WINKING AT DRINKING Does the Bible Support Drinking Alcohol as a Beverage?
Types of Writing: Sample 4€¦ · spray paint. PSSSSSSSSSH! PSSH! PSSH! With quick sweeps of her...
Transcript of Types of Writing: Sample 4€¦ · spray paint. PSSSSSSSSSH! PSSH! PSSH! With quick sweeps of her...
Tool T2-1h
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-1h Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Types of Writing: Sample 4The Wall
The light was almost gone from the sky when Stargal raised her can of gloss black
spray paint. PSSSSSSSSSH! PSSH! PSSH! With quick sweeps of her arm she drew her new
signature, her tag: a five-pointed star with a winking eye and earrings. I switched on my
headlamp and raised my own can to practice the tag for my new nickname, Moonboy. We
had just discovered the space under a bridge along the banks of the river. We scrambled
down the embankment to find a completely blank canvas of gray concrete, a rarity in the
neighborhood.
And then a voice behind us said, “Hey.”
I’m glad no one was there to record Stargal and me dropping our cans, yelping, leaping
straight up, pirouetting, and returning to Earth to find ourselves staring wide-eyed at the
silhouette of a stranger. Our headlamps lit up paint-speckled jeans and a matching hooded
sweatshirt. The hood hid the face.
“Who . . .? How . . .? Where . . .?” I stammered.
“Relax,” the voice said calmly. “This is where I practice my art, too.” It was a male voice,
somewhat hoarse with a hint of a British accent. It sounded odd though, like he was talking
through a drainpipe.
I looked back at the wall, marked only by what Stargal had just painted. “Uh, practice?” I
asked.
We scrambled back as he stepped between us. “Nice tag, Stargal,” he said. Then he raised
a hand in a black glove and passed it over the fresh paint. Stargal’s art flew off the wall as if
it were being vacuumed into his hand. The hood tilted toward me. “Is this what you had in
mind, Moonboy?” There was a smile in the voice. He held out his hand and in fluid motions
drew a round, clumsy head with stick arms and legs, exactly what I’d envisioned for my tag.
A moment later, he removed it with a sweep of his hand just like he’d removed Stargal’s.
(continued)
Tool T2-1i
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-1i Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Types of Writing: Sample 4 (continued)
“Show us . . .” Stargal started to say, but the stranger was already working. It wasn’t so
much that he painted with his hands, but like he was revealing what was already there—
figures hidden in the wall’s surface: A guy in profile looking like he was about to throw
a rock, but instead of a rock he held a bouquet; a robed skeleton ferrying a boat of happy
people wearing party hats.
“Charon guiding souls across the River Styx?” Stargal ventured.
The painter seemed to hesitate, then gave a little bow. He raised his arms and the images
faded, the paint seeming to disappear into his hands.
“Those were so cool!” Stargal exclaimed. “Why erase them?”
“All art is ephemeral,” he said, then paused. “Look it up.”
My mind whirred. “Ephemeral,” I answered. “Temporary, fleeting, brief.”
“Well, well,” he said, and somewhere inside his hood, I could make out two eyes, glowing
like fireflies. “Talent is dear, but a love of knowledge is rare indeed.”
Stargal then said what we both were thinking. “Will you teach us?”
He turned toward the concrete, shaking his head. “Only the wall can teach you,” he said.
Then he took two steps and vanished into the wall, swallowed by its gray surface as if he’d
fallen into oatmeal.
Stargal and I turned to each other, checking our reality. Then we heard the muted sound
of spray paint and looked back at where he had disappeared.
THE WALL WILL TEACH YOU appeared letter by letter, word by word. A moment
passed, then there was another PSSSH.
BEGIN, it read.
Tool T2-2a
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-2a Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Pro
mp
ts f
or
Thre
e T
yp
es
of
Wri
ting
Dir
ectio
ns: E
xam
ine
the
prom
pts a
nd id
entif
y ke
y w
ords
abo
ut th
e to
pic,
purp
ose,
form
at, a
nd au
dien
ce.
