tenth grade “parent informational letter.” mastering the alabama direct assessment of writing

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Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

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Page 1: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Tenth Grade“Parent Informational Letter.”

Mastering the Alabama Direct Assessment of Writing

Page 2: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Parents:

The Alabama Direct Assessment of Writing (ADAW) is an important state-mandated writing test given to sophomores throughout the state. The writing assessment requires that each student compose an essay, usually five paragraphs in length, to address the given prompt. The prompt may require the student to write a narrative essay, a persuasive essay, or an expository essay. Students will have 60 minutes to compose the essay and will have only two pages on which to write. The essay is scored on a scale of one to four. A score of three indicates that the student meets the standard, while a score of four means the student exceeds the standard. Beginning with the Class of 2012 your child’s transcript will include a State Assessment Achievement Recognition for those students who score a three or four and pass all portions of the Alabama High School Graduation Exam (AHSGE).

Please encourage your child to do their best on this assessment. We hope for all students to score threes and fours.

Page 3: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Tenth Grade“Sixty minutes to create one

masterpiece.”

Mastering the Alabama Direct Assessment of Writing

Page 4: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

How to Use Your Time:The Process of WritingPlanning/Prewriting: Read the writing prompt carefully,

make brainstorming lists of your ideas, and organize those ideas into a clustering diagram or outline.

Drafting: After organizing your ideas, write them in complete sentences and develop them into well-formed paragraphs.

Revising and Editing: Read over your draft and make improvements. Make sure your ideas are in logical order and supported by relevant reasons. Eliminate unrelated ideas, unnecessary words, and improve your word choice.

Proofreading: Take advantage of the last few minutes of the testing time to review your essay one more time. This time look for errors in grammar, punctuation, and grammar.

Page 5: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

What is the purpose of the ADAW?To assess students’ writing performance in

descriptive, narrative, expository, and persuasive modes of discourse, thus encouraging writing in all four modes

To report to the public regarding students’ writing performance in descriptive, narrative, expository, and persuasive modes of discourse.

Page 6: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Assessment OverviewEach paper is scored independently by two

readers on a 4-point scale that ranges from a low of 1 to a high of 4.

The holistic rubric classifies your score as follows:

Level 1 – Student does not meet standard.

Level 2 – Student partially meets standard.

Level 3 - Student meets standard.Level 4 – Student exceeds standard.

Page 7: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

“What if I am on level one?”Does not meet standardDisplays little or no organizational plan or

strategy.Displays minimal author (YOU)

involvement.Presents one or more weak, unclear

controlling ideas.Gives little or no attention to topic

development.May commit many obvious errors in

sentence formation, grammar, usage, and mechanics that interrupt the flow of communication.

Page 8: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

“What if I am on level two?”Partially meets standardDisplays some sense of an organizational

plan or strategy.Displays some sense of author (YOU)

involvement but little author control.Uses a controlling idea but may wander

from it or uses several controlling ideas.Introduces the topic and develops it

minimally.May use some transitional devices to

demonstrate coherence.Uses basic functional vocabulary.

Page 9: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

“What if I am on level 3?”Meets StandardDisplays an organizational plan or strategy.Displays author (YOU are the author!) control.Uses one controlling idea with only minimal

wandering about it.Introduces the topic and develops it sufficiently.Uses transitional words and phrases effectively.May provide a conclusion.Makes occasional errors in grammar, usage,

and mechanics that do not interrupt the flow of communication.

Uses meaningful and precise vocabulary.

Page 10: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

“What if I am on level four?”Exceeds StandardDisplays a strong organizational plan or

strategy.Displays strong author control.Uses one clear controlling idea and does

not wander from it.Introduces the topic and develops it

thoroughly with examples, facts, statistics, anecdotes, and/or details.

Provides a clear conclusion.Uses vivid and precise vocabulary.Presents clear ideas so that they flow

smoothly and logically from one to the next with clarity and coherence using effective transitions.

Page 11: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Alabama Direct Assessment of Writing (ADAW)

Modes of Writing:

•Narrative•Expository•Persuasive

Page 12: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Definition of Narrative WritingNARRATIVE WRITING relates a clear

sequence of events that occurs over time. Both what happens and the order in which the events occur are communicated to the reader. Effective narration requires a writer to give a clear sequence of events (fictional or non-fictional) and to provide elaboration.

Page 13: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Narrative Writing Prompt

Think about a time when you or someone you know felt really scared about something. Using precise details, write a story about what happened.

Page 14: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Narrative Writing: A level one entry.

Page 15: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationAlthough the writer initially appears to be

on task (I, myself is scared of a rattlesnakes) the response is expository. The writer shows organizational skill with an introduction that previews three specific reasons (they have sharp teeth, they can move really fast, they are capable of killing a human) with appropriate transitional phrases (First of all, In spite of, In addition to, In conclusion). However, there is no sequence of events in the response, indicating little understanding of the narrative writing task.

Page 16: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Narrative Writing: A level two entry.

Page 17: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationThis Level II response does show some understanding of

the narrative task, but its minimal development and the quick, weak ending limit its effectiveness as a narrative. There is an overall sense of movement through time (one day long ago, we heard this noise, A few minutes later, I waited for about five minutes, I finally found out), but the writer does not provide many specific details about the events, and instead skims over what happened with general statements (we heard this noise, So we went back there, we heard the noise again, I went in the back where the noise was coming from). The writer does not elaborate on the scariness in this search for the mysterious noises, which would add to the development. A stronger narrative sequence and more specific elaboration are needed to move this into a higher score point range.

Page 18: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Narrative Writing: A level three entry.

Page 19: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationThe author of this sufficiently developed Level III response

presents a clear narrative sequence involving the first trip to Lake Winnie Amusement Park. The well-controlled sequence of events describing the scary time keeps the focus firmly placed upon the roller coaster ride (I lost my breath and my ability to speak clearly, I was clinching onto my father’s arm, The feeling of sickness arose). The writer employs a simple organizational structure and uses appropriate transitional phrases (When, As, After), which reflect adequate author control. Occasional errors in sentence structure and grammar do not interrupt the flow of communication. Although not sophisticated in vocabulary or detail, the story is clear, conveys a sense of overall completeness, and includes no irrelevant or extraneous details.

Page 20: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Narrative Writing: A level four entry.

Page 21: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationIn this fully developed and fluent Level IV

response, the writer skillfully describes the terrors of asking a lab partner for a date, using concise, precise language to vividly paint the scene (trying to salvage the shattered shreds of my wit so I could ask her to our school’s Winter Formal dance, a sudden adrenaline surge clamped my lips promptly shut, wiping my moist, sweaty palms on my blue jeans). Superb control of dialogue and effective word choice further enhance the response (clenched, paralyzing, cocked, pursed, churning). The story is skillfully controlled and organized, and it exhibits a strong understanding of the narrative task.

Page 22: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Definition of Expository WritingEXPOSITORY WRITING is defined as

presenting reasons, explanations, or steps in a process. Logical order should be used with appropriate sequencing of ideas or steps in a process. Effective expository writing should contain a main idea, supporting details, and a conclusion.

Page 23: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Expository Writing Prompt

Remember a time when you felt good about yourself or someone else. Write an essay explaining what you or the other person did that made you feel this way. Be sure to give specific examples and/or reasons why you felt good.

Page 24: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Expository Writing: A level one entry.

Page 25: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationThe writer of this brief response identifies a

time when he or she felt good (I fixed a woman’s tire on the side of Interstate 65) and provides a couple of supporting details (alone out there with two kids, fixed her car and she left), but the repetition of information weakens topic development and organization. This response shows little understanding of the expository writing task.

Page 26: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Expository Writing: A level two entry

Page 27: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationThe writer of this minimally developed

response describes a moment in a soccer game that was rewarding and provides a couple of reasons for why this was so (first time I ever played soccer and I discovered that I can play it quite well, I had set a goal to score at least once). The writer provides some descriptive details, and there is some sense of an organizational strategy based on the events of the game and the writer’s reactions to it. The writer displays some sense of audience and purpose, but the response needs more topic development for a higher score.

Page 28: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Expository Writing: A level three entry.

Page 29: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationThis writer of this controlled response

introduces her topic and organizational strategy in the first paragraph (I overcame a fear, made a dream a reality, accomplished a goal, was crowned Jr. Miss Mistletoe 2006-2007) and develops the topic and follows the organizational strategy throughout. A sense of audience and a sense of purpose are evident, and they are enhanced by meaningful, precise word choice (boosted my self esteem, extremely shy, wore my dress as if it were made just for me) and the use of a variety of sentence structures. The conclusion adds to a sense of overall completeness.

Page 30: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Expository Writing: A level four entry.

Page 31: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationThis thoughtful Level IV response displays a strong

sense of audience and purpose, and the writer skillfully controls the writing task from an initial image (Life is like a rollercoaster) to a final return to that image (much larger, important things such as the roller coaster that we call life). The writer develops the topic (when I played piano for the first time in my church) with clear, coherent ideas and logical progression, using a variety of sentence structures and precise word choice (intimate and close setting, mediocre, that fateful Friday). The writer’s thoughts and feelings throughout the response, the abstract reflections in the conclusion, and the descriptive details of the situation show a sophisticated command of expository writing.

Page 32: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Definition of Persuasive Writing.

PERSUASIVE WRITING is defined as presenting reasons and examples to influence action or thought. Effective persuasive writing requires a writer to state clearly an opinion and to supply reasons and specific examples that support the opinion.

Page 33: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Persuasive Writing Prompt

Some schools require students to maintain a C average or higher to be eligible to participate in extracurricular activities. Do you think this is a good or bad idea? Write a persuasive letter to your school board supporting your position. Give convincing reasons and/or specific examples to support your opinion.

Page 34: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Persuasive Writing: A level one entry.

Page 35: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationThis Level I response demonstrates minimal

author involvement. The writer takes a position (as long as you are pasing, you can mack that “C” to a “B” or an “A” to be pasing become you don’t have to be perfit), but there is little attention to support. The response is wordy, repetitive, and undeveloped. There are obvious errors in grammar and usage that interrupt the flow of communication.

Page 36: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Persuasive Writing: A level two entry.

Page 37: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationThis Level II response indicates some understanding

of the persuasive writing task. The writer begins by stating a position for both sides (this is both a positive and a negative idea), supplying reasons in favor of and against the C average proposal. In the end some attempt is made to unify the writer’s position (it being a bad one). The response makes use of specific student examples, which shows some attention to topic development. There is also evidence of an organizational strategy with the use of transitional phrases (the good side, on the other hand). More attention needs to be devoted to developing reasons and details that clearly support the qualified stand.

Page 38: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Persuasive Writing: A level three entry.

Page 39: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationThe writer clearly states a position (having

to maintain a C average to is a little to harsh) and supports it with four reasons (students have other obligations, some teachers are harsher than others, some teachers unfairly help their students pass anyway, some students have a harder time of keeping their grades up). Development is often specific and logical with a good use of rhetorical questions, which also enhances the persuasive tone. Varied sentence structures and transitions display a clear sense of author control and overall completeness.

2007

Page 40: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

Persuasive Writing: A level four entry.

Page 41: Tenth Grade “Parent Informational Letter.” Mastering the Alabama Direct Assessment of Writing

ExplanationThis thematic Level IV response indicates a thorough

understanding of the writing task. The strongly controlled argument to require a C average demonstrates clear ideas that flow smoothly one to the next. The first two reasons demonstrate a thorough control of the logical progression of ideas. The third reason is a well-crafted example of an athlete who becomes a better student. The second reason (getting into college) also highlights a strong sense of audience and purpose with an effective appeal to the school board. The use of transitions and varied sentence structures enhance the persuasive tone and strengthen the support for the writer’s position.