FOCUS CONTENT Revising Stargirl Essays Day 1 Before

FOCUS & CONTENT Revising Stargirl Essays: Day 1

Before we begin, let’s talk about your rough draft experience. In your group, discuss how the process went for you. What did you find difficult about it? What did you find easy about it? What are some questions that you still have? Be prepared to share with the large group what you have said.

The PSSA Writing Scoring Guidelines There are 5 categories on which you will be graded every time that you submit formal writing to me, to your future L. A. teachers, and to standardized tests like the PSSA. They are: 1. Focus 2. Content/ Development 3. Organization 4. Style 5. Conventions Directions: In your group, write a definition for “Focus. ” Try to think of what that might mean in the context of a writing scoring rubric and what the best grade (a “ 4”) would look like in the “FOCUS” category. Be prepared to share with the large group.

Focus What do you notice about the jump between each score? Are there any words or phrases that stick out to you? 4 Sharp, distinct controlling point made about a single topic with evident awareness of task and audience. 3 Clear controlling point made about a single topic with general awareness of task and audience. 2 1 Vague evidence of a controlling point made about a single topic with an inconsistent awareness of task and audience. Little or no evidence of a controlling point made about a single topic with a minimal awareness of task and audience.

Focus What do you notice about the jump between each score? Are there any words or phrases that stick out to you? 4 Sharp, distinct controlling point made about a single topic with evident awareness of task and audience. 3 Clear controlling point made about a single topic with general awareness of task and audience. 2 1 Vague evidence of a Little or no evidence of a controlling point made about a single topic with an inconsistent awareness of task and audience. made about a single topic with a minimal awareness of task and audience. Key words & phrases: “controlling point, ” “single topic, ” “task and audience”

The PSSA Writing Scoring Guidelines There are 5 categories on which you will be graded every time that you submit formal writing to me, to your future L. A. teachers, and to standardized tests like the PSSA. They are: 1. Focus 2. Content/ Development 3. Organization 4. Style 5. Conventions Directions: In your group, write a definition for “CONTENT. ” Try to think of what that might mean in the context of a writing scoring rubric and what the best grade (a “ 4”) would look like in the “CONTENT” category. Be prepared to share with the large group.

Content What do you notice about the jump between each score? Are there any words or phrases that stick out to you? 4 3 Substantial, relevant, and illustrative content that demonstrates a clear understanding of the purpose. Thorough elaboration with effectively presented information consistently supported with wellchosen details. Adequate, specific, and/or illustrative content that demonstrates an understanding of the purpose. Sufficient elaboration with clearly presented information supported with well chosen details. 2 Inadequate, vague content that demonstrates a weak understanding of the purpose. Underdeveloped and/or repetitive elaboration with inconsistently supported information. May be an extended list 1 Minimal evidence of content that demonstrates a lack of understanding of the purpose. Superficial, undeveloped writing with little or no support. May be a bare list.

Content What do you notice about the jump between each score? Are there any words or phrases that stick out to you? 4 3 Substantial, relevant, and illustrative content that demonstrates a clear understanding of the purpose. Thorough elaboration with effectively presented information consistently supported with wellchosen details. Adequate, specific, and/or illustrative content that demonstrates an understanding of the purpose. Sufficient elaboration with clearly presented information supported with well chosen details. 2 Inadequate, vague content that demonstrates a weak understanding of the purpose. Underdeveloped and/or repetitive elaboration with inconsistently supported information. May be an extended list 1 Minimal evidence of content that demonstrates a lack of understanding of the purpose. Superficial, undeveloped writing with little or no support. May be a bare list.

Focus (What’s the point? Is it clear? ) What We Are NOT Focusing On Today… (Day 1 of Peer Editing) Grammar (unless it makes the essay impossible to understand) Content (What are the examples? Do they support the point? ) Style (word choice – just because you would say something differently doesn’t mean it’s incorrect) What We Are Focusing On Today… (Day 1 of Peer Editing)

FOCUS 4 Sharp, distinct controlling point made about a single topic with evident awareness of task and audience. 3 2 1 Clear controlling point made about a single topic with general awareness of task and audience. Vague evidence of a controlling point made about a single topic with an inconsistent awareness of task and audience. Little or no evidence of a controlling point made about a single topic with a minimal awareness of task and audience. CONTENT 4 Substantial, relevant, and illustrative content that demonstrates a clear understanding of the purpose. Thorough elaboration with effectively presented information consistently supported with well-chosen details. 3 2 1 Adequate, specific, and/or illustrative content that demonstrates an understanding of the purpose. Sufficient elaboration with clearly presented information supported with well chosen details. Inadequate, vague content that demonstrates a weak understanding of the purpose. Underdeveloped and/or repetitive elaboration with inconsistently supported information. May be an extended list Minimal evidence of content that demonstrates a lack of understanding of the purpose. Superficial, undeveloped writing with little or no support. May be a bare list.