What is it and why is it important?
 Used to convince reader of writer’s point of
view relating to a debatable issues
 One of the most used writing types in the
world
 Students will use persuasion as they advance
through educational career.
 Students will use for employment essays.
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The instructional strategies being utilized in the
seventh grade Language Arts classes at South
Forsyth Middle School are not adequately
preparing students to score in the “Exceeds”
Performance Level of the Grade 8 Writing
Assessment, as based on data according to
the Writing Test Content Summary in the
genre of persuasive writing.
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Language arts classes are designed to help
students become critical readers and effective
writers, efficient users of resource materials, and
confident speakers.
Guided by Georgia Performance Standards.
› Students must pass the Grade 8 Writing Assessment before moving
forward. Students are evaluated on their response to a prompt in
one of the two genres: expository or persuasive.
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Scoring system is analytic.
Scale score range for Grade 8 Writing
Assessment is 100 to 350.
› Writing scores are reported at the following performance levels:
› Does Not Meet (100-199)
› Meets (200- 249)
› Exceeds (250-350).
Results from 2009 Writing Test
We assumed this to be “acceptable”
However, check out the graph below!
Mean Scores Based on Genre:
Expository (Exceeds)
Persuasive (Does Not Meet)
What was researched?
 Grade 7 Pacing Guide for Language Arts:
› Implement during quarter 3
› Introduce and teach basics of persuasive writing

Interview Results:
› Responses voiced similar concerns
› Too much information to be covered
› School has placed more emphasis in teaching literary
texts and technical reviews rather than actual art of
persuasion.
› Concerns with lesson plans that are implemented.
› Teachers felt not enough focus response to literature
prompts and presentation of persuasion.
Focus on teaching students how to respond
to a persuasive writing prompt, and how to
organize thoughts
 Teach a new “style” of instruction that will
capture students’ attention and motivate
students to perform
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The 7th grade students at South Forsyth Middle
will be able to generate a persuasive essay
given a prompt example of past Grade 8
Writing Assessment by following the POW line
that meets or exceeds the criteria according
to the Georgia Performance Standards for
Grade 7.

Approximately 20 students in the seventh grade are
reported to have a learning disability, limited English
proficiency, or are enrolled in the economically
disadvantaged program.
Students will generate…
1. Outline of ideas using key words in the POW line
2. Introductory paragraph complete with an thesis
statement by using various persuasive techniques:
pathos, ethos, or kairos.
3. Body paragraphs to expand on persuasive ideas
in the sequence of “rounds” in order to draw in
and convince the reader.
4. Concluding paragraph in which they wrap up
and summarize main points in the essay.
To motivate students:
 Dramatically introduce the topic
 Provide students with a sample prompt
 Choose Sample topic – School Uniforms
 Show popular video clips
 Discuss what made each side of the
persuasion to be effective (i.e. the data,
ideas).
Goals:
1. The student will generate an outline of ideas
for completing a persuasive essay from an
assigned topic using key words in the POW
line.
2. The student will generate body paragraphs
to expand on persuasive ideas in the
sequence of “rounds” in order to draw in and
convince the reader.
Lesson 1
For the first lesson, the IDAwgs identified the
following objectives (SWBAT):
1. Demonstrate an understanding of the writing
prompt and be able to effectively identify key
points.
2. Choose their stance on the topic while listing any
rebuttals.
Lesson 2
For the second lesson, the IDAwgs identified the
following objective (SWBAT):
1. Students will demonstrate an understanding of
how to defend their point of view.
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Used same topic used for both lessons
Showed PowerPoint to explain POW line and key
words
Explained how to design an outline using POW
Provided examples for POW line and paragraphs
Explained importance of ‘rounds’
In groups of two, students were assigned a stance on
the topic of school uniforms and were asked to
provide an outline of ideas.
After brainstorming, students were asked to
individually write three body paragraphs. Students
were also asked to provide ‘data’ backing up their
reasons (or rounds)
Each lesson was designed to approximately 30
minutes.
Outlines were created
 Students were asked to write a persuasive
essay with the majority of the focus on the
body
 Students were divided into pairs to do peer
reviews
 Students submitted a final draft

The rubric is out of 100 points.
 Students were divided into three categories:

› Does Not Meet: 0-27.10
› Meets: 27.11-34.90
› Exceeds: 34.91-39.00

In order to see if the instruction help improve
scores, the students score on the Grade 5
Writing Assessment will be pulled so that the
data can be compared.
1. IDAwgs developed a questionnaire
 2. IDAwgs sent resources to the 7th and 8th
grade teachers at SFMS:
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Lesson plan
Link to the YouTube video clip
PowerPoint
Rubric
3. ELA teachers were asked to evaluate the
lesson plan based on the SMART goals.
› Lessons are specific and strategic, measureable,
attainable, relevant, and time orientated.

IDAwgs planned a small group evaluation after
school:
› Four 7th grade students
› Equally male and female
› I student scoring in the DNM category, 2 in Meets, 1 in
Exceeds
› All students were new to the lesson
› Served as interview so instructor could modify lesson
from students’ point of view
› Students were asked to:
 Rate the idea of the lesson plan on a score from 1 to 5
 Explain their rating
 Discuss their opinion as to whether the POW line would
provide assistance to them in outlining ideas and creating
paragraphs
Instructor completed field trial in a
different seventh grade classroom
 Implemented lesson as it would be in
Ashley Inglese’s classroom
 Instructor assessed essay results with class
teacher to determine whether learning
had occurred
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Thanks for viewing our presentation!
References:

Cox, K. (n.d.). Georgia's writing assessments. Retrieved from
http://www.doe.k12.ga.us/DMGetDocument.aspx/GA%20Writing%20Assessments%20Broc
hure.pdf?p=6CC6799F8C1371F65972193A2EDDD5CDBFF542EA4E68C1A8C2F6B98F570EC76
0&Type=D
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Evans, J. (n.d.). Grade 8 curriculum map. Retrieved from
http://www.forsyth.k12.ga.us/13182072074758233/lib/13182072074758233/Curriculum_map
/8th_ELA_Pacing_Guide_2009-.pdf

Grade 8 writing assessment: scoring rubric. (n.d.). Retrieved from
http://www.k12.ga.us/DMGetDocument.aspx/Grade%208%20Writing%20Rubrics.pdf?p=4B
E1EECF99CD364EA5554055463F1FBBF5D074D5FB1F2CAEB3B63B3ECB220CDD26C2114F3C5
7D8D249B8287AD9AE7FA6&Type=D

Rutledge, K. (n.d.). Grade 8 writing assessment. Retrieved from
http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CITestingWA8

Shaughnessy, M. (2008). An Interview with mark diamond: helping writers. EducationNews,
Retrieved from http://ednews.org/articles/an-interview-with-mark-diamond-helpingwriters.html

South forsyth middle in cumming, ga. (n.d.). Retrieved from http://www.citydata.com/school/south-forsyth-middle-school-ga.html

Tinsley, S. (n.d.). Forsyth county schools a.i.m.. Retrieved from
http://www.forsyth.k12.ga.us/129410616212035640/lib/129410616212035640