Info
rmat
ive/
Exp
lana
tory
Arg
umen
tN
arra
tive
Imag
inat
ive
Nar
rati
veN
on
fict
ion
Nar
rati
ve
• Re
sear
ch a
new
type
of t
echn
olog
y an
d w
rite
a re
port
exp
lain
ing
how
it
wor
ks a
nd it
s lim
itatio
ns.
• Re
ad Th
e D
ecla
ratio
n of
In
depe
nden
ce a
nd P
atric
k H
enry
’s sp
eech
to th
e Se
cond
Virg
inia
C
onve
ntio
n (“
Giv
e m
e lib
erty
, or
give
me
deat
h”).
In a
shor
t ess
ay,
expl
ain
how
thes
e tw
o so
urce
s de
scrib
e th
e re
latio
nshi
p be
twee
n th
e co
loni
sts a
nd th
e go
vern
men
t of
Gre
at B
ritai
n.
• W
atch
the
vide
o of
Mar
tin L
uthe
r K
ing
Jr.’s
spee
ch “I
’ve B
een
to
the
Mou
ntai
ntop
.” Th
en re
ad a
ne
wsp
aper
repo
rt o
r rev
iew
of t
he
spee
ch. C
ompa
re a
nd co
ntra
st th
e co
nten
t of t
he sp
eech
with
how
it
is re
pres
ente
d in
the
seco
ndar
y so
urce
. Exp
lore
pot
entia
l rea
sons
fo
r any
diff
eren
ces.
• So
me
educ
ator
s hav
e pr
opos
ed
exte
ndin
g hi
gh sc
hool
to fi
ve y
ears
to
giv
e st
uden
ts m
ore
time
to m
eet
expe
ctat
ions
whi
le o
ther
s arg
ue
this
wou
ld in
crea
se d
ropo
ut ra
tes
as st
uden
ts lo
se in
tere
st in
scho
ol.
Writ
e an
ess
ay th
at su
ppor
ts o
ne
of th
ese
opin
ions
or p
rese
nts a
di
ffere
nt v
iew
on
the
topi
c.
• So
me
educ
ator
s arg
ue th
at le
tter
or n
umbe
r gra
des s
houl
d be
ab
olish
ed a
nd re
plac
ed w
ith a
Pa
ss/F
ail s
yste
m. W
rite
a le
tter t
o yo
ur sc
hool
new
spap
er, a
rgui
ng
for o
r aga
inst
repl
acin
g gr
ades
w
ith a
Pas
s/Fa
il sy
stem
.
• Fr
eedo
m o
f spe
ech
is pr
otec
ted
by
the
U.S
. Con
stitu
tion.
How
ever
, th
ere
are
exce
ptio
ns to
this
prot
ectio
n. W
rite
an e
ssay
arg
uing
w
heth
er o
r not
the
gove
rnm
ent
shou
ld re
stric
t fre
edom
of s
peec
h in
any
way
.
• C
hoos
e a
shor
t sto
ry y
ou
read
for c
lass
. Writ
e a
narr
ativ
e th
at d
escr
ibes
the
maj
or e
vent
s in
the
stor
y fr
om th
e po
int o
f vie
w o
f a
diffe
rent
char
acte
r.
• C
hoos
e a
phot
ogra
ph fr
om
a m
agaz
ine,
a n
ewsp
aper
, or
the
Inte
rnet
. Writ
e an
im
agin
ativ
e na
rrat
ive
abou
t th
e pe
rson
(s) a
nd/o
r eve
nt in
th
e ph
otog
raph
.
• C
hoos
e an
obj
ect i
n yo
ur
clas
sroo
m o
r hom
e, fo
r ex
ampl
e, a
set o
f key
s, a
pair
of sh
oes,
or a
map
. Writ
e a
stor
y in
whi
ch th
at o
bjec
t pl
ays a
cen
tral
role
in
the
plot
.
• Re
sear
ch a
hist
oric
al fi
gure
yo
u ad
mire
. Bas
ed o
n yo
ur
rese
arch
, writ
e a
nonfi
ctio
n na
rrat
ive
abou
t tha
t per
son,
fo
cusin
g on
an
impo
rtan
t tim
e pe
riod
or e
vent
in h
is or
her
life
.
• W
rite
a no
nfict
ion
narr
ativ
e ab
out a
sign
ifica
nt e
vent
th
at ch
ange
d th
e co
urse
of
som
eone
’s lif
e—a
frie
nd,
fam
ily m
embe
r, or
hi
stor
ical
figu
re.
• Re
sear
ch a
n im
port
ant
inve
ntio
n in
hist
ory.
Writ
e a
nonfi
ctio
n na
rrat
ive
desc
ribin
g th
e ev
ents
su
rrou
ndin
g th
is in
vent
ion.
Tool T2-1a
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-1a Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Intr
oduci
ng T
hre
e T
yp
es
of
Wri
ting
Info
rmat
ive/
Exp
lana
tory
A
rgum
ent
Nar
rati
ve
Imag
inat
ive
Nar
rati
veN
on
fict
ion
Nar
rati
ve
Intr
oduc
tion
Body
Con
clus
ion
• In
trod
uces
the
topi
c in
a to
pic
sent
ence
• Pr
evie
ws t
he
info
rmat
ion
that
will
follo
w
Intr
oduc
tion
Body
Con
clus
ion
• Pr
esen
ts a
cl
aim
in a
topi
c se
nten
ce•
Prev
iew
s the
in
form
atio
n th
at w
ill fo
llow
• Es
tabl
ishes
sig
nific
ance
of
the
clai
m
Begi
nnin
g
Mid
dle
End
• En
gage
s and
or
ient
s the
re
ader
• Es
tabl
ishes
na
rrat
or•
Intr
oduc
es
char
acte
rs a
nd
setti
ng
• In
trod
uces
the
confl
ict
Begi
nnin
g
Mid
dle
End
• En
gage
s and
or
ient
s the
read
er•
Giv
es b
ackg
roun
d in
form
atio
n•
Intr
oduc
es
char
acte
rs,
setti
ng, a
nd
signi
fican
ce o
f ev
ent/p
erso
n
• D
evel
ops t
he
topi
c with
ke
y/st
ar id
eas
(big
idea
s)
• In
clud
es
elab
orat
ion
(evi
denc
e,
exam
ples
) •
Con
nect
s ide
as
with
tran
sitio
ns
• Su
ppor
ts th
e cl
aim
with
ke
y/st
ar id
eas
(rea
sons
)•
Incl
udes
el
abor
atio
n (e
vide
nce,
ex
ampl
es)
• A
ddre
sses
op
posin
g cl
aim
s•
Con
nect
s ide
as
with
tran
sitio
ns
• D
evel
ops
imag
ined
ex
perie
nces
w
ith d
ialo
gue,
pa
cing
, and
de
scrip
tion
• Se
quen
ces
even
ts w
ith
tran
sitio
ns
• D
evel
ops r
eal
expe
rienc
es/
even
ts in
a lo
gica
l se
quen
ce, u
sing
prec
ise w
ords
, vi
vid
deta
ils, a
nd
sens
ory
lang
uage
• Se
quen
ces e
vent
s w
ith tr
ansit
ions
• Fo
llow
s fro
m
and
supp
orts
th
e id
eas
pres
ente
d
• Fo
llow
s fro
m
and
supp
orts
th
e id
eas
pres
ente
d
• Re
solv
es th
e co
nflic
t and
re
flect
s on
the
even
ts
• Pr
esen
ts o
utco
me
and
refle
cts o
n im
port
ance
No
Secr
ets/
Susp
ense
No
Secr
ets/
Susp
ense
Secr
ets/
Susp
ense
Tool T2-3a
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-3a Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
1. Prewrite
2. Plan
3. Draft
4. Revise
5. Edit
6. Write final copy
7. Proofread
8. Share and/or publish
The Writing Process for Step Up to Writing
Tool T2-3b
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-3b Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
The Steps of the Writing Process
1. Prewrite • Prewriting is the time to think about or learn about a topic. • Time for prewriting may be brief (such as during a timed writing assessment) or might involve
weeks of in-depth research.• Prewriting may include developing a research question, gathering a variety of sources on your
topic, and evaluating the validity and credibility of each source.
