Writing in Content Areas
Kevin R. Raczynski
The Georgia Center for Assessment
kraczyns@uga.edu
706.296.6215 (direct)
Today’s Objectives
1) Look at a few reasons why writing more in all
content areas is an excellent idea.
2) Discuss some tips for creating an effective bank of
writing prompts.
3) Review some practical steps for scoring these
responses consistently—What to look for, using the
G8WA Rubrics
4) Do some scoring yourselves.
2
Why Have More Writing in Content Areas?
Some answers:
• Research studies have demonstrated that exposing students
to well-designed writing topics improves student learning
outcomes.
• For example, Hand, Hohenshell, & Prain (2003) demonstrated
that Biology students exposed to a larger number of writing
assignments performed better on a final exam in Biology.
 That is, students engaged in writing become more adept
writers, but there is also evidence that they perform more
favorably on objective tests (e.g., multiple-choice tests).
3
Why Have More Writing in Content Areas?
Some more answers:
To an ever increasing degree, students will communicate what they know
through writing (Peterson, 2007). For example…
•
•
•
•
•
•
•
Assignments in your class
The Grade 8 Writing Assessment
The Georgia High School Writing Test
The Gateway
The SAT
Advanced Placement Tests
University assignments and tests
4
The good news is that these writing contexts have A LOT in
common. For example, a common prompt structure
Writing Situation (“A” Part)
General Topic
Context for the
Topic
Format, purpose,
audience, & task
One sentence introducing the general topic. One to two
sentences providing some broader context.
Directions for Writing (“B” Part)
The actual question—asking the student to communicate
clearly about specific aspects of the general topic (1-2
sentences).
2009 Persuasive Writing Topic
Context for the
Topic
Writing Situation
Your principal would like to add a new class that is
not currently offered in your school. The principal
has asked students to make recommendations
about new classes. Decide what class you would
recommend for your school.
Format, purpose,
audience, & task
Directions for Writing
Write a letter to convince the principal that your
new class is the best one for the school. Be sure to
include detailed reasons.
General Topic
Georgia High School Writing Test
General Topic
Context for the
Topic
Format, purpose,
audience, & task
Writing Situation (“A” Part)
Many states are increasing the minimum driving age to
prevent accidents involving teenage drivers. Some
teenagers are worried because they depend on driving to
get to work or school activities. Decide what you think
about the issue.
Directions for Writing (“B” Part)
Write a letter to your state representative that explains
why the driving age in Georgia should be raised, lowered,
or remain the same. Support your position with specific
examples and details.
SAT Writing
General Topic
Context for the
Topic
Writer’s task
Excerpt (“A” Part)
Winning does not require people to be against someone
else; people can reach their goals through cooperation
just as well as they can through competition. Winning is
not always the result of selfish individualism. People
achieve happiness by cooperating with others to increase
the happiness of all, rather than by winning at others'
expense. Ours is not a world in which the price of one
person's happiness is someone else's unhappiness.
Assignment (“B” Part)
When some people win, must others lose, or are there
situations in which everyone wins? Plan and write an
essay in which you develop your point of view on this
issue. Support your position with reasoning and
examples taken from your reading, studies, experience,
or observations.
Part 1: Creating a Prompt Bank
1. Prompts for Longer
Assignments (1-4 per year)
2. Prompts for Tests and
Assignments (every unit)
9
Creating a GOOD prompt bank
1) Identify what you’re trying to
measure.
2) Make the question manageable for
the student.
• “Manageable”: The student could
reasonably respond in the allotted time,
and the expectations are CLEAR.
10
A Problem: A question that overwhelms
Part A: The creation of the Constitution entailed hours of debate and compromise, and even when it was
completed, some delegates were unhappy with it. In general, the Federalists wanted to ratify the
Constitution, but the Anti-Federalists did not. The task of fixing the ailing Confederate government
was not complete yet; each state had to ratify, or approve, the Constitution. Basically, people divided
into two groups, the Federalists and the Anti-Federalists. Each of their viewpoints is worth examining,
as they both have sound reasoning. The Anti-Federalists did not want to ratify the Constitution.
Basically, they argue that:
•
It gave too much power to the national government at the expense of the state governments.
•
There was no bill of rights.
•
The national government could maintain an army in peacetime.
•
Congress, because of the necessary and proper clause,' wielded too much power.
•
The executive branch held too much power.
The Federalists, on the other hand, had answers to all of the Anti-Federalist complaints. Among them:
•
The separation of powers into three independent branches protected the rights of the people. Each
branch represents a different aspect of the people, and because all three branches are equal, no one
group can assume control over another.
•
A listing of rights can be a dangerous thing. If the national government were to protect specific listed
rights, what would stop it from violating rights other than the listed ones? Since we can't list all the
rights, the Federalists argued that it's better to list none at all.
Part B: Write a report explaining why the Federalists wanted to ratify the Constitution and why the AntiFederalists did not. Then, take the part of either Thomas Jefferson with the Anti-Federalists or
Alexander Hamilton with the Federalists and explain how your opinions would help develop a better
government for the United States.
11
A Solution: Use the State Format
General Topic
Context for the
Topic
Format, purpose,
audience, & task
Writing Situation (“A” Part)
One sentence introducing the general topic. One to two
sentences providing some broader context.
Directions for Writing (“B” Part)
The actual question—asking the student to communicate
clearly about specific aspects of the general topic (1-2
sentences).
The Big Picture: What am I trying to measure
with this writing prompt?
Start with the standards: for example, 6th Grade Science
Cognitive Standard: Communicate ideas clearly (all grades)
Content Standard: Describe what causes tectonic plates to move
and the major geological events that occur as a result.
For example, can the student communicate clearly about
how convection currents cause lithospheric plates to move
and the consequences of this movement?
13
The End Product
General
Topic and
Context
Format, purpose,
audience, & task
Writing Situation
As an expert on the theory of plate tectonics, you have
been asked to give a speech at the 2008 World Geology
Conference explaining how the movement of the
tectonic plates on the lithosphere cause change on the
surface of the earth.
Directions for Writing
Write a speech explaining what causes movement of
the tectonic plates, and then describe the major
geological events that this movement has created on
the Earth’s surface at:
• Convergent Boundaries
• Divergent Boundaries
• Transform Boundaries
Shorter questions can follow the same
structure
General
Topic &
Context
The Writer’s Task
Writing Situation
Day one of your voyage takes you to the lithosphere in
the Earth’s magma. This is where convection currents
occur.
Directions for Writing
Write a one paragraph journal entry explaining how
convection currents occur and cause lithospheric plates
to move.
The Big Picture: What am I trying to measure
with this writing prompt?
Start with the standards: for example, Grade 7 Social Studies
Cognitive Standard: Communicate ideas clearly (all grades)
Content Standard: Describe the historical events and religious
differences that have led to conflict between Israel and
Palestine.
For example, can the student communicate clearly about
the Israeli and Palestinian conflict?
16
The End Product
General
Topic
Context for the
Topic
Writing Situation
This unit we have discussed the ongoing conflicts
between Israel and Palestine. Some of the reasons for
this conflict include control of land and cultural
differences. You are a reporter investigating this
conflict.
Directions for Writing
Format, purpose,
audience, & task
•
•
•
Write a news article explaining the ongoing conflict between
Israel and Palestine. Be sure to discuss:
Specific historical events that led to conflict
Religious differences for the continuing conflicts
How the conflict continues today
Shorter questions can follow the same
structure
General
Topic &
Context
The Writer’s Task
Writing Situation
This unit we have discussed the ongoing conflicts
between Israel and Palestine.
Directions for Writing
In one paragraph, describe how the Camp David
Accords affected relations between Israelis and
Palestinians.
The Big Picture: What am I trying to measure
with this writing prompt?
Start with the standards: for example, Grade 8 Math
Cognitive Standard: Communicate ideas clearly (all grades)
Content Standard: The student will understand the laws of
probability.
For example, can the student communicate clearly about
the laws of probability?
19
I recommend short answer essay questions for
mathematics
General
Topic &
Context
Writing Situation
You are at Six Flags, and you notice a booth called
“Challenge the Math Wizard.” If you successfully answer
the Math Wizard’s question, you win free admission to Six
Flags. You decide to accept the challenge.
Directions for Writing
The Math wizard asks you this question:
Which of these 2 scenarios is more probable?
a)
b)
If you flip a fair coin five times it will be heads exactly
twice.
If you flip a fair coin ten times it will be heads exactly three
times.
In one paragraph, explain which scenario is more probable
by setting up the equation and solving for the probability
of both.
The Writer’s Task
Some things to keep in mind…
• Keep it clear.
• Keep it concise.
• Avoid irrelevant information.
21
Part 2: What to look for when scoring
responses
1. Ideas
2. Organization
3. Style
4. Conventions
22
What’s being assessed?
Georgia Grade 8 Writing Assessment
Ideas
Organization
Style
Conventions
What’s being assessed?
Georgia High School Writing Test
Ideas
Organization
Style
Conventions
What’s being assessed?
SAT Writing
Ideas: The degree to which the writer develops a point of view on the issue and demonstrates critical
thinking, using clearly appropriate examples, reasons, and other evidence to support the position
Organization: The degree to which the response is well organized and clearly focused, demonstrating clear
coherence and smooth progression of ideas
Style: The degree to which the response exhibits skillful use of language, using a varied, accurate, and apt
vocabulary and demonstrates meaningful variety in sentence structure
Conventions: The degree to which the response is free of most errors in grammar, usage, and mechanics
For the scoring rubrics, visit http://www.collegeboard.com/student/testing/sat/about/sat/essay_scoring.html)
What’s being assessed?
AP Exam in Lit./Comp.
“The score reflects the quality of
the essay as a whole—its content
(ideas and how they’re
organized), its style, its mechanics
(conventions).”
For question-specific scoring guides, visit
www.collegeboard.com.
What’s being assessed?
First-Year Comp. at UGA…slightly different names; same traits
•
Unity: a central idea, and evidence
organized around the central idea.
•
Evidence/ Development (Ideas)
•
Coherence (Ideas and Organization)
•
Presentation and Design (Conventions)
•
Audience Awareness (Style)
•
Distinction (Style)
For more info, visit
http://web.english.uga.edu.
The Components of Ideas
IDEAS
Controlling
Idea
Supporting
Ideas
Relevance
of Detail
Depth of
Development
Sense of
Completeness
Awareness
Of Genre
Ideas: The degree to which the writer establishes a controlling idea and
elaborates the main points with examples, illustrations, facts, or details
that are appropriate to the assigned genre.
Depth of Development: the key to
Ideas
Controlling Idea (Focus)
Relevant Supporting Ideas
Major Details
Specific Examples
And Elaboration
2009 Persuasive Writing Topic
Context for the
Topic
Writing Situation
Your principal would like to add a new class that is
not currently offered in your school. The principal
has asked students to make recommendations
about new classes. Decide what class you would
recommend for your school.
Format, purpose,
audience, & task
Directions for Writing
Write a letter to convince the principal that your
new class is the best one for the school. Be sure to
include detailed reasons.
General Topic
Example of Depth of Development
in a Paragraph
Controlling Idea:
Why not add a class called Talkin’ to Girls? It will help prepare young
men for this important task.
Sample Body Paragraph
Supporting Idea
Major Details
Specific Details and
Examples
We really need this class so girls won’t think we
are total idiots. When you approach a female you
don’t just say “Can I have your phone number.”
You should tell them a little about yourself. I
always tell girls that I’m sensitive and a good
listener. Also, try to make up a good topic to talk
on. Ask her whether she watches shows like The
Office. If she does, you can talk about how lame
Michael Scott is around girls in his office. That will
probably make for some laughter.
From a student’s response to prompt 112.
Example of Depth of Development
in Score Point 1
I would like to recommend that we have a class for the
boys. The name of this class is Talkin’ to Girls. This class will
help prepare young men to be able to talk to females.
We really need this class so girls won’t think we are total
idiots.
The problem now is that boys are totally uncomfortable
around girls. This class would help boys feel more confident.
Plus, this class won’t require a lot. So lots of boys will
take it.
Example of Depth of Development
in Score Point 2
I would like to recommend that we have a class for the boys. The
name of this class is Talkin’ to Girls. This class will help prepare young
men to be able to talk to females.
We really need this class so girls won’t think we are total idiots.
When you talk to girls, you should tell them a little about yourself. Try to
make up a good topic to talk on.
The problem now is that boys are totally uncomfortable around girls.
This class would help boys feel more confident. It will have lots of lessons
that are hands-on that put boys in real-life situations talking to girls.
This class won’t require a lot. All you have to do is sign up for it and
bring a few basic supplies. The class will require lots of reading and
studying, which will help boys succeed.
In no time, you will be confident enough to go talk to the girl of your
dreams.
Example of Depth of Development in Score Point 3
I would like to recommend that we have a class for the boys. The name of
this class is Talkin’ to Girls. This class will help prepare young men to be able to
talk to females. The reason why we need this class is so that we can prepare the
boys for all of the emotions they are going to experience.
We really need this class so girls won’t think we are total idiots. When you
approach a female you don’t just say “Can I have your phone number.” You should
tell them a little about yourself. Try to make up a good topic to talk on. Be
interested in what she likes and does. Always be confident and look your best.
Girls like it when boys pay attention to them.
The problem now is that boys are totally uncomfortable around girls. This
class would help boys feel more confident. It will have lots of lessons that are
hands-on that put boys in real-life situations talking to girls. Me, I have this stuff
down pat. I just want to help some friends out.
This class won’t require a lot. All you have to do is sign up for it and bring a
few basic supplies, like a pencil and notebook. This class is open to all males. The
class will require lots of reading and studying, but as I said, it also requires some
participation. Boys will be able to practice by talking to a mannequin.
In no time, you will be confident enough to go talk to the girl of your
dreams.
Example of Depth of Development in Score Point 4
I would like to recommend that we have a class for the boys. The name of
this class is Talkin’ to Girls. This class will help prepare young men to be able to
talk to females. The reason why we need this class is so that we can prepare the
boys for all of the emotions they are going to experience.
We really need this class so girls won’t think we are total idiots. When you
approach a female you don’t just say “Can I have your phone number.” You should
tell them a little about yourself. Try to make up a good topic to talk on. Ask what
she likes to do out of school or work. Be interested in what she likes and does.
Always ask if she wants your number. If we had this class boys would be eager to
talk because they would know what to say.
The problem now is that boys are totally uncomfortable around girls. When I
am with my fiends and one of them spots a girl that we likes we all say, “I bet you
won’t go over and talk to her.” That’s when I say in the back of my mind, “If only
we were taught that in school.” This class would help boys be more comfortable
around girls. Me, I have this stuff down pat. I just want to help some friends out.
