College Transitions-‐Integrated Reading, Inquiry, & Writing Writer’s Self-‐Assessment (formative) for Sequence 1 – Mapping Your Literacy History In this sequence, we want you to explore your literacy history—how you learned and learn to read texts, ask questions, and compose and communicate through language. We hope that this reflection will help you better understand your existing processes and all your potential choices as composers. As writers, researchers, and readers, we're interested in how well you (1) identify a question to drive your writing or determine a purpose of your own for writing, (2) integrate relevant sources, (3) identify and write for a particular audience, (4) meaningfully choose a form or forms to write in, (5) use appropriate style guidelines for the form and audience, and (6) learn about and edit the mechanics of your language for mistakes in spelling, punctuation, and syntax. Thinking about these goals, you will assess yourself before getting feedback from your peers and your instructor. You will use this HISTORY OF YOUR DEVELOPMENT to revise now and to prepare your portfolio in the final six weeks of class. Writing with a Purpose How well did you identify and address a specific and meaningful purpose for this particular piece of writing? Based on your comments above, what priority should you give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY □ MEDIUM PRIORITY □ LOW PRIORITY I need to spend a significