Georgia High School Writing Test March 2009

Georgia High School Writing TestMarch 2009

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Table of ContentsPart I: IntroductionPart II: Persuasive Writing Part III: Writing TopicsPart IV: RubricsPart V: IdeasPart VI: OrganizationPart VII: StylePart VIII: Conventions

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Part I: Introduction1. Administering the Test2. Scoring Information

• Domains• Score Scale• Weighting of Domains• Calculating the Weighted Raw Score• Scale Scores• Performance Level Descriptors

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Weighting of Domains Weighting means that the scores in some writing domains will be given more

weight than others in determining the total score that a student receives.

Scoring Domain

Domain Weight % of total score

Ideas 2 x raters’ scores 40%

Organization 1 x raters’ scores 20%

Style 1 x raters’ scores 20%

Conventions 1 x raters’ scores 20%

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Raw Score to Scale Score ConversionRaw Scores Scale Scores

10 100

X 200

X 250

50 350

Does Not

Meet

Meets the

Standard

Exceeds the

Standard

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Scale Score Range (GPS)

Scale Score Performance Level

100 – 199 Does Not Meet Standard

200 – 249 Meets the Standard

250 – 350 Exceeds the Standard

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Part II: Persuasive Writing

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Objectives for Persuasive Writers

• Shape the reader’s attitude on a topic the reader hasn’t thought much about

• Reinforce existing attitudes to make readers feel more strongly

• Reverse attitudes they want the reader to abandon– Persuade them to like something which they don’t like

now– Convince them that a problem exists which they may

not know aboutFrom Everything’s an Argument by Andrea Lunsford

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Implicit v. Explicit Arguments

• Not every argument has (or needs) an explicit thesis.

• A writer may tell a story from which the reader has to infer the thesis.– Movies and literature can make strong social and

political statements through dramatizing a situation. • Stories (even hypothetical ones) are more engaging to

readers than straightforward letters to the editor.• Every student writer can think of a worst case scenario

related to the GHSWT writing topic.

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Awareness of the Persuasive Purpose

Demonstrating Awareness of the Persuasive Purpose

• Establishes a clear position on the issue• Provides relevant supporting ideas• Selects convincing details and examples appropriate to

the audience assigned in the writing prompt• Uses specific rhetorical devices to support assertions• Addresses readers’ concerns, counterclaims, biases,

and expectations

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Reader Concerns in Persuasive Writing

Reader Concerns are the expectations a reader brings to a piece of writing.

General reader concerns:• Readers have a need for enough information to understand the writer’s

purpose and message. • A reader should be able to pick up a paper without knowing the assigned

prompt or assigned genre and be able to identify the writer’s purpose.• A reader should be able to tell if he/she is reading a report, an argument, or

a narrative.

Specific reader concerns:• Reader concerns will vary based on the task assigned in the writing topic.

For persuasive writing, reader concerns often involve the other possible points of view on an issue.

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Counter Argument

• Anticipates and acknowledges opposing points of view

• Responds to alternative points of view with respect, but at the same time shows that there is a better way

• Supporting ideas develop both the writer’s and the reader’s point of view

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Types of Arguments

• Arguments from the heart– Appeal to readers emotions and feelings

• Evoking anger, sympathy,,fear, happiness, envy. Love

• Arguments based on values– Ask readers to live up to highest values by complaining they are not doing so.

• Aligning your cause with values your readers hold

• Arguments based on character– Readers tend to believe writers who seem honest and trustworthy

• Sounding sincere, open-minded, knowledgeable• Referring to common experiences• Building common ground• Respecting readers

• Arguments based on facts and reason– Offer factual evidence for every claim made

• Writing with the skeptical reader in mind• Clarifying the issue for the reader

From Everything’s an Argument by Andrea Lunsford

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Arguments from the Heart:Emotional Appeals

• Embarrass readers into contributing to a good cause: “Change a child’s life for the price of a pizza.”

• Make readers feel the impact of their gift: “Imagine the smile on that little child’s face.” (compassion)

• Tell readers a moving story: “In a tiny village in Central America…”

• Use guilt: “Because of this, you owe it to them.”• Use patriotism: “All good Americans do this…”• Use greed: “There’s a payoff in this for you too!”• Use pride/ego: “You’re the only one who could do this for

us.”From Everything’s an Argument by Andrea Lunsford

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Arguments Based on Values

• Typically compare what is and what ought to be.– A person or group does not live up to current

values– Past values were better or nobler than current

ones.– Future values can be better or worse than

current ones.From Everything’s an Argument by Andrea Lunsford

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Arguments Based on Character

• Establish authority by drawing on personal experience

• Be honest about who you are and what you do or do not know

• Acknowledge other perspectives or point of view on the topic

• Presenting your ideas clearly and fairly will improve your credibility.

• Making people laugh will make them like you.From Everything’s an Argument by Andrea Lunsford

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Arguments Based on Facts and Reason

• Furnishing detailed evidence for every claim made in an argument

• Facts make strong arguments• May employ the writer’s personal

experiences

From Everything’s an Argument by Andrea Lunsford

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Combination Arguments

• For the GHSWT, arguments don’t have to follow a single pattern.

• Writers may use a combination of all types of arguments.

• By making students aware of these four types, you provide them with:– More possibilities for generating supporting ideas

during the GHSWT.– A deeper understanding of how the persuasive writer

can interact with his/her audience.

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Narrative Arguments

• The narrative argument must clearly illustrate the writer’s position and support for that position

• The narrative can be a real or imagined experience

• The narrative must be persuasive• The narrative should be framed in a way that

both sets the stage for the issue and at some point links the story to the writer’s position – the “so what.”

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Thesis Sentences?

• The writer’s commitment to a thesis sentence before writing may be premature, especially if the writer is still developing his/her ideas on the topic

• Many writers benefit from writing a discovery draft of a paper, in which they discover what they have to say.

• Students who do this often write their way into a thesis, and when this happens, the thesis sentence usually appears near the end of the draft.

• This sentence may then be revised and moved to the introduction.• We urge caution in requiring students to always compose a thesis

sentence before drafting.• The thesis should be provisional, subject to change as the writer

becomes more familiar with his/her topic thorough drafting and revising.

Trupe, Alice. Planning Strategies

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Persuasive Strategies

• The reader must be able to understand the writer’s position, the writer’s evidence, and the writer’s line of reasoning (the link between the position and the evidence).

• How does the writer gain reader support for his/her position?– Emphasizing benefits for the reader/audience– Address reader/audience concerns and perspectives– Present reliable evidence– Show logical reasons– Respect and/or engage the reader

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Part III: Writing Topics (Prompts)

1. Sample Writing Topic (Prompt)2. Understanding the Writing Topic3. Format of the Writing Task4. The Writing Checklist

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Sample Writing Topic (Prompt)

Writing SituationMany public school systems across the country require students to wear uniforms. Some educators believe that wearing uniforms will help students concentrate more on their school work. On the other hand, some students argue that having to wear uniforms prevents them from expressing their individuality. Your principal is considering whether students at your school should wear uniforms.

Directions for WritingWrite a letter to your principal expressing your view on school uniforms. Provide convincing reasons and specific examples to support your position.

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Fall 2008 GHSWT Writing Topic

Writing SituationMany 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 this issue.

Directions for WritingWrite 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.

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Fall 2007 GHSWT Writing Topic

Writing SituationMany students do not think the subjects they study in high school prepare them for the real world they will face after graduation. The principal at your school is asking students for their opinions about new courses that could be offered to prepare students for life after high school. What new course do you think should be offered?

Directions for WritingWrite a letter to convince the principal that your new course should be offered. Be sure to explain why your new course is needed, using specific examples and details.

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Understanding the Writing Topic:The Writing Situation

• All GHSWT writing topics contain two sections – the Writing Situation and the Directions for Writing.

• The Writing Situation gives the background for the writing assignment.

• The first sentence of the Writing Situation introduces the general topic.

• The remaining sentences in the Writing Situation help the writers think about different aspects of the topic, realize that they do know enough about the topic to write and then to focus their individual responses.

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Understanding the Writing Topic:The Directions for Writing

• The Directions for Writing tell what the students are supposed to do for the writing assessment.

• The first sentence of the Directions for Writing provides the students with a format for writing and gives the students an identifiable audience.

• The final sentence of the Directions for Writing reminds the students to give many specific examples and ideas to elaborate their supporting ideas.

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Format of the Writing Task

1. The Directions for Writing specifies a format - such as a letter, speech, or a newspaper article - to give students a writing task that is similar to real world writing situations.

2. Regardless of the specified format, students should have a clear controlling idea that is well developed with relevant details and examples.

3. Adhering to the conventions of a particular format is not evaluated on the state writing assessment.

4. For example, if students are asked to write a letter, they will not be penalized if they fail to address the letter to the person named in the prompt or sign their name at the end of the letter.

5. Likewise, it is not necessary for students to write their responses in two columns to simulate a newspaper article.

6. The students’ writing ability is being evaluated, not their knowledge of formatting letters, speeches, or newspaper articles.

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The Writing Checklist Student Writing Checklist for Persuasive Writing

Prepare Yourself to Write• Read the Writing Situation and Directions for Writing carefully.• Brainstorm for ideas.• Consider how to address your audience.• Decide what ideas to include and how to organize them.• Write only in English.Make Your Paper Meaningful• Use your knowledge and/or personal experiences that are related to the topic.• Express a clear point of view.• Fully support your position with specific details, examples, and convincing reasons.• Include an appeal to logic and/or emotions.• Organize your ideas in a clear and logical order.• Write a persuasive paper and stay on topic.Make Your Paper Interesting to Read• Use examples and details that would be convincing to your audience.• Use appropriate voice that shows your interest in the topic.• Use precise, descriptive, vivid words. • Vary the type, structure, and length of your sentences.• Use effective transitions.Edit and Revise Your Paper• Consider rearranging your ideas and changing words to make your paper better.• Add additional information or details to make your paper complete.• Proofread your paper for usage, punctuation, capitalization, and spelling.

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Part IV: Rubrics

1. The GHSWT Rubric Top to Bottom2. Overview of Score Points 1 – 5: Five Lev

els of Competence

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Using the New GHSWT Scoring Rubric: The Rubric Top to Bottom

Domain Components

Level of Competence

Domain Title and Overview

Score Point Descriptions (1-5)

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Overview of Score Points 1-5Five Levels of Competence

Score: 1

Lack of Control (of the

elements of the domain)

Score: 2

Minimal Control(of the


Score: 3

Sufficient Control(of the


Score: 4

Consistent Control(of the


Score: 5

Full Command

(of the elements of the domain)

GREEN = The degree to which the writer demonstrates control of the

components.

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Part V: Ideas1. The Components of Ideas2. Controlling Idea3. Elements of Supporting Ideas4. Relevance of Detail5. Development of Ideas6. Depth of Development

• Depth of Development in a Paragraph• Examples of Depth of Development in Score Points 1-5

7. Sense of Completeness8. Genre Awareness9. Awareness of the Persuasive Purpose10. Reader Concerns

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Controlling Idea

An effective controlling idea:• Serves as the focus of the paper• Ties all of the information in the paper to

the assigned writing topic and persuasive purpose

• Helps the reader understand the writer’s purpose: “What is the writer convincing me to think or do?”

• May be directly stated or implied

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Fluency: How much writing is enough to meet the standard?

• Approximate number of words that can fit in the test booklet: 500 words

• Writing less than 250 words is unlikely to meet the standard for the GHSWT

• Show students sample papers in GHSWT Assessment and Instructional Guide

• Ask students to write more• There is no magical length• Raters evaluate the depth of a paper

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Depth of Development

Controlling Idea

Supporting Ideas

Major Details

Specific ExamplesAnd Elaboration

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Depth vs. Breadth in Ideas

• Score point 1 papers have neither depth nor breadth.

• Score Point 2 papers often demonstrate some breadth, but little depth.

• Score point 3 papers begin to narrow the topic and show some depth of development of the supporting ideas.

• Score point 4 and 5 papers demonstrate both depth and breadth.

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Example of Depth of Developmentin a Paragraph

Topic: Changing/raising the driving age

Teens need their licenses for many practical reasons. Some of these reasons include getting to work after school and to football practice. Right now, I have to take the MARTA bus after school to my job at Starbucks. Most days, the bus is one time, but every once in a while it is late. My boss gets really angry on these days because I am late. Having a license so I could drive myself could really help this problem. Another way a license would come in handy is Saturday morning when I have football practice. Right now, I have to wake my mom up to drive me. She works hard all week long, though, and I think she deserves to sleep in. If I have my own license, I could simply drive myself without having to hassle a loved one for a ride.

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Sample Body ParagraphUniforms keep us from expressing our individuality. I like to express myself and my interests through my choice of clothes. But if I looked like 1,000 other people, how could I be expressive or original? No teenager likes being told what to wear everyday. I have some friends who attend schools where they have to wear uniforms. None of them ever say they like the uniforms. They are all unhappy because their individuality is stifled. I do not want to be that frustrated with my clothing.

Supporting Idea

Major Details

Specific Details and Examples

Controlling Idea: I am against required school uniforms (stated in the opening paragraph)

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• The following sample body paragraph was taken from a paper about adding a new course to the high school curriculum. The controlling idea, “A class called ‘Preparing for Life After High School’ could help students make the transition to the real world,” was stated in the opening paragraph.

• This new class would be quite an effective way of teaching young adults how and when each basic academic subject will be valuable in everyday life. For example, students must learn that even the most simplistic math skills can become difficult and confusing when applied to real world situations. Filing taxes is a fine example. Though the addition or subtraction itself may not be hard, if you can’t get everything in the correct column, there will be fines to pay with interest or possibly even jail time. Courses such as economics and social studies give us a general understanding of how our current economic systems come about, and why we pay taxes, but we need specific “how-to” advice so we can prepare our own tax returns. All of the core subjects could be translated for application to the real world in this new class.

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Examples of Depth of Development in Score Points 1 and 2

Ideas Score 1 Topic: Driving Age

There are many reasons I think we should be able to get our licenses earlier. For one, we need a license to we can get to school and other activities. We also need a license to get to work. We also need a license so we can go on dates. Plus they look so cool in the window of your wallet.


There are many reasons I think we should be able to get our licenses earlier.

For one, we need a license to we can get to school and other activities. Lots of kids have to get to sports practice in the morning and afternoons. Some have to come in early or stay late for extra help.We also need a license to get to work. Most kids have jobs. If they get to their jobs late, they could be in big trouble. It is hard to get to work on time when you can’t drive yourself.We also need a license so we can go on dates. Plus they look so cool in the window of your wallet.

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Example of Depth of Development in Score Point 3


Dear State Representative,I wanted to let you know that teens do cause many accidents, but not as many as

adults. Plus, there are many advantages to lowering the driving age. Please let me tell you more. For one, we need a license to we can get to school and other activities. Lots of kids have to get to sports practice in the morning and afternoons. Some have to come in early or stay late for extra help. Last year, I was having a hard time with Geometry, and I had to come in early every Tuesday and Thursday. That was really hard on my mom because she had to get ready even earlier on these days.We also need a license to get to work. Most kids have jobs. If they get to their jobs late, they could be in big trouble. It is hard to get to work on time when you can’t drive yourself.We also need a license so we can go on dates. I’m sure you can relate to that, right? Every kid is getting interested in people of the opposite sex, and it is lame to have your Mom or Dad drive you and your date to the movies.So, I hope you can see all the benefits that would come with lowering the driving age.Sincerely,A concerned Student

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Ideas Score 4 Topic: Driving AgeDear State Representative,I wanted to let you know that teens do cause many accidents, but not as many as

adults. Plus, there are many advantages to lowering the driving age. Please let me tell you more. Teens need their licenses for many practical reasons. Some of these reasons include getting to work after school. Right now, I have to take the MARTA bus after school to my job at Starbucks. Most days, the bus is one time, but every once in a while it is late. My boss gets really angry on these days because I am late. Having a license so I could drive myself could really help this problem. We also need a license to get to practices. Most kids in my school play sports. After practice they need a ride home. This is really true when it gets dark early. Picture all the girls on the swimming team waiting in the dark for their parents to come get them. That doesn’t sound safe to me.We also need a license so we can go on dates. I’m sure you can relate to that, right? Every kid is getting interested in people of the opposite sex, and it is lame to have your Mom or Dad drive you and your date to the movies. What happens if you want to hold hands, or even kiss your date good night? So, I hope you can see all the benefits that would come with lowering the driving age. I’m sure we can think of another way to prevent accidents from happening. Did you ever consider mandatory driver’s ed. at age fourteen?

Sincerely,A concerned Student

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Ideas Score 5 Topic: Driving AgeDear State Representative,

I wanted to let you know that teens do cause many accidents, but not as many as adults. Plus, there are many advantages to lowering the driving age. Please let me tell you more. Teens need their licenses for many practical reasons. Some of these reasons include getting to work after school. Right now, I have to take the MARTA bus after school to my job at Starbucks. Most days, the bus is one time, but every once in a while it is late. My boss gets really angry on these days because I am late. So angry, he said he might fire me. Having a license so I could drive myself could really help this problem. We also need a license to get to practices. Most kids in my school play sports. After practice they need a ride home. This is really true when it gets dark early. Picture all the girls on the swimming team waiting in the dark for their parents to come get them. That doesn’t sound safe to me. I think our school district could get sued. This problem would be solved if these girls could hop in their own cars and be on their way.We also need a license so we can go on dates. I’m sure you can relate to that, right? Every kid is getting interested in people of the opposite sex, and it is lame to have your Mom or Dad drive you and your date to the movies. What happens if you want to hold hands, or even kiss your date good night? I would probably be so embarrassed I would want to cry. Do you want us to be lonely forever? So, I hope you can see all the benefits that would come with lowering the driving age. I’m sure we can think of another way to prevent accidents from happening. Did you ever consider mandatory driver’s ed. at age fourteen? Or how about making a law saying that teens cannot drive together?

Sincerely,A concerned Student

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Examples of Depth of Development in Score Points 1 and 2

Ideas Score 1 Topic: School Uniforms

I think students shouldn’t have to wear uniforms because others students have to wear uniforms. I think students will act better with out wearing uniforms. students don’t like to be dress the same way or wearing the same clothes at my high school. it hard to find uniforms at stores. uniforms cost a lot of money than regular clothes. some students don’t feel comfortable in uniforms I think students be getting in trouble because they have to wear uniforms. uniforms keep students from doing their work or getting their work done uniforms make students go crazy.


I think students at my school shouldn’t have to wear uniforms because other students have to wear uniforms. There will be more problems at school if students have to wear uniforms and some parents will have a hard time getting uniforms for their kids.

I think students will act better with out wearing uniforms. I think students will be getting in trouble because they have to wear uniforms. Students don’t like to be dressed the same way or wearing the same clothes at my high school. So there may be more fights with uniforms

It’s hard to find uniforms at stores. Uniforms cost a lot more money than regular clothes. Some parents can’t pay for uniforms, and some have many kids in school. So it wouldn’t be right to make students wear uniforms.

Uniforms would just cause more problems at school. I don’t see why would should have to wear them. Uniforms make students go crazy.

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How would you feel waking up every morning and knowing already what you have to wear? I think students at my school shouldn’t have to wear uniforms just because students at other schools have to wear uniforms. Everything would be so boring and plain, no personality. You would even have to wear the school’s choice of colors.

I know they say you’ll have less problems with dress code, but trust me, you won’t. There will still be fights about who looks better. I think students will be getting in trouble because they have to wear uniforms. Instead of concentrating on work, students will be upset and complaining all the time.

Uniforms cost a lot more money than regular clothes. It’s not like you just need one pair of the bottoms and one top. They would need multiple uniforms. Some parents might not be able to pay that much.

Uniforms keep us from expressing our individuality. I like to express myself. So if I look like 1000 other people, how can I express my individuality? Students don’t like to be dressed the same way. Also, wearing my own clothes makes me comfortable and that makes me fell confident. If I am confident, I can learn better.

Uniforms will not solve the problems in the school that you think they will.

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Ideas Score 4 Topic: School UniformsHow would you feel waking up every morning already knowing what you have to

wear? Great, right? It’s true that you would spend less time searching for an outfit, but what if what you had to wear was the same thing you wore yesterday and would have to wear tomorrow? Uniforms, to me, are anti-individualist. I think students at my school shouldn’t have to wear uniforms just because students at other schools have to wear them. Everything would be so boring and plain, no personality.

I know you think you’ll have fewer problems with dress code, but trust me, you won’t. There will still be fights about who looks better. No matter how we dress, some personalities are going to butt heads. I think students will be getting in trouble because they have to wear uniforms. Instead of concentrating on work, students will be upset and complaining all the time. Uniforms cost a lot more money than regular clothes. It’s not like you just need one pair of the bottoms and one top. They would need multiple uniforms. Some parents might not be able to pay that much. They need that money to pay rent and food costs.

Uniforms keep us from expressing our individuality. I like to express myself through the way I dress. So if I look like 1000 other people, how can I express my individuality? Also, wearing my own clothes makes me comfortable and that makes me feel confident. If I am confident, I can learn better. Students don’t like to be dressed the same way. If your reasoning for uniforms is the cliques in the school, I can tell you that uniforms won’t help.

Uniforms will not solve the problems in the school that you think they will. They will create new problems that interfere with students’ learning. Students may even drop out to avoid wearing a uniform. A better solution would be to enforce our current dress code.

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Ideas Score 5 Topic: School UniformsHow would you feel waking up every morning already knowing what you have to

wear? Great, right? It’s true that you would spend less time searching for an outfit, but what if what you had to wear was the same thing you wore yesterday and would have to wear tomorrow? Uniforms, to me, are anti-individualist. I think students at my school shouldn’t have to wear uniforms just because students at other schools have to wear them. Everything would be so boring and plain, no personality.

I know you think you’ll have fewer behavior problems and greater concentration with dress code, but trust me, you won’t. There will still be fights about who looks better. No matter how we dress, some personalities are going to butt heads. I think students will be getting in trouble because they have to wear uniforms. Instead of concentrating on work, students will be upset and complaining all the time. When I went to private school, I was not focused on my school work, but on how goofy I thought I looked.

Uniforms are more expensive than regular clothes. It’s not like you just need one pair of the bottoms and one top. Each student would need multiple uniforms. Some parents might not be able to pay that much because they need that money to pay rent and food costs. Would you rather have students be able to eat or dress identically?

Uniforms keep us from expressing our individuality. I like to express myself and my interests through my choice of clothes. But if I looked like 1,000 other people, how could I be expressive or original? No teenager likes being told what to wear everyday. I have some friends who attend schools where they have to wear uniforms. None of them ever say they like the uniforms. They are all unhappy because their individuality is stifled. People who are unhappy are not going to be able to learn.

I believe that school uniforms will do very little of what most administrators hope they will do. They will create new problems that interfere with students’ learning. When students are forced to wear uniforms, they lose their sense of self and feel like just another face in the crowd. Students may even drop out to avoid wearing a uniform. As long as schools actually take the time to enforce dress codes, what students wear should not be an issue. Uniforms unify dress, not students. I don’t know yet what I’m going to wear tomorrow and I like it that way.

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Example of Depth of Development in Score Points 1 and 2

Ideas Score: 1 Topic: Design a classI think this class is needed. It will help me in many ways like accomplishing my goals

and get more job experience for my chosen career. It will help me accomplish my goals by giving me more of an insight on what and how I want to lead my life. So I would know if the career of my choice is right for me. So I can still explore new options.

It would give me the experience that I need for what I want and how I want my life to go. The point I am trying to make is without this class I don’t know what I want. So please get this class and I will thank you.

Ideas Score: 2 Topic: Design a classMany people believe that we don’t really need a lot of our high school classes. For

example, how many of us are going to use algebra or history in real life. That’s why I think you should have a course I would call working.

When you are in high school you can get a job and I think they should have a course on that. That way when a student gets a job, they will be more experienced in what they are doing. This class will show students what is expected at work. It will teach us to act like adults when we finish school.

The working class will also teach us how to manage our money and balance a checkbook. We would take field trips to different kinds of jobs. I want to be able to compete for the jobs that I want. I think I am not the only person that feels that way either.

I believe that if you were to do this many people would stay in school and try to get through it so they would have a better life in the future. Students wouldn’t think school was a waste of time.

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Ideas Score: 3 Topic: Design a class

Many of my classmates complain that they will never use any of the subjects they study in school after they graduate because they do not know how to apply school subjects to the real world. That is why I think that an “applying school skills” class should be offered at this school.

This new class would be a good way to teach teenagers how each school subject will be valuable in their everyday lives. Just because students can add and subtract doesn’t mean that they can balance a checkbook. Just because students can write a book report doesn’t mean they can write a resume. A high school diploma doesn’t mean we can take care of ourselves.

Taking field trips to local businesses would show how people use their education in the working world. Students could see how newspaper writers use English skills, engineers use math skills, and doctors use scientific knowledge. This would make students care more about all their other classes because they wouldn’t think learning these subjects was wasting their time.

I would want to learn about money and time management, how to write a resume, and how to take care of a house and a car, but my classmates might have different interests. If you ask them what is important to them, they will tell you. Please consider this course as an elective for the next school year.

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Ideas Score: 4 Topic: Design a classMany things are being said about the academic programs and studies being offered

at this school. Being that I am a current student, I hear much more of the complaints and grievances from students than the administration does. A large portion of the students here seem to think that they may never use any of their current studies once they graduate because they are not taught how to apply general knowledge in real world situations. This is why I am proposing that an “applying life skills” class be offered at this school.

This new class would be quite an effective way of teaching young adults how and when each basic academic subject will be valuable in everyday life. For example, students must learn that even the most simplistic math skills can become difficult and confusing when applied to real world situations. Paying bills and filing taxes are two fine examples. Courses such as economics give us a better understanding of how our current economic systems come about, and why we pay taxes, but not how to budget money or complete a tax return.

A great way to persuade people to sign up for this class would be to offer internships with local businesses. These internships would demonstrate how people use their education in the working world. Students would see how newspaper writers use English skills, engineers use math skills, and doctors use scientific knowledge. If the class was worth a core credit, more students would sign up. It is obvious that anyone taking the class would need at least one credit in each core subject in order to further comprehend the life skills. This may encourage students to do well in their other classes.

Applying life skills classes would make high school relevant to the real world we will face in the future. I would want to learn money and time management, how to write a resume, and how to maintain a house and a car, but my classmates may have broader interests. Please consider this course as an elective for the next school year.

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Ideas Score: 5 Topic: Design a classMany things are being said about the academic programs and studies being offered at this school.

Because I am a current student, I hear much more of the complaints and grievances from students than the administration does. A large portion of the students here seem to think that they may never use any of their current studies once they graduate. The core classes that most high school students are required to take include classes like English, History, Biology, or Algebra. Knowledge of these fields can be important in life, but only if you know how to apply it. This is why I am proposing that an “applying life skills” class be offered at this school.

This new class would be quite an effective way of teaching young adults how and when each basic academic subject will be valuable in everyday life. For example, students must learn that even the most simplistic math skills can become difficult and confusing when applied to real world situations. Filing taxes is a fine example. Though the addition or subtraction itself may not be hard, if you can’t get everything in the correct column, there will be fines to pay with interest or possibly even jail time. Courses such as economics and social studies give us a general understanding of how our current economic systems come about, and why we pay taxes, but we need specific “how-to” advice so we can prepare our own tax returns. All of the core subjects could be translated for application to the real world in this new class.

If students seem hesitant to sign up for this class, the benefits and requirements for the course could be advertised ahead of time. A great way to persuade people to sign up is to offer internships with local businesses. These internships would demonstrate how people use their education in the working world. For example, a student might watch an engineer using geometry and physics every day as he designs buildings and bridges. If the class was worth a core credit, more students would sign up. It is obvious that anyone taking the class would need at least one class in each core subject in order to comprehend the life skills addressed. This may encourage students to do well in their core classes.

Applying life skills classes would make high school relevant to the real world we will face in the future. The core classes would expose students to many general fields of knowledge, but they would also leave high school prepared to live on their own as an adult with the practical skills that an adult needs to survive. Our current classes do not teach us to problem solve, so when we graduate, we make many uninformed decisions and mistakes. Personally, I would want to learn money and time management, how to write a resume, and how to maintain a house and a car, but my classmates may have broader interests. Please consider this course as an elective for the next school year.

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Instructional Strategies for Understanding Depth of Development

• Review the Levels of Development slides in the GHSWT Assessment and Instructional Guide with students. Allow students to discuss the amount and type of elaboration used at each level.

• Discuss the length of the sample papers in the guide.• Students can practice reading sample GHSWT papers

without knowing the topic ahead of time and try to write a prompt to fit the responses.

• As a group, read and discuss the sample GHSWT papers that receive 4s and 5s in Ideas. Develop a list of strategies for writing based on these models.

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Mistakes Writers Make in Ideas

• Doesn’t read the entire writing topic and therefore misunderstands the assigned task

• Writes too little• Doesn’t develop supporting ideas with

examples and details• Repeats the same idea throughout the

paper• Includes irrelevant information

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Planning an Argument for the GHSWT

• Read the writing topic• Do a jot list of everything you know about the topic• Choose a position

– The position may be based on what the writer truly believes about the topic, or it may be based on what the writer can best defend in 100 minutes.

• Narrow the topic to manageable size• Group related ideas• Write a draft of the body paragraphs• Write a draft of the introduction and conclusion

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Thinking About Your Audience(as you write)

• What assumptions are you making about your readers values and goals?

• How are your readers different from you? What do they have in common with you?

• What are your readers likely to know about this topic?• What is your own attitude toward the topic?• What kinds of responses from readers do you want to

evoke?• How can you establish credibility with your readers?From Everything’s an Argument by Andrea Lunsford

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Instructional Strategies for Ideas

Generating Supporting Details for Persuasive Topics• Students should practice asking the “So what?” question

about a variety of topics: What matters to me about this topic or issue? Why should the reader care about this topic or issue?

• Encourage students to include relevant personal experiences in their persuasive writing. Both real and imagined stories and “what if” scenarios are engaging ways of presenting evidence or information in response to persuasive topics.

• Students can practice imagining themselves in various situations if they have no personal experience with a topic.

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Instructional Strategies for Ideas

Generating Supporting Details for Persuasive Topics• Students can discuss a topic in terms of people they

know and care about.• Students can consider and discuss topics in terms of

how they affect all the people on Earth.• Students can consider and discuss how a topic is

presented in the media: books, TV, magazines, Internet, movies, songs.

• After practicing these techniques, have the class attempt them with a time limit similar to that on the GHSWT.

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Oral Practice

Persuasive writing strategies can all be practiced orally in small or large group settings.

