Evaluating Writing at the Secondary Level

A.EvaluatingtheProcess

CAUTION: SEPARATE THE WRITING AND EDITING FUNCTIONS

Peer(andSelf)Editingofasinglepieceofwriting(inpairedconference)
Thefollowingquestionscouldbeaskedbytheeditortohelphimorherbeginto
understandthewriterswork,BEFOREreadingthewriting.Theeditorshouldmake
briefnotesofthewritersresponses:
1. Whatisyourpurposeinwritingthispiece?

2. Whoisyourintendedaudience?

3. Whatformwouldyoucallthiskindofwriting?

4. Whatmainideasareyouwantingtowriteabout?

5. Whatistheworkingtitleofthispiece?Whatelsemightyoucallit?

6. Whatdoyoufeelisgood,effective,orstrongaboutthispiecesofar?

7. Whatpartsdoyoustrugglewithorwouldliketoimproveon?

8. WhatwouldyoulikemetofocusonasIreadthispiece?(content,convention,etc.)

9. Whatplansdoyouhaveforthisnow?(Trashnotanoption!Bekindtowriters!)

10. MayIreadthepiecealoudtoyou?Stopmeifyouwanttoreviseaswego

11. OtherQuestionseditorscanaskBEFOREreadingapieceofwriting

AFTERreadingapieceofwritingtheeditorcouldsaythefollowingtothewriter:
1. Asareader,myreactiontothispieceis.
2. QuestionsIhaveare..(Couldyousaymoreaboutwhatdoyoumeanby.etc.)
3. ThingsIthinkyoudidwellinthispieceare.(setting,setmood,developvoice,create
imagery,employeffectivequotations,buildcharacter,vocab,tone,interestingdetail)
4. Mysuggestionsarethatyou.(forwritingfurther,sharing,checking,editing.)

Editingcheckforthefollowing(whichareevaluatedbyprovincialexamsandeditorsalike):
Thought and Detail thesis,idea,supportingdetail,substantialcontent
Organizationoverallplanoforder,logicalsequence,coherenttransitions,unifiedthesis
Matters of choiceuseofwords/syntacticstructuresinadeliberate,precise,controlledmanner
Matters of correctnessclear,correctapplicationofrulesandconventionsforwritten
language(spelling,punctuation,grammar,completesentences,lackoflanguageerrorsof
usage)

Formal, Provincial Marking Criteria for Student Writing:

READERS RESPONSE to LITERATURE

Thought and Detail(for readers response to literature assignment):

Markersshouldconsider:
thequalityoftheunifyingideas
howeffectivelytheresponseaddressesthequestion
howclearlytheresponseisdevelopedbyexamples,specificdetails,analogies,etc.
Therearesixgradesforthis:
Excellent:Ideasexpressedareinsightful,carefully,considered,andconfident.Supportisprecise
andthoughtfullyselected.Aperceptiveresponsetothetaskisdemonstrated.(Prov.=5)
Proficient:Ideasexpressedarethoughtful.Supportisrelevantandpurposeful.Acompetent
responseisdemonstrated.(Prov.=4)
Satisfactory:Ideasexpressedareappropriate.Supportisstraightforwardandmatteroffact.A
satisfactoryresponseisdemonstrated.(Prov.=3)
Limited:Ideasexpressedandsuperficialandunderdeveloped.Supportisvagueand/orrepetitive.
Suchwritingdoesnotfulfillthetaskadequately.(Prov.=2)
Poor:Ideasareonlymarginallyrelevantandarelargelyunderdeveloped.Supportisinaccurate
orlackingaltogether.Suchwritingmaybefrustratingforthereader.(Prov.=1)
Insufficient:Themarkercandiscernnoevidenceofanattempttofulfilltheasignmentasstated,or
theresponseissodeficientinlengththatitisnotpossibletoassessthought/detail.(Prov.=INS)

Readers Response to Literature WRITING SKILLS

Whenmarkingwritingskills,themarkershouldconsidertheeffectivenessofthetotal
impressioncreatedbythewritersvoice,andtheextenttowhichthewritingdemonstrates
controlof:diction, syntax, mechanics, grammar

Excellent:Thewritingisskillfullystructuredandfluent.Dictionisappropriateandspecific.
Syntax minorerrorsdonotdetractfromtheclarityoreffectivenessofcommunication(Prov.
=5)
Proficient:Thewritingisclearandgenerallyfluent.Dictionisappropriateandspecific.Syntaxis
controlled.Minorerrorsdonotreduceclarityofcommunication.(Prov.=4)
Satisfactory:Thewritingisclear.Dictionisadequatebuttendstobegeneralratherthan
specific. Syntaxisgenerallystraightforward.Despiteminorerrors,thestudentdemonstrates
control ofconventions.(Prov.=3)
Limited:Thewritingmaybeunclearand/orineffective.Dictionisinappropriateorimprecise.
Syntaxisimmatureandorawkward.Errorsindicatealackofcontrolofconventions.
(Prov.=2)
Poor:Thewritingisfrequentlyunclearandnotfluent.Dictionisfrequentlyinaccurate.Syntaxis
confusedanduncontrolled.Frequenterrorsimpedecommunication.(Prov.=1)

Major Literature composition: Writing Skills Scoring Criteria

Thought and Detail as above

Organization: consider how effectively the writing demonstrated:

--a focused and ordered discussion , including the use of transition and logical
paragraphing
-- establishment and maintenance of a controlling idea
-- a developed and concluded discussion of ideas
Excellent:Theintroductionissuccessfullyconstructedtoprovidedirectionforthereaderandorto
provokefurtherreading.Apersonalfocusisestablished.Thecontrollingideais
successfullysustainedanddevelopedinaclearandcoherentmanner.Theconclusionis
relatedthoughtfullyandeffectivelytothetopic.(Prov.=5)
Proficient:Theintroductionisconstructedtoprovidedirectionforthereader.Thecontrolling
idea isfocussedandisgenerallysustained.Thedevelopmentofthecontrollingideaisclearand
coherent.Theconclusionisrelatedeffectivelytothetopic.(Prov.=4)
Satisfactory:Theintroductionisconstructedtoprovideageneraldirectionforthereader.The
controllingideaprovidesafocusatthebeginningthatismechanicallymaintained.The
developmentofthecontrollingideaisclear,butcoherencemayfalter.Theconclusionis
relatedfunctionallytothetopic..(Prov.=3)
Limited:Theintroductionifpresentisperfunctory(relatedinaminimalorlimitedwaytotherest
oftheessay.Afocusedcontrollingideaislackingorisnotmaintainedinthedevelopment
ofthecomposition.(Prov.=2)
Poor:Theintroductionifpresentisnotfunctional,i.e.,doesnotcontrolorrelatetotherestofthe
essay.Acontrollingideaislacking.Thetopicisnotdevelopedordevelopedincoherently.
Theconclusion,ifpresent,isobscure.(Prov.=1)

Matters of Choice : consider how effectively the writing demonstrates a

writers choices of
--diction (vocabulary)
-- syntactical structures such as parallelism, balance, inversion
-- extent to which stylistic choices contribute to the creation of voice
Excellent: Choicescontributetoaskillfulcomposition.Dictionispreciseandspecific.
Syntacticalstructuresareeffectandsometimespolished.Stylisticchoicescontributetoa
competentcomposition.
Proficient:Choicescontributetoaconsideredcomposition.Dictionisspecificandeffective.
Syntacticalstructuresaregenerallyeffective.Stylisticchoicescontributetoacompetent
composition.
Satisfactory:Choicescontributetoaconventionalcomposition.Dictionisadequatebutmaybe
lackinginspecificity.Syntacticalstructuresaregenerallystraightforward,butattemptsat
morecomplexstructuresmaybeawkward.Stylisticchoicescontributetoaclear
composition.
Limited:Dictionisimpreciseandorinappropriate.Syntaxisfrequentlyawkwardorimmature.
Thewritingmaybevague,redundant,orunclear.Aninadequaterepertoireoflanguage
choicescontributestoalimitedcomposition.
Poor:Dictionisovergeneralizedandorinaccurate.Syntaxisconfusinganduncontrolled.The
writingisunclear.Lackoflanguagechoicescontributestoapoorcomposition.

Matters of Correctness : consider the correctness of

-- sentence construction (completeness, consistency, subordination,
coordination, predication)
-- usage (accurate according to convention and meaning
-- grammar (agreement of subject-verb/pronoun-antecedent, pronoun reference,
consistency of tense)
-- mechanics (punctuation, spelling, capitalization)
Proportion of error to complexity and length of response must also be considered.

Excellent:Thiswritingdemonstratesconfidenceincontrolofcorrectsentenceconstruction,usage,grammar,and
mechanics.Therelativeabsenceoferrorisimpressiveconsideringthecomplexityoftheresponseandthe
writingcircumstance(underexaminationpressureconditions)
Proficient:Thiswritingdemonstratescompetenceincontrolofcorrectsentenceconstruction,usage,grammar,and
mechanics.Minorerrorsinmechanics,grammar,and/orincomplexlanguagestructuresareacceptableand
understandableconsideringthecircumstances.
Satisfactory:thewritingdemonstratescontrolofthebasicsofcorrectsentenceconstruction,usage,grammar,and
mechanics.Theremaybeoccasionallapsesincontrolofsentenceconstruction andusage,andorminorerrorsin
grammarandmechanics.However,thecommunicationremainsclear.
Limited:thiswritingdemonstratesafalteringcontrolofcorrectsentenceconstruction,usage,grammar,and
mechanics.Therangeofsentenceconstructionproblemsanderrorsin usage,grammar,andormechanics
blurstheclarityofcommunication.
Poor:Thiswritingdemonstrateslackofcontrolofcorrectsentenceconstruction,usage,grammar,and
mechanics.Theunclearandincorrectsentenceconstructionsandjarringerrorsinusage,grammar

Usefullinksforteachingessay:

http://www.webenglishteacher.com/writing.htmlFromletters,toargument,toliterature
responses,charactersketches,creativenonfiction,andresearchpapers.

http://home.cogeco.ca/~rayser3/writing.htmwritinglessonsgalore

http://www.essaywritinghelp.com/outline.htmbasicessaystructure,butgoogleessaytemplatestoo

http://www.uleth.ca/edu/currlab/handouts/la.htmresourcesincurrlabforELA

http://www.greatquestions.com/en/realaudiencesandcontests

http://www.canauthors.org/links/markets.html#contestswritingcontestsites(somefor$)

Whyteachwritingofessaysandresearchpapers?Attibributes,skillsandKnowledgedeveloped:

Searchingforandselectinginformationrelevanttoaquestionortask

Understandingrelationshipsbetweenevidenceandconcepts
 Structuringthoughtandargumentasopposedtostraightforwardinformationgatheringand
repetition.

Themostgeneraltransferableskillsthatarepromotedbyessayworkinclude:

Practiceinschedulingwork

Professionalwritingstyle(s)andformat(s)

Evaluationofyourworkmethodsandunderstandingofmaterial,anduseoffeedback
 ESSAYOUTLINESAMPLETEMPLATE
I.Introduction

Getthereader'sattentionaskaleadingquestion;relaysomething
enticingaboutthesubjectinamannerthatcommandsattention.Youcould
startwitharelatedquote,alluringdescription,ornarrative.

ThesisStatement

Statethethesiswhatyouaregoingtodiscuss.Youcouldstatethe
causesandeffectstobediscussed;comparisonofsubjectXandsubjectY;
yourpositionontheissue;yourproposalifapplicable;andthemainpoints
thatwilldevelopyourargument.

II.Body

1.FirstPoint,Topicsentence,Explanation
a.Supportingevidence(examples,facts,theories,statistics,
quotedauthorities,details,reasons,etc.)
b.Supportingevidence
c.(Conclusionandleadin)

2.SecondPoint
a.Support
b.Support
c.optional

3.ThirdPoint
a.Support
b.Support
c.optional

III.Conclusion

Summarizeyourthesisandhowyourevidencesupportsyourpoints.
Reemphasizeyourthesisinafreshway,showinghowyouhaveachieved
yourpurpose.Youmaywishtoappealtothereadertoseehowyouhave
cometoalogicalconclusion,ormakeamemorablefinalstatement.
ESSAYOUTLINESAMPLETEMPLATE
I.Introduction
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________

ThesisStatement
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________

II.Body

1.FirstPoint_____________________________________________________
________________________________________________________________
a.________________________________________________________
________________________________________________________________
b.________________________________________________________
________________________________________________________________
c.(Conclusionandleadin)____________________________________
________________________________________________________________

2.SecondPoint___________________________________________________
________________________________________________________________
a.________________________________________________________
________________________________________________________________
b.________________________________________________________
________________________________________________________________
c.(Conclusionandleadin)____________________________________
________________________________________________________________

3.ThirdPoint_____________________________________________________
________________________________________________________________
a.________________________________________________________
________________________________________________________________
b.________________________________________________________
________________________________________________________________
c.(Conclusion)_____________________________________________
________________________________________________________________
III.Conclusion
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________

STYLE, EXPRESSION, AND EVALUATION IN ESSAYS

An Example:
Style and expression at a C level:
In the book Lyra has a daemon that goes everywhere with her and shows her moods.

Style and expression in the Bs:

In Lyras world, each character has a daemon, a soul-like animal companion. In
childhood, the daemon changes its form to reflect its humans feeling and needs; with
puberty, the daemon begins to settle, to take on its permanent form, an animal that
expresses its humans basic nature (like the evil Lord Boreal and his daemon serpent).

Style and expression in the As:

Pullmans Earth (geographically recognizable as ours, but historically,
technologically, and biologically skewed) is one of a potentially infinite string of
worlds. Like each inhabitant of this Earth, Lyras humanity is completed by her
opposite-gender animal daemon. Daemons etymological roots (Gr: deity) suggest a
soul-like companion; the reader may also interpret it as conscience, as alter ego, as
animal familiar, as Jungian anima/animus, as shadow. What becomes clear, however,
is that each human is only made whole by its accompanying daemon, and that forced
separation of the two is a monstrous violation, a horror more unthinkable than death.