How to Create Effective Writing Prompts c Parcc

How to Create Effective Writing Prompts (c) Parcc, Inc. December 2015 Module 3

Writing to Texts—Grades 9 -12 The balance of student writing at this level is 80% analytical (40% argument and 40% to explain/inform or a combination of both) and 20% narrative, with a mix of on-demand review-and-revision writing assignments. Building student competence and confidence with technology should be part of instruction. (c) Parcc, Inc. December 2015

Using FATP to guide writing prompt development Form Audience Topic Purpose (c) Parcc, Inc. December 2015 Module 3

Form Editoria l Biography Form Repor t (c) Parcc, Inc. December 2015 Stor y Testimonial Module 3

Audience What is your experience with students’ ability to determine and meet the wants and needs of an audience? Students acquire strength in development, organization and word choice appropriate to a particular audience Support students (as needed) in determining the wants and needs of the audience and connecting audience wants and needs with development and organization of ideas and word choice selection Define the audience for students OR have students define the audience (c) Parcc, Inc. December 2015 Module 3

Strategies to help writers determine the wants and needs of their audience Provide students with a list of potential audiences and expected wants and needs. Have students practice identifying and determining needs of audience using informational text. Provide students with a set of questions for determining the needs of their audience. (c) Parcc, Inc. December 2015 Module 3

Topic Text/s Standards Topic Writing stem (c) Parcc, Inc. December 2015 Module 3

Purpose to support to analyze to defend to recommend to instruct to explore Standard 1: argument Standard 2: informative/explanatory Standard 3: narrative to enlighten to review to entertain to justify to advocate (c) Parcc, Inc. January 2016 to influence to illustrate to express Module 3

Putting it all together - Activity Reading Standards/ Evidences Text/s RI 9 -10. 5. 1: Provides a • “First Notes” detailed analysis of by Bernie how an author’s ideas Krause or claims are developed and refined • “Sound As My by particular Mentor” by sentences, paragraphs, or larger portions of a Bernie Krause text. • “Stretching RI 9 -10. 6. 2: Provides a Sound to Help statement of an the Mind See” author’s purpose in a text. by Walter Murch (c) Parcc, Inc. December 2015 FATP Form: Essay Audience: Academic Topic: Difficulty of understanding and discussing sound Purpose: to analyze Prompt Write an essay in which you compare and contrast how the three sources demonstrate that sound is difficult to understand discuss. Describe the evidence that each source presents and use details from all three sources to support your response. Module 3