GETTING TO KNOW THE
WRITING PROMPT
RUBRICS AND ANCHOR
PAPERS
Get out your paper for notes,
and a reliable writing utensil.
Prepare yourself for your
TCAP Writing Job
Literature
Standard
Date Taught
Date Tested
TCAP Writing
Prompt Rubric
RL 3
2/3/15 or
2/4/15
2/3/14
through
2/4/14
Make-up:
2/5/14
Odd Days: 5
days away
Even Days: 3
½ days away
Standard:
RI 3: (Reading Informational Texts) Analyze a
complex set of ideas and explain how specific ideas
interact and develop over the course of the text.
Objective: Analyze the TCAP Writing Prompt Rubric
for understanding and analyze Anchor Papers for
clarity.
HOW THE WRITING PROMPT WILL LOOK
You will be reading two articles and writing two essays. This will be
broken down in to two phases.
Phase 1: Read one article and answer one prompt. This prompt will most
likely be an analytical essay over some aspect of the first article. (60
minutes)
30 minute break
Phase 2: Read second article and answer one prompt. This prompt will
most likely be a argumentative essay over both articles that you have
read. (60 minutes)
You will be reading the articles and typing your essay using a computer
program called MIST.
During the actual writing process, I will NOT be able to answer your
questions about what to write or any of the texts/prompts
HOW THE WRITING PROMPT IS GRADED
Both essays of the writing prompt will be graded separately based on
a 4 part rubric.
Part one: Development (4 points)
Part two: Focus/Organization (4 points)
Part three: Language (4 points)
Part four: Conventions (4 points)
Total available points for each essay: 16 points.
Composite Score
Report Card Grade
8
74%
16
100%
7
72%
15
93%
6
69%
14
90%
5
66%
13
88%
4
64%
3
61%
12
85%
11
82%
10
80%
2
59%
9
77%
1
56%
How your TCAP score will transfer to my grade book: (As with
everything in life, these scores are subject to change.)
Write down everything from an 8 up. I
expect everyone to be at this level or
higher.
BREAKING DOWN THE RUBRIC
PART ONE: DEVELOPMENT
Score of 4
Score of 2
In response to the task and the
stimuli, the writing:
In response to the task and the
stimuli, the writing:
• utilizes well chosen, relevant,
and sufficient evidence from the
stimuli to thoroughly and
insightfully develop the topic.
• utilizes mostly relevant but
insufficient evidence from the stimuli
to partially develop the topic. Some
evidence may be inaccurate or
repetitive.
• thoroughly and accurately
explains and elaborates on the
evidence provided, demonstrating
a clear, insightful understanding
of the topic and the stimuli.
• explains some of the evidence
provided, demonstrating only a
partial understanding of the topic and
the stimuli. There may be some level
of inaccuracy in the explanation.
BREAKING DOWN THE RUBRIC
PART ONE: DEVELOPMENT
“In response to the task and stimuli”
If a response does not address the task (the prompt/the question), any
information and ideas presented would be considered irrelevant.
“evidence”
Evidence refers to facts, extended definitions, concrete details, quotations
and other information that the student uses from the text.
BREAKING DOWN THE RUBRIC
PART ONE: DEVELOPMENT
“…insightfully develop the topic”
In order to show insightful development, you must move beyond simply
stating an idea and supporting that idea.
•Text-based evidence should be well-chosen and explanations of ideas should
demonstrate advanced understanding of the task and the stimuli.
•Note that personal information outside of the text cannot in and of itself
demonstrate insight into the topic. (No personal stories!)
BREAKING DOWN THE RUBRIC
PART ONE: DEVELOPMENT
“inaccurate/inaccuracy”
Inaccuracy may be exhibited through the use of
• erroneous (incorrect/ untrue) evidence
• through the misinterpretation of evidence from the text
• or through erroneous explanation of accurate evidence from the text.
“the topic and the stimuli”
With regards to the rubric, the term “topic” refers to the task directives,
while the “stimuli” refers to the associated text(s). The topic for the Analysis
essay is how the authors use and refine the meaning of intelligence over the
course of the text.
BREAKING DOWN THE RUBRIC
PART TWO: FOCUS/ORGANIZATION
Score of 4
Score of 2
In response to the task and the stimuli,
the writing:
In response to the task and the stimuli,
the writing:
• contains an effective and relevant
introduction.
• contains a limited introduction.
• utilizes effective organizational
strategies to create a unified whole and
to aid in comprehension.
• demonstrates an attempt to use
organizational strategies to create some
unification, but ideas may be hard to
follow at times.
• effectively clarifies relationships
among ideas and concepts to create
cohesion.
• clarifies some relationships among
ideas and concepts, but there are
lapses in focus.
