WRITING II
(SECONDARY)
SELECTIVE UNIT 10 (S10)
(University Application Writing)
(July 2014)
Unit Statement: This unit is designed to introduce the student to the college-search process
and the types of writing he/she will encounter as they apply and compete for acceptance.
Each student will become familiar with the most helpful web sites (e.g., College Board and
Common Application), conduct college searches, practice filling out applications and writing
application essays, and prepare for the writing component of the SAT. As this is a lengthy
process, it is recommended that this unit be opened for much of the school year. It is also
recommended that this unit be taught in conjunction with the person responsible for college
counseling.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will demonstrate familiarity with the most useful web sites, becoming a
member when advisable.
2. TSW conduct successful searches to gather information from a minimum of ten “best
fit” schools (including “reach,” “match,” and “safety” schools).
3. TSW maintain a notebook or file (on TSW 2 schools) that includes information such
as admissions requirements, deadlines, type of application, necessary
recommendations, financial information, and answers to questions.
4. TSW complete a practice Common Application form and at least one additional
application form.
5. TSW build a portfolio of application essays.
6. TSW respond to multiple SAT (or equivalent) writing prompts within the time limit.
Practiced/Ongoing Outcomes:
1. The Student Will develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
2. TSW demonstrate command of the conventions of standard English grammar and
usage as well as capitalization, punctuation, and spelling.
3. TSW develop and use new vocabulary.
4. TSW demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Key Terms and Concepts:
search filters
safety school
examiner
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reach school
DEADLINE
RECOMMENDATION
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match school
prompt
Suggested Professional Materials for Teachers: (provided by school)
Write Source, Teacher’s Edition
Instructor's Resource Manual for The St. Martin's Guide to Writing
Suggested Student Materials: (provided by school)
Write Source, Grade 10: “Narrative Writing,” particularly “Responding to Narrative
Prompts” (pp. 137-42)
The St. Martin's Guide to Writing, 10th ed.: Ch. 14 “Narrating”
Additional Resources: (may not be provided by school)
On Writing Well by William Zinsser
The Elements of Style, 4th ed. by Strunk and White
A Writer’s Reference, Keys for Writers, or another English handbook
Technology Links:
Destiny Webpath Express (found in school library)
The College Board (www.collegeboard.org/): various useful sites and pages to be explored
from here
 https://sat.collegeboard.org/home (CollegeBoard’s SAT site)
 http://sat.collegeboard.org/practice/writing/sat-essay (The Essay; includes practice
questions)
 https://bigfuture.collegeboard.org/ (CB’s college introduction and search site)
Common Application (www.commonapp.org)
 Member Colleges >> Application Requirements
 Application Resources >> College Admissions (links to helpful sites, such as The
National Association for College Admission Counseling)
Peterson’s (www.petersons.com)
College Confidential (www.collegeconfidential.com): try the "SuperMatch" feature
College Prowler (www.collegeprowler.com): reviews of a variety of aspects by the college
students themselves
International Student (www.internationalstudent.com): for students who wish to attend
university outside their home countries
Khan Academy (www.khanacademy.org)
Purdue OWL (http://owl.english.purdue.edu/owl/): General Writing >> Undergraduate
Applications
 “Advice from Undergraduate Admissions Officers”
 “Undergraduate Application Timeline and Additional Resources”
Suggested Assessment Tools and Strategies:
1. Attached rubric or teacher generated rubric that assesses ALL essential outcomes
(TSWs)
2. As in E03, present and discuss the SAT prompt. Distribute three sample responses to a
previous prompt (found on the CB site) and have the students read and grade them (1-6).
Compare their marks with those of the examiners and share the examiner comments.
3. See the above resources and college counselor for more tools and strategies.
RUBRIC FOUND ON THE FOLLOWING PAGE…………………………………………………
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Copyright © 1988-2014
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Suggested Evaluation Rubric for Writing II S10
Student name:_________________________
Date:_______________________
• To receive a ‘B’ in the unit, a student must demonstrate mastery of all TSWs.
• To receive an ‘A’ in the unit, a student must demonstrate ‘A’ level mastery of 3 ‘A’ TSWs.
TSW
‘A’ LEVEL
‘B’ LEVEL
1. demonstrate familiarity with
the most useful web sites,
becoming a member when
advisable
The student can navigate at
least three recommended sites
independently, locating all the
information needed for TSW
3, search tips, and college
application tips.
2. conduct successful searches
and gather information from a
minimum of ten schools
(including “reach,” “match,”
and “safety” schools)
Students accurately assess
their academic credentials and
personal preferences in order
to search for suitable schools.
Students gather information
from at least ten schools.
3. maintain a notebook or file
(on TSW 2 schools) that
includes such information as
admissions requirements,
deadlines, type of application,
necessary recommendations,
financial information, and
answers to questions.
The student also compiles a one-page The notebook or file
summary which provides a
 is neat and well-ordered
comparison of the most important
 contains accurate
information.
information
 contains all the necessary
information (from the TSW
and teacher/counselor
recommendations)
4. complete a practice
Thorough and no significant errors.
Common Application form and
at least one additional
application form
The student completes at least
two forms with few errors.
5. build a portfolio of
application essays
Essay qualities:
 focused and clear
 relevant and important
supporting details
 framed by effective
introduction and conclusion
 well-organized with
effective transitions
 voice reveals personality
 some surprise/delight
 energetic word choice
 well-built sentences and
generally correct
conventions
Everything in the essay supports the
focus, which holds the reader’s
attention. Details are unique and well
developed. Organization enhances the
central idea and utilizes logical,
natural transitions. The voice is
engaging and sincere/authentic. The
essay includes many moments of
surprise and delight. The language is
precise and striking. Sentences are
rhythmic in places. Grammar and
spelling are correct.
6. respond to multiple SAT (or Most of the essays display strong
equivalent) writing prompts
content and language (e.g., at least 4
within the time limit
or 5/6 on a Write Source or SAT
scale). Students annotate and revise
all returned/graded essays until they
are 5 or 6/6.
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Students write at least three
essays responding to SAT
prompts within the time limit.
Notes