This class won’t require a lot. All you need is a notebook, and a pencil. All
you have to do is sign up for it. This class is open to all males. The class will
require lots of reading and studying. In the classroom there is a female
mannequin that responds to any comment made by a male. If the male says
something stupid, the dummy will say “get lost.” This class requires some
participation. All you to do is work hard and you’ll do great.
In no time, you will be confident enough to go talk to the girl of your
dreams.
Example of Depth of Development in Score Point 5
For most boys, it is pretty nerve-wracking to let a girl know that you like her. So, I was
thinking, why not add a class called Talkin’ to Girls? It will help prepare young men for this
important task.
We really need this class so girls won’t think we are total idiots. When you approach a
female you don’t just say “Can I have your phone number.” You should tell them a little about
yourself. I always tell girls that I’m sensitive and a good listener. Also, try to make up a good
topic to talk on. Ask her whether she watches shows like The Office. If she does, you can talk
about how lame Michael Scott is around girls in his office. That will probably make for some
laughter. Oh, and always ask if she wants your number. If we had this class boys would be
eager to talk because they would know what to say.
The problem now is that boys are totally uncomfortable around girls. When I am with
my fiends and one of them spots a girl that he likes we all say, “I bet you won’t go over and talk
to her.” That’s when I say in the back of my mind, “If only we were taught that in school.” This
class would help boys be more comfortable around girls. Me, I have this stuff down pat. I just
want to help some friends out.
This class won’t require a lot. All you need is a notebook, and a pencil. All you have to
do is sign up for it. This class is open to all males. The class will require lots of reading and
studying and there will be hands on activities. In the classroom there is a female mannequin
that responds to any comment made by a male. If the male says something stupid, the dummy
will say “get lost.” Or, if you have bad breath, the mannequin's face will turn green and she’ll
fall down. Yikes! This class requires some participation. Everyone will get a change to talk to
the mannequin at least once a week, on a variety of topics, like sports, movies, and Facebook.
In no time, boys will be confident enough to go talk to the girl of their dreams. Then, I
can assure you that your students will freer and happier.
Example of Depth of Development
in a Paragraph
Controlling Idea:
Supporting Idea
Major Detail
Specific Details and
Elaboration
Geological events occur when tectonic plates move
because of convection currents.
Sample Body Paragraph
Convergent boundaries are where plates move
toward each other. It makes the stress
compression. It is like squeezing your face
together. Land forms are also created. When two
continental plates collide, mountain ranges form.
When an oceanic plate dives under a continental
plate, subduction takes place.
Example of Depth of Development
in Score Point 1
Plat Tachtonics is when the Earthe moves because of plats. When the plats
move we shake Like a earthquake when a earthqak happens the Earth moves.
Convection currents move tectonic plats because it spins in that is how
convection corrents move Tectonic plates.
Covergent boundarys are a sort of movment in the Earth. Convergent
Boundarys could mak mountions. Divergent Boundarys make tranches like
underwater. Tranfsorm Boundary is a EarthQuak. Earthquak moves the ground.
Like shaking it so we would move to.
The plate tactonics was fun to tell you about it but I have to
Development is relevant but it is very limited.
What to say to this student? More detail related to convection currents and the movement of tectonic
plates.
Example of Depth of Development in Score Point 3
Our Earth is amazing, it can function all on its own without any help. Earth
moves, cracks, and changes all by itself. Earth also has 6 layers that make it up.
Each layer is unique in its own way. The Lithosphere is one of the most important,
it carries the tectonic plates. This causes major changes on the Earth.
Convection currents move the tectonic plates, the currents occur in the
Asthenosphere. The heat and pressure in the Asthenosphere cause the currents
to slowly move. Just above the currents is the plates, and the motion from the
convection causes the plates to slowly move. They will only move a few inches a
year.
The tectonic plates pull apart and crash together at plate boundaries,
causing major geologic events. At plate boundaries the movement can cause
three major types of boundaries, transform, divergent, and convergent. At a
divergent boundary the two plates move apart. This can cause a rift valley or an
Earthquake. At convergent boundaries the two plates collide. At a transform
boundary the two plates slip past each other.
The convection currents cause the plates to move. Therefore that causes
many major geologic events to occur on the Earth. This is how landforms come
about and why the Earth is cracked. These geological events are always occurring.
They might be slow but they really do happen. This is how plate movement causes
change on Earth’s surface.
The student responds to both aspects of the prompt with quite a bit of major detail development.
The response could definitely be more thorough, but the student makes a sufficient
connection between convection currents and the movement of tectonic plates.
Example of Depth of Development in Score Point 5
If you did not know, there are many interesting things about the Earth’s tectonic plates. In the theory
of plate tectonics, the Earth’s lithosphere is broken into plates that are in constant motion, driven by
convection currents in the asthenosphere. The asthenosphere is the soft layer on which the lithosphere, a
rigid layer, floats.
Convection currents move the lithospheric plates. Heat from the Earth’s core causes particles to get
less dense and therefore rise. Since the asthenosphere is soft and flexible, convection currents are able to
form. The convection currents then move the lithospheric plates which are above it. The movement creates
three different boundaries.
Convergent boundaries are where plates move toward each other. It makes the stress compression. It
is like squeezing your face together. This also forms a reverse fault. A reverse fault is where the hanging wall is
upward. Land forms are also created. When two continental plates collide, mountain ranges form. When an
oceanic plate dives under a continental plate, subduction takes place. Subduction also forms trenches.
Subduction makes oceans smaller, like the Pacific Ocean. Sometimes in the process a trench swallows a lot of
the ocean, and that is what is happening with the Pacific, whereas the Atlantic is growing.
Another boundary is the divergent boundary. It is where plates move away from each other. Its stress
is tension. The fault this forms is called a normal fault, where the footwall is higher. This boundary also
creates landforms. A rift valley forms where two plates diverge from each other. An example of a divergent
boundary landform is the mid-ocean ridge. It is the longest mountain chain in the world.
The last boundary is the transform boundary. It is when plates move in opposite directions. Its stress
is called shearing. The fault this creates is called a strike-slip fault. Again, this is where plates move in opposite
directions. An earthquake forms when the stress on a fault gets so intense that it snaps. This is yet another
landform that can be created due to tectonic plates and more specifically in that category, stress.
You might not have thought about that tectonic plates and the boundaries, stresses, and faults they
form are interesting, but I hope that now you see that they are very cool.
Heavy reliance on specific details and the writer goes into great detail when discussing all three boundaries. Well
done!
The Components of Organization
ORGANIZATION
Overall
Plan
Introduction
Body
Conclusion
Sequence
Of
Ideas
Grouping
Of
Ideas
Genre
Specific
Strategies
Transitions
Organization: The degree to which a writer’s ideas are arranged in a clear order
and the overall structure of the response is consistent with the assigned genre.
41
Introduction-Body-Conclusion
Introduction: Sets the stage for the development of the
writer’s ideas and is consistent with the
informational purpose of the paper.
Body:
The details and examples that support the
writer’s focus
Conclusion: Signals the reader that the paper is coming
to a close
Grouping of Ideas
• In order to effectively group ideas in a piece of
writing, the writer must first understand the logical
relationships between the ideas that support the
controlling idea.
