AMERICAN TEEN (2008) Assignment Instructions: Part A: Planning 1. Select one of the guiding questions/topics to focus on. Choose your stance/opinion. 2. Begin working on the planning sheet. Fill out the “Topic Sentence” section with a statement which informs the reader of what the topic is and what your stance is. a. Example: i. Unhealthy foods should be banned from public schools. 3. Brainstorm and list three reasons that support your stance. a. Example: i. By banning unhealthy foods in schools, student’s health and nutrition will improve. 4. Write three more pieces of evidence, examples, or additional proof to support your reasons. a. Example: i. Childhood obesity is a large issue in Canada and should be a focus in our schools. Part B: Writing 5. Take the work you did in the planning section and create a rough draft of your work. 6. Opening Paragraph: a. Write an opening paragraph that clearly states your opinion. Include at least 3 sentences that provide the reasons that support your opinion. 7. Body Paragraphs: a. Begin each body paragraph with an organizational word: Firstly, secondly, thirdly, lastly. b. Use the “point, proof, and comment” structure. State your point, provide your additional proof, and add additional comments. c. Use connecting phrases such as: “This is true because…”; “For this reason, I believe…”; or “Obviously, no one could doubt that…”. Make sure that your sentences are connected, and not a series of bullet points. 8. Concluding Paragraph: a. Write a concluding paragraph that connects to the main idea, beginning with words and phrases like “That is why,” “Therefore,” or “To sum it up.” 9. Additional Thoughts: a. Consider your purpose for writing and who you are writing to. In this case, you are writing to an adult who wants to hear your opinion. Consider what type of language is appropriate for this audience and how you will achieve your purpose. Part C: Revising 10. 11. 12. 13. 14. Proofread your rough draft. Look for spelling, grammar, and punctuation mistakes. Correct all mistakes. Give your edited draft to a peer. Have them go over the Peer Editing checklist and fill it out. Review the completed Peer Editing Checklist. Review and revise your writing. Complete the Self-Editing Checklist. Type your good draft. ENG2P Rubric – American Teen Opinion Paragraphs Curricular Strand: Writing (20 Marks) Developing and Organizing Content 1.1 identify the topic, purpose, and audience for several different types of writing tasks 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and the purpose for writing 1.5 determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task Using Knowledge of Form and Style 2.1 write for different purposes and audiences using several different informational, literary, and graphic forms 2.2 establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing 2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making logical transitions between ideas 2.6 revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teachermodelled strategies 2.7 produce revised drafts of both simple and complex texts written to meet criteria identified by the teacher, based on the curriculum expectations Applying Knowledge of Conventions 3.1 use knowledge of spelling rules and patterns, several different types of resources, and appropriate strategies to spell familiar and new words correctly 3.3 use punctuation correctly to communicate their intended meaning 3.4 use grammar conventions correctly to communicate their intended meaning clearly 3.5 proofread and correct their writing, using guidelines developed with the teacher and peers Level 4 Level 3 Level 2 Level 1 Main ideas and supporting details are developed and ordered into 5 paragraphs (introduction, body, and conclusion) with a high degree of effectiveness. Main ideas and supporting details are developed and ordered into 5 paragraphs (introduction, body, and conclusion) with a considerable degree of effectiveness. Main ideas and supporting details are developed and ordered into 5 paragraphs (introduction, body, and conclusion) with a high degree of effectiveness. Main ideas and supporting details are developed and ordered into 5 paragraphs (introduction, body, and conclusion) with a limited degree of effectiveness. The information selected is highly relevant and consistent throughout the writing. The information selected is considerably relevant and consistent throughout the writing. The information selected is somewhat relevant and consistent throughout the writing. The information selected is minimally relevant and consistent throughout the writing. Language used is highly appropriate to purpose and audience. Uses transition and linking words with a high degree of effectiveness. Language used is considerably appropriate to purpose and audience. Uses transition and linking words with a considerable degree of effectiveness. Language used is somewhat appropriate to purpose and audience. Uses transition and linking words with some degree of effectiveness. Language used is minimally appropriate to purpose and audience. Uses transition and linking words with a limited degree of effectiveness. Revision and editing of the rough draft is used with a high degree of effectiveness. Revision and editing of the rough draft is used with a considerable degree of effectiveness. Revision and editing of the rough draft is used with some degree of effectiveness. Revision and editing of the rough draft is used with a limited degree of effectiveness. Applies conventional usage with a high degree of effectiveness. Applies conventional usage with a considerable degree of effectiveness. Applies conventional