2. Plan • Planning means organizing all your ideas logically. • You can organize your ideas using informal outlines and quick sketches. • Planning saves time and avoids frustration later in the writing process. • Your plan should be used to guide your writing. (However, you may add, delete, and change
parts of your plan as you begin writing.)
3. Draft • A draft is a complete copy of a writing assignment. • Most writers create several drafts. The number of drafts depends on the assignment and the
time available. • Sometimes your first draft is your only draft (e.g., an essay on a timed test). Other times you
will have several opportunities to draft, revise, and edit.
4. Revise • Revising means changing and reworking the ideas in your writing.• Revising involves reordering words, sentences, and paragraphs. It also means adding or
eliminating information.• When revising, ask yourself: Does the text make sense? Is my information accurate? Will the
reader understand what I have written? Do the words, sentences, and/or paragraphs flow? Are the sentences detailed and descriptive?
• You may also have peers or your teacher review your work as you revise.
5. Edit • Editing is a chance to catch mistakes.• CUPS can help you to remember what it means to edit your paper: check for mistakes in
Capitalization, Usage, Punctuation, and Spelling. (Usage means that you have correctly used words, phrases, and sentences.)
• When editing, ask yourself: Are all sentences complete? Have I used punctuation properly? Do sentences use parallel structure? Are words spelled correctly?
• Peers and/or your teacher can also suggest edits.
6. Write final copy
• Your final copy is the time to shine! It’s important to turn in a neat, error-free copy. If you have taken the drafting, revising, and editing steps in the writing process seriously, this should be easy.
• You should use the appropriate format, including margins, fonts, citations, and formatting. Be sure your graphics are formatted correctly and placed in appropriate places.
7. Proofread • Proofreading means reviewing your final copy carefully for small errors (e.g., spacing, repeated words, spelling mistakes, forgetting to dot an i if handwriting).
8. Share and/or publish
• You should look for ways to share your writing with authentic/real-life audiences (e.g., presentations, school newspapers, writing contests, websites, blogs).
• It’s important to make sure to protect your safety and privacy when it comes to online sharing. Follow school rules for using social media and always ask a teacher for guidance.
Tool T2-3c
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-3c Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Identifying the Steps of the Writing Process
1. You are part of a small group working on a research project. Today, the group is deciding, based on the research, what the sections of the report will be in order to assign each member one section. What step have you reached?
Step of the Writing Process?
2. Alexandria spent all weekend working on her essay. Even though she feels good about it, and even though it looks clean and ready to hand in, she knows that she might have made small mistakes as she typed the final copy. She reviews her work one last time. Maria is at which step in the writing process?
Step of the Writing Process?
3. Hiro knows that he struggles to use colons and semicolons correctly. At this step in his writing process, he is going to pay particular attention to correcting his punctuation. Which step of the writing process has Hiro reached?
Step of the Writing Process?
4. You just finished one more step in the writing process as you develop your biographical sketch of Marie Curie. During this step, you noticed that some of the events in her life appeared out of order, and you had forgotten to include her early education. You moved parts around and added information to improve the structure and flow. Which step did you just complete?
Step of the Writing Process?
5. The night before his paper is due, Orlando reviews his teacher’s formatting requirements and formats his paper using correct margins, spacing, and page numbers. Orlando has reached which step in the writing process?
Step of the Writing Process?
6. In Mr. Kim’s English class, every student creates a webpage where they can post a collection of their assignments. This serves as their digital writing portfolio. Which step of the writing process does this represent?
Step of the Writing Process?
7. Your assignment is to write a report about an important political figure during World War II. You know that Eleanor Roosevelt was active during that time, but you do not have many specific examples of what she did. You begin finding credible online sources about her life and accomplishments. Which step have you just begun?
Step of the Writing Process?
8. On a science exam, you have been asked to write a short response that explains the benefits of wetlands. Based on your outline, you write a topic sentence. You explain the first benefit in the first paragraph. You are about to begin your second paragraph about the other major benefit. You are in the midst of which step?
Step of the Writing Process?
Tool T2-4a
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-4a Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Graphic Organizers that Support Brainstorming
Classification Map
Too
l T1-2
8c
©2016 Voyag
er Sop
ris Learning, Inc. All rights reserved.
Perm
ission is granted to reproduce this p
age for Step Up to W
riting classroom use.
To
ol T
1-2
8c
W
riting to
Imp
rove R
eadin
g Co
mp
rehen
sion
Step U
p to Writin
g • Grad
es 9–12
Nam
e: _______________________________________ D
ate: ________________
Text Structure: Classification
Topic
Category 1 Category 2 Category 3
Venn Diagram
Too
l T1-2
8d
©2016 Voyag
er Sop
ris Learning, Inc. All rights reserved.
Perm
ission is granted to reproduce this p
age for Step Up to W
riting classroom use.
To
ol T
1-2
8d
W
riting to
Imp
rove R
eadin
g Co
mp
rehen
sion
Step U
p to Writin
g • Grad
es 9–12
Nam
e: _______________________________________ D
ate: ________________
Text Structure: Compare/Contrast(Venn Diagram)
___________________________ ___________________________
Tool T1-28b
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28b Writing to Improve Reading Comprehension
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Text Structure: Cause/Effect
Summarize or Describe the Effect(s)
Explain the Cause(s)
Topic =
Cause/Effect Diagram
Tool T1-28h
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28h Writing to Improve Reading Comprehension
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Text Structure: Sequence
Topic = 1. 2.
3.
6. 5. 4.
7.
8.
Finished!
Sequence Diagram
Tool T1-28g
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28g Writing to Improve Reading Comprehension
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Text Structure: Problem/SolutionTopic =
Problem Solution Results
Problem/Solution Organizer
Tool T1-28e
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-28e Writing to Improve Reading Comprehension
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Text Structure: Compare/ContrastTopic =
Characteristic/AttributeFirst Person, Place,
or Idea
���������������������
Second Person, Place, or Idea
���������������������
1.
2.
3.
4.
5.
Compare/Contrast Table
Tool T1-18a
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T1-18a Writing to Improve Reading Comprehension
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Mapping and Webbing
Directions: Use the following graphics to organize notes. Draw large versions on notebook paper and fill in your notes, or sketch small versions of the graphics into the right column of your two-column notes.
Bubble Webs
Tool T2-6a
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-6a Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Understanding the Traits of Effective Writing
Directions: Use the questions provided for each trait to evaluate your own writing as well as the work of other writers.
Trait Questions to Ask
Org
aniz
atio
n
• Does the beginning or introduction set a clear purpose for the writing?
• Are ideas ordered logically, so that they build to a whole?
• Do varied transitional words and phrases connect ideas and clarify their relationships?
• Does the structure of the writing fit the writing type? − Informative/explanatory: introduction, body, and conclusion − Argument: introduction with claim, body, and conclusion − Narrative: beginning, middle, and end*
Idea
s/
Co
nte
nt
• Does the piece fit the assignment and achieve its purpose?
• Is the content appropriate for the audience?
• Does the piece start and end in an interesting way?
• Are the important ideas fully developed with well-chosen details?
Lang
uage
/ S
tyle
• Are varied sentences used for effect, and do they enhance meaning?
• Are the voice, style, and tone appropriate for the purpose and audience?
• Are rich and precise vocabulary, figurative language, and/or sensory details used?
Co
nven
tio
ns/
C
UP
S
• Does the text contain any errors in CUPS (capitalization, usage, punctuation, spelling)?
• Are paragraphs properly formatted?
• Are any sources that are used properly cited?
*Personal narratives also have an introduction and a conclusion to capture the story’s message.
Tool T2-6b
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-6b Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Evaluating Writing Using the Traits of Effective Writing
Paragraph 1
Prompt: Is graffiti vandalism or an art form? Provide detailed support for your claim.
Some people have proposed that graffiti should be considered an art form. I have definite opinions about this topic. One of the promblems with graffiti is that it damages someone else’s property. It’s irrelevant if the property is public or private. People who write graffiti deface trains, buildings, parks—basically, any place with a wall is fair game. If I owned a house and I found graffiti scrawled on my door, I would be furious and want the “artists” arrested. Graffiti is against the law. I do not think we should tolerate graffiti.
Paragraph 2
Prompt: Compare one element of culture across three to five world cultures, with detailed examples.
There are some fascinating customs around the world that you may be unfamiliar with. In China, you shouldn’t give people a clock as a gift because they associate this thing with death and funerals. They don’t like the number four either. In Egypt, it’s not a good idea to add salt on food someone else prepared for you. It makes them think that you didn’t appreciate the meal. You don’t want to appear rude! And its definitely not advisable to use your left hand to eat because this is considered unclean. In the Netherlands, people shun giving scissors or knives as presents because pointy, sharp gifts are believed to bring bad luck. Another interesting fact is that there’s no tooth fairy in Greece. Children throw their teeth onto the roof of their houses because people think it brings good luck. In Japan, they frown upon using chopsticks to play with or stab one’s food. They view this as a rude and improper use of chopsticks.
Paragraph 3
Prompt: Write a short biography of an important person from early U.S. history. Include important details and make the character come to life.
Tecumseh, a Shawnee, was born in 1768 in Ohio. As a young boy, Tecumseh wanted to become a warrior. When he was a teenager, he joined with Indians from other tribes. They believed that if the American Indians united, they would be better able to push back the settlers that were taking over their land. Tecumseh went on trips, finding other American Indians to fight back against the American government. In 1808, Tecumseh and his brother, who had become a prophet, established a new settlement for American Indians called Prophetstown. U.S. forces destroyed the settlement in 1811. Tecumseh was killed in battle in 1813.
Tool T2-7a
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-7a Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Guidelines for CollaborationEstablish a common goal.
• Ensure that everyone understands that a common goal is perhaps the most important part of collaborative work. Even group members with divergent perspectives can achieve consensus on a specific goal and work toward it.
• Establish your overall goal for the project. Your goal should respond to the assigned prompt or task clearly and thoroughly, and take into account any scoring guides or other means by which the writing will be evaluated.
• Begin every work session by determining a goal for the session. It should align with your planned subtasks and due dates (which you may list on Tool T2-7d).
Discuss and interact respectfully.
• Encourage all members to speak, and listen attentively when they do (perhaps even take notes). Make sure everyone has about equal speaking time.
• Seek and consider different or creative ideas, or opposing viewpoints. • Respond by posing thoughtful questions that examine reasoning and evidence, ask for
verification, or challenge ideas. • Express your own ideas and position. When necessary, clarify and give evidence for your
position or conclusions. • As a group, synthesize what is said during discussions and meetings. Areas of remaining
disagreement may require more research and discussion. Try to come to consensus on decisions (possibly by voting, if needed).
Work effectively together.
• Fairly assign tasks and deadlines for each member for each step in the writing process (ideas for tasks for each step are on Tool T2-7b).
• Carefully consider and acknowledge input and effort from all members. • Come prepared to meetings and discussions, and complete your part of the work
conscientiously and on time. • Be willing to assist group members who need help, and ask for help when you need it.
Sometimes tasks are harder or take longer than first thought. • Use available technology to maximize efficiency. Document-sharing technology, for
example, can allow multiple people to review a draft at the same time. Technology can also enable you to present material using multimedia, such as slides.
Tool T2-7b
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-7b Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Collaborative Writing Step by Step1. Prewrite • Identify a common writing goal.
• Brainstorm. One member records ideas, preferably in a digital format that can be printed or shared online. All group members contribute ideas and ask questions.
• Synthesize the discussion as a group. Reach consensus on decisions and actions, such as research and further discussion points.
• Record subtask assignments on the Collaborative Writing Planner on Tool T2-7d. Add to the plan as needed in the future.
2. Plan • Work as a group to develop a topic sentence and writing plan, including subtopics or key/star ideas on an informal outline.
• Fairly assign subtasks and due dates for each member. For example, each person may be assigned to develop the elaboration for one or more key/star ideas. Members may continue research to fill gaps, while others seek graphics, images, video, or audio resources.
3. Draft • Use the information gathered to have each member develop one or more sections of the writing (whether on paper, in individual electronic documents, or in a collaborative electronic environment).
• Assemble the draft and add transitions as a group, so that the parts build to a unified whole.
4. Revise • Review the assembled text independently (perhaps even getting input from someone outside the group).
• Revisit the writing prompt or assignment to make sure all criteria have been met.• Discuss all members’ feedback and ideas, seeking consensus for changes.
5. Edit • Check for errors using CUPS (possibly with each group member reading for one type of error, e.g., capitalization, usage, punctuation, or spelling).
6. Write final copy
• Create a final copy. One group member can create a clean copy of the entire document, or members can clean up their own sections.
• If more than one individual is involved in creating the final copy, carefully plan how to make sure the most recent changes are present in the final document, and that the final document has consistent and proper formatting.
7. Proofread • Proofread the final copy, either separately or together. Assign one person to make any final corrections.
8. Share and/or publish
• Discuss and decide on the final method of sharing or publication.• If needed, designate speakers or presenters for parts or portions of the product, and
assign subtasks to address any visual supports or other presentation needs. • If needed, designate other roles such as technical support, video or audio setup, or
moderators who field questions.
Tool T2-7c
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-7c Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Collaborative Writing Planner—Example
(Lis
t M
emb
ers)
Ann
aJa
yden
DeA
ndre
Am
ina
Paul
Hiro
yuki
Subtasks Date Due
1. Prewrite (Brainstorm, discuss, research)
Brainstorm topic, discuss, decide on event 10/14 3 3 3 3 3 3
Research meaning of civil disobedience (CD) 10/21 3
Research Gandhi’s biography and Salt March 10/21 3 3
Research effects on India’s history & history of CD 10/21 3 3
Interview Mrs. Gupta about her father 10/21 3 3
2. Plan (Informal outline)
Develop topic sentence, plan, subtopics 10/21 3 3 3 3 3 3
Add elaboration to definition of CD 10/28 3 3
Add elaboration to history of Salt March 10/28 3 3
Add elaboration to effects, historical context 10/28 3 3
3. Draft Draft introduction and conclusion 10/31 3 3
Draft body paragraph: Gandhi biography 10/31 3 3
Draft body paragraph: Salt March 10/31 3 3
Draft body paragraph: historical context 10/31 3 3
4. Revise Review draft; discuss 10/31 3 3 3 3 3 3
Find and insert image of Gandhi on Salt March 11/04 3 3
Insert quotes (Gandhi, Mrs. Gupta) 11/04 3 3
Correct the Works Cited, MLA format 11/04 3 3
5. Edit Meet to read and discuss whole report 11/04 3 3 3 3 3 3
Edit for usage/grammar errors 11/07 3 3
Edit for punctuation, capitalization, spelling errors 11/07 3 3
Edit for errors in MLA report format/Works Cited 11/07 3
6. Write final copy
Make final copy 11/13 3
7. Proofread Review final copy 11/13 3 3 3 3 3 3
Make final corrections 11/13 3
Turn in report! 11/14 3 3 3 3 3 3
8. Share and/or publish
Make tri-fold display board 12/04 3 3 3
Develop 2–5 min. presentation for judges 12/04 3 3 3
Review presentation 12/04 3 3 3 3 3 3
Set up and present at exposition! 12/07 3 3 3 3 3 3
Summary of common writing goal: Write a research report about a historical use of civil disobedience; turn in 11/14; present at the school exposition 12/07.
Tool T2-7d
©2016 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool T2-7d Foundational Writing Skills
Step Up to Writing • Grades 9–12
Name: _______________________________________ Date: ________________
Collaborative Writing Planner
(Lis
t M
emb
ers)
Subtasks Date Due
1. Prewrite (Brainstorm, discuss, research)
2. Plan (Informal outline)
3. Draft
4. Revise
5. Edit
6. Write final copy
7. Proofread
8. Share and/or publish
Summary of common writing goal: