Languages
Pages
Legal
Why do we write? We write to:• express and reflect• inquire and explore• analyze and interpret• take a stand• evaluate and judge• propose a solution• seek common ground• inform or explain• report – research-based writing
Reading Rhetorically: A Reader for WritersBean, Chappell, and Gillam
•take tests
SectionNumber of Questions
Percent of Final Score
Time
Section I: Multiple Choice
Approx. 95
minutes
Part AInterpretive Communication:Print Texts
30 questions
50%
Approx. 40 minutes
Part B
Interpretive Communication:Print and Audio Texts (combined)
35 questions
Approx. 55 minutesInterpretive Communication:
Audio Texts
Section II: Free Response
Approx. 85
minutes
Interpersonal Writing: E-mail Reply 1 prompt
50%
15 minutes
Presentational Writing: Persuasive Essay 1 promptApprox.
55 minutes
Interpersonal Speaking: Conversation 5 prompts20 seconds
for each response
Presentational Speaking: Cultural Comparison 1 prompt2 minutes to respond
German AP TEST
You will write a persuasive essay to submit to a German writing contest. The essay topic is based on three accompanying sources, which presentdifferent viewpoints on the topic and include both print and audio material. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then, you will have 40 minutes to prepare and write your essay.
In your persuasive essay, you should present the sources’ different viewpoints on the topic and also clearly indicate your own viewpoint and defend it thoroughly. Use information from all of the sourcesto support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs.
• Ideas• Sentence Fluency• Organization• Word Choice• Voice • Conventions + Presentation
ISBN-13: 978-0439280389
Vertical Articulation
Novice 4Novice 3Novice 2Novice 1
Int. 5Int. 4Int. 3Int. 2Int. 1
I am from Israel.
My name is Amalia. I am a married woman and have 3 kids. My son live in Florida and my girls in Israel. We usely like to travel to new places, to see moves and to go to Conserts.
We move to St. Louis because my husbend get ajob in Boying Company. In the beging I feel happy to start a new life and my children encorg us to do that but When the day came it was hard to leve my girls in Israel and fly to U.S.
Now after two years We miss the girls but we are close to my son. We travel a lot in U.S. to West Cost and to the East, meet new people and enjoy the new life. I help to improve my English with reading books watch T.V. and study English.
I like to introduce myself to all of you. My name is Jennifer. I’m so happy to study in parkway esl school. It was out of my suspect before my arriving here. I have been here for almost six monthes. There are three people in my family. My husband. I and my son. We’re new immigration in U.S.A. But America is not strange to us. We had been here for one yoar in 1990 to 1991.
I came from Taiwan. I was born and grew up in south of Taiwan. I used to live Kalshining city about fourty eight years. When I decided to move here. I was so worried about, what St. Louis look like? I’m no sure if I come to here that everything will be all right? Maybe I’m afraid to drive. The most difficult thing is langurage problem. I can’t sleep very well for a long time. Because I worried so much. I called my friend who had became a u.s. citizen two years ago. I’m looking forward to getting more opinions from her. I made a list what should I do or what should I need to bring. The important thing is economic problem. I need to arrange all of my property. I need to give up my life living in Taiwan. But my husband had a strong feeling to send my son to America. He like to support my son to creat a different and challenge new life for his future. This is a motivation for us to move here.
I hope that I can speak and listen better in the furture.
ACTFL Proficiency Guidelines 2012
Novice
Writers at the Novice level are characterized by the ability to produce lists and notes, primarily by writing words and phrases. They can provide limited formulaic information on simple forms and documents. These writers can reproduce practiced material to convey the most simple messages. In addition, they can transcribe familiar words or phrases, copy letters of the alphabet or syllables of a syllabary, or reproduce basic characters with some accuracy.
Intermediate
Writers at the Intermediate level are characterized by the ability to meet practical writing needs, such as simple messages and letters, requests for information, and notes. In addition, they can ask and respond to simple questions in writing. These writers can create with the language and communicate simple facts and ideas in a series of loosely connected sentences on topics of personal interest and social needs. They write primarily in present time. At this level, writers use basic vocabulary and structures to express meaning that is comprehensible to those accustomed to the writing of non-natives.
Advanced
Writers at the Advanced level are characterized by the ability to write routine informal and some formal correspondence, as well as narratives, descriptions, and summaries of a factual nature. They can narrate and describe in the major time frames of past, present, and future, using paraphrasing and elaboration to provide clarity. Advanced-level writers produce connected discourse of paragraph length and structure. At this level, writers show good control of the most frequently used structures and generic vocabulary, allowing them to be understood by those unaccustomed to the writing of non-natives.
Novice Produce lists and notesWords and phrasesPracticed material
Intermediate Ask and respond to questionsWrite simple messages and lettersSimple facts and ideas
Advanced Major time (past, present, future)connections/ conjuctionsParagraph length
Lists allow for both inquiry and drafting.
Reasons not to lieWays to spend $100Things to do besides watch TVThings that make you smileThings you might find at the
beach
Dialogue Journal Prompts It’s awful when I can’t…When I’m bored…What I like most about myself…Something strange I saw…. I couldn’t sleep…What does it mean to be (lazy)? I went to the end of the rainbow and
found… I have a dream…When I see (red), I think… I am happy when…Next year I want to…
http://www.cal.org/resources/Digest/peyton01.html
Lead ins….Topic words……
• Homework• A fast food restaurant• Snow• Hero• Zoo• Money• Vacation• Car• Friend• Animal• Jewelry
ListsGenerate an “A – Z” listing on a
specific topic. Freewrite on a specific word – beauty,
dangerous, heroic, love, jealousy, etc. Create “big people” to explore
characters.Use a “two voice” list to explore
aspects of a topic. Create a “counting book” on a topic. Write a “how to” on a topic.
Generating Ideas Student’s trace hand on
paper. They write the important
topic on the palm of the hand.
They write 5 facts about the topic on each finger.
Students pair with a partner to share their outline.
Big People Trace a major character.
Write notes about the character inside the body.
Draw arrows outside the body.
Add specific events and page numbers.
Use as source for ideas.
Deborah Dean
Ask questions. As a class ask questionsTeacher writes questions on boardStudents write a story which answers these
questions.
Picture This
Use an image, show for 1 minute, cover, each student writes words, phrases and sentences to describe.
Segment image into 6 quadrants, show each quadrant for 1 minute, allow students to write out of context description
Finally show entire image again for one minute.
6 + 1 Traits of Wrting - Ruth Culham
Artwork writingGive students a painting or pictureEach student writes a cinquain poemDisplay poems and picturesStudents must choose which poems and
pictures go together.
Cinquain PoemVersion 1 One noun
2 adjectives3 verbs1 phrase with 4 wordsRename the noun
Version 2 two syllablesfour syllablesSix syllablesEight syllablesTwo syllables
P aris, a dynamic city withA rtistic museums and monuments,R ich in historyI nvites connoisseurs of life to S ites of great appeal.
http://www.shadowpoetry.com/resources/wip/types.html
In Loop Poetry there are no restrictions on the number of stanzas nor on the syllable count for each line. In each stanza, the last word of the first line becomes the first word of line two, last word of line 2 becomes the first word of line 3, last word of line 3 becomes the first word of line 4. This is followed for each stanza.
What a joy to travelTravel to see placesPlaces that are differentDifferent people to meet.
Who am I now?Now I have changed Changed by experiencesExperiences that are memories.
R.A.F.T.s
Role Audience Format TopicGerman
governmentcitizens of Guernica
letterapology for what
was done
Francopeople of
Spainspeech
protestation of innocence
Museum curator
Picasso newspaper interview
questions about the painting and likely answers
Soldier Commander telegram reasons for defeat
Mother Diary journal entry
what happened and personal
thoughts about war
? ? ? ?
R.A.F.T.S.
persuade, analyze, create, predict, compare, defend, evaluate
Creative writing ideasWrite a letter to SantaExcuse not from school
BrainstormingWrite words about a topic Circle your favorite fiveUse these 5 to then write sentences.
Teach transitionsbut alsoand then still, alwaysat first as, likehowever for example often in this waylater suddenlyperhaps becauseby the way especially on the contrary in any caseand finallybriefly now
It’s summer. It’s hot. I love to swim. I like the beach. I like to play volleyball.
Write 5 sentences about summer…..
Building BlocksRosita made tortillas________ _______
where ? with whom?
__________ __________ _________. when ? at what time? why?
3 Questions rule: Can your sentence
answer three questions?
www.eduplace.com
Yesterday-Today-Tomorrow
What happened?What is happening?What will happen?
Editing and FeedbackIn a group of 4:All students write the same on their own
paper.Have students count off and collect all #1’s,
2’s, etc.All students receive this grade
Editing and FeedbackHave students peer edit in groups of three.Student 1- Correct Capitalization and spellingStudent 2- Correct verb endings, adjective
endingsStudent 3- correct word order
Dr. Deborah Baldini, University of Missouri-St. Louis
Edit #1: Content and OrganizationEditor’s name: _______________________ Author’s name:__________________ 1. Number each paragraph. Use the numbers to make reference to your comments.2. Read the draft carefully.3. Place a check next to each statement you find to be true of this paper:_____ 1. The author followed the directions for the assignment._____ 2. The author utilized the past tenses. _____ 3. The draft is well organized; it has a presentación, a complicación, and a resolución. Please identify these by writing P, C, and R where they occur._____ 4. There is a logical ending; the draft does not simply stop.
If one of the above is not checked, please give the reason(s):
1. Should the author add anything, such as details?2. Does any part need to be moved to improve organization? 3. What is this composition about? 4. What is the best part of this composition? Please give at least two suggestions you feel would improve this paper.
wallwisher.comexample provided by Julie Hoyt
Comic generatorshttp://www.makebeliefscomix.com/Comix/http://chogger.com/http://www.readwritethink.org/files/
resources/interactives/comic/http://www.pixton.com/http://www.makebeliefscomix.com/Printables/
(hundreds of free printables)
Top Related