• Grouping ideas within paragraphs is not the same as
formatting paragraphs. Grouping involves the logical
presentation of ideas rather than simply indenting to
indicate the beginning of a paragraph.
• Even if a writer fails to correctly format paragraphs,
ideas may still be grouped logically.
Ideas Grouped Logically
We also use technology to communicate. We
already know the basics of emailing and using the
internet, but we need more information. We need to
learn more about what these tools can do for us. I’m
sure that these lessons could help us communicate
even more efficiently. Wouldn’t that be great?
Related Ideas Grouped
Convergent boundaries are where plates move toward
each other. It makes the stress compression. It is like
squeezing your face together. This also forms a reverse fault.
A reverse fault is where the hanging wall is upward. Land
forms are also created. When two continental plates collide,
mountain ranges form. When an oceanic plate dives under a
continental plate, subduction takes place. Subduction also
forms trenches. Subduction makes oceans smaller, like the
Pacific Ocean. Sometimes in the process a trench swallows a
lot of the ocean, and that is what is happening with the
Pacific, whereas the Atlantic is growing. (all details relate to
convergent boundaries)
Sequencing of Ideas
Sequencing: The way the writer orders the ideas of the
paper to implement the overall plan. Clear
sequencing helps the reader understand the writer’s
ideas.
Effective sequencing: Ideas build logically on one
another and lead the reader through the paper.
Ineffective sequencing: The ideas may have little
relationship to one another and could be presented
in any order.
Effective Sequencing
My father builds things all the time.  He
teaches me how to build things whenever he
can, but I think it would also be a good thing if
we had a class that taught us how to build
things.  Working with our hands could be
fun and rewarding.  Plus, when we help
other people on building projects, we could
know what we’re doing.
Effective Sequencing
Its stress is called shearing.  The fault
this creates is called a strike-slip fault.  This
is where plates move in opposite directions.
 An earthquake forms when the stress on a
fault gets so intense that it snaps.  This is
yet another landform that can be created due
to tectonic plates and more specifically in that
category, stress.
Transitions
Making Connections Between Ideas
• Transitions lead the reader through the paper by linking parts
of the paper and ideas within paragraphs.
• Transitions are used between sentences, between paragraphs,
and within sentences and within paragraphs
• Transitions can signal the type of relationships between ideas
• May be explicit or implicit
– May be a single word, a pronoun, a phrase, or a logical linking of ideas
– Explicit transitional words: for instance, consequently
– Implicit transitional devices: synonym and pronoun substitution,
moving from general to specific or from specific to general
Transitions in Action
Many students in this school have mindblowing talents and abilities that have yet to
be discovered. Not all kids excel in athletics or
academics, however. Some students are
gifted in expressing themselves through
acting, dancing, and singing. That’s where a
drama class comes in. It will encourage them
to peer out from the shell they’ve been hiding
under and set their feelings, thoughts, and
emotions free.
Transitions in Action
The tectonic plates pull apart and crash together at plate
boundaries, causing major geologic events. At plate
boundaries the movement can cause three major types of
boundaries, transform, divergent, and convergent. At a
divergent boundary the two plates move apart.  This can
cause a rift valley or an Earthquake. At convergent
boundaries the two plates collide. When this happens,
geological features like mountains form. At a transform
boundary the two plates slip past each other. Hold on when
this happens because there will probably be en earthquake.
Example of Score Point 1 in Organization
I would like to recommend that we have a class for the
boys. The name of this class is Talkin’ to Girls. This class will
help prepare young men to be able to talk to females.
We really need this class so girls won’t think we are total
idiots.
The problem now is that boys are totally uncomfortable
around girls. This class would help boys feel more confident.
This class won’t require a lot.  So lots of boys will take
it.
There is insufficient writing in this response to determine competence in ORGANIZATION.
Example of Score Point 2 in ORGANIZATION
Supporting
ideas announced
in intro
Related
Ideas
Grouped
Repetition
Ideas
Repeated in
Conclusion
I would like to recommend that we have a class for the boys.
First, we need this class so girls won’t think we are total idiots.
Second, boys are totally uncomfortable around girls. Third, this class
won’t require a lot.
The fist reason we need this class so girls won’t think we are
total idiots. When you talk to girls, you should tell them a little about
yourself. Try to make up a good topic to talk on.
The second reason we need the class is boys are totally
uncomfortable around girls. This class would help boys feel more
confident. It will have lots of lessons that are hands-on that put boys
in real-life situations talking to girls.
Third, the class won’t require a lot. You just sign up for it and
bring a few basic supplies. The class will require lots of reading and
studying, which will help boys succeed.
So, to sum up, we need this class so girls won’t think we are
total idiots, because boys are totally uncomfortable around girls, and
because this class won’t require a lot.
The organizing strategy is formulaic. The writer shows only minimal control of grouping,
sequencing, and transitions.
Example of Score Point 3 in ORGANIZATION
Intro is
Clear
Ideas
Sequenced ()
Related
Ideas
Grouped
Transitions
Less
Repetition
in
Conclusion
I would like to recommend that we have a class for the boys. The name
of this class is Talkin’ to Girls. This class will help prepare young men to be able
to talk to females.
We really need this class so girls won’t think we are total idiots. When
you approach a female you don’t just say “Can I have your phone number.” 
You should tell them a little about yourself. Try to make up a good topic to talk
on. Be interested in what she likes and does. Always be confident and look
your best. Girls like it when boys pay attention to them.
The problem now is that boys are totally uncomfortable around girls. 
This class would help boys feel more confident. It will have lots of lessons that
are hands-on that put boys in real-life situations talking to girls. Me, I have this
stuff down pat. I just want to help some friends out.
This class won’t require a lot.  All you have to do is sign up for it and
bring a few basic supplies, like a pencil and notebook. This class is open to all
males. The class will require lots of reading and studying, but as I said, it also
requires some participation.  Boys will be able to practice by talking to a
mannequin.
In no time, you will be confident enough to go talk to the girl of your
dreams.
There is clear grouping. Sequencing is clear but not necessarily logical. Some transitions link ideas.
Example of Score Point 4 in ORGANIZATION
Intro is
Engaging
Ideas
Sequenced ()
Related
Ideas
Grouped
Transitions
Little
Repetition
in
Conclusion
Ever see a boy stuttering when he is talking to a girl? I would like to
recommend that we have a class for the boys. The name of this class is Talkin’
to Girls. This class will help prepare young men to be able to talk to females.
The problem now is that boys are totally uncomfortable around girls.
When I am with my fiends and one of them spots a girl that we likes we all say,
“I bet you won’t go over and talk to her.”  That’s when I say in the back of my
mind, “If only we were taught that in school.”  This class would help boys be
more comfortable around girls. Me, I have this stuff down pat. I just want to
help some friends out.
We really need this class so girls won’t think we are total idiots. When
you approach a female you don’t just say “Can I have your phone number.” 
You should tell them a little about yourself. Try to make up a good topic to talk
on.  For example, ask what she likes to do out of school or work. Be
interested in what she likes and does. Always ask if she wants your number. If
we had this class boys would be eager to talk because they would know what
to say.
This class won’t require a lot.  All you need is a notebook, and a
pencil. All you have to do is sign up for it, and participate!  Speaking of
participation, in the classroom there is a female mannequin that responds to
any comment made by a male.  If the male says something stupid, the
dummy will say “get lost.”  Don’t worry, though.  You can try again until
you get it right.
In no time, you will be confident enough to go talk to the girl of your
dreams. So please add this class. The boys (and the girls) in this school will
thank you
There is clear grouping. Sequencing is more consistently logical. A greater variety of transitions link ideas.
Example of Score Point 5 in ORGANIZATION
Intro sets
stage
Ideas
Sequenced ()
Related
Ideas
Grouped
Transitions
Conclusion
Provides
Definitive
Closure.
For most boys, it is pretty nerve-wracking to let a girl know that you like her. So, I
was thinking, why not add a class called Talkin’ to Girls? It will help prepare young men for
this important task.
The problem now is that boys are totally uncomfortable around girls.  When I
am with my fiends and one of them spots a girl that he likes we all say, “I bet you won’t go
over and talk to her.”  That’s when I say in the back of my mind, “If only we were taught
that in school.” This class would help boys be more comfortable around girls. Me, I have
this stuff down pat. I just want to help some friends out.
We really need this class so girls won’t think we are total idiots. When you
approach a female you don’t just say “Can I have your phone number.”  You should tell
them a little about yourself.  For example, I always tell girls that I’m sensitive and a good
listener. Also, try to make up a good topic to talk on.  Ask her whether she watches
shows like The Office.  If she does, you can talk about how lame Michael Scott is around
girls in his office.  That will probably make for some laughter. Oh, and always ask if she
wants your number. If we had this class boys would be eager to talk because they would
know what to say.
This class won’t require a lot.  All you need is a notebook, and a pencil. All you
have to do is sign up for it. This class is open to all males. The class will require lots of
reading and studying and there will be hands on activities.  Speaking of hands on
activities, in the classroom there is a female mannequin that responds to any comment
made by a male.  If the male says something stupid, the dummy will say “get lost.” Or, if
you have bad breath, the mannequin's face will turn green and she’ll fall down. Yikes!
This class requires some participation.  Everyone will get a change to talk to the
mannequin at least once a week, on a variety of topics, like sports, movies, and Facebook.
In no time, boys will be confident enough to go talk to the girl of their dreams.
Then, I can assure you that your students will freer and happier.
There is clear grouping. Sequencing is nearly always logical. A wide variety of transitions link ideas. The conclusion provides
more definitive closure.
Example of
Score Point 1 in Organization
Plat Tachtonics is when the Earthe moves because of plats. When the
plats move we shake Like a earthquake when a earthqak happens the Earth
moves.
Convection currents move tectonic plats because it spins in that is how
convection corrents move Tectonic plates.
Covergent boundarys are a sort of movment in the Earth. Convergent
Boundarys could mak mountions. Divergent Boundarys make tranches like
underwater. Tranfsorm Boundary is a EarthQuak. Earthquak moves the ground.
Like shaking it so we would move to.
Too little evidence to determine how well the writer controls the components of
Organization.
Example of
Score Point 2 in Organization
Transitions
By now you should know about the Techtonic plates, but so what they’re
moving, but you don’t know what happens on the surface, when they decide to
move!
There are three things that happen, First a convergent boundry. A boundry
where a plate, such as an oceanic plate “dives” under another plate, such as a
continental plate. When this happens, the oceanic plate dives under the
continental plate, the oceanic plate melts, but after melting it forms a pocket on
the crust and eventually forms a volcano. Why dose it sink under, the ocean plate
is dencer than the continental so it sinkes like a dime in a glass of water. Second a
convergent (i.e., divergent) boundary, this boundry is where two plates are
moving apart because a crack in the earth that is constantly letting magma in from
the mantle, that is cooling and cooling untill it pushes them apart. Last, but not
least, a transform boundry, this occurs when two plates try to slip by each other.
If they get stuck the longer they stay there the longer the following earthquake
will be.
There is some evidence of grouping and sequencing, but not much because there is relatively limited
text. The introduction is not particularly effective, and there is no conclusion. There are, however,
some transitions. Overall, the writer shows minimal control of the components of Organization.
Example of
Score Point 3 in Organization
Related
Ideas
Grouped
Transitions
Our Earth is amazing, it can function all on its own without any help. Earth moves,
cracks, and changes all by itself. Earth also has 6 layers that make it up. Each layer is
unique in its own way. The Lithosphere is one of the most important, it carries the
tectonic plates, the Earth’s crust is above. The convection currents in the Asthenosphere
are what moves the plates. Earth has nine plates total, that pull apart and crash together.
Convection currents move the tectonic plates, the currents occur in the
Asthenosphere. The heat and pressure in the Asthenosphere cause the currents to slowly
move. Just above the currents is the plates, and the motion from the convection causes
the plates to slowly move. They will only move a few inches a year.
The tectonic plates pull apart and crash together at plate boundaries, causing
major geologic events. At plate boundaries the movement can cause three major types of
boundaries, transform, divergent, and convergent. At a divergent boundary the two plates
move apart. This can cause a rift valley or an Earthquake. At convergent boundaries the
two plates collide. At a transform boundary the two plates slip past each other. The
movement caused the theory of pangea and continental drift.
The convection currents cause the plates to move. Therefore that causes many
major geologic events to occur on the Earth. This is how landforms come about and why
the Earth is cracked. These geological events are always occurring. They might be slow
but they really do happen. This is how plate movement causes change on Earth’s surface.
Grouping, generally clear sequencing, and some transitions. The introduction is relatively engaging, but the
conclusion is somewhat repetitive
Example of Score Point 4 in Organization
Hook
Intro
Related
Ideas
Grouped
Transitions
Have you ever realized that what you are standing on is constantly moving in slow
motion? The lithosphere is a solid plate that is separated into two parts. The crust, and the
mantle. Well upper mantle. In the asthenosphere, a liquid layer of the upper mantle,
convection currents slowly move about two centimeters a year, causing the lithosphere’s
plates to slowly move. Convection currents causes this which convection is heat transferred
into a fluid.
As the earth gets hotter every day, convection currents are still moving slowly in
constant motion. While this is occurring in the asthenosphere, the lithosphere is still floating
above, which means if the asthenosphere is moving, so is the solid lithosphere. Tectonic plates
are apart of the lithosphere, so that explains the plates slowly moving in constant motion.
There are many tectonic plates on our crust. And on that, millions on boundaries are
occurring. At convergent boundaries the compression builds up as the continental plates
collide creating mountain ranges. When there are two oceanic plates colliding at convergent
boundaries, island arcs are formed and deep ocean trenches are formed. When there is a
continental and an oceanic plate colliding at convergent boundaries the more dense oceanic
plate will sink and at deep ocean trenches the subduction will cause a volcano to forma and
eventually erupt! Also at convergent boundaries compression still builds up and eventually a
reverse fault will form.
At divergent boundaries tension is building up and eventually a normal fault will occur.
If there are two continental plates at divergent boundaries a rift valley will form and eventually
magma will rise!
At transform boundaries shearing builds up and when the two continental plates shear
a strike-slip fault strikes.
So everything about the theory of tectonic plates slowly moving in constant motion is
very important because of these natural disasters, it may someday effect you!
Good evidence of grouping, more logical sequencing and transitions. The introduction and conclusion are
reasonably effective. This paper has more evidence of control in Organization than the previous example
because there is more text to organize.
Example of Score Point 5 in Organization
Effective
Intro
Related
Ideas
Grouped
Transitions
If you did not know, there are many interesting things about the Earth’s tectonic plates. In
the theory of plate tectonics, the Earth’s lithosphere is broken into plates that are in constant
motion, driven by convection currents in the asthenosphere. The asthenosphere is the soft layer on
which the lithosphere, a rigid layer, floats.
Convection currents move the lithospheric plates. The heat is from the core. Particles get
less dense and therefore rise. Since the asthenosphere is soft and flexible, convection currents are
able to form. The convection currents then move the lithospheric plates which are above it. The
movement creates three different boundaries.
Convergent boundaries are where plates move toward each other. It makes the stress
compression. It is like squeezing your face together. This also forms a reverse fault. A reverse fault
is where the hanging wall is upward. Land forms are also created. When two continental plates
collide, mountain ranges form. When an oceanic plate dives under a continental plate, subduction
takes place. Subduction also forms trenches. Subduction makes oceans smaller, like the Pacific
Ocean. Sometimes in the process a trench swallows a lot of the ocean, and that is what is
happening with the Pacific, whereas the Atlantic is growing.
Another boundary is the divergent boundary. It is where plates move away from each other.
Its stress is tension. The fault this forms is called a normal fault, where the footwall is higher. This
boundary also creates landforms. A rift valley forms where two plates diverge from each other. An
example of a divergent boundary landform is the mid-ocean ridge. It is the longest mountain chain
in the world.
The last boundary is the transform boundary. It is when plates move in opposite directions.
Its stress is called shearing. The fault this creates is called a strike-slip fault. Again, this is where
plates move in opposite directions. An earthquake forms when the stress on a fault gets so intense
that it snaps. This is yet another landform that can be created due to tectonic plates and more
specifically in that category, stress.
You might not have thought about that tectonic plates and the boundaries, stresses, and
faults they form are interesting, but I hope that now you see that they are very cool.
The Components of Style
STYLE
Word Choice
Audience
Awareness
Voice
Sentence
Variety (length
and structure)
Genre
Appropriate
Strategies
Style: The degree to which the writer controls language to engage the reader.
62
Word Choice
• Effective word choice is determined on the basis of subject matter (topic),
audience, and purpose.
• Word choice establishes the tone of a piece of writing.
• Word choice involves more than the “correct” dictionary meaning of a
word.
• Word choice goes beyond precision to include the connotations (the
associations, meanings, or emotions a word suggests) of words.
Types of Language
(described in the Grade 8 Scoring Rubric)
• Descriptive: uses details that appeal to the senses and enables
the reader to see, hear, and/or feel what the writer recounts
• Figurative: figures of speech or phrases that suggest meanings
different from their literal meanings (hyperbole, metaphor,
simile, irony)
• Technical: precise terms and phrases used to clarify or explain
a particular subject matter or process
• Carefully crafted phrases: the purposeful selection of vivid
words and phrases to create a sustained tone and engage the
reader; groups of words that convey a clear meaning and
serve a particular rhetorical purpose
Technical word choice is key
• Technical word choice: precise
terms and phrases used to
clarify or explain a particular
subject matter or process
Style in action
Level
Technical Word
Choice
Example
There are many tectonic plates on our crust. And on that, millions on
boundaries are occurring. At convergent boundaries the compression
builds up as the continental plates collide creating mountain ranges.
When there are two oceanic plates colliding at convergent boundaries,
island arcs are formed and deep ocean trenches are formed. When there
is a continental and an oceanic plate colliding at convergent boundaries
the more dense oceanic plate will sink and at deep ocean trenches the
subduction will cause a volcano to forma and eventually erupt! Also at
convergent boundaries compression still builds up and eventually a
reverse fault will form.
Good sentence variety, too
Sentence Variety
How Sentences Vary:
1.
2.
3.
Length
•
The number of words
•
Word length
Structure
•
Simple
•
Complex
•
Compound
•
Compound-complex
Type
•
Declarative
•
Interrogative
•
Imperative
Example of Score Point 1 in Style
I would like to recommend that we have a class for the boys. The
name of this class is Talkin’ to Girls. This class will help prepare young
men to be able to talk to females.
We really need this class so girls won’t think we are total idiots.
The problem now is that boys are totally uncomfortable around girls.
This class would help boys feel more confident.
This class won’t require a lot. So lots of boys will take it.
There is some interesting word choice in the response, but there is insufficient
writing to determine competence in STYLE.
Example of Score Point 2 in Style
Effective word
choice
Simpler, more
Repetitive
language
Audience
Awareness
I would like to recommend that we have a class for the boys.
First, we need this class so girls won’t think we are total idiots.
Second, boys are uncomfortable around girls. Third, this class won’t
require a lot.
The fist reason we need this class so girls won’t think we are
total idiots. When you talk to girls, you should tell them some things
about yourself. Try to make up a good topic to talk on.
The second reason we need the class is boys are uncomfortable
around girls. This class would help boys feel more comfortable around
girls. It will teach lots of things that help them talk to girls.
Third, the class won’t require a lot. You just sign up for it and
bring a few supplies. The class will require lots of reading and
studying, which will help boys.
So, in conclusion, we need this class so girls won’t think we are
total idiots, because boys are totally uncomfortable around girls, and
because this class won’t require a lot.
Most of the word choice is simple and repetitive. There is minimal
audience awareness.
Example of Score Point 3 in Style
Effective word
choice
Simpler, more
Repetitive
language
I would like to recommend that we have a class for the boys.
First, we need this class so girls won’t think we are total idiots.
Second, boys are totally uncomfortable around girls. Third, this class
won’t require a lot.
The fist reason we need this class so girls won’t think we are
total idiots. When you talk to girls, you should tell them a little about
yourself. Try to make up a good topic to talk on.
The second reason we need the class is boys are totally
uncomfortable around girls. This class would help boys feel more
confident. It will have lots of lessons that are hands-on that put boys
in real-life situations talking to girls.
Third, the class won’t require a lot. You just sign up for it and
bring a few basic supplies. The class will require lots of reading and
studying, which will help boys succeed.
So, to sum up, we need this class so girls won’t think we are
total idiots, because boys are totally uncomfortable around girls, and
because this class won’t require a lot.
The word choice is more effective in this example.
Example of Score Point 4 in Style
Effective word
choice
Simpler, more
Repetitive
language
Voice
I would like to recommend that we have a class for the boys. The name
of this class is Talkin’ to Girls. This class will help prepare young men to be able
to talk to females. The reason why we need this class is so that we can prepare
the boys for all of the emotions they are going to experience.
We really need this class so girls won’t think we are total idiots. When
you approach a female you don’t just say “Can I have your phone number.” You
should tell them a little about yourself. Try to make up a good topic to talk on.
Be interested in what she likes and does. Always be confident and look your
best. Girls like it when boys pay attention to them.
The problem now is that boys are totally uncomfortable around girls.
This class would help boys feel more confident. It will have lots of lessons that
are hands-on that put boys in real-life situations talking to girls. Me, I have this
stuff down pat. I just want to help some friends out.
This class won’t require a lot. All you have to do is sign up for it and
bring a few basic supplies, like a pencil and notebook. This class is open to all
males. The class will require lots of reading and studying, but as I said, it also
requires some participation. Boys will be able to practice by talking to a
mannequin.
In no time, you will be confident enough to go talk to the girl of your
dreams.
The word choice here is even more consistently effective, and there is even greater evidence of the writer’s
voice, audience awareness, and sentence variety.
Example of Score Point 5 in Style
Effective
Word Choice
Simpler, more
Repetitive
language
Audience
Awareness
Voice
For most boys, it is pretty nerve-wracking to let a girl know that you like her. So, I
was thinking, why not add a class called Talkin’ to Girls? It will help prepare young men for
this important task.
We really need this class so girls won’t think we are total idiots. When you
approach a female you don’t just say “Can I have your phone number.” You should tell
them a little about yourself. I always tell girls that I’m sensitive and a good listener. Also,
try to make up a good topic to talk on. Ask her whether she watches shows like The Office.
If she does, you can talk about how lame Michael Scott is around girls in his office. That
will probably make for some laughter. Oh, and always ask if she wants your number. If we
had this class boys would be eager to talk because they would know what to say.
The problem now is that boys are totally uncomfortable around girls. When I am
with my fiends and one of them spots a girl that he likes we all say, “I bet you won’t go
over and talk to her.” That’s when I say in the back of my mind, “If only we were taught
that in school.” This class would help boys be more comfortable around girls. Me, I have
this stuff down pat. I just want to help some friends out.
This class won’t require a lot. All you need is a notebook, and a pencil. All you
have to do is sign up for it. This class is open to all males. The class will require lots of
reading and studying and there will be hands on activities. In the classroom there is a
female mannequin that responds to any comment made by a male. If the male says
something stupid, the dummy will say “get lost.” Or, if you have dragon breath, the
mannequin's face will turn green and she’ll fall down in disgust. Yikes! This class requires
some participation. Everyone will get a change to talk to the mannequin at least once a
week, on a variety of topics, like sports, movies, and Facebook.
In no time, boys will be confident enough to go talk to the girl of their dreams.
Then, I can assure you that your students will freer and happier.
Several carefully crafted phrases keep the audience engaged throughout the response.
Example of
Score Point 1 in Style
Plat Tachtonics is when the Earthe moves because of plats. When the plats
move we shake Like a earthquake when a earthqak happens the Earth moves.
Convection currents move tectonic plats because it spins in that is how
convection corrents move Tectonic plates.
Covergent boundarys are a sort of movment in the Earth. Convergent
Boundarys could mak mountions. Divergent Boundarys make tranches like
underwater. Tranfsorm Boundary is a EarthQuak. Earthquak moves the ground.
Like shaking it so we would move to.
Too little evidence to determine how well the writer controls the components of
Style.
Example of
Score Point 2 in Style
Technical
Language
By now you should know about the Techtonic plates, but so what they’re
moving, but you don’t know what happens on the surface, when they decide to
move!
There are three things that happen, First a convergent boundry. A boundry
where a plate, such as an oceanic plate “dives” under another plate, such as a
continental plate. When this happens, the oceanic plate dives under the
continental plate, the oceanic plate melts, but after melting it forms a pocket on
the crust and eventually forms a volcano. Why dose it sink under, the ocean plate
is dencer than the continental so it sinkes like a dime in a glass of water. Second a
convergent (i.e., divergent) boundary, this boundry is where two plates are
moving apart because a crack in the earth that is constantly letting magma in from
the mantle, that is cooling and cooling untill it pushes them apart. Last, but not
least, a transform boundry, this occurs when two plates try to slip by each other.
If they get stuck the longer they stay there the longer the following earthquake
will be.
The writer uses technical language, but there is not much evidence in this response. There is minimal
sentence variety because of several sentence errors.
Example of score Point 3 in Style
Technical
Language
Our Earth is amazing, it can function all on its own without any help. Earth moves,
cracks, and changes all by itself. Earth also has 6 layers that make it up. Each layer is
unique in its own way. The Lithosphere is one of the most important, it carries the
tectonic plates, the Earth’s crust is above. The convection currents in the Asthenosphere
are what moves the plates. Earth has nine plates total, that pull apart and crash together.
Convection currents move the tectonic plates, the currents occur in the
Asthenosphere. The heat and pressure in the Asthenosphere cause the currents to slowly
move. Just above the currents is the plates, and the motion from the convection causes
the plates to slowly move. They will only move a few inches a year.
The tectonic plates pull apart and crash together at plate boundaries, causing
major geologic events. At plate boundaries the movement can cause three major types of
boundaries, transform, divergent, and convergent. At a divergent boundary the two plates
move apart. This can cause a rift valley or an Earthquake. At convergent boundaries the
two plates collide. At a transform boundary the two plates slip past each other. The
movement caused the theory of pangea and continental drift.
The convection currents cause the plates to move. Therefore that causes many
major geologic events to occur on the Earth. This is how landforms come about and why
the Earth is cracked. These geological events are always occurring. They might be slow
but they really do happen. This is how plate movement causes change on Earth’s surface.
There are definite examples of technical language and more sentence variety than the previous
example.
Example of Score Point 4 in Style
Technical
Language
Have you ever realized that what you are standing on is constantly moving in slow
motion? The lithosphere is a solid plate that is separated into two parts. The crust, and the
mantle. Well upper mantle. In the asthenosphere, a liquid layer of the upper mantle,
convection currents slowly move about two centimeters a year, causing the lithosphere’s
plates to slowly move. Convection currents causes this which convection is heat transferred
into a fluid.
As the earth gets hotter every day, convection currents are still moving slowly in
constant motion. While this is occurring in the asthenosphere, the lithosphere is still floating
above, which means if the asthenosphere is moving, so is the solid lithosphere. Tectonic plates
are apart of the lithosphere, so that explains the plates slowly moving in constant motion.
There are many tectonic plates on our crust. And on that, millions on boundaries are
occurring. At convergent boundaries the compression builds up as the continental plates
collide creating mountain ranges. When there are two oceanic plates colliding at convergent
boundaries, island arcs are formed and deep ocean trenches are formed. When there is a
continental and an oceanic plate colliding at convergent boundaries the more dense oceanic
plate will sink and at deep ocean trenches the subduction will cause a volcano to forma and
eventually erupt! Also at convergent boundaries compression still builds up and eventually a
reverse fault will form.
At divergent boundaries tension is building up and eventually a normal fault will occur.
If there are two continental plates at divergent boundaries a rift valley will form and eventually
magma will rise!
At transform boundaries shearing builds up and when the two continental plates shear
a strike-slip fault strikes.
So everything about the theory of tectonic plates slowly moving in constant motion is
very important because of these natural disasters, it may someday effect you! More consistent
use of technical language, plus good sentence variety.
Example of Score Point 5 in Style
Technical
Language
If you did not know, there are many interesting things about the Earth’s tectonic plates. In
the theory of plate tectonics, the Earth’s lithosphere is broken into plates that are in constant
motion, driven by convection currents in the asthenosphere. The asthenosphere is the soft layer on
which the lithosphere, a rigid layer, floats.
Convection currents move the lithospheric plates. The heat is from the core. Particles get
less dense and therefore rise. Since the asthenosphere is soft and flexible, convection currents are
able to form. The convection currents then move the lithospheric plates which are above it. The
movement creates three different boundaries.
Convergent boundaries are where plates move toward each other. It makes the stress
compression. It is like squeezing your face together. This also forms a reverse fault. A reverse fault
is where the hanging wall is upward. Land forms are also created. When two continental plates
collide, mountain ranges form. When an oceanic plate dives under a continental plate, subduction
takes place. Subduction also forms trenches. Subduction makes oceans smaller, like the Pacific
Ocean. Sometimes in the process a trench swallows a lot of the ocean, and that is what is
happening with the Pacific, whereas the Atlantic is growing.
Another boundary is the divergent boundary. It is where plates move away from each other.
Its stress is tension. The fault this forms is called a normal fault, where the footwall is higher. This
boundary also creates landforms. A rift valley forms where two plates diverge from each other. An
example of a divergent boundary landform is the mid-ocean ridge. It is the longest mountain chain
in the world.
The last boundary is the transform boundary. It is when plates move in opposite directions.
Its stress is called shearing. The fault this creates is called a strike-slip fault. Again, this is where
plates move in opposite directions. An earthquake forms when the stress on a fault gets so intense
that it snaps. This is yet another landform that can be created due to tectonic plates and more
specifically in that category, stress.
You might not have thought about that tectonic plates and the boundaries, stresses, and
faults they form are interesting, but I hope that now you see that they are very cool.
The Components and Elements of Conventions
Domain
CONVENTIONS
Components
Elements
Sentence
Formation
Usage
Mechanics
Correctness, Clarity of
Meaning, Complexity,
End Punctuation
Subject/Verb
Agreement,
Standard Word Forms,
Verb Tenses
Internal Punctuation,
Spelling, Paragraph
Breaks,
Capitalization
78
Conventions
Capitalization
Paragraph Breaks
Sentence Correctness
Spelling
Sentence Clarity
Internal Punctuation
Sentence Complexity
Verb Tenses
End Punctuation
Word Forms
Subject-Verb Agreement
79
Balancing Strengths/Weaknesses in the
Components and Elements of Conventions
Score Point 5
• Correct and varied in all elements of Sentence Formation, Usage, and Mechanics
Score Point 4
• Correct in most elements of Sentence Formation, Usage, and Mechanics
• Some elements may be weak, missing, or lack variety
Score Point 3
• Correct in majority of elements of Sentence Formation, Usage, and Mechanics, but
there may be some errors in each element.
• Correct in two components but one component may be weak.
Score Point 2
• Minimal control in all three components or one component may be strong while the
other two are weak
Score Point 1
• Overall lack of control in all three components although some elements may
demonstrate strengths
Example of Score Point 1 in Conventions
I would like to recommend that we have a class for the boys. The
name of this class is Talkin’ to Girls. This class will help prepare young
men to be able to talk to females.
We really need this class so girls won’t think we are total idiots.
The problem now is that boys are totally uncomfortable around girls.
This class would help boys feel more confident.
This class won’t require a lot. So lots of boys will take it.
There is insufficient writing in this response to determine competence in
CONVENTIONS.
Example of Score Point 2 in Conventions
Sentence
Errors
Usage
Errors
Mechanics
Errors
I would like to recomend that we have a class for the boys. First
we need this class so girls wont think we are total idiots. Second boys
are uncomfortable around girls. Third this class wont require a lot.
The fist reason we need this class so girls wont think we are
total idiots when you talk to girls, you should tell them some things
about yourself. Try to make up a good topics to talk on.
The second reason we need the class is boys are uncomfortable
around girls, this class would help boys feel more comfortable around
girls. It will teach lot of things that help them talk to girls.
Third the class wont require a lot. You just sign up for it and
bring a few supplies. The class will require lots of reading and
studying, this will help boys.
So, in conclusion, we need this class so girl wont think we are
total idiots, because boys are totally uncomfortable around girls and
because this class won’t require a lot.
There are about as many correct examples as incorrect examples of sentence formation,
usage, and mechanics.
Example of Score Point 3 in Conventions
Sentence
Errors
Usage
Errors
Mechanics
Errors
I would like to recommend that we have a class for the boys.
First we need this class so girls won’t think we are total idiots. Second
boys are totally uncomfortable around girls. Third, this class won’t
require a lot.
The fist reason we need this class so girl won’t think we are total
idiots. When you talk to girls you should tell them a little about
yourself. Try to make up a good topic to talk on.
The second reason we need the class is boys are totally
uncomfortable around girls. This class would help boys feel more
confident. It will have lots of lessons that are hands-on that puts boys
in real-life situations talking to girls.
Third, the class won’t require a lot, you just sign up for it and
bring a few basic supplies. The class will require lot of reading and
studying, which will help boys succeed.
So to sum up we need this class so girls won’t think we are total
idiots because boys are totally uncomfortable around girls, and
because this class won’t require a lot.
Correct examples outweigh incorrect examples of sentence formation, usage, and mechanics.
Example of Score Point 4 in Conventions
Sentence
Errors
Usage
Errors
Mechanics
Errors
I would like to recommend that we have a class for the boys. The name
of this class is Talkin’ to Girls. This class will help prepare young men to be able
to talk to female. The reason why we need this class is so that we can prepare
the boys for all of the emotions they are going to experience.
We really need this class so girls won’t think we are total idiots. When
you approach a female you don’t just say “Can I have your phone number.” You
should tell them a little about yourself. Try to make up a good topic to talk on,
be interested in what she likes and does. Always be confident and look your
best. A girl like it when boys pay attention to them.
The problem now is that boys are totally uncomfortable around girls.
This class would help boys feel more confident. It will have lots of lessons that
are hands-on that put boys in real-life situations talking to girls. Me, I have this
stuff down pat. I just want to help some friends out.
This class won’t require a lot, all you have to do is sign up for it and bring
a few basic supplies, like a pencil and notebook. This class is open to all males.
The class will require lots of reading and studying, but as I said, it also requires
some participation. Boys will be able to practice by talking to a manequin.
In no time, you will be confident enough to go talk to the girl of your
dreams.
Control of sentence formation, usage, and mechanics is more consistent in this response. The writer also uses more compound
and complex sentences.
Example of Score Point 5 in Conventions
Sentence
Errors
Usage
Errors
Mechanics
Errors
I would like to recommend that we have a class for the boys. The name of
this class is Talkin’ to Girls. This class will help prepare young men to be able to talk
to females. The reason why we need this class is so that we can prepare the boys for
all of the emotions they are going to experience.
We really need this class so girls won’t think we are total idiots. When you
approach a female you don’t just say “Can I have your phone number.” You should
tell them a little about yourself. Try to make up a good topic to talk on. Ask what
she likes to do out of school or work. Be interested in what she likes and does.
Always ask if she wants your number. If we had this class boys would be eager to
talk because they would know what to say.
The problem now is that boys are totally uncomfortable around girls. When I
am with my fiends and one of them spots a girl that he like we all say, “I bet you
won’t go over and talk to her.” That’s when I say in the back of my mind, “If only we
were taught that in school.” This class would help boys be more comfortable around
girls. Me, I have this stuff down pat. I just want to help some friends out.
This class won’t require a lot. All you need is a notebook, and a pencil. All
you have to do is sign up for it. This class is open to all males. The class will require
lots of reading and studying. In the classroom there is a female manequin that
responds to any comment made by a male. If the male says something stupid, the
dummy will say “get lost.” This class requires some participation. All you half to do
is work hard and you’ll do great.
In no time, you will be confident enough to go talk to the girl of your dreams.
In spite of a few minor errors, the writer demonstrates full control of sentence formation, usage, and
mechanics.
Keep in Touch!
Kevin Raczynski, The Georgia Center for
Assessment
• kraczyns@uga.edu
• 888.392.8977 (toll-free)
• 706.542.5063 (local direct)