Well, the Winter Break is here. Yeah! Ugh! ...not sure how you feel, but I am going to miss you all.
Listen, while you are enjoying this break, don't forget we need to carve out some time for learning, as it is continual. Don't fret because it's not a lot, just enough to keep your critical reading and writing skills sharp.
Here are your assignments.
FCAT Explorer
- Complete the next two Themes: Hydro Mania and The World Largest Bicycle. Each theme has three stories.
- Complete your "support and realign your thinking" chart.
Essay Smart
- Complete Prompt #5 under Persuasive.
- Remember, you must keep revising until you score a 5.
- Save each revision in Word.
- Printout each revision and Analytic Feedback so that I may see your growth.
- Important, be deliberate and strategic about your revisions. Refer to to FCAT Writing Rubric and the Persuasive Essay Outline as guides. I have copied them below.
- Show me that you are being analytical about your revisions. Use the color code system we discussed in class.
The links, FCAT Explorer and Essay Smart, are located to the right of this page.
Assignments are due the first instructional day we return from the break.
Email me if you have questions.
Enjoy your break!!
Persuasive ESSAY FRAMEWORK
Introduction
Engaging
beginning (Hook)
Restate important parts of the prompt
Background
Knowledge
Transitional sentence
*Position of Argument is Clearly
Stated
Thesis Statement (Explicit or Implied)
Body Paragraph
1
Topic Sentence Statement (Aligned with Thesis point #1)
Support Topic
sentence
Elaboration that provides insight: FRIESS + Anecdote & use transitions to
connect ides
Closure/transition sentence
Body Paragraph 2
Topic
Sentence Statement (Aligned with Thesis point #2)
Support the Topic
sentence
Elaboration that provides insight: FRIESS + Anecdote & use transitions to
connect ides
Closure/transition sentence
Body Paragraph 3
Topic
Sentence Statement (Aligned with Thesis point #3)
Support the Topic
sentence
Elaboration that provides insight: FRIESS + Anecdote & use transitions to
connect ides
Closure/transition sentence
Conclusion
Transitional
Sentence reminding reader of the topic
Restate important facts/details/
and/or Thesis
Provide a Counter ARGUMENT (be Brief) here or in one of your
Body Paragraphs
Restate your position
Convince your reader to do something
– take action or side with you
Provide a convincing closing/Final
PUNCH
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FCAT Writing Rubric — Grade 8
Score Points in Rubric
The rubric further interprets the four major
areas of consideration into levels of achievement.
6 Points
The writing is focused, purposeful, and reflects insight into the writing
situation. The paper conveys a sense of completeness and wholeness with
adherence to the main idea, and its organizational pattern provides for a
logical progression of ideas. The support is substantial, specific, relevant,
concrete, and/or illustrative. The paper demonstrates a commitment to and an
involvement with the subject, clarity in presentation of ideas, and may use
creative writing strategies appropriate to the purpose of the paper. The writing
demonstrates a mature command of language (word choice) with freshness of
expression. Sentence structure is varied, and sentences are complete except when
fragments are used purposefully. Few, if any, convention errors occur in
mechanics, usage, and punctuation.
5 Points The writing
focuses on the topic, and its organizational pattern provides for a progression
of ideas, although some lapses may occur. The paper conveys a sense of
completeness or wholeness. The support is ample. The writing demonstrates a
mature command of language, including precision in word choice. There is
variation in sentence structure, and, with rare exceptions, sentences are
complete except when fragments are used purposefully. The paper generally
follows the conventions of mechanics, usage, and spelling.
4
Points The writing is generally focused on the topic but may include
extraneous or loosely related material. An organizational pattern is apparent,
although some lapses may occur. The paper exhibits some sense of completeness or
wholeness. The support, including word choice, is adequate, although development
may be uneven. There is little variation in sentence structure, and most
sentences are complete. The paper generally follows the conventions of
mechanics, usage, and spelling.
3 Points The writing is
generally focused on the topic but may include extraneous or loosely related
material. An organizational pattern has been attempted, but the paper may lack a
sense of completeness or wholeness. Some support is included, but development is
erratic. Word choice is adequate but may be limited, predictable, or
occasionally vague. There is little, if any, variation in sentence structure.
Knowledge of the conventions of mechanics and usage is usually demonstrated, and
commonly used words are usually spelled correctly.
2
Points The writing is related to the topic but includes extraneous or
loosely related material. Little evidence of an organizational pattern may be
demonstrated, and the paper may lack a sense of completeness or wholeness.
Development of support is inadequate or illogical. Word choice is limited,
inappropriate, or vague. There is little, if any, variation in sentence
structure, and gross errors in sentence structure may occur. Errors in basic
conventions of mechanics and usage may occur, and commonly used words may be
misspelled.
1 Point The writing may only minimally
address the topic. The paper is a fragmentary or incoherent listing of related
ideas or sentences or both. Little, if any, development of support or an
organizational pattern or both is apparent. Limited or inappropriate word choice
may obscure meaning. Gross errors in sentence structure and usage may impede
communication. Frequent and blatant errors may occur in the basic conventions of
mechanics and usage, and commonly used words may be misspelled.