usage with some degree of effectiveness. Applies conventional usage with a limited degree of effectiveness. ENG1P Rubric – American Teen Opinion Paragraphs Curricular Strand: Writing (20 Marks) Developing and Organizing Content 1.1 identify the topic, purpose, and audience for a few different types of writing tasks 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a few different strategies and organizational patterns suited to the content and the purpose for writing 1.5 determine whether the ideas and information gathered are relevant to the topic and meet the requirements of the writing task Using Knowledge of Form and Style 2.1 write for different purposes and audiences using a few different informational, graphic, and literary forms 2.2 establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing 2.4 write complete sentences that communicate their meaning accurately, varying sentence type, structure, and length for different purposes and making logical transitions between ideas 2.6 revise drafts to improve the content, organization, and clarity of their written work, using a variety of teacher-modelled strategies 2.7 produce revised drafts of texts written to meet criteria identified by the teacher, based on the curriculum expectations Applying Knowledge of Conventions 3.1 use knowledge of basic spelling rules and patterns, a few different resources, and appropriate strategies to spell familiar and new words correctly 3.3 use punctuation correctly to communicate their intended meaning 3.4 use grammar conventions correctly to communicate their intended meaning clearly 3.5 proofread and correct their writing, using guidelines developed with the teacher and peers Level 4 Level 3 Level 2 Level 1 Main ideas and supporting details are developed and ordered into 5 paragraphs (introduction, body, and conclusion) with a high degree of effectiveness. Main ideas and supporting details are developed and ordered into 5 paragraphs (introduction, body, and conclusion) with a considerable degree of effectiveness. Main ideas and supporting details are developed and ordered into 5 paragraphs (introduction, body, and conclusion) with a high degree of effectiveness. Main ideas and supporting details are developed and ordered into 5 paragraphs (introduction, body, and conclusion) with a limited degree of effectiveness. The information selected is highly relevant and consistent throughout the writing. The information selected is considerably relevant and consistent throughout the writing. The information selected is somewhat relevant and consistent throughout the writing. The information selected is minimally relevant and consistent throughout the writing. Language used is highly appropriate to purpose and audience. Uses transition and linking words with a high degree of effectiveness. Language used is considerably appropriate to purpose and audience. Uses transition and linking words with a considerable degree of effectiveness. Language used is somewhat appropriate to purpose and audience. Uses transition and linking words with some degree of effectiveness. Language used is minimally appropriate to purpose and audience. Uses transition and linking words with a limited degree of effectiveness. Revision and editing of the rough draft is used with a high degree of effectiveness. Revision and editing of the rough draft is used with a considerable degree of effectiveness. Revision and editing of the rough draft is used with some degree of effectiveness. Revision and editing of the rough draft is used with a limited degree of effectiveness. Applies conventional usage with a high degree of effectiveness. Applies conventional usage with a considerable degree of effectiveness. Applies conventional usage with some degree of effectiveness. Applies conventional usage with a limited degree of effectiveness. Part A: Planning TOPIC SENTENCE: REASON 1: REASON 2: REASON 3: Examples/Evidence/Additional Support: Examples/Evidence/Additional Support: Examples/Evidence/Additional Support: CONCLUSION: Part B: Writing (Rough Draft) __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Peer Editing Checklist Instructions: 1. Read through your partners series of paragraphs. 2. Answer the following questions as you read the essay. 3. Circle YES or NO. YES NO Is the opinion clearly stated in the introduction? YES NO Is the opinion consistent throughout the writing? YES NO Are three arguments provided? YES NO Are these three arguments supported by specific proofs and examples? YES NO Is the writing organized into introduction, body, and conclusion paragraphs? YES NO Do the body paragraphs begin with transition or linking words? YES NO Is the language used appropriate for the intended audience? YES NO Is the lined space nearly or entirely filled? YES NO Is the writing free of spelling, grammar, and punctuation errors? Edited By: ____________________________________ Self-Editing Checklist Instructions: 1. Read your own series of paragraphs. 2. Consider the following questions as you read through the paragraphs. 3. Circle YES or NO. YES NO Is the opinion clearly stated in the introduction? YES NO Is the opinion consistent throughout the writing? YES NO Are three arguments provided? YES NO Are these three arguments supported by specific proofs and examples? YES NO Is the writing organized into introduction, body, and conclusion paragraphs? YES NO Do the body paragraphs begin with transition or linking words? YES NO Is the language used appropriate for the intended audience? YES NO Is the lined space nearly or entirely filled? YES NO Is the writing free of spelling, grammar, and punctuation errors?
