinary, lacking interest,
precision and variety, may be inappropriate to
audience and purpose in places. The writer
does not employ a variety of words, producing
a sort of “generic” paper filled with familiar
words and phrases.
2 Language is monotonous and/ or misused,
detracting for the meaning and impact.
1 The writing shows and extremely limited
vocabulary or is so filled with misuses of
words that the meaning is obscured. Only the
most general kind of message is
communicated because of vague or imprecise
language.
Sentence Fluency
6 The writing has an effective flow and rhythm.
Sentences show a high degree of
craftsmanship, with consistently strong and
varied structure that makes expressive oral
reading easy and enjoyable.
5 The writing has an easy flow and rhythm.
Sentences are carefully crafted, with strong
and varied structure that makes expressive
oral reading and enjoyable.
4 The writing flows; however, connections
between phrases or sentences may be less
than fluid. Sentence patterns are somewhat
varied, contributing to ease in oral reading.
3 The writing tends to be mechanical rather
than fluid. Occasional awkward constructions
may force the reader to slow down or reread.
2 The writing tends to be either choppy or
rambling. Awkward constructions often force
the reader to slow down or reread.
1 The writing is difficult to follow or to read
aloud. Sentences tend to be incomplete,
rambling, or very awkward.
Conventions
6 The writing demonstrates exceptionally strong
control of standard writing conventions (e.g.,
punctuation, spelling capitalization, paragraph
breaks, grammar and usage) and uses them
effectively to enhance communication. Errors
are so few and so minor that the reader can
easily skim right over them unless specifically
searching for them.
5 The writing demonstrates strong control of
standard writing conventions (e.g.,
punctuation, spelling, capitalization,
paragraph breaks, grammar and usage) and
uses them effectively to enhance
communication. Errors are so few and so
minor that they do not impede readability.
4 The writing demonstrates control of standard
writing conventions (e.g., punctuation,
spelling, capitalization, paragraph breaks,
grammar and usage). Minor errors, while
perhaps noticeable, do not impede
readability.
3 The writing demonstrates limited control of
standard writing conventions (e.g.,
punctuation, spelling, capitalization,
paragraph breaks, grammar and usage). Errors
begin to impede readability.
2 The writing demonstrates little control of
standard writing conventions. Frequent,
significant errors impede readability.
1 Numerous errors in usage, spelling
capitalization, and punctuation repeatedly
distract the reader and make the text difficult
to read. In fact, the severity and frequency of
errors are so overwhelming that the reader
finds it difficult to focus on the message and
must reread for meaning.
Voice
6 The writer has chosen a voice appropriate for
the topic, purpose and audience. The writer
seems deeply committed to the topic, and
there is an exceptional sense of “writing to be
read.” The writing is expressive, engaging, or
sincere.
5 The writer has chosen a voice appropriate for
the topic, purpose, and audience. The writer
seems committed to the topic, and there is a
sense of “writing to be read.” The writing is
expressive, engaging of sincere.
4 A voice is present. The writer demonstrates
commitment to the topic and there may be a
sense of “writing is expressive, engaging, or
sincere.
3 The writer’s commitment to the topic seems
inconsistent. A sense of the writer may
emerge at times; however, the voice is either
inappropriately personal or inappropriately
impersonal.
2 The writing provides little sense of
involvement or commitment. There is no
evidence that the writer has chosen a suitable
voice.
1 The writing seems to lack a sense of
involvement or commitment.
• Now it’s your turn!
• Hey Caryl!
• Provide examples of the possible scores in
each of the six traits.