Process for Grade Twelve Writing Task
General Guidelines:
1. The steps of a common process for all grade levels are listed below, entitled Common Writing
Assessment Process. The process looks different at each grade. You are free to choose what
works for you and your class, but we do want our writers to use an actual writing process.
2. Please note the sample ABC’s and D of writing includes the steps referred to in point 1, but uses a
different language.
3. Grades 3, 6 and 9 have been given a mentor text as a model and encouraged to deconstruct its
structure with the students. This step is not part of the ABC’s and D process – it assumes that
students know the essay structure. However, it is important that students know what the
structure of a form it. Mentor texts are attached.
4. Please note: we are not asking for a five paragraph essay. Our definition of an essay is broader.
The graphic organizer provides guidance.
5. Changes have been made to the rubric. It is much simpler and more straightforward. It is founded on the
rubric previously used so if you want more detail feel free to reference the Comprehensive rubric (last
year’s). Feedback will be provided directly onto the rubric by highlighting criteria rather than giving written
feedback.
6. This is an informal essay. It does not require research or formal citations. Either block or indentation style
is acceptable.
7. Grade 12 submissions are to be typed. Please use a professional/conventional font, size 12, double spaced
is preferred.
8. Semester 1 Grade 12 writing will need to be uploaded by Dec. 9. The tasks will be collaboratively scored on
Dec. 16. Semester 2 Grade 12 writing should be uploaded by May 5. Collaborative scoring will occur on
May12. Teachers will be emailed a Sharepoint link and instructions for uploading in advance of those
dates.
Prompt Canadian Studies 30 Social Studies 30, History 30, Native Studies 30
The history of Canada has been shaped by the effects of acculturation. Acculturation practices
varied from assimilation, segregation, accommodation to annihilation.
You are a historian writing for Archives Canada. Write an expository essay reporting on the impact
acculturation practice(s) have had on cultural group(s) in Canada. Include examples and explanations
to support your major points.
Common Writing Assessment Process:
All five steps should be followed. We have provided some samples and suggestions to support each step, but you
also have the option to use what is already in place in your classroom.
Teachers can explicitly support and guide students through the pre-writing phase:
1. Analyze the prompt to define what to write.
2. Develop criteria for an informal report
3. Plan
Students should work independently through the next two steps. They should use supports that are used in daily
classroom practice, eg. word walls, spelling collections, dictionaries, revision and edit supports, editing checklist,
rubric, etc.
4. Draft
5. Revision and Editing
Students should be given choice. Please provide a process for them to individually come up with a topic they are
engaged with, rather than a class or teacher chosen topic.
The complete process from start to finish should take approximately 3-5 hours.
Grade Twelve Common Writing Assessment 2013-2014
ABC’s and D of Writing from a Prompt
Kelly Gallagher, Teaching Adolescent Writers
Attack the prompt
Brainstorm possible information
Choose the order of your response
Detect errors before turning the draft in
Attack the Prompt
 Quickly read the warm-up/background that frames the prompt.
 Note the role (historian) audience (MP) and form (expository essay).
 Circle any word that tells you to do something. (Report)
 Draw an arrow from the circled verb to what it specifically tells you to do. (acculturation’s impact
on cultural groups)
 Under the prompt, rewrite and number the circled words. Next to each word, rewrite what the
word asks you to do.
Brainstorm possible answers
 Brainstorm layers in the order of the circled verbs in the shorthand prompt.
Choose the order of your responses
 Number the brainstorm cluster in the order you write about it.
 Don’t fall in love with everything you brainstorm. Cross off information that you will not include.
Write the composition using the attacked prompt and brainstorm.
Detect errors (Doh, I can’t believe I did that.)
 Re-read for revisions and edits
 Confirm prompt components.
Grade Twelve Common Writing Assessment 2013-2014
Sample ABC’s and D
By the time students enter high school, they have learned about many moments in history that have influenced our
world today. Think about a moment in history you studied and considered its importance.
Write a composition in which you discuss a moment in history. Share its importance in today’s world, Be sure to
support the moment with details and examples.
By the time students enter high school, they have learned about many moments in history that have influenced
our world today. Think about a moment in history you studied and considered its importance.
Write a composition in which you discuss a moment in history. Share its importance in today’s world, Be sure
to support the moment with details and examples.
1.
2.
3.
Discuss – a moment in history
Share- its importance
Support – details/examples
B
Security
-airports
-amusement parks
-sporting events
9/11
Holocaust
Declaration of
Independence
Iraq War
WWII
The moment
4 airplanes
2 NYC
1 Washington
1 Pennsylvania
-
9/11
War
-Iraq
-Lots of bombing/ deaths
-Osama???