• Choosing a position• Brainstorming supporting ideas• Brainstorming types of evidence• Developing a Worst case scenario• Intros/conclusions• Understanding Audience• Answering the “so what” question.

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Focus Questions for Generating Persuasive Supporting Ideas

• What cues are in the writing topic itself?• What do I know about this topic?• What is my position on this topic?• What are the positions of my parents, friends,

grandparents, teachers, ministers?• Was this an issue in the past?• Will this be an issue in the future?• What is the worst thing that could possibly happen if this

issue is not resolved?• What could be changed to solve this problem?• Why should we all care about this issue?

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How to Narrow a Writing Topic

• This is an important skill in a timed test.• If student writers try to cover too much

territory during the GHSWT, their papers will not have the depth to “meet the GPS standard.”

• 3-4 major supporting ideas are probably all a writer can thoroughly develop in a timed writing assessment.

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Outline for Structuring Persuasive Paragraphs

1. Introductory statement(s)2. Claim/supporting idea #13. Evidence 4. Real life or imagined scenario #15. The “so what?” – why should the reader

care about your claim.6. Transitional link to next idea/paragraph.

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Part VI: Organization

1. The Components of Organization2. Types of Organizational Patterns3. Formulaic Writing

• Sample of Formulaic Writing4. Effective Organization5. Introduction-Body-Conclusion6. Sequencing of Ideas7. Grouping of Ideas8. Persuasive Organizing Strategies9. Transitioning

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Persuasive Organizing Strategies

Introduction Supporting ideas Conclusion

Argument Address counter-argument Conclusion

Introduction Both sides of the issue Conclusion

Introduction Anecdote illustrating position Conclusion

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The Five Paragraph Essay

• There are effective 5 paragraph essays and ineffective 5 paragraph essays.

• A 5 paragraph essay can be a 5 in Ideas or a 2 in Ideas and everything in between.

• A five paragraph strategy is an effective way to approach a timed writing assessment, but all high school students need to know that there is nothing magical about the number five or having three body paragraphs.

• Having a strategy helps students:– Organize their supporting ideas quickly– Understand that each part of a paper serves a different purpose– Understand that introductions and conclusions can contribute to

or weaken their written arguments– Understand the audience

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Formulaic Writing

Characteristics of A Formulaic PaperThe writer announces his or her thesis and three supporting ideas in

the opening paragraph.

1. The writer restates one supporting idea to begin each of the three body paragraphs.

2. The writer repeats or restates his/her controlling idea and supporting points in the final paragraph.

3. Entire sentences may be repeated verbatim from the introduction, used as topic sentences in each of the body paragraphs, and repeated in the conclusion.

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Limitations of Formulaic Writing

• Formulaic writing does not demonstrate an understanding of the principles of effective organization.

• Formulaic writing does not demonstrate a purposeful grouping or sequencing of ideas.

• Formulaic writing does not demonstrate an understanding of transitions.

• Formulaic writing will adversely affect a writer’s scores in Ideas, Organization, Style, and Conventions because the repetition limits the variety demonstrated in each scoring domain.

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We shouldn’t have to wear uniforms.

• The first reason why we shouldn’t wear uniforms is because they are boring.

• The second reason why we shouldn’t wear uniforms is because you can’t play sports in uniforms.

• My third and final reason why we shouldn’t wear uniforms is because uniforms are expensive.

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Sample of Formulaic Writing

I believe students at our school should not have to wear uniforms. The first reason why we shouldn’t wear uniforms is because they are boring. The second reason why we shouldn’t wear uniforms is because you can’t play sports in uniforms. My third and final reason why we shouldn’t wear uniforms is because uniforms are expensive.

The first reason why we shouldn’t wear uniforms is because they are boring. If everybody had to wear the same thing everyday, it would be boring to look at. It would be better if we got to pick out own clothes. So making us wear uniforms to school we just be too boring.

The second reason why we shouldn’t wear uniforms is because you can’t play sports in uniforms. It is really hard to play sports in school uniforms, because sometimes we have to play hard to win. We can’t play sports in uniforms.

My third and final reason why we shouldn’t wear uniforms is because uniforms are expensive. You would have to buy more than one uniform, so you would have something to wear every day. Having to buy all those uniforms would be too expensive.

In conclusion, those are my reasons why we should not wear school uniforms. They are really boring for the students, we can’t play sports in uniforms, and they are too expensive for us.

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The first reason why we shouldn’t wear uniforms is because they are boring. If everybody had to wear the same thing everyday, it would be boring to look at. It would be better if we got to pick out own clothes. So making us wear uniforms to school we just be too boring.

The second reason why we shouldn’t wear uniforms is because you can’t play sports in uniforms. It is really hard to play sports in school uniforms, because sometimes we have to play hard to win. We can’t play sports in uniforms.

My third and final reason why we shouldn’t wear uniforms is because uniforms are expensive. You would have to buy more than one uniform, so you would have something to wear every day. Having to buy all those uniforms would be too expensive.

In conclusion, those are my reasons why we should not wear school uniforms. They are really boring for the students, we can’t play sports in uniforms, and they are too expensive for us.

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If everybody had to wear the same thing everyday, it would be boring to look at. It would be better if we got to pick out own clothes.

It is really hard to play sports in school uniforms, because sometimes we have to play hard to win.

You would have to buy more than one uniform, so you would have something to wear every day.

In conclusion, those are my reasons why we should not wear school uniforms.

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Effective Organization

• The organizing strategy is appropriate to the writer’s argument and topic and guides the reader through the text.

• Ideas are sequenced and grouped appropriately and logically.

• The introduction sets the stage for the writer’s argument.

• The conclusion provides a sense of closure without repetition.

• Transitioning is used to connect ideas within paragraphs and across parts of the paper.

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Introduction-Body-Conclusion

Introduction: Sets the stage for the development of the writer’s ideas and is consistent with the purpose of the paper

Body: Includes details and examples that support the controlling idea

Conclusion: Signals the reader that the paper is coming to a close

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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.

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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.

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TransitioningMaking 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

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Introductions: What NOT to do

Repeat or barely paraphrase the writing topic. “The school system are considering uniforms for the students to wear.”

Formula thesis and three supporting points that gives awayall the writer’s ideas and requires the writer to be able torestate the thesis and major supporting points in order tomove beyond score point 2. “We should not have to wear uniforms at school for three reasons. The first reason is

because uniforms…The second reason is because uniforms…The third reason is because uniforms…”

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Types of Introductions/Conclusions That Invite the Reader In and/or Provide a

PreviewA. Thought-provoking Questions or rhetorical questions

B. Description that Makes the Reader Wonder What’s Coming Next

C. Directly Addressing the Reader

D. Moving from the Broad Topic to the Writer’s Subject

E. Brief personal narrative (anecdote)

F. Compelling Statement/Evoke a vivid image

G. End with a warning

H. Universalize (compare to other situations)

I. Make a prediction on the basis of major points

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Sample Introduction: A Lead that Invites the Reader In

A. Thought-Provoking Question

“How would you feel waking up every morning and knowing already what to wear? Great, right? But what if it was the same thing you wore yesterday and probably will wear tomorrow? Would it be that great?”

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B. Description that Makes the Reader Wonder What’s Coming Next

“Laughing is heard quite often in the hallways of our school. The vast majority of students are laughing because their friends have said something funny, but some students laugh at their fellow classmates.”

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C. Directly Addressing the Reader

“You are probably asking yourself: Do I take control of what the students wear to school? Is it wise to continue allowing them to choose their apparel?”

“I sincerely hope that you will consider this as an alternative to the status quo.”

“Pretend that you have just moved here from a small, poor town.”

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D. Moving from the Broad Topic to the Writer’s Subject.

“Emerson once wrote, “Every heart vibrates to an iron string.” This message of individuality is part of the core of the American mindset. However, a recent controversy has arisen that some see as running completely counter to individuality. Many schools across the country are considering the adoption of uniforms.”

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E. Brief Narrative Related to the Issue

“When I was at C. Baptist School, we were made to wear uniforms. We were to wear a red or white collared shirt with khaki or navy blue pants. That was the most uncomfortable experience of my life. I was not focused on my school work, but on how goofy I thought I looked. I realized how we all kind of looked the same.”

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Sample Introduction:A Lead that Invites the Reader In

F. Compelling Statement

“Uniforms unify dress, not students and not individual lives.”

“Uniformity does not solve problems; instead it stifles innovation, creativity, and individuality.”

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Types of Conclusions:An Ending that Provides Closure

A. Compelling Statement/Prediction

B. Summary of Strongest Point without Repetition

C. Reminder of Personal Connections the Reader Has to the Topic

D. Questions for the Reader to Think About/Challenge to Reader

E. New but Related Issues for the Reader to Think About

F. Rhetorical Question

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Sample ConclusionAn Ending that Provides Closure

A. Compelling Statement

“Uniforms unify dress, not students and not individual lives.”

“Uniformity does not solve problems; instead it stunts innovation, creativity, and individuality.”

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B. Summary of Key Points without Repetition

“Uniforms afford numerous benefits that directly and indirectly improve performance in school. The common arguments against them are generally untrue or exaggerations. Uniforms do no do anything to stop hearts from vibrating to their own iron strings. They actually help amplify the vibrations.”

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C. Reminder of Personal Connections the Reader Has to the Topic

“I know you have teenage children in public school. Please talk to them about uniforms before you make up your mind. Maybe they can help you understand my feelings and the feelings of all the students in this school. Maybe you can remember what it feels like to be a teenager and every time you turn around, someone is trying to take away your freedom to be yourself. I know if you give the issue a little more consideration that you will be able to make the best decision for our school.”

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D. Questions for the Reader to Think About“Would you want to wear the same outfit

as every other woman teacher or administrator in our school every day? Would you never tire of looking just the same as everyone else? Wouldn’t it make you feel like a robot instead of a human being with personal needs and preferences?”

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E. New but Related Issues for the Reader to Think About

“Uniforms are only the beginning. If this rule is passed at our school, there is no telling where it will end. Will they tell us how we have to style our hair too? Will they tell us what brand of makeup to use? What kind of toothpaste?”

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Mistake Writers Make in Organization

• Writes a draft without prewriting• Repeats the same information in the

introduction, body, and conclusion of the paper.• Does not group related ideas.• Begins the paper with no introduction and/or

ends with no conclusion.• Does not use transitions to link ideas within

paragraphs and across paragraphs.• Uses the same transitional device throughout

the paper.

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Instructional Activities for Organization

Stating a PositionDirections: For each statement, choose one position or the other. Write

or speak three sentences about why you chose that position.1. Vanilla or chocolate?2. Burger King or McDonald’s?3. Rock Music or Hip Hop Music?4. PlayStation or XBox?5. Football or Baseball?6. Cold weather or warm weather?7. Man president or woman president?8. Rent movies or Movie theater?9. Coke or Pepsi?10. Cable or Satellite?from “Persuasive writing Unit” by Katy Butler, Deidre Sellers, Molly

Bohlen, Virginia Barfield

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Grouping Related Ideas• Provide students with lists of related and unrelated

ideas. Have them group and categorize the items on each list, and ask students to explain what basis they used for their grouping. It is important for students to understand that there are many ways for a writer to organize ideas. These lists may or may not be developed into written paragraphs.

• From jot lists generated by the teacher or the class, allow students to use highlighters or arrows to decide which ideas are related.

• After practicing these techniques, try doing them with the time limit recommended for the GHSWT.

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Writing Effective Introductions and Conclusions• Using a student writing sample with a minimal introduction, model

and brainstorm ways of turning an ordinary introduction into an effective one.

• For persuasive conclusions, model making predictions about an issue, calls to action on an issue, and answering the question: “What will the world be like if you don’t take my advice?” these can be extreme and exaggerated to make a point and reiterate the writer’s position.

• Photocopy persuasive writing samples in the GHSWT Assessment and Instructional Guide.– Cut off the introduction or conclusion (or both) for several papers. Ask

students to try to write introductions to fit the body of the paper or ask students to write a body to fit the introduction to the paper.

– Repeat with conclusions.

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Planning to Write: Choosing an Organizational PatternDirect Pattern Of Organization

• The writer’s main point is stated first• Evidence and other related information follow• Works well when your reader’s initial response is all important• Works well when you are recommending a course of action or presenting an

analysis you expect your readers to view favorably

Indirect Pattern of Organization• Postpones the “bottom line” statement until all evidence and related

information have been presented.• Discusses the situation first, then makes recommendations after presenting

the arguments• This method prepares readers for the recommendations about to be made• Useful when conveying information which your readers might view as

threatening.• Avoids the risk of inciting initial negative reaction.

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Planning to Write: Developing an Introduction

• Introduce the topic by saying something about the issue and why people might have different points of view about it.

• Find a hook to engage the reader’s emotions: compassion, guilt, fear, outrage.

• Try to establish common ground with the reader.

• Hint at the purpose of the piece of writing.

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Part VII: Style

1. The Components of Style2. Word Choice

• Levels of Language• Types of Language

3. Audience Awareness and Tone4. Demonstrating Audience Awareness in Persua

sive Writing5. Voice6. Sentence Variety

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The Components of StyleSTYLE

Word Choice AudienceAwareness Voice Sentence

Variety

Style: The degree to which the writer controls language to engage the reader.

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Word Choice

• Effective word choice is determined on the basis of subject matter (topic), audience, and purpose.– In persuasive writing: strengthens the writer’s position on an issue

• Word choice establishes the tone of a piece of writing.

• Effective word choice “shows” rather than “tells” the reader about the subject or topic.

• 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.

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Levels of Language(described in the Grade 11 Scoring Rubric)

Level Example

Precise and Engaging

“I cannot deny that segregation or even tension exists between these groups, nor that attire seems to be a defining variable among these groups.”

Simple and ordinary:

“We like to wear the clothes we got on.”

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Types of Language (described in the Grade 11 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

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Demonstrating Audience Awarenessin Persuasive Writing

• Emotional Appeals• Figurative Language• Connotative Meanings• Evocative Voice• Rhetorical Questions; “How would you feel if..”• Addressing the reader: “You should” or “We all

should”

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Voice• A paper that demonstrates voice conveys a strong sense of the

person behind the words and the person’s attitude toward the topic.• The writer’s voice should be appropriate for the topic, genre, and

audience.• Voice gives the reader the sense that the writer is directly

addressing the reader.• Students can understand and find their writing voices by:

– Practicing identifying different writing voices in the GHSWT samples– Writing about the same ideas from more than one point of view.– Writing about the same ideas in both first and third person.

Ralph Fletcher: • “Voice makes the reader trust the writer, makes the reader feel an individual

relationship with the writer.”

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The Components of Style at Work

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Mistakes Writers Make in Style

• Uses language that is simple and ordinary• Repeats the same words and sentence

patterns• Does not craft language to engage the

reader or reveal his/her own attitude toward the topic to the audience.

• Does not address the reader anywhere in the paper

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Instructional Strategies for Style

Word Choice• Encourage students to keep personal lists of interesting words or

keep a bulletin board where students can post engaging words.• Aloud as a class, practice generating descriptive and figurative

language for students. Style is meant to be heard.• Aloud as a class, practice creating images with descriptive

language, similes, and metaphors.• Using strong verbs is an important element of engaging writing. Post

lists of passive verbs to avoid on the classroom wall. These usually include forms of the verb “to be,” has, had, have, and other verbs that lead to passive constructions.

• After writing practice drafts (or with AIG student writing samples), ask students to underline or highlight forms of the verb “to be,” then ask them to rewrite the sentence with stronger verbs.

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Instructional Strategies for Style

Voice• Encourage writers to address the “So what?” question with each persuasive

topic. Why should anyone care about this topic? What is important to me about this topic?

• As a large or small group each day, take an ordinary sentence from one of the samples in the Assessment and Instructional Guide and rewrite it several ways, to be both more engaging and to vary the structure.

• Encourage writers to include their personal feelings and attitudes about the GHSWT topic or issue in their papers.

• Read aloud and discuss the student writing samples in the Assessment and Instructional guide that have received scores of 4 or 5 in Style.

• It is more difficult for most student writers to achieve voice when writing in the third person than in the first person.

• Encourage writers to directly address the audience in all parts of the paper using rhetorical questions, challenges, emotional appeals, etc.

• Using the writing samples in the Assessment and Instructional Guide, have students rewrite all or part of a paper using a different tone. Share the variety of ways the same persuasive ideas can be presented in a paper.

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Part VIII: Conventions

1. The Components and Elements of Conventions

2. Overview of Score Points 1-5 3. Balancing Strengths and Weaknesses in the C

omponents and Elements 4. Determining Competence in Conventions5. The Elements of Sentence Formation6. The Elements of Usage7. The Elements of Mechanics

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The Components and Elements of Conventions

CONVENTIONS

SentenceFormation

Correctness, Clarity ofMeaning, Complexity,

End Punctuation

Usage

Subject/Verb Agreement,

Standard Word Forms,Verb Tenses

Mechanics

Internal Punctuation,Spelling, Paragraph

Breaks,Capitalization

Domain

Components

Elements

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Overview of Score Points 1-5Levels of Competence in Conventions

Score: 1

Lack of Control

Score: 2

Minimal Control

Score: 3

Sufficient Control

Score: 4

Consistent Control

Score: 5

Full Command

GREEN = The degree to which the writer demonstrates control of the

components of Conventions.

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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

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Conventions

Sentence Correctness

Sentence Clarity

Sentence Complexity

End Punctuation

Subject-Verb Agreement

Word Forms

Verb Tenses

Internal Punctuation

Spelling

Paragraph Breaks

Capitalization

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Determining Competence in Conventions

• Using the scoring rubrics appropriately requires reading for competence. This means looking for a demonstration of the writer’s ability to control the components, not tallying errors.

• Avoid “counting errors” to determine the Conventions score. It is necessary to evaluate the severity and frequency of errors to determine the level of competence demonstrated by the writer.

• Nearly every student paper contains errors. It is the degree of control – the proportion of correct to incorrect instances and the complexity of what is attempted - that determines the Conventions score.

• Errors in Sentence Formation, Usage, and Mechanics may force the reader to carefully reread a portion of the paper, and may prevent the reader from understanding the writer’s meaning.

• Even a “5” level paper may have errors in some of the elements of Conventions, but these errors do not interfere with meaning.

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Contact Information

Georgia Center for AssessmentJeremy Granade, [email protected] Langford, [email protected] Raczynski, [email protected] Patterson, [email protected]

Toll Free: 888-392-8977

mailto:[email protected]




Georgia High School Writing Test March 2009

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