• contains an effective and relevant
concluding statement or section.
• contains a limited concluding
statement or section.
BREAKING DOWN THE RUBRIC
PART TWO: FOCUS AND ORGANIZATION
“In response to the task and stimuli”
Scoring is based upon how you focus on the task and organize in response
to the task and the stimuli.
• If a response does not address the task, organization would be considered
irrelevant due to a lack of focus on the task.
“organizational strategies”
These strategies can include the use of paragraphs to group related
information, use of transitional words and phrases to connect ideas, and the
use of comparison and contrast.
BREAKING DOWN THE RUBRIC
PART TWO: FOCUS AND ORGANIZATION
“unified whole”
A successful response should demonstrate the ability to remain focused
throughout and should be organized appropriately to help the reader clearly
understand your ideas. (NO TANGENTS. Don’t get off topic.)
“relationships among ideas and concepts”
It is the responsibility of the student to explain how ideas and concepts are
related throughout his or her response. If ideas and concepts are
disconnected, the score will be affected.
BREAKING DOWN THE RUBRIC
PART TWO: FOCUS AND ORGANIZATION
“focus”
Focus refers to your ability to remain on-task.
•Your ideas and concepts should always be connected to the task and stimuli
and the student’s central idea, thesis, or claim. If they are not, the response
becomes irrelevant to the given task.
“concluding statement or section”
The concluding statement or section refers to the conclusion. The
relevance of your conclusion depends upon your ability to appropriately
bring ideas to a close and your ability to relate closing statements to the
overall focus of the response.
BREAKING DOWN THE RUBRIC
PART THREE: LANGUAGE
Score of 4
Score of 2
The writing:
The writing:
• illustrates consistent and sophisticated
command of precise language, domain
specific vocabulary, and literary
techniques appropriate to the task.
• illustrates inconsistent command of
precise language, domain specific
vocabulary, and literary techniques.
• illustrates sophisticated command of
syntactic variety for meaning and reader
interest.
• utilizes sophisticated and varied
transitional words and phrases.
• effectively establishes and maintains a
formal style and an objective tone.
• illustrates inconsistent command of
syntactic variety.
• utilizes basic or repetitive transitional
words and phrases.
• establishes but inconsistently maintains a
formal style and an objective tone.
BREAKING DOWN THE RUBRIC
PART THREE: LANGUAGE
“the writing”
The Language trait is scored independent of how the student has addressed
the task and stimuli.
•Only your original writing can be assessed. If you simply copy from the text
and do not create any of your own prose then you cannot illustrate consistent
command in Language.
“precise language”
Precise language refers to the effective use of specific words and phrases,
appropriate for the grade level, to strengthen an analysis or argument.
BREAKING DOWN THE RUBRIC
PART THREE: LANGUAGE
“domain-specific vocabulary”
Domain-specific vocabulary refers to words and phrases that
areappropriate to the content.
•While these may often be words used in the given task and text(s), you
should demonstrate proper understanding in how to use this vocabulary when
appropriate. *Use your ability to understand vocabulary based on context
clues.
“literary techniques”
Students may utilize literary techniques (such as imagery, figurative
language, or repetition) for effect to enhance their language, syntax, and
vocabulary.
BREAKING DOWN THE RUBRIC
PART THREE: LANGUAGE
“syntactic variety”
Syntactic variety refers to the use of varied sentence formations and
sentence style in the response.
“transitional words and phrases”
The Language trait is concerned with the types of words and phrases used
to transition between ideas in a response.
“formal style and an objective tone”
Whether writing an Informational/Explanatory essay or an Argument
essay, the student should avoid reliance on conversational style and tone.
 DO NOT USE SLANG. DO NOT USE THE FIRST OR
SECOND PERSON POINT OF VIEW. No Contractions.
Language Anchor: Response #2
According to the passage, “our society worships talent,” which
means we praise the “smarter more intelligent” people. I feel that the author,
Carol S. Dweck, shouldnt have titled this passage as, “The Secret to Raising
Smart Kids,” cause everyone is “smart” in their own way. Some just more
advanced than others.
SCORE POINT: 1
What do you see that is wrong?
Language Anchor: Response #2
•The response illustrates little to no use of precise language and domainspecific vocabulary. For example: . . . cause everyone is “smart” in their own
way.
•The response illustrates little to no use of syntactic variety. There are two
complex sentences and one example of a compound sentence in this brief
response.
•The response utilizes few transitional words and phrases.
•The response does not establish or maintain a formal style and objective tone.
BREAKING DOWN THE RUBRIC
PART FOUR: CONVENTIONS
Score of 4
Score of 2
The writing:
The writing:
• demonstrates consistent and
sophisticated command of grade
level conventions of standard
written English.
• demonstrates inconsistent
command of grade‐level conventions
of standard written English.
• may contain a few minor errors
that do not interfere with
meaning.
• contains many errors that may
significantly interfere with meaning.
BREAKING DOWN THE RUBRIC:
PART FOUR: CONVENTIONS
“the writing”
The Conventions trait is scored independent of how the student has
addressed the task and stimuli.
•Only the student’s original writing can be assessed.
•Students who simply copy from the text cannot illustrate consistent
command in Conventions.
•Errors in conventions that are produced when a student copies from the text
erroneously should not be ignored. *If you copy down your direct quote
incorrectly you will get points deducted.
BREAKING DOWN THE RUBRIC:
PART FOUR: CONVENTIONS
“grade-level”
It is important to remember that students may produce errors when
attempting to utilize conventions beyond their grade-level. Errors in
conventions that are not grade-level are considered minor.
“conventions of standard written English”
As outlined in the footnote on the rubric, these include sentence structure,
grammar, usage, spelling, capitalization, and punctuation.
BREAKING DOWN THE RUBRIC
PART FOUR: CONVENTIONS
“interfere with meaning”
When assessing Conventions, it is important to remember that errors can
interfere with the overall meaning of a response in several ways.
•Errors may be serious and impact the flow of the response.
•Errors can be numerous and repeated.
•Errors may also be disproportionate to the amount of correct conventions
demonstrated.
•There may also be so little of the student’s original writing that errors
dominate when the student is not copying directly from the text.
Assessing Anchor Papers.
First we will quickly look at a paper that made all 1’s.
•Look at the errors
•The length
•The quotes
•The commentary
•The introduction
•The conclusion
•The topic
Grade 11-12
Anchor: Response #1
Tell him it a gift. Tell good job for the hard work. When you just tell a kid
his smart he think well I’m smart and I don’t have to work at it. I can do this
with out studying os try cause I’m smart. He might stast off with good
gardes, but at the end his grade has drop form good to bad. because he got a
big head about him self. he stop try and working hasd, but for though who
you tell Good jod keep up the hard work tend to stay on track work hard
study hard night start off with a low grad, but at the end he end up with a
very good garde because you encouge him to do better to keep work hard
and he stayed in the books and strive to work hard to get that garde unlike
the kid you told you gifted. My proft on line 180–186
What do you see that is wrong?
Conventions Anchor: Response #1
Annotations
SCORE POINT: 1
The brief response demonstrates limited command of grade-level conventions
of standard written English.
Numerous and repeated serious errors impede meaning.
For example:
• Sentence Structure: he stop try and working hasd, but for though who you tell
Good jod keep up the hard work tend to stay on track work hard study hard night,
Tell good job for the hard work, and he stayed in the books and strive to work
hard to get that garde unlike the kid you told you gifted.
•Misspellings: “os,”“stast,”“gardes,”“hasd,”“grad,”“encouge,”,“with out.”
•Capitalization: you tell Good jod, about him self. he stop try
•Personal Pronouns: When you just tell a kid his smart he
•Verb Tense: I can do this with out studying os try
Anchor Paper with an overall Score of
16.
•Lets look at a perfect example.
•Annotate it for the things the student writer did properly in terms of
 Development
 Focus and Organization
 Language
 Conventions
TODAY’S ASSIGNMENT
1.
Look at your Ferguson essay and familiarize yourself with the
grading rubric and your personal grade on each category
2.
Make a list of pros and cons: list three things you did well on in
your essay, and three things you can and will work on to write a
better essay next time.
3.
Look at a sample essay (provided in class) and score it based on
the four categories in the rubric.
4.
Fill out the introduction block of the graphic organizer based on
the sample essay.
TCAP WRITING TEST
Dates. Times.
Displacements
SPRINKLE- ALL CLASSES TEST IN G7 LAB
Writing Assessment Schedule (11th)
Tuesday, 2/17
Wednesday, 2/18 Thursday, 2/19
8:15 – 10:45
- 2nd period
8:15 – 10:45 a.m. – 8:15 – 10:45 a.m.
3rd pd. English
– 7th pd. English
12:15 – 2:45 p.m.
- 4th pd. English
12:15 – 2:45 p.m. 12:15 – 2:45 p.m.
– 5th pd. English – 6th pd. English
4th, 5th, and 6th period, you will take 1st lunch on your
testing day and report to G7 Lab as quickly as
possible.
DISPLACEMENTS
Testing Date: Tues. 2/17/15:
Period
6th
Displaced Location
AN-11
Monitor
B. Smith
Testing Date: Wed. 2/18/15:
Period
Displaced Location
Monitor
7th
Testing Date: Thurs. 2/19/15:
Period
BN-7
Displaced Location
Heitt
Monitor
2nd
Gym
Biggs
4th
M-2
Marshall
UNDERSTANDING THE
PROMPTS
TCAP Writing Test
WHAT DO THE FOLLOWING PROMPTS
HAVE IN COMMON?
Topic?
Purpose of your essay?
What kind of thesis statement would work best with each?
Umbrella or pointed?
How many paragraphs could you have for each prompt?
PRACTICE PROMPT
You have now read the excerpt from Common Sense by
Thomas Paine. In this text, Paine develops several central
ideas.
Determine two central ideas of the text and write an
essay that analyzes how the author develops these ideas
over the course of the text, including how they interact and
build on one another. Be sure to cite evidence from the
text to support your analysis. Follow the conventions of
standard written English.
PRACTICE PROMPT
You have now read two texts relating to the American colonists’ desire
to be free from British rule:
excerpt from Common Sense by Thomas Paine
Excerpt from “Give Me Liberty or Give Me Death” by
Patrick Henry
Write an essay that argues which author more effectively uses rhetoric
to advance his purpose. Be sure to cite evidence from both texts to
support your argument. Follow the conventions of standard written
English.
PRACTICE PROMPT
You have now read “That Elusive Berth Order Effect and What it
Means for You.” In this text, Susan Krauss Whitbourne explains some
of the implications of birth order.
Write an essay that determines the author’s point of view about the
importance of birth order and analyzes how that point of view is
developed over the course of the text. Be sure to cite evidence from
the text to support your analysis. Follow the conventions of standard
written English.
PRACTICE PROMPT
You have now read two texts relating to birth order.
“That Elusive Birth Order Effect and What it Means for You”
by Susan Krauss Whitbouurne
“How Birth Order Affects Your Personality” by Joshua K.
Hartshorne
Write an argumentative essay about the relative importance of birth
order in determining a person’s personality and future. Be sure to cite
evidence from both texts to support your argument. Follow the
conventions of standard written English.
PRACTICE PROMPT
Please read “The Secret to Raising Smart Kids” by Carol S. Dweck.
Dweck is a professor of psychology at Stanford University. In this text,
she develops several central ideas.
After you have read, determine two central ideas from the text and
write an essay that both summarizes and analyzes how these central
ideas are developed, including how they interact and build on one
another over the course of the text. Cite strong and thorough evidence
from the text to support your analysis. Follow the conventions of
standard written English. Write your essay in the space provided on
the next pages.
PRACTICE PROMPT
Please read “It’s Not Me, It’s You” by Annie Murphy Paul. Paul is a
journalist and author who writes about the biological and social
sciences.
After you have read the text, write an essay that analyzes how Dweck
and Paul each use and refine the meaning of the term intelligence
over the course of their articles. Be sure to also discuss the similarities
and differences between their definitions. Cite strong and thorough
evidence from both texts to support your analysis. Follow the
conventions of standard written English. Write your essay in the space
provided in the next pages.
PRACTICE PROMPT
You have no read “Reading for Pleasure is in Painful
Decline.” In this text, Stephen L. Carter makes an argument
regarding the impact of the decline of pleasure reading.
Write an essay in which you determine the author’s point
of view and explain how the author uses rhetoric to
advance that point of view. Be sure to cite evidence from
the text to support your analysis.
PRACTICE PROMPT
You have no read two texts about the decline of reading for pleasure:
“Reading for Pleasure is in Painful Decline” by Stephen L. Carter
“Twilight of the Books” by Caleb Crain
Write an essay that argues which author better uses valid reasoning
and sufficient evidence to support his argument about the state of
reading in the U.S. Be sure to cite evidence from both texts to support
your argument. Follow the conventions of standard written English.
PRACTICE PROMPT
You have now read “The Decline of Newspapers is Bad
for the U.S.” in this text, Laura Finley develops several
central ideas.
Determine two central ideas of the text and write an
essay that analyzes how the author develops these ideas
over the course of the text, including how they interact and
build on one another. Be sure to cite evidence from the
text to support your analysis. Follow the conventions of
standard written English.
PRACTICE PROMPT
You have now read two texts relating to difficulties faced by
modern newspapers in today’s digital world:
“The Decline of Newspapers is Bad for the US” by Laura Finley
“Battle of the Brands: a Newspaper War in New Orleans” by
Roger Yu
Write an argumentative essay that supports or opposes the
claims that traditional (print) newspaper should be preserved.
Be sure to cite evidence from both texts to support your
argument. Follow the conventions of standard written English.
WHAT HAVE YOU FIGURED OUT ABOUT
THESE PROMPTS?
Topic?
Purpose of your essay?
What kind of thesis statement would work best with each? Umbrella
or pointed?
How many paragraphs could you have for each prompt?