Patriotism
-American Flags
-Pledge of allegiance
-Flags in restaurants
-Recognition of dead
Economy
-Airlines
-Hotels
-Restaurants
-Tourist attractions
Suffering
-widow
-widowers
B
9/11
Holocaust
Declaration of
Independence
Iraq War
WWII
5
1
Security
-
-airports
-amusement parks
-sporting events
The moment
4 airplanes
2 NYC
1 Washington
1 Pennsylvania
9/11
2
4
Patriotism
-American Flags
-Pledge of allegiance
-Flags in restaurants
-Recognition of dead
War
-Iraq
-Lots of bombing/
deaths
-Osama???
3
Economy
-Airlines
-Hotels
-Restaurants
-Tourist attractions
Structure of a General Expository Essay
Suffering
-widow
-widowers
Structure of General Expository Essay
Opening Sentence
Start your paper with a general statement about your topic that catches
the reader’s attention, a relevant quotation, question, anecdote,
fascinating fact, definition or analogy.
Introduction
Context
Provide the information the reader will need to understand the topic.
Thesis/Guiding Idea Statement
State your thesis/guiding idea on the topic that you will support with
information in your body paragraphs.
Topic Sentence
Provide the main idea of the paragraph.
Supporting Information
Include specific textual information: cited quotes, paraphrases or
summary; or evidence that supports your thesis from sources:
anecdotes, first-person interviews or your own experience.
Body Paragraphs
Analysis
Explain to the reader the significance of the information you have
provided. Think about why you chose to include it. How does the
information support your thesis/guiding idea?
Transition
Connect each paragraph with a sentence or two that demonstrates how
each idea leads into the next, and how they work together to support
your position.
Conclusion
Provide the reader an overview of the main ideas you discussed, but
also be sure to highlight the progression of your thought process, offer
solutions, next steps or present new questions that your paper
generated. Don’t only restate your thesis/guiding ide but show the
significance of your synthesis of the information.
* Adapted from CLRC Writing Center, Santa Barbara City http://www.sbcc.edu/clrc/files/wl/downloads/StructureofaGeneralExpositoryEssay.pdf
Grade Twelve Common Writing Assessment 2013-2014
Essay Planning Frame
Title:
Introduction:
Begin your paper with an opening
sentence or ‘hook’ about your
topic that catches the reader’s
attention.
Include context: provide the
information the reader will need
to understand the topic.
State your thesis or guiding idea.
What is the focal point of your
essay?
Each Body paragraph includes: (some paragraphs may have a different structure)
Write a general topic sentence that
states the main idea of the
paragraph for your first body
paragraph, or for one that you are
having difficulty organizing.
Write down the specific
information with explanations or
details that help explain your
guiding idea.
Analyze your information: Have
you told the reader what is
significant or important about this
piece of information. Have you
offered details, examples, or
explanations?
Don’t forget a transition sentence:
Connect each paragraph with a
sentence or two that demonstrates
how each idea leads into the next.
Conclusion:
Make connections for the reader in
your conclusion. You should refer
back to your thesis/guiding idea,
but don’t simply restate it. Use
some of the following questions to
guide you: What questions still need
to be answered? What is the larger
significance of the topic you chose to
write about? What should the reader
do or think after reading your paper?
Revision and Editing Supports
Elements of Writer’s Craft
What Good Writers Do
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Strong voice
Sentence sense/variety
Word power – show, don’t tell;
appropriate vocabulary
Strong verbs
Paragraphing for effect
Effective introductions/conclusions
Clear thesis/guiding idea
Flow – sequence/coherence
Development/complexity of ideas
Effective transitions
Elements of Editing
Mistakes Writers Make
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Sentence boundaries
Run-on sentences
Fragments
Comma errors
Subject/verb agreement
Quotation marks
Pronoun agreement
Pronoun vagueness
Capitalization
Apostrophes
Semi-colons
Colons
Italics
Numbers
Parenthesis
Word choice
spelling
Kelly Gallagher, Teaching Adolescent Writers
Is it clear who is my audience?
Have I stated my purpose?
Context
Is my explanation well organized?
Is my explanation easy to read?
Are my paragraphs focused around a clear idea?
Does my introduction state my purpose in a way that makes the reader want to
continue reading?
Message
Are my directions clear and well organized?
Does my conclusion encourage the reader to try the procedure or show my
passion and knowledge?
Is the language appropriate for my audience
Is my tone and voice consistent?
Do I use all four components of procedural writing – goal, materials, method,
conclusion?
Cues and
Have I used transitional words to make the directions clear?
Conventions
Are my sentences clear and complete?
Is there noun and pronoun agreement?
Are the mechanics used correctly?
Grade Twelve Common Writing Assessment 2013-2014