Transcript 5 stages: Prewriting Drafting Revising Editing Publishing  Four Types of writing › Narrative › Informational › Persuasive › Response to Literature › *At least one sample from each should be collected/scored ›

5 stages:
Prewriting
Drafting
Revising
Editing
Publishing

Four Types of writing
› Narrative
› Informational
› Persuasive
› Response to Literature
› *At least one sample from each should
be collected/scored
› 3 performance levels:
 Does not meet, Meets, and Exceeds

Letter to the teacher persuading her to
allow a popcorn party on Friday
In the prewriting stage the writer chooses a
topic, considers the purpose, the
audience, the form, and then creates a
graphic organizer.
Tompkins, G.E. (2008). Teaching children to write.
Teaching a writing balancing process and product.
Upper Saddle, NJ: Pearson.

Whole class/large group instruction:
› Instructional time, modeling, and practice
activities for each stage of the writing
process (effective use of time, zone of
proximal development, scaffolding,
building schema)
Independent instruction:
 During assessment activities for each
stage of the writing process (ownership,
individuality)
Developmental: pairing with a partner,
depending on severity, the student may
still need one-on-one assistance
 Cultural: groups are sensitive to the fact
that some may know more about the
Underground railroad, these students are
dispersed and encouraged to share
what they know
 Linguistic: peer helper, “the 3 rule”, oneon-one restating


Persuasive Writing
› Augmentative- also known as
› Point- how you feel about the topic
(support or do not support)
› Reasoning- why you feel this way about
the topic
› Audience- who you are writing to and
trying to convince (persuade) them to
feel the way you do about the topic





Topic: Choose a topic that you know a lot
about, brainstorm to elaborate
Purpose: Decide why you are writing the
text (to persuade/convince)
Audience: Who you are writing to, who will
read your text (appropriate language)
Form: The type of text you write (letter,
journal, report)
Graphic Organizer: Put your thoughts down
on paper to arrange your thoughts
Name ____________________
My letter is to:______________
I think that Harriet Tubman was an important
person because:
1.________________________________________
________________________________________
2.________________________________________
________________________________________
3.________________________________________
________________________________________
4. ________________________________________
______________________________________
Megow, C. (2008). Persuasive Letter Organizer.
Unpublished Manuscript. Valdosta State University,
Valdosta, GA.

Practice Activity
Students fill in their persuasive letter
organizers
 Trying to persuade the teacher that
Harriet Tubman was an important person
 Checklist is provided to help

Prewriting Persuasive Letter Checklist
Name____________________Date______________
Did you Remember:
1. The audience?
 2. The right form? (Letter)
 3. To stay on topic? (Harriet Tubman)


4. To persuade your audience?

5. To state your opinion?

6. To give the reasons you felt this way?
Megow, C. (2008). Prewriting persuasive letter checklist.
Unpublished Manuscript. Valdosta State University, Valdosta,
GA.
Meets
Standards
2
Stated
Opinion
Student stated
what their
opinion was on
the topic
Completion
Student wrote
at least 3
supportive
reasons
Needs
Does not
Improvement meet
1
Standard
0
Student did not
state their
opinion on the
topic
Student wrote
1-2 supportive
reasons
Student wrote
no supportive
reasons
Meets Standards
2
Needs
Improvement
1
Does not meet
Standard
0
Wrote to the
audience
Student wrote
the letter to the
correct person
and kept him/her
in mind
Student wrote to
correct person,
but did not use
appropriate
language for that
person
Student did not
write to correct
person and did
not keep them in
mind
Persuasive
Student wrote to Student partially
persuade the
wrote to
audience
persuade the
audience
Student did not
write to
persuade the
audience
Megow, C. (2008). Prewriting persuasive letter rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

Developmental Needs:
› More time
› Peer helpers
› One-on-one (teacher)
› Task analysis
› Additional practice before assessment

Cultural Needs:
› Notebook for difficult words
› One-on-one teacher assistance

Linguistic Needs:
› ESOL student-assistive technology (translator)
› Peer helper
› 3 rule
In the Drafting stage the writer
begins a rough draft by using the
information gathered in the
prewriting stage.
Tompkins, G.E. (2004). Teaching writing: Balancing process and product.
Upper Saddle River, NJ: Pearson.
Use information from organizers
 Add more details
 Write on every other line
 Not final draft

› Don’t worry about….
 Spelling errors
 Handwriting
Use information from organizers
 First draft of persuasive letter to the
teacher
 Why Harriet Tubman was an important
person

› At least 3 reasons
Did you Remember:
1. The audience? (Mrs. Megow)
2. To write the correct date?
3. To use all the information from the graphic
organizer?
4. To stay on topic? (Harriet Tubman)
5. To skip every other line?
Did You Remember Cont.
6. To persuade your audience?
7. To state your opinion?
8. To give the reasons you felt this way?
9. Write your name at the bottom?
Megow, C. (2008). Persuasive letter checklist. Unpublished manuscript. Valdosta State
University, Valdosta, GA
Stated opinion
Completion
Wrote to the
audience
Meets
Standards
2
Student stated
what their opinion
was on the topic
Student wrote at
least 3 supportive
reasons
Student wrote the
letter to the
correct person
and kept him/her
in mind
Needs
Improvement
1
Does not Meet
Standard
0
Student did not
state their opinion
on the topic
Student wrote 1-2 Student wrote no
supportive
supportive
reasons
reasons
Student wrote to Student did not
correct person,
write to correct
but did not use
person and did
appropriate
not keep them in
language for that mind
person
Persuasive
Lines
Sign Name
Meets
Standards
2
Student wrote to
persuade the
audience
Skipped every
other line
Yes
Needs
Improvement
1
Student partially
wrote to
persuade the
audience
Skipped and
then stopped
Does not Meet
Standard
0
Student did not
write to
persuade the
audience
Did not skip every
other line
No
Megow, C. (2008). Prewriting persuasive letter rubric. Unpublished manuscript.
Valdosta State University, Valdosta, GA
During this stage, the writer rereads the
rough draft, shares the rough draft in a
writing group, and revises on the basis
of feedback received from the writing
group (Tompkins, 2004, p. 18).
Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper
Saddle River, NJ: Pearson.

Read through your drafts to:
› Rearrange, change, add, or delete
text/ideas
› Improve your thoughts/order
› Do not worry about grammar
› Or spelling mistakes YET!
Independently revise own drafts
 Encouraged to

› Change, delete, rearrange, and improve
Reminded not to focus on spelling and
grammar at this time
 Peer Revising

Did you remember to:
Read through your draft
Rearrange wording to make better
sense
Add ideas or details that needed to be
added
Delete ideas or details that needed to
be deleted
Did you remember to (cont.)
Consider the changes from peer revision
Make appropriate changes from peer
revision
Megow, C. (2008). Revising persuasive checklist. Unpublished manuscript.
Valdosta State University, Valdosta, GA
Elements
Exceeds
Criteria
3
Meets Criteria
2
Partially Meets
Criteria
1
Does not meet
Criteria
0
Rearranged
Wording to
make better
sense
Rearranged all
ideas/details
that needed to
be rearranged
throughout
draft
Rearranged
most
ideas/details
that needed to
be rearranged
Somewhat or
incorrectly
rearranged
ideas/details
No ideas or
details were
rearranged
Added ideas or
details
Correctly
added in all
ideas and
details where
needed
Added in ideas
and details
where
appropriate;
more can be
added
Added 1-2
No ideas or
ideas or details; details were
more are
added
needed
Elements
Deleted ideas
or details
Exceeds
Criteria
3
Deleted all
ideas/details
that were
irrelevant or not
needed
Changed ideas Changed all
or details
ideas/details
that needed to
be changed
throughout draft
Meets Criteria
Partially
Does not meet
2
Meets Criteria
Criteria
1
0
Deleted most
ideas/details
that were
irrelevant or not
needed
Somewhat or
incorrectly
deleted
ideas/details;
deleted
important
information
No ideas or
details were
deleted
Changed most
ideas/details
that needed to
be changed
Somewhat or
incorrectly
changed
ideas/details
No
ideas/details
were changed
Megow, C. (2008). Revising rubric. Unpublished manuscript.
Valdosta State University, Valdosta, GA
During this stage, the writer sets the
composition aside for a while,
proofreads to locate errors, and
corrects errors (Tompkins, 2004, p.
22).
Tompkins, G.E. (2004). Teaching writing: Balancing process and product.
Upper Saddle River, NJ: Pearson.
Grammatical Errors
 Correct Spelling
 Correct Punctuation
 Correct Capitalization
 Proofreader’s marks


Assessed on individually editing his/her
persuasive letter to the teacher using
proofreader’s marks and making
appropriate corrections.
Did I remember to:
Correct all misspelled words?
Capitalize first letters in first word of each
sentence?
Capitalize first letter in all proper nouns?
Put a period in all telling sentences?
Put a question mark in all asking sentences?
Did I remember to (Continued)
Put an exclamation point in all excited
sentences?
Write in complete sentences?
Use correct proofreaders marks?
Megow, C. (2008). Editing checklist. Unpublished manuscript.
Valdosta State University, Valdosta, GA
Elements
Exceeds
Criteria
3
Meets
Criteria
2
Partially
Meets
Criteria
1
Does not
meet Criteria
0
Spelling
Corrects all
misspelled
words
except 1
Corrects all
misspelled
words except
2
Corrects all
misspelled
words except
3-4
Has more than
4 misspelled
words
Capitalization
Corrects all
capitalizatio
n errors
except 1
Corrects all
Corrects all
capitalization
capitalization
errors except 2 errors except
3-4
Has more than
4 capitalization
errors
Punctuation
Corrects all
punctuation
errors
except 1
Corrects all
Corrects all
punctuation
punctuation
errors except 2 errors except
3-4
Has more than
4 punctuation
errors
Elements
Exceeds
Criteria
3
Meets
Criteria
2
Proofreader’s Correctly
uses
marks
Complete
Sentences
Partially
Meets
Criteria
1
Does not
meet Criteria
0
Correctly uses
proofreader’s
proofreader’s marks some of
marks most
the time
of the time
Incorrectly
used the
marks
throughout
Does not use
the
proofreader’s
marks
Wrote in
complete
sentences
throughout
Had 2
incomplete
sentences
Had 3 or
more
incomplete
sentences
Had one
incomplete
sentence
Megow, C. (2008). Editing rubric. Unpublished manuscript.
Valdosta State University, Valdosta, GA
During this stage, the writer publishes
his/her work. This may be done in
several fashions. It may be published
by making a book for it to go in,
submitting it to the local newspaper
or magazine, share it a puppet show,
or etc (Tompkins, 2004, p. 25-26, 28).
Tompkins, G.E. (2004). Teaching writing: Balancing process and product.
Upper Saddle River, NJ: Pearson.
Write your final product
 Nicest handwriting
 Create illustrations
 Share your work (send letter)


Publish letter by:
› Writing final copy in nicest handwriting
› gathering materials to illustrate
 Markers, colored pencils, etc.

Send the letter
Element
Final draft
written
Illustration
Handwriting
Student
Partially met
Publishing
Standard
(2)
Final draft
completely
written
 Student has
illustrations
that pertain to
the story
 Student wrote
legibly
throughout the
text (1 or fewer
mistakes)
Student Did Not
Meet publishing
Standard
(1)
Student Meets
Publishing
Standard
(0)
Final draft
partially written
Student makes no
attempt to write
final draft
 Student made
no attempt to
illustrate.
 Student has
illustrations
that partially
pertain to story
 Student
 Student made
partially wrote
no attempt to
legibly (2-4
write legibly
mistakes)
Megow, C. (2008). Publishing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA.