AP/Honors English IV
COMMUNICATIONS
Curriculum

Curriculum Map

USD 457 Reading Framework

Differentiated Instruction

Theme Lessons/Pacing Guide (Reading)

Theme Lessons/Pacing Guide (Writing)
Available on Intranet

High School Assessment Guide (Flip Chart)

State Standards Scope and Sequence Guide (Reading)

State Standards Scope and Sequence Guide (Writing)

Kansas Communications Standards

Glossary of Reading Terms

Scope and Sequence (Speaking)
USD 457
▪
Garden City, KS 67846
▪
620.805.7000
AP/ Honors English IV Curriculum Map
COMMUNICATIONS
KEY:
Bold – Indicator tested in high school
Regular – Indicator included in the State Standards and recommended for inclusion
All Year – Foundational Indicators – Develop all year
Rdng-Vocabulary
9-1.3.1 Determines meaning of words or phrases using context clues (e.g. definitions, restatements, examples,
descriptions, comparison/contrast, clue words, cause/effect) from sentences or paragraphs.
9-1.3.3 Determines meanings of words through structural analysis, using knowledge of Greek, Latin, and AngloSaxon roots, prefixes, and suffixes to understand complex words, including words science, mathematics and social
studies.
Rdng-Comprehension
9-1.4.1 Identifies characteristics of narrative, expository, technical, and persuasive texts.
9-1.4.3 Uses prior knowledge, content, and text type features to make, to revise, and to confirm predictions.
9-1.4.4 Gernerates and responds logically to literal, inferential, evaluative, synthesizing, and critical thinking questions
before, during and after reading text.
9-1.4.6 ▲ Analyzes and evaluates how authors use text structure (e.g., sequence, problem-solution, comparisoncontrast, description, cause-effect) to help achieve their purposes.
9-1.4.12 establishes purposes for both assigned and self-selected reading (e.g., to be informed, to follow directions, to be
entertained, to solve problems).
Rdng-Literature
9-2.1.1 ▲ Identifies and describes different types of characters (e.g. protagonist, antagonist, round, flat, static,
dynamic) and analyzes the development of characters.
9-2.1.2 ▲Analyzes the historical, social, and cultural contextual aspects of the setting and their influence on
characters and events in the story or literary text.
9.2.1.3▲ Analyzes and evaluates how the author uses various plot elements (e.g., problem or conflict, climax,
resolution, rising action, falling action, subplots, parallel episodes) to advance the plot and make connections
between events.
Writing -Ideas and Content
9-1.1.3 Writes from experiences and relies on detailed insight, a sense of how events unfold, and how people respond to
life and each other (NEP)
9-1.2.5 Analyzes and understands implications and consequences of plagiarism.(NEPT)
9-1.4.1 ▲ Asserts an arguable position or opinion (thesis statement) (NETP)
9-1.4.2 ▲ Uses personal experience, observations, prior knowledge, and research in writing. (NETP)
9-1.4.3 ▲ Develops details to expand the main topic and support the writer’s position. (NETP)
9-1.4.6 ▲ Writes with originality knowledge, experience, insight, or unique perspective. (NETP)
Writing -Organization
9-1.2.8 Applies appropriate prewriting strategies.
9-1.4.7 ▲Organizes information within each paragraph in a logical and effective sequence. (NETP)
9-1.4.8 ▲ Writes a cohesive piece that includes (1) an introduction that draws the reader in, (2) a body that
provides information through the logical placement of facts and data, and (3) a conclusion that reinforces the thesis
statement and leaves the reader with a sense of completion. (ETP)
9-1.4.9 ▲Delivers needed information at just the right time then moves on. (NETP)
9.1.4.10 ▲ Uses appropriate transitions to connect ideas within and between paragraphs. (NETP)
Writing –Voice
9-1.4.11▲Selects vocabulary and figurative language that convey a particular tone and personality. (e.g. humor,
suspense, originality, liveliness) (NETP)
9-1.4.11 ▲Writes with an awareness of purpose and audience. (EPT)
9-1.4.11 ▲Writes with energy and passion; lively, expressive, engaging; hold readers’ attention. (NETP)
Writing -Word Choice
9-1.4.12 ▲Uses both common and uncommon words correctly to enhance overall meaning. (NETP)
9-1.4.12 ▲Uses rich, fresh, appealing, striking words and phrases that catch readers’ interest; language is natural;
slang/clichés are used sparingly. (NETP)
9-1.4.13▲Chooses words that are suitable and accurate; any specialized vocabulary used is sufficiently explained.
(ETP)
9-1.4.13▲Powerful verbs and vivid modifiers are used to enhance writing; figurative language, if used, enhances
meaning. (NETP)
1
AP/Honors English IV - Curriculum Map – COMMUNICATIONS (continued)
KEY:
Bold – Indicator tested in high school
Regular – Indicator included in the State Standards and recommended for inclusion
Writing -Sentence Fluency
9-1.4.14 ▲Uses a variety of sentence structures and lengths. (NETP)
9-1.4.14 ▲Writing invites expressive oral reading; reads smoothly with one sentence flowing effortlessly into the
next. (NETP)
9-1.4.15▲Creates a variety of engaging sentence beginnings that build upon previous sentences to guide the reader
from one sentence to the next. (NETP)
9-1.4.16▲Sentences are well-built and skillfully crafted. (NETP)
Writing –Conventions
9-1.4.18▲ Uses correct mechanics and punctuation to guide the reader through the text. (NETP)
9-1.4.19▲Uses correct grammar and usage, which may be manipulated for stylistic effect. (NETP)
9-1.4.19▲Errors are very few and minor (NETP)
9-1.4.20▲Spells words correctly and uses available resources (e.g. dictionary, spell check) (NETP)
9-1.4.21▲Uses correct paragraph divisions to reinforce the organizational structure of the text (e.g. charts, graphs,
illustrations) (ETP)
1st and 2nd Quarter Indicators
Crime and Punishment
1.3.1▲Uses context clues to determine the meaning of unknown words and phrases.
1.4.6▲Analyzes how text structure supports comprehension of the text:
▲Sequence
▲ Description
▲ Comparison/contrast
▲ Problem solution ▲ Cause/effect
1.4.9 ▲Summarizes information from narrative, expository, technical and persuasive texts in logical order.
1.4.10▲Identifies topic, main idea, supporting details, theme.
Revolutions/Civil Rights
1.3.1 ▲Uses context clues to determine the meaning of unknown words and phrases.
1.3.3 ▲ Determines meaning of words through knowledge of word structure:
▲ Prefixes: ante-, counter-, dys-, hyper-, inter-, intra-/intro-, micro-, pseudo-, trans▲ Suffixes: -hood, -ic, -ify/-if, -logy, -ure
▲ Roots: anthrop, belli, brev, cred, culpa, dern, duc, duct, ego, fac, jud/jur/jus, luc/lum, mega, ocu,
ortho, poly, rect, the/theo, urb, vac, vir, grade-appropriate base words.
1.4.6 ▲Analyzes how text structure supports comprehension of the text:
▲Sequence
▲ Description
▲ Comparison/contrast
▲ Problem solution ▲ Cause/effect
1.4.8▲Explains cause and effect relationshsips in narrative, expository, technical and persuasive texts.
1.4.14▲Identifies or describes author’s position in persuasive text and describes persuasive techniques used to
support position.
▲Bandwagon Approach
▲Citing statistics ▲Testimonials
▲Glittering generalities
▲Citing authority ▲Appeals to reason, emotion
The Dark Side
1.3.1 ▲Uses context clues to determine the meaning of unknown words and phrases.
1.3.3 ▲ Determines meaning of words through knowledge of word structure:
▲ Prefixes: ante-, counter-, dys-, hyper-, inter-, intra-/intro-, micro-, pseudo-, trans▲ Suffixes: -hood, -ic, -ify/-if, -logy, -ure
▲ Roots: anthrop, belli, brev, cred, culpa, dern, duc, duct, ego, fac, jud/jur/jus, luc/lum, mega, ocu,
ortho, poly, rect, the/theo, urb, vac, vir, grade-appropriate base words.
1.3.4 ▲Identifies and determines meaning of figurative language:
▲Similes
▲Onomatopoeia ▲Symbolism ▲Metaphors
▲Personification ▲Denotation
▲Analogies
▲Hyperbole
▲Connotation
▲Imagery
▲Idioms
1.4.15▲Distinguishes between fact and opinion; recognizes propaganda, bias and stereotypes.
2.1.1 ▲Characters: Identifies and describes different types of characters and analyzes character development.
▲Protagonist ▲ Antagonist ▲ Round
▲Flat
▲ Static
▲ Dynamic
2
AP/Honors English IV - Curriculum Map – COMMUNICATIONS (continued)
KEY:
Bold – Indicator tested in high school
Regular – Indicator included in the State Standards and recommended for inclusion
The Dark Side…continued
2.1.2 ▲Setting: Analyzes historical, social, and cultural aspects of setting and influence on characters and plot.
2.1.3 ▲Plot: Identifies major and minor elements of plot and explains how they relate.
▲Problem or conflict
▲Rising action
▲Subplots
▲Climax
▲Falling action
▲Parallel episodes
▲Resolution
Different Drummers
1.3.1 ▲Uses context clues to determine the meaning of unknown words and phrases.
1.3.3 ▲ Determines meaning of words through knowledge of word structure:
▲ Prefixes: ante-, counter-, dys-, hyper-, inter-, intra-/intro-, micro-, pseudo-, trans▲ Suffixes: -hood, -ic, -ify/-if, -logy, -ure
▲ Roots: anthrop, belli, brev, cred, culpa, dern, duc, duct, ego, fac, jud/jur/jus, luc/lum, mega, ocu,
ortho, poly, rect, the/theo, urb, vac, vir, grade-appropriate base words.
1.4.2 ▲Understands the purpose of text features and uses them to locate information.
▲Title, graphs and charts, table of contents, pictures/illustrations, boldface type, italics, glossary, index,
headings, subheadings, captions, topic and summary sentences, sidebars, underlining, numbered or
bulleted lists
1.4.6 ▲Analyzes how text structure supports comprehension of the text:
▲Sequence
▲ Description
▲ Comparison/contrast
▲ Problem solution ▲ Cause/effect
1.4.7▲Compares and contrasts information in one or more appropriate-level texts.
2.1.1 ▲Characters: Identifies and describes different types of characters and analyzes character development.
▲Protagonist ▲ Antagonist ▲ Round
▲Flat
▲ Static
▲ Dynamic
2.1.2 ▲Setting: Analyzes historical, social, and cultural aspects of setting and influence on characters and
plot.
2.1.3 ▲Plot: Identifies major and minor elements of plot and explains how they relate.
▲Problem or conflict
▲Rising action
▲Subplots
▲Climax
▲Falling action
▲Parallel episodes
▲Resolution
3rd and 4th Quarter Indicators
Relationships
1.3.1 ▲Uses context clues to determine the meaning of unknown words and phrases.
1.3.3 ▲ Determines meaning of words through knowledge of word structure:
▲ Prefixes: ante-, counter-, dys-, hyper-, inter-, intra-/intro-, micro-, pseudo-, trans▲ Suffixes: -hood, -ic, -ify/-if, -logy, -ure
▲ Roots: anthrop, belli, brev, cred, culpa, dern, duc, duct, ego, fac, jud/jur/jus, luc/lum, mega, ocu,
ortho, poly, rect, the/theo, urb, vac, vir, grade-appropriate base words.
1.4.5 ▲Uses information from the text to make inferences and draw conclusions.
1.4.6 ▲Analyzes how text structure supports comprehension of the text:
▲Sequence
▲ Description
▲ Comparison/contrast
▲ Problem solution ▲ Cause/effect
1.4.11▲Analyzes and evaluates how an author’s style (word choice, sentence structure) and use of literary
devices work together to achieve his or her purpose for writing text.
▲Foreshadowing
▲Flashback
▲Irony
▲Symbolism
▲Paradox
▲Tone ▲Mood
▲Satire
▲Imagery
▲Dialogue ▲Point of view ▲Allusion ▲Over
Heroes/Heroines
1.3.1 ▲Uses context clues to determine the meaning of unknown words and phrases.
1.3.3 ▲ Determines meaning of words through knowledge of word structure:
▲ Prefixes: ante-, counter-, dys-, hyper-, inter-, intra-/intro-, micro-, pseudo-, trans▲ Suffixes: -hood, -ic, -ify/-if, -logy, -ure
▲ Roots: anthrop, belli, brev, cred, culpa, dern, duc, duct, ego, fac, jud/jur/jus, luc/lum, mega, ocu,
ortho, poly, rect, the/theo, urb, vac, vir, grade-appropriate base words.
1.3.4 ▲Identifies and determines meaning of figurative language:
▲Similes
▲Onomatopoeia ▲Symbolism
▲Metaphors
▲Personification ▲Denotation
▲Analogies
▲Hyperbole
▲Connotation
▲Imagery
▲Idioms
1.4.15▲Distinguishes between fact and opinion; recognizes propaganda, bias and stereotypes.
3
AP/Honors English IV - Curriculum Map – COMMUNICATIONS (continued)
KEY:
Bold – Indicator tested in high school
Regular – Indicator included in the State Standards and recommended for inclusion
Immigration/Diversity
1.3.1 ▲Uses context clues to determine the meaning of unknown words and phrases.
1.3.3 ▲ Determines meaning of words through knowledge of word structure:
▲ Prefixes: ante-, counter-, dys-, hyper-, inter-, intra-/intro-, micro-, pseudo-, trans▲ Suffixes: -hood, -ic, -ify/-if, -logy, -ure
▲ Roots: anthrop, belli, brev, cred, culpa, dern, duc, duct, ego, fac, jud/jur/jus, luc/lum, mega, ocu,
ortho, poly, rect, the/theo, urb, vac, vir, grade-appropriate base words.
1.4.2 ▲Understands the purpose of text features and uses them to locate information.
▲Title, graphs and charts, table of contents, pictures/illustrations, boldface type, italics, glossary, index,
headings, subheadings, captions, topic and summary sentences, sidebars, underlining, numbered or
bulleted lists
1.4.6 ▲Analyzes how text structure supports comprehension of the text:
▲Sequence ▲ Description ▲ Comparison/contrast ▲ Problem solution ▲ Cause/effect
Global Issues/Awareness
1.3.1 ▲Uses context clues to determine the meaning of unknown words and phrases.
1.3.3 ▲ Determines meaning of words through knowledge of word structure:
▲ Prefixes: ante-, counter-, dys-, hyper-, inter-, intra-/intro-, micro-, pseudo-, trans▲ Suffixes: -hood, -ic, -ify/-if, -logy, -ure
▲ Roots: anthrop, belli, brev, cred, culpa, dern, duc, duct, ego, fac, jud/jur/jus, luc/lum, mega, ocu,
ortho, poly, rect, the/theo, urb, vac, vir, grade-appropriate base words.
1.4.11▲Analyzes and evaluates how an author’s style (word choice, sentence structure) and use of literary
devices work together to achieve his or her purpose for writing text.
▲Foreshadowing
▲Flashback
▲Irony
▲Symbolism
▲Paradox
▲Tone ▲Mood
▲Satire
▲Imagery
▲Dialogue ▲Point of view ▲Allusion ▲Over
1.4.14▲Identifies or describes author’s position in persuasive text and describes persuasive techniques used to
support position.
▲Bandwagon Approach
▲Citing statistics ▲Testimonials
▲Glittering generalities
▲Citing authority ▲Appeals to reason, emotion
4
5-12 (BLT) Balanced Literacy Teaching
Reading Framework for Content Areas using MAX Strategies
BEFORE READING
Motivation
 Set a purpose
 Preview
-Vocabulary
 Plan
 Predict
 Build background
 Activate prior knowledge
 Review
 Focus on learning skill
DURING READING
Acquisition
 Silent purposeful reading
 Connect text – text, text to self, text to world
 Model reading
 Think alouds
 Writing to gather information for further discussion
 Charts & graphs
 Note-taking
 Graphic organizers
AFTER READING
EXtension
 Discuss
 Pause/reflect
 Summarize
 Consider Bloom’s Taxonomy
 Reflect
 Provide low threat feedback
DIFFERENTIATED INSTRUCTION
-
Intervention
Flexible grouping
SIOP
Max teaching
-
Reflective practice
Multiple Intelligences
Multicultural considerations
Inquiry and discovery
- Multi-sensory opportunities
- Consideration of Bloom’s taxonomy
- Accommodations for children with disabilities
5
6
KANSAS WRITING ASSESSMENT – HIGH SCHOOL PERSUASIVE SCORING RUBRIC
Rubric Point Levels and a Recursive Writing Process
5
4
3
2
1
From the blossoming of an initial idea to the act of publication, writing is an ongoing recursive process, not necessarily a linear one. The Kansas
scoring rubric is designed to reinforce this idea and help writers to understand at what particular stage a piece of writing may be for each of the six
traits (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency, and Conventions). The descriptions of each stage below also
suggest specific activities a writer might engage to reach this level.
Rating of 5 – Publishing Stage
Although maybe not perfect, the writing has generally reached its goal and achieved its potential. The writing captures readers’ interest, is
insightful, and is skillfully crafted. The publishing stage suggests that the writing is ready to share publicly and that the writer has progressed
through such activities as revising and editing for standard usage, mechanics, spelling, varied sentence structure, and/or word choice as necessary.
Rating of 4 – Polishing Stage
The writing demonstrates the thoughtful attention to meeting the needs of readers that comes from revising an earlier draft(s). Although the
writing may need some additional small-scale revision and editing, generally it is “one draft away” from the publishing stage. The polishing stage
suggests that the writer has progressed through such activities as extending ideas, adding examples, supporting with additional evidence, clarifying
confusing ideas, strengthening voice, and/or reorganizing structure as necessary.
Rating of 3 – Drafting Stage
The writing demonstrates a fully realized draft that begins to satisfy both the writer’s and readers’ needs and helps to identify areas where largescale revision is still needed. The drafting stage suggests that the writer has progressed through such activities as writing introductions, full body
paragraph(s), transitions, and conclusions.
Rating of 2 – Shaping Stage
The writing demonstrates a focus and at least some supporting details; it is “beginning to take shape,” but it is not yet a complete draft. The
shaping stage suggests that the writer has progressed through such activities as organizing main points and ideas, blocking, and/or developing an
outline.
Rating of 1 – Inventing Stage
The writing demonstrates that the writer is at the very beginning stages of generating ideas and selecting a focus for writing. The inventing stage
suggests that the writer has progressed through such activities as brainstorming, questioning, and/or free-writing.
7
KANSAS WRITING ASSESSMENT – HIGH SCHOOL PERSUASIVE SCORING RUBRIC
IDEAS AND CONTENT
Rating of 5
Rating of 4
Rating of 3
Rating of 2
Rating of 1
□ Main Ideas [1.4.1]: position and
all ideas are clear, focused, and
compelling
□ Main Ideas [1.4.1]: position and
most ideas are clear and focused;
some elements may not be fully
compelling
□ Main Ideas [1.4.1]: position/ideas
are identifiable but could be more
precisely worded; lack of clarity
interferes with readers’ interest
□ Main Ideas [1.4.1]: position is
vague, requires readers to infer;
ideas are unfocused and rarely
compelling
□ Main Ideas [1.4.1]: unclear; out
of focus; indistinct; not yet known
□ Development [1.4.2, 1.4.3]:
details are selectively chosen and
highly effective in expanding the
main topic, supporting the
argument, and providing insight
□ Development [1.4.2, 1.4.3]: needs
additional details in one or two
places to expand the main topic,
support the argument, and provide
insight
□ Development [1.4.2, 1.4.3]: more
detail and support needed in
several places; repetitive, trivial,
or rambling info. interrupts, but
essay largely consists of focused
and well-developed information
□ Development [1.4.2, 1.4.3]:
missing details/support require
readers to fill in many blanks;
moments of well-focused support
are over-shadowed by repetitive,
trivial, or rambling information
□ Development [1.4.2, 1.4.3]: rarely
attempted; lists of minor details or
facts may be substituted for true
development
□ Persuasiveness [1.4.4, 1.4.5]:
argument is convincing; strong
appeals to reason are made;
appeals to emotion or authority, if
used, are appropriate; alternate
viewpoints are presented and
addressed effectively
□ Persuasiveness [1.4.4, 1.4.5]:
argument is largely convincing;
appeals to reason are made;
appeals to emotion or authority, if
used, are appropriate; alternate
viewpoints are addressed, but in a
less than satisfying manner
□ Persuasiveness [1.4.4, 1.4.5]:
argument is partially convincing;
some points supported by facts,
examples, or reasons; emotional
appeals used may not be entirely
appropriate; alternate viewpoints
mentioned but not addressed
□ Persuasiveness [1.4.4, 1.4.5]:
argument is not yet convincing;
ideas based largely on emotional
appeals and unsupported opinions;
alternate viewpoints are not
presented in an adequate manner
□ Persuasiveness [1.4.4, 1.4.5]:
argument is not convincing; built
on unsupported opinions or
emotional appeals only; no
attempt to present alternate
viewpoints
□ Originality [1.4.6]: knowledge,
experience, insight, or unique
perspective lends a satisfying ring
of authenticity, novelty, and
inventiveness
□ Originality [1.4.6]: knowledge of
topic, details, and main ideas are
more original than predictable;
some degree of novelty and
inventiveness is present
□ Originality [1.4.6]: predictable;
brief glimpses of novelty and
inventiveness may exist
□ Originality [1.4.6]: settles too
often for predictable generalities
and/or personal opinions; no
moments of novelty and
inventiveness exist
□ Originality [1.4.6]: mundane;
settles for generalities and
personal opinions throughout; no
moments of novelty and
inventiveness exist
ORGANIZATION
Rating of 5
Rating of 4
Rating of 3
Rating of 2
Rating of 1
□ Structure [1.4.7]: compelling,
guides readers purposefully
through the text; key issues stand
out clearly with equal
development; paragraphing is
highly effective and fitting
□ Structure [1.4.7]: effective but
not compelling; balance of ideas
and relationships among ideas
could be improved; paragraphing
is appropriate and effective but
may be too obvious or formulaic
□ Structure [1.4.7]: functional; gets
the job done; may be so dominant,
predictable, and/or formulaic that
it smothers the ideas; paragraphing
is mostly effective, could be
revised in one or two spots
□ Structure [1.4.7]: beginning to
take shape, but not yet functional;
feels more random than
purposeful, often leaving readers
with a sense of being adrift;
paragraphing is not effective
□ Structure [1.4.7]: haphazard and
disjointed; severely inhibits
readers’ comprehension of ideas;
paragraphing is not attempted or
appears to be done at random
□ Pacing & Sequencing [1.4.9]:
delivers needed information at just
the right moment then moves on;
flows so smoothly readers hardly
think about it
□ Pacing & Sequencing [1.4.9]:
details fit naturally and effectively
where they are placed; sequencing
makes the text easy to follow and
understand, but is overly-obvious
□ Pacing & Sequencing [1.4.9]:
main ideas are appropriate and
purposeful but might be better
arranged; lingers too long on some
points and skims over other points
□ Pacing & Sequencing [1.4.9]:
very rough; main ideas should be
more effectively arranged and
delivered
□ Pacing & Sequencing [1.4.9]: no
clear sense of pace or direction to
carry readers smoothly from point
to point
□ Introduction & Conclusion [1.4.8]:
inviting, draws readers in; goes
beyond a simple summary
□ Introduction & Conclusion [1.4.8]:
both present; one is truly effective,
one is only functional
□ Introduction & Conclusion [1.4.8]:
both are recognizable and
functional, but not truly effective
□ Introduction & Conclusion [1.4.8]:
one present, not both
□ Introduction & Conclusion [1.4.8]:
neither are present
□ Transitions [1.4.10]: present
throughout; strong and natural;
help to weave threads of
information into a cohesive whole
□ Transitions [1.4.10]: present
throughout but not necessarily
strong or natural; help to weave
together threads of info. but may
be occasionally awkward
□ Transitions [1.4.10]: usually
present, but may be too obvious,
too structured, or awkward
□ Transitions [1.4.10]: occasionally
present, but connections between
some ideas are confusing
□ Transitions [1.4.10]: missing or
unclear, forcing readers to make
giant leaps; connections between
ideas seem confusing or
incomplete
8
KANSAS WRITING ASSESSMENT – HIGH SCHOOL PERSUASIVE SCORING RUBRIC
VOICE
Rating of 5
Rating of 4
Rating of 2
Rating of 1
□ Energy & Passion [1.4.11]:
lively, expressive, and engaging;
holds readers’ attention
□ Energy & Passion [1.4.11]:
results are pleasant or intriguing,
if not unique and engaging
□ Energy & Passion [1.4.11]:
sincere; communicates on a
functional, if somewhat distant
level; seems reluctant to “let go”
Rating of 3
□ Energy & Passion [1.4.11]:
shaky; seems somewhat distanced
from topic or audience; the text
lacks life, spirit, or energy
□ Energy & Passion [1.4.11]:
disengaged; seems definitely
distanced from topic, audience, or
both
□ Tone [1.4.11]: effective; fits the
topic, purpose, and audience;
ideas are presented in fair and
equitable language
□ Tone [1.4.11]: mostly effective;
largely fits the topic, purpose,
and audience with minor
exceptions; ideas presented in
fair, equitable language with
minor lapses
□ Tone [1.4.11]: somewhat
effective; could be altered slightly
to better fit the topic, purpose, or
audience; ideas presented in fair,
equitable language some of the
time
□ Tone [1.4.11]: ineffective; needs
revision throughout to better fit
the topic, purpose, or audience;
ideas are rarely presented in fair
and equitable language
□ Tone [1.4.11]: inappropriate for
the issue, purpose, and audience;
ideas are not presented in fair and
equitable language
□ Writer’s Involvement [1.4.11]:
the writer is clearly involved in
the text; readers can sense the
person behind the words
□ Writer’s Involvement [1.4.11]:
strong, but could improve
involvement in the text in a few
spots; reveals some details about
the writer
□ Writer’s Involvement [1.4.11]:
sincere, but not genuinely involved
or committed; writing hides as
much of the writer as it reveals
□ Writer’s Involvement [1.4.11]:
seems sincere in places, but
generally is not fully involved or
committed; writing hides more of
writer than it reveals
□ Writer’s Involvement [1.4.11]:
seems indifferent, uninvolved; not
yet engaged or comfortable with
topic to take risks or share self
□ Audience Awareness [1.4.11]:
clearly written for an audience;
readers are engaged and
compelled to read on throughout
the piece
□ Audience Awareness [1.4.11]:
understands audience but could
better engage audience in spots;
with minor exceptions, readers
are engaged and want to read on
□ Audience Awareness [1.4.11]:
aware of an audience, but does not
fully engage that audience; readers
are informed, but must work at
remaining engaged
□ Audience Awareness [1.4.11]:
little awareness of an audience;
readers must work at remaining
engaged
□ Audience Awareness [1.4.11]:
no understanding of audience; no
attempt to involve readers;
readers must work hard to remain
engaged and gain needed
information
WORD CHOICE
Rating of 5
□ Accuracy [1.4.12]: both common
and uncommon words are used
correctly and enhance overall
meaning
Rating of 4
□ Accuracy [1.4.12]: words capture
meaning; experiments with
uncommon words and generally
uses them effectively
Rating of 3
□ Accuracy [1.4.12]: words are
usually correct; words may
occasionally interfere with meaning
Rating of 2
□ Accuracy [1.4.12]: words are
frequently incorrect, superficial,
and/or inadequate, often interfering
with meaning
Rating of 1
□ Accuracy [1.4.12]: incorrect and
inappropriate words corrupt
meaning and confuse readers
□ Specificity [1.4.13]: precise
diction; attention to subtleties of
word meaning is shown; any
specialized vocabulary used is
sufficiently explained
□ Specificity [1.4.13]: generally
precise diction; some attention to
subtleties of meaning is shown;
any specialized vocabulary used is
most often sufficiently explained
□ Specificity [1.4.13]: some precise
diction; little or no attention to
subtleties of meaning; specialized
vocabulary, if used, sometimes
lacks sufficient explanation
□ Specificity [1.4.13]: generic
diction used; specialized
vocabulary, if used, often lacks
sufficient explanation
□ Specificity [1.4.13]: generic
diction used; words are so vague
and abstract (e.g., It was a fun
time, It was nice and stuff), only a
general message is conveyed
□ Descriptiveness [1.4.13]:
powerful verbs and vivid
modifiers enhance writing;
imagery and figurative language,
if used, enhance meaning
appropriately within the context of
the topic
□ Descriptiveness [1.4.13]: energetic
verbs and vivid modifiers are
effective but readers want more;
imagery and figurative language, if
used, are effective within context
of the topic but readers want more
□ Descriptiveness [1.4.13]:
energetic verbs and vivid modifiers
are occasionally used effectively;
imagery and figurative language, if
used, are only partially effective
within the context of topic; readers
want more
□ Descriptiveness [1.4.13]:
repetitive, dull verbs and few
modifiers are used; imagery and
figurative language, if used, fit
context but are not effective
□ Descriptiveness [1.4.13]: passive
verbs and no modifiers are used;
imagery and figurative language
are inappropriate to the context
□ Appeal [1.4.12]: rich, fresh,
appealing; striking words and
phrases catch interest; the
language is natural and never
overdone; slang and clichés are
used sparingly and purposefully
□ Appeal [1.4.12]: some originality
and freshness; striking words and
phrases largely catch interest but
may be overdone in places; rarely
slips into redundancy, slang, or
clichés
□ Appeal [1.4.12]: little originality;
readers occasionally lose interest;
occasional use of redundancy,
slang, cliché; overly familiar words
and phrases rarely capture readers’
imagination
□ Appeal [1.4.12]: functional, but
lacks punch and originality; words
convey ideas but do not capture
readers’ imagination; readers often
lose interest; frequent redundancy;
overuse of slang and/or clichés
□ Appeal [1.4.12]: bland,
unoriginal; limited vocabulary
does not speak to audience;
riddled with redundancy, slang,
and/or clichés that distract readers;
must force self to continue reading
9
KANSAS WRITING ASSESSMENT – HIGH SCHOOL PERSUASIVE SCORING RUBRIC
SENTENCE FLUENCY
Rating of 5
□ Reading Ease [1.4.14, 1.4.15]:
eloquent; glides along with one
sentence flowing effortlessly into
the next; invites expressive oral
reading
Rating of 4
□ Reading Ease [1.4.14, 1.4.15]:
reads smoothly though it may
lack a certain rhythm or grace;
most of the text invites expressive
oral reading
Rating of 3
□ Reading Ease [1.4.14, 1.4.15]:
reads efficiently for the most
part, tends to be more mechanical
than fluid; only parts of the text
invite expressive oral reading
Rating of 2
□ Reading Ease [1.4.14, 1.4.15]:
word patterns are often jarring or
irregular, forcing readers to pause
or re-read; very few parts of the
text invite expressive oral reading
Rating of 1
□ Reading Ease [1.4.14, 1.4.15]:
difficult to follow or read aloud;
most sentences tend to be choppy,
incomplete, rambling, awkward;
does not invite expressive reading
□ Structure [1.4.14, 1.4.16]:
sentences are well built and
skillfully crafted; reflect logic and
sense, helping to show how ideas
relate; fragments, if used, are
purposeful and work well
□ Structure [1.4.14, 1.4.16]:
sentences are grammatically
correct but may not seem
skillfully crafted; most sentences
reflect logic and, for the most
part, show how ideas relate;
fragments, if used, are purposeful
□ Structure [1.4.14, 1.4.16]:
shows control over simple
structure, more variable control
over complex structure; reflects
some logic but may not always
show how ideas relate; some runons and/or fragments present
□ Structure [1.4.14, 1.4.16]: shows
some control over simple structure,
little or no control over more
complex structure; few sentences
reflect logic and show how ideas
relate; frequent run-ons and/or
fragments
□ Structure [1.4.14, 1.4.16]: little or
no control; tends to obscure
meaning, rather than showing how
ideas relate; persistent run-ons
and/or fragments
□ Variety [1.4.14]: consistently
strong and varied structure
□ Variety [1.4.14]: good variety
but occasionally tends to favor a
particular sentence pattern
□ Variety [1.4.14]: some variation
in sentence length and structure;
tends to favor a particular pattern
□ Variety [1.4.14]: little variation in
sentence length and structure; often
favors a particular pattern
□ Variety [1.4.14]: little to no
variety in length or structure;
word patterns are monotonous
□ Sentence Beginnings [1.4.15]:
purposefully diverse; effective in
moving readers readily from one
sentence to the next (e.g., uses
connecting words like however,
therefore, still, on the other hand,
specifically, for example, next, etc)
□ Sentence Beginnings [1.4.15]:
mostly diverse; usually effective
in moving readers from one
sentence to the next
□ Sentence Beginnings [1.4.15]:
frequently favors a particular
beginning; may be formulaic
(first, second, etc.); somewhat
effective in moving readers from
one sentence to the next
□ Sentence Beginnings [1.4.15]:
relies on one or more formulaic
beginnings; rarely effective in
moving readers from one sentence
to the next
□ Sentence Beginnings [1.4.15]:
repetitive patterns make readers
weary (I believe, I think, I feel…);
not effective in moving readers
from one sentence to the next
CONVENTIONS
Rating of 5
□ Control [1.4.18, 1.4.19, 1.4.20, 1.4.21]:
solid control over a wide range of
standard spelling, grammar, and
usage conventions that enhances
readability; may manipulate
conventions for stylistic effect
Rating of 4
□ Control [1.4.18, 1.4.19, 1.4.20, 1.4.21]:
moderate control over a range of
standard spelling, usage, and
grammar conventions which
generally enhances readability
Rating of 3
□ Control [1.4.18, 1.4.19, 1.4.20,
1.4.21]: fair control over a small
range of standard spelling,
usage, and grammar
conventions; problems with
grammar and usage do not
distort meaning
□ Error Frequency [1.4.18, 1.4.19,
1.4.20, 1.4.21]: numerous or
serious enough to be a bit
distracting, but the writer
handles most conventions well
Rating of 2
□ Control [1.4.18, 1.4.19, 1.4.20, 1.4.21]:
weak control over a small range of
standard spelling, usage, and
grammar conventions; in some
places, problems with grammar
and usage distort meaning
Rating of 1
□ Control [1.4.18, 1.4.19, 1.4.20, 1.4.21]:
little or no control over standard
spelling, usage, and grammar
conventions; problems with
grammar and usage frequently
distort meaning
□ Error Frequency [1.4.18, 1.4.19,
1.4.20, 1.4.21]: very few and minor;
readers can easily skim over
errors unless specifically
searching for them
□ Error Frequency [1.4.18, 1.4.19,
1.4.20, 1.4.21]: few; occasionally
serious enough to be mildly
distracting
□ Error Frequency [1.4.18, 1.4.19,
1.4.20, 1.4.21]: numerous or serious
enough to distract readers
frequently
□ Error Frequency [1.4.18, 1.4.19,
1.4.20, 1.4.21]: continually distracts
readers; readers must read once to
decode, then again for meaning
□ Punctuation [1.4.18]: almost
always correct; used purposefully
and effectively to guide readers
through the text
□ Punctuation[1.4.18]: terminal
(end-of-sentence) punctuation is
almost always correct; a few errors
with internal punctuation
(commas, apostrophes,
semicolons)
□ Punctuation [1.4.18]: terminal
(end-of-sentence) punctuation is
typically correct; internal
punctuation may be often
incorrect or missing
□ Punctuation [1.4.18]: terminal
punctuation is sometimes correct;
internal punctuation is rarely
correct or is missing
□ Punctuation [1.4.18]: both
terminal and internal punctuation
is often missing or incorrect
□ Publication Readiness [1.4.18,
1.4.19, 1.4.20, 1.4.21]: only light
editing is required to prepare the
piece for publication
□ Publication Readiness [1.4.18,
1.4.19, 1.4.20, 1.4.21]: generally light
editing is needed, but certain
places need more thorough editing
□ Publication Readiness [1.4.18,
1.4.19, 1.4.20, 1.4.21]: more
thorough editing is still needed
□ Publication Readiness [1.4.18,
1.4.19, 1.4.20, 1.4.21]: substantial
editing is still required
□ Publication Readiness [1.4.18,
1.4.19, 1.4.20, 1.4.21]: extensive
editing is required
10
PRESENTATION
(Optional)
5
3
1
The form and presentation of the text enhances the ability for the reader to understand
and connect with the message. It is pleasing to the eye.
A. If handwritten (either cursive or printed), the slant is consistent, letters are clearly formed, spacing is
uniform between words, and the text is easy to read.
B. If word-processed, there is appropriate use of fonts and font sizes which invites the reader into the
text.
C. The use of white space on the page (spacing, margins, etc.) allows the intended audience to easily
focus on the text and message without distractions. There is just the right amount of balance of white
space and text on the page. The formatting suits the purpose for writing.
D. The use of a title, side beads, page numbering, bullets, and evidence of correct use of a style sheet
(when appropriate) makes it easy for the reader to access the desired information and text. These
markers allow the hierarchy of information to be clear to the reader.
E. When appropriate to the purpose and audience, there is effective integration of text and
illustrations, charts, graphs, maps, tables, etc. There is clear alignment between the text and
visuals. The visuals support and clarify important information or key points made in the text.
The writer's message is understandable in this format.
A. Handwriting is readable, although there may be discrepancies in letter shape and form, slant,
and spacing that may make some words or passages easier to read than others.
B. Experimentation with fonts and font sizes is successful in some places, but begins to get fussy and
cluttered in others. The effect is not consistent throughout the text.
C. While margins may be present, some text may crowd the edges. Consistent spacing is applied,
although a different choice may make text more accessible (e.g., single, double, or triple spacing).
D. Although some markers are present (titles, numbering, bullets, side heads, etc.), they are not used to
their fullest potential as a guide for the reader to access the greatest meaning from the text.
E. An attempt is made to integrate visuals and the text although the connections may be limited.
The reader receives a garbled message due to problems relating to the presentation of
the text.
A. Because the letters are irregularly slanted, formed inconsistently, or incorrectly, and the spacing is
unbalanced or not even present, it is very difficult to read and understand the text.
B. The writer has gone wild with multiple fonts and font sizes. It is a major distraction to the reader.
C. The spacing is random and confusing to the reader. There may be little or no white space on the
page.
B. Lack of markers (title, page numbering, bullets, side heads, etc.) leave the reader wondering how
one section connects to another and why the text is organized in this manner on the page.
C. The visuals do not support or further illustrate key ideas presented in the text. They may be
misleading, indecipherable, or too complex to be understood.
Northwest Regional Educational Laboratory
11
Teaching the Traits
From Great Source Education Services; Vicki Spandel, 1998
1. Begin with . . . What’s a TRAIT?
 Traits of a great taco
 Traits of a good movie, good book
 THEN – Traits of good writing
5. Ask students to assess others’ work
 Books
 Articles
 Student writing
 Your own writing
 Business or tech writing
 Defend your scores USING
RUBRIC LANGUAGE
2. Immerse kids in the language of
writers
 Display posters
 Your own written comments
 Your “six trait writing” language
 Quote the experts (Graves, Calkins,
Routman, Fletcher, Murray on
voice, etc.)
 Rubrics (Give parents copies too!)
6. Ask students to revise others’ work
 Encourage discussion
 Encourage teamwork; work with a
partner
 Focus on ONE TRAIT at a TIME
3. Ask students to keep a writing folder
 Include many types of writing
 Include copy of rubrics
 Include unfinished drafts – to be
revised later
7. Ask students to assess their own work
 Use the rubrics
 Build on strengths
 Ask questions
 Problem solve
 Eliminate problems
 Defend their assessments with a
reflective essay
4. Train students to see and hear with
critical eyes and ears
 Teach one trait at a time (and often
one bullet at a time)
 Share written samples
 Read aloud
 Refer to the traits in discussion,
e.g., “What did you think of that
lead?”
8. Ask students to revise their own work
 Working on their own
 Working in teams
 Being mentors to one another
12
The Writing Process – 6 Steps
1. Pre-write – Thinking. This can include, but is not limited to:
 Brainstorming, listing ideas
 Outlining
 Using a graphic organizer
 Discussing ideas (with teachers, peers, partner, self)
 Reading or viewing books, articles, movies, plays
 Talking about text (literature study, debate, critique)
 Observing teacher / student demonstrations, experiments or think-alouds
 Researching the subject (gathering background information)
 Illustrating (drawing to spur writing)
 Creating a visual organizer
 Freewriting (also called quickwriting)
2. Rough Draft – Writing. This can be with pencil and paper or at a keyboard, but find a place where
the writer can do the best thinking and writing.
 Get started
 Always consider the audience and purpose
 Explain, persuade, tell a story, describe
 The bigger the issue, the smaller the writing
 Skip lines
 Write on one side of the paper
 Reread it several times; while it is being written and when it is finished
3. Conference – Listening. Use assessment to guide change.
 Understand the reader’s and writer’s roles
 The writer reads his/her draft aloud (with commitment)
 The listener comments on what works, what is interesting, or favorite part
 The writer explains where he/she is stuck (“I would like help with organization“)
 Focus on one trait at a time
 The listener focuses on the writer; asks open ended questions; gives specific feedback;
writes questions; and supports the writer
 The writer responds and makes notes about changes
4. Revise – Reshaping. Revision is not editing nor punishment; it is a natural and
integral part of the writing process.
 Clarify or expand ideas; delete unimportant information
 Reorganize information or change the sequence
 Choose strong nouns and verbs show instead of tell; avoid the use of qualifiers like rather,
very, little, pretty, awesome, cool, etc.
 Improve voice by changing the perspective, adding dialogue or figurative language
 Construct sentences that are varied, free of awkward word patterns, rhythmic, and are
easy to read aloud
13
5. Edit – Correcting. Make the text readable
 Follow the standard rules of language
 Check the mechanics: spelling, punctuation, capitalization, grammar, usage, sentence
structure
 Use editing marks
 Read aloud for fluency
6. Publish – Sharing. The form and the presentation of the text enhances the ability for the reader to
understand and connect with the message.
FORM
 Reports, essays
 Letters
 Poems
 Stories or books
 News articles
 Editorials
 Summaries
 Directions
 Posters
 Brochures
PRESENTATION
 If handwritten, consistent slant and neatness on handwriting
 If word-processed, appropriate use of fonts and font sizes
 Use of white space allows the reader to focus on the text
 Clear connection between the text and visuals (illustrations, charts, graphs, maps, or
tables, etc.)
“The only way to raise the quality of writing in
school is to create, share, and celebrate for that
quality with everybody on a regular basis.”
--Barry Lane
References:
Culham, Ruth 2003. 6 + 1 Traits of Writing. Scholastic Professional Books.
Lane, Barry. 1993. After the END. Heinemann.
Routman, Regie. 2005. Writing Essestials. Heinemann.
Spandel, Vicki and Stiggins, Richard J. 1997. Creating Writers. Addison Wesley Longman.
Steineke, Nancy. 2002. Reading and Writing Together, Collaborative Literacy in Action. Heinemann.
Strunk, William Jr. and White, E.B. 2000. The Elements of Style. Allyn and Bacon.
Zinsser, William. 1988. Writing to Learn. Harper & Row.
14
Benchmark
MLA format
1. 1” margins, indents for lengthy
quotes and double spacing throughout
2. header with name & page number
3. heading including student name, class,
teacher’s name and date or title page if
assigned
4. Works Cited follows format with proper
information included if appropriate to
assignment (primary & secondary)
5. 8 ½ x 11 paper, stapled in upper left corner,
neat with minor corrections only if teacher
allows
Documentation
Word Processing
1. Spell check used
2. Possible use of thesaurus
3. Possible use of grammar check
Credible Resources
Resources reflect the use of a variety of
credible materials meeting teacher guidelines.
Must meet teacher stipulations.
Required number ______
Note Cards—Avoiding plagiarism
Students have provided proof of note taking
without plagiarism by using paraphrasings,
summary, and quote cards.
Required number ______
Search strategies using electronic
encyclopedias, almanacs indexes, and
catalogs
Required number ______
Primary and Secondary
Required Primary______
Required Secondary ______
Content
Summarization
5
3
1
Followed 5 of the guidelines accurately
without noticeable errors.
Followed at least 4 of the guidelines accurately
without noticeable errors.
Noticeable errors existed in 4 or more of the
guidelines.
Provides full documentation by citing
correctly within the document and providing a
complete Works Cited
Assignment reflects the proper use of the
word processing skills. Spell check has been
used. Possible use of thesaurus and grammar
check.
The guidelines given were met and were
beyond those required.
Citing within the document and Works Cited
are adequate.
Documentation is inadequate or missing.
Assignment reflects adequate knowledge of the
word processing skills with possible use of
spell check, grammar check, and the thesaurus.
Assignment has not been completed with a
word processing package or errors are so
frequent that a lack of proficiency is evident.
The guidelines given were met.
Student failed to meet the guidelines—less
than 74% of the possible choices.
Proof of in depth research provided in the
form of paraphrase, summary, and quote cards
accurately taken and is beyond the number
assigned by teacher.
Proof of research provided in the form of
paraphrase, summary, and quote cards
accurately taken and is beyond the number
assigned by teacher.
Student failed to meet the guidelines—less
than 74% of the cards completed and/or
major inaccuracies.
Relevant information is documented by
source and note cards proving use of listed
sources beyond the amount assigned by
teacher.
Uses both primary and secondary sources
exceeding the guidelines provided by teacher.
Shows proficiency in sorting primary and
secondary in Works Cited.
Source and note cards document use of listed
sources according to the amount and
guidelines provided by the teacher and may
contain some minor errors.
Uses both primary and secondary resources
with adequate skill meeting the guidelines of
the teacher.
Sorting of primary and secondary in the Works
Cited with some errors not to exceed 74%.
Content is somewhat clear and specific, proves
a point, tries to show a cause and effect
relationship and shows a thesis statement
Focus is somewhat clear
Contains some relevant details
Uses a few of the writer’s own words
There are some errors
Documentation fails to meet guidelines
provided by teacher, less than 74% of the
cards are accurate and complete.
Content is clear and specific, proves a point,
shows a cause and effect relationship, and
shows a thesis statement
Focus is clearly expressed
Contains many relevant details
Uses the writer’s own words
There are few errors
15
Lacking in primary and secondary resources.
Errors in sorting of primary and secondary
resources exceeds 74%.
Content is vague, does not prove a point or
show cause and effect relationship, does not
follow or support thesis statement
Focus is not evident
Contains mostly irrelevant details
Writer only sues deletion to condense
material
There are numerous errors
16
Research Paper Glossary of Terms
Source:
Any resource from which you gather information for your research paper.
Common SOURCES are books, magazines, or newspapers; there are many other
types.
Works Cited Page:
Page that lists all the SOURCES CITED in your paper. This page must be set up
according to very specific rules. Each ENTRY on this page must contain specific
information depending on the type of SOURCE. This page appears at the end of
your paper.
Source Card:
File card, which lists in proper order and form all the information about each
SOURCE that is necessary for completing the WORKS CITED PAGE correctly.
These cards must be numbered; thus you assign a SOURCE NUMBER.
Note Card:
File card with a single note(s) taken from one of your SOURCES. This card
contains the following:
Note itself,
Source Number (which you assigned) of the SOURCE from which the note
comes,
Specific Cited Page(s) where the note was found.
Specific Topic of the note (taken from research questions or preliminary
outline).
Summarization Telling the main events or ideas in a selection in your own
words.
Plagiarism:
Use of CITED MATERIAL without the required (presenting the work and ideas of
others as your own). These are QUOTATIONS without “….”. Technically
PLAGIARISM is a federal offense. Realistically PLAGIARISM will result in a
failing grade. On the college level it can get you expelled!
17
Avoid Plagiarism
According to The Communication Handbook for School to Work (South-Western Educational
Publishing, 1993), “plagiarism is using someone else’s words or ideas as if they were your own. Not
only is plagiarism unfair to the writers you steal from, it is illegal.”
Because plagiarism is dishonest and is therefore a form of stealing, it is an extremely serious offense and
can result in severe penalties including an “F” or even a loss of credit for a course.
The following examples of plagiarism and paraphrasing are from “Plagiarism and Honor” from
Virginia Polytechnic Institute and State University, Blacksburg, VA 24061
Internet source: http://www.english.vt.edu/~IDLE/plagiarism/plagiarism2.html
Original Paragraph
The association between humans and dogs began as a hunting relationship before organized agriculture
had been developed. This Paleolithic cave painting dates back to about ten thousand years ago and
shows a Stone Age hunter who has successfully killed an eland with the assistance of his dogs.
Plagiarism by Direct Copying
Dogs have been "man's best friend" since long before recorded history. The association between humans
and dogs began as a hunting relationship before organized agriculture had been developed. One
Paleolithic cave painting dates back to about ten thousand years ago and shows a Stone Age hunter who
has successfully killed an eland with the assistance of his dogs.
Plagiarism by Paraphrasing
Dogs have been "man's best friend" since long before recorded history. The relationship between dogs
and humans started as a hunting relationship before people developed organized agriculture. One cave
painting that dates back about ten thousand years shows a Paleolithic hunter who has killed an eland
with the help of his dogs.
It is plagiarism whether you use:




A whole document
A paragraph
A single sentence
A distinctive phrase



A specialized term
Specific data
A graphic element of any kind
Not everything has to be documented or cited:
1. Facts that are widely known
 George Washington was the first president of the United States
2. Information or judgments considered “common knowledge”
 Hurricane Katrina left many people in New Orleans homeless.
3. Discussing or writing about your own experiences, observations, or reactions
 I was horrified to watch the US passenger planes fly into the twin towers on
September 11.
Plagiarism is also:
1.
2.
3.
Plagiarism by direct copying (e.g., the student copies the first sentence word for
word and alters only one word in the second sentence).
Plagiarism by paraphrasing (e.g., the student rearranges and substitutes a few words).
Plagiarism by theft of an idea (e.g., the student puts the idea in her own words but
implies that she discovered something through her own research).
18
The examples in this table are based on the original paragraph in the first row of the table and a
photograph of a cave painting following the examples.
The Original
Material
Here's a paragraph
in which the student
plagiarizes by direct
copying from
Coren's text.
Here's a paragraph in
which the student
plagiarizes by
paraphrasing from
Coren's text.
Here's a paragraph in
which the student
plagiarizes by stealing
the idea from Coren's
text.
Here's a paragraph in
which the student
identifies Coren in a
signal phrase,
acknowledges Coren's
work, and goes on
with her own
presentation of
Coren's material.
Here's a paragraph in
which the student
identifies Coren in a
signal phrase,
acknowledges Coren's
work, goes on with
her own presentation
of Coren's material,
and includes a quote.
The Original Paragraph
The association between humans and dogs
began as a hunting relationship before organized
agriculture had been developed. This Paleolithic
cave painting dates back to about ten thousand
years ago and shows a Stone Age hunter who
has successfully killed an eland with the
assistance of his dogs.
1. Plagiarism by Direct Copying
Dogs have been "man's best friend" since long before
recorded history. The association between humans
and dogs began as a hunting relationship before
organized agriculture had been developed. One
Paleolithic cave painting dates back to about ten
thousand years ago and shows a Stone Age hunter
who has successfully killed an eland with the
assistance of his dogs.
2. Plagiarism by Paraphrasing
Dogs have been "man's best friend" since long before
recorded history. The relationship between dogs and
humans started as a hunting relationship before
people developed organized agriculture. One cave
painting that dates back about ten thousand years
shows a Paleolithic hunter who has killed an eland
with the help of his dogs.
3. Plagiarism by Theft of an Idea
Dogs have been "man's best friend" since long before
recorded history. Dogs and humans first got together
as hunters. Cave paintings provide some evidence
for this early teamwork. One 10,000-year-old painting
shows a Paleolithic hunter and his two dogs after
they have killed an eland.
Revision 1: No Plagiarism--Correctly
Paraphrased!
Some experts think that dogs have been companions
for humans at least since our earliest records.
University of British Columbia Professor of
Psychology Stanley Coren suggests that humans and
dogs first got together as hunters. In his book The
Intelligence of Dogs: Canine Consciousness and
Capabilities, Coren includes a cave painting from
about ten thousand years ago that pictures a hunter
with two dogs and an eland they have killed (Plate 2).
Revision 2: No Plagiarism--Correctly Quoted!
Some experts think that dogs have been companions
for humans at least since our earliest records.
According to University of British Columbia Professor
of Psychology Stanley Coren, dogs and humans first
teamed up as hunters. In his book The Intelligence of
Dogs: Canine Consciousness and Capabilities,
Coren includes one cave painting that dates back
about ten thousand years and shows "a Stone Age
hunter who has successfully killed an eland with the
assistance of his dogs" (Plate 2).
19
The Intelligence of Dogs:
Canine Consciousness
and Capabilities
by Stanley Coren.
MacMillan, 1994
The student has typed in
Coren's words exactly in
the first copied sentence
and altered only one word
in the second.
The student has re-arranged
a few words and substituted
a few of her own words, but
the idea and the order of
development are Coren's.
The student has put the ideas
in her own words, but those
words imply that SHE
discovered the teamwork and
the cave painting through her
own research, since Coren's
idea and research are not
acknowledged.
In the in-text parenthetical
citation, the student provides
the plate number, since plate
pages are not numbered in
the book. Her reference page
will include bibliographic
information for Coren's
book.
The quoted material provides
Coren's own distinctive
phrasing. Such quoting is
especially valuable when an
author is a significant figure
in the student's research.
1. The main difference between this correctly paraphrased passage and
the paraphrased theft-of-ideas above is that here the student has
introduced the author and provided the location for the specific
information.
2. She is giving Coren credit for his work, not presenting his ideas as her
own.
3. Notice that the student has also removed the trite phrase "man's best
friend" and the quotation marks that suggest she is quoting them from
Coren.
4. She provides a citation even though she does not use directly quoted
material--the main idea as well as the contents and interpretation of the
painting are part of Coren's work and research, not the student's, so
she must acknowledge them.
20
SUMMARIZE OR PARAPHRASE NOTES
Summarizing, Paraphrasing, and Quoting
You can borrow from the works of other writers as you research. Good writers use three strategies—
summarizing, paraphrasing and quoting—to blend source materials in with their own, while making sure
their own voice is hear.
Quotations are the exact words of an author, copied directly from the source word for word.
Quotations must be cited!
Use quotations when:





You want to add the power of an author’s words to support your argument
You want to disagree with an author’s argument
You want to highlight particularly eloquent or powerful phrases or passages
You are comparing and contrasting specific points of view
You want to note the important research that precedes your own
Paraphrasing means rephrasing the words of an author, putting his/her thoughts in your own
words. A paraphrase can be viewed as a “translation” of the original source. When you
paraphrase, you rework the source’s ideas, words, phrases, and sentence structures with your
own. Paraphrased text is often, but not always, slightly shorter than the original work. Like
quotations, paraphrased material must be followed with intext documentation and cited the on the
Works-Cited page.
Paraphrase when:



You plan to use information on your note cards and wish to avoid plagiarizing
You want to avoid overusing quotations
You want to use your own voice to present information
Summarizing involves putting the main idea(s) or one or several writiers into your own words,
including only the main point(s). Once again, it is necessary to attribute summarized ideas to the
original source. Summarized ideas are not necessarily presented in the same order as in the
original source. Summaries are significantly shorter than the original and take a broad overview
of the source material.
Summarize when:



You want to establish background or offer an overview of a topic
You want to describe common knowledge (from several sources) about a topic
You want to deter mine the main ideas of a single source
Carol Rohrbach and Joyce Valenza
Taken from website http://mciu.org/~spjvweb/
21
MAKE AN ORGANIZATIONAL PLAN
Organize an outline.
Organize your note cards into a logical order and use them to construct a working outline. The topics
listed on the top of your note cards may help you with this task. When sorting, if you find a weak area,
you may want to continue researching that particular topic. Revise your working outline as necessary.
Remember in MLA everything is double-spaced.
An Outline of an Outline
An Example of an Outline
Martin Luther King, Jr.
I. Heading (major idea)
I. Personal Life
A. Subheading (minor idea)
A. Early life
1.
Detail
1.
Born on January 15, 1929
2.
Detail
2.
Named after his father
B. Subheading (minor idea)
B. Education
1.
Detail
1.
Graduated from Morehouse College
2.
Detail
2.
Earned Bachelors Degree in Divinity
3.
Detail
3.
Received Doctorate in Theology
II. Heading (major idea)
II. Professional Life
A. Subheading (minor idea)
A. Civil Rights
1.
Detail
1.
Organized boycott of buses in Alabama
2.
Detail
2.
Arranged campaign for voter registration
3.
Detail
3.
Delivered “I Have a Dream” Speech
B. Subheading (minor idea)
B. Awards
1.
Detail
1.
Received Nobel Prize
2.
Detail
2.
2. Honored by Norwegian Parliament
22
Sample Outline form…
Sebranek, Patrick, Verne Meyer, Dave Kemper, and John Van Rys. School to Work Student
Handbook, Lexington, Massachusetts: D.C. Heath and Company, 1996
Corporate-Owned Hog Confinements in Iowa
Introduction: The corporate-owned hog confinement is a new way of raising pork
that promises to drastically change Iowa’s hog industry.
I. Why is the issue important - Iowa’s dependence on the hog industry
II. Defining and explaining the hog confinement
A. Large-scale operations
B. High-tech, computerized production process
C. The growth in number and size of hog confinements
D. Iowa as a prime confinement location
III. The effects of corporate hog confinements
A. Increased hog production and market share for Iowa
B. Waste management problem
C. Overproduction and the family farm
D. Monopoly and the family farm
Conclusion - Questions remain about what is best for the hog industry in Iowa
The choices will affect people’s lives.
23
MAKE YOUR WORKS CITED PAGE
Works Cited is sometimes referred to as References. The terms mean the same thing.
Each is an alphabetical list of works cited, or works to which you have made reference.
Works Cited is generally used when citing sources using MLA (Modern Language
Association) style.
Works Cited and Bibliography are not the same. In Works Cited you only list items you
have actually cited. In a Bibliography you list all of the material you have consulted in
preparing your essay whether or not you have actually cited the work.
Entries in Works Cited are put in alphabetical order by last names of authors, editors,
translators, etc. or by first words of titles.
If the first word of the title is “The”, “A”, or “An”, and the word is being used as an
article, e.g., in the title: The Little Book of Irish Clans, the entry is placed under “Little”
and the article “The” is ignored. In the title: A is for Apple, However, the entry is placed
under A since A is used as a noun and not as an article in this case.
Further help is available at these websites:
http://people.txucom.net/bsmith/library/cited.htm
http://owl.english.purdue.edu/handouts/research/r_mla.html
www.mla.org
www.gckschools.com/schools/gchs/gendocs/techman.htm
citationmachine.net
24
Differentiated Instruction
Differentiated Instruction is an instructional concept that maximizes learning for ALL
students –regardless of skill level or background. It’s based on the fact that in a typical
classroom, students vary in their academic abilities, learning styles, personalities,
interests, background knowledge and experiences, and levels of motivation for
learning. When a teacher differentiates instruction, he or she uses the best teaching
practices and strategies to create different pathways that respond to the needs of
diverse learners.
Teachers may use a variety of the following teaching strategies to differentiate daily:

Readiness/Ability

Buddy read, listening on a CD

Adjusting questions

Compacting curriculum

Pre-test- tiered problem solving activities

Tiered Assignments

Acceleration/Deceleration

Flexible Grouping

Peer Teaching

Learning Profiles/Styles

Student Interest

Reading Buddy

Independent Student Projects

Buddy Study

Learning Contracts

Learning Centers

Anchoring Activities
The following group work and/or cooperative learning strategies should be used often:

Think Pair Share

Placemat and Round Robin Activities

Jigsaw- “Experts”

Numbered Heads

PMI (Plus, Minus, Intriguing)

Graphic Organizers

Effective Listening

Learning Role Cards
25
AP/Honors English IV
Expectations
1st Semester
(may also include 2nd semester)

Students will write in informal contexts (imitation exercises, journals,
collaborative writing, in-class responses)

Students will cite sources using a recognized editorial style (i.e. MLA, APA,
Chicago Manual of Style

Students will read nonfiction (i.e. essays, journal political writing, science writing,
nature writing, autobiographies /biographies, diaries, history, criticism)

Students will read and analyze American Literature, (may include MexicanAmerican, Native-American, and/or African-American Literature)

Students will read, study, and analyze short story selections

Students will read, study, and analyze poetry selections

Students will identify author’s rhetorical strategies and techniques

Students will understand how various effects are achieved by writers’ linguistic
and rhetorical choices

Students will write essays – several drafts with revision aided by teacher and
peers

Students will write in several forms (i.e. narrative, expository, analytical, and
argumentative essays)

Students will write about a variety of subjects (i.e. public policies, popular culture,
personal experiences)

Students will analyze author’s intent and audience and compare and contrast the
work to others in the same or different literary period.
AP/Honors ENGLISH IV
26
High School
1st Quarter
Reading, Literature, Writing
Curriculum is based on the College Board Curricular Expectations for AP English Language and
Composition
AP Curriculum Standards: Pretest (sample AP exam); Grammar; Vocabulary, Argument and Persuasion,
Composition, Synthesis, Narration, Description, Rhetorical Analysis
Prerequisites:
Cornell Notes
The Writing Process
New Vocabulary:
 Diction
 Detail
 Imagery
 Syntax
 Tone
 Rhetoric
 Argumentation
 Persuasion
 Thesis Stmt (implicit and







explicit)
Synthesis
Evidence
Coherence
Structure
Appeals
Context
Ethos, Logos, Pathos
All Activities/Lessons will be EXPLICITLY TAUGHT
Provide necessary activities to build background for each lesson
Using the Differentiated Instructional Model, students must
complete:
Required Activities:
Pretest – sample AP exam
Composition (to include but not limited to):
Rhetoric
Argumentation
Thesis Statements (implicit and explicit)
Evidence
Coherence
Structure
Appeals
Context
Audience
Personal Educational Narrative
Voice – diction, detail imagery, syntax and tone
Vocabulary – importance of every written word
Close Reading – discuss word choice and tone.
Patterns of Development – argument, synthesis, narration,
comparison/contrast, description, process analysis,
exemplification/classification, definition, cause/effect
District Resources:
Writing Assignments
Writer’s Inc. textbook
College Board AP Curriculum
APA and MLA Handbook
GCHS Literacy website
The Language of Composition textbook
Readings for Writers textbook
AP textbook and resources
GCHS Literacy website
Writing paper establishing a position and argument. Write a proposal for
acceptance. Make a claim, provide data, and establish warrant. Present
this paper in the form of an argument
 Reader’s logs and journaling of key passages and thoughts.
Make note of unfamiliar vocabulary.
 Rhetorical Analysis
Reading Assignments (can be changed at teacher’s discretion and
approval of dept. principal):
 “How to Say Nothing in Five Hundred Words” – Roberts
 “Education by Poetry” – Frost
 “What’s Wrong with Animal Rights?” – Hearne
 “Letter from a Birmingham Jail” – King
 “A Modest Proposal” – Swift
All Year Reading Choices placed in Student Folder (can be
changed at teacher’s discretions and approval of dept. principal):
 “Good Readers and Good Writers” – Nabokov
 “Why I Write” – Didion
 “Reading Like a Writer”” – Prose
 “The Nature of Proof in the Interpretation of Poetry” – Perrine
Novels – teacher’s choice dictated by AP curriculum standards (must be
approved by dept. principal)
27
Approved Supplemental Resources:
Cornell Notes
The bank of selected articles
Literacy Leader
Technology Source:
“Readings for Writers” technology
resources
GCHS Literacy website
Classroom
District
Assessment:
Choices to include: quizzes, tests, essays, projects
State
Test Item Examples
Kansas AP Curriculum Scope and Sequence
28
AP/HONORS ENGLISH IV
High School
2nd Quarter
Reading, Literature, Writing
Curriculum is based on the College Board Curricular Expectations for AP English Language and
Composition
AP Curriculum Standards: Process Analysis, Example, Definition, Classification, Comparison/Contrast,
Cause/Effect
Prerequisites:
All Activities/Lessons will be EXPLICITLY TAUGHT
Cornell Notes
The Writing Process
Provide necessary activities to build background for each lesson
Using the Differentiated Instructional Model, students must complete:
New Vocabulary






Required Activities:
Cause/Effect
Process Analysis
Example
Definition
Classification
Compare/Contract
Process Analysis – Discuss required readings (see below) and do a
rhetorical analysis. Write in-class essays
Example – Discuss required readings (see below) and do a rhetorical
analysis. Write in-class essays
Definition - Discuss required readings (see below) and do a rhetorical
analysis. Write in-class essays
Classification - Discuss required readings (see below) and do a rhetorical
analysis. Write in-class essays
Comparison/Contrast - Discuss required readings (see below) and do a
rhetorical analysis. Write in-class essays
District Resources:
Writer’s Inc. textbook
College Board AP Curriculum
APA and MLA Handbook
GCHS Literacy website
The Language of Composition textbook
Readings for Writers textbook
AP textbook and resources
GCHS Literacy website
Approved Supplemental Resources:
Cornell Notes
The bank of selected articles
Literacy Leader
Writing Assignments:
Rhetorical Analysis - In-Class Essay
Reading Requirements: (can be changed at teacher’s discretion and with
approval of dept. principal):
“On Keeping a Notebook” – Didion
“Learning to Read and Write” – Douglass
“On Dumpster Diving” – Eighner
“Learning to Read” – Malcom X
“Cars and their Enemies” – Wilson
“On Compassion” – Ascher
“How to Tame a Wild Tongue” – Anzaldua
“On Being a Cripple” – Mairs
“On Being Black and Middle Class” – Steele
“In Search of Our Mother’s Gardens” – Walker
“The Ways We Lie” – Ericsson
“Mother Tongue” – Tan
“There is No Unmarked Woman” – Tannen
“Notes of a Native Son” – Baldwin
“Lost in the Kitchen” – Berry
“The Allegory of the Cave” – Plato
“Where I Lived, And What I Lived For” – Thoreau
“Why Don’t we Complain?” – Buckley
“Television: The Plug-In-Drug” - Winn
Novels – teacher’s choice dictated by AP curriculum standards (must be
approved by dept. principal)
Technology Source:
“Readings for Writers” technology
resources; GCHS Literacy website
Classroom
District
Assessment:
Choices to include: quizzes, tests, essays, project
State
Test Item Examples
Kansas AP Curriculum Scope and Sequence
29
AP/Honors English IV
Expectations
2nd Semester

Students will write expository, analytical and argumentative assignments based
on readings representing different prose styles and genres.

Students will receive instruction and feedback on their writing before and after
revision to help develop: a wide-range vocabulary used appropriated and
effectively and a variety of sentence structures (i.e. appropriate use of
subordination and coordination)

Students will understand writing organization used to increase coherence (i.e.
repetition, transitions, and emphasis)

Students will write with a balance of generalization and specific, illustrative detail

Students will employ an effective use of rhetoric (i.e. controlling tone,
establishing and maintaining voice, and achieving appropriate emphasis through
diction and sentence structure).

Students will identify and assess the literary, cultural, structural and historical
perspectives of text, as well as examine the connections of the author’s purpose,
tone, biases, and message.

Students will identify, evaluate and respond to author’s position, the use of
literary devices, and figurative language through discussion and reflective
writing.
30
AP/Honors ENGLISH IV
High School
3rd Quarter
Reading, Literature, Writing
Curriculum is based on the College Board Curricular Expectations for AP English Language and
Composition
Compotio AP Curriculum Standards: Composition; author’s purpose, author’s position; argumentation; sentence
structure; effective use of rhetoric
Prerequisites:
All Activities/Lessons will be EXPLICITLY TAUGHT
Cornell Notes
The writing process
Provide necessary activities to build background for each lesson.
Using the Differentiated Instructional Model, students must complete:
Required Activities:
New Vocabulary:
 Author’s purpose
 Author’s position
 Argumentation
 Sentence Structure
 Rhetoric
 Vocabulary in novels
District Resources:
Writer’s Inc. textbook
College Board AP Curriculum
APA and MLA Handbook
GCHS Literacy website
The Language of Composition textbook
Readings for Writers textbook
AP textbook and resources
GCHS Literacy website
Approved Supplemental Resources:
Cornell Notes
The bank of selected articles
Literacy Leader
Out of class and in-class reading selections to be assigned by
teacher.
The Crucible- characterization, comparison/contrast
The Great Gatsby – characterization, figurative language,
language, diction, syntax, symbolism, chronology
Poetry –
study and analyze given poets and their works
Composition -
weekly discussions relating to the type of composition being
Addressed.
Writing –
Biographical essays;
Rhetorical analysis;
Alternative endings to “Gatsby”;
Research on author (historical aspect of times; racial context
of works);
Write group responses to discussion questions.
Speaking –
After reading “Gatsby” discuss the work with a focus on
theme (i.e. friendships, wealth, ethics, “American Dream,”
time period);
After reading “Crucible” discuss characterization (i.e. various
comparisons that can be made).
Writing Assignments:
Research biographical information on a given poet
Write about historical aspect and racial context of a given work
Write a rhetorical analysis - tone, diction, temperament, syntax
Reading Requirements:
“50 Essays” - Martin Luther King, Jr.
“Letter From Birmingham Jail”
“ I Have a Dream”
Poetry of Gwendolyn Brooks
“Huckleberry Finn” – Twain
Novels - teacher’s choice dictated by AP curriculum standards (must be
approved by dept. principal)
“The Crucible” – Miller
“The Great Gatsby” - Fitzgerald
Technology Source:
“Readings for Writers” technology
resources; GCHS Literacy website
Classroom
Reading -
District

Assessment:
Variety of quizzes, tests, essays, project
State
Test Item Examples
▲
Kansas AP Curriculum Scope and Sequence
Performance Assessment
31
AP/Honors ENGLISH IV
High School
4th Quarter
Reading, Literature, Writing
Curriculum is based on the College Board Curricular Expectations for AP English Language and
Composition
AP curriculum standards: compare/contrast; ballad; sonnet, verse, comparison/contrast
Prerequisites:
All Activities/Lessons will be EXPLICITLY TAUGHT
Cornell notes
The Writing Process
Provide necessary activities to build background for each lesson
New Vocabulary:
 Comparison/contrast
 Ballad (form and function)
 Sonnet (Shakespearean,


Spenserian, Petrarchan)
Verse
Vocabulary in novels
Using the Differentiated Instructional Model, students must complete:
Required Activities:
Poetry Unit
Ballads – Cornell notes and in-depth study on content, form, and function
Sonnet – Shakespearean, Spenserian, Petrarchan
Poetry discussion
Comparison/contrast
Journaling
Essay
Reading
Create reader’s log
Essay
Vocabulary
Practice Test – AP exam
OPTIONAL: Students will take the AP Exam on May 12, 2010
With only 1-2 weeks of school following exam, seniors will
review/reflect on various works and read any “works” they might
request (with approval of teacher). Some students will also do
journaling.
District Resources:
Writer’s Inc. textbook
College Board AP Curriculum
APA and MLA Handbook
GCHS Literacy website
The Language of Composition textbook
Readings for Writers textbook
AP textbook and resources
GCHS Literacy website
Approved Supplemental Resources:
Writing Assignments:
Journal writing
Comparison/contrast essay
Reading Requirements:
“The Scarlet Letter” – Hawthorne
“Three Bears in Search of An Author” - Greenburg
Novels - teacher’s choice dictated by AP curriculum standards (must be
approved by dept. principal)
Cornell Notes
The bank of selected articles
Literacy Leader
Technology Source:
Assessment:
“Readings for Writers” technology
resources; GCHS Literacy website
Variety of quizzes, tests, essays, projects
Classroom
District
State
Test Item Examples
▲
Kansas AP Curriculum Scope and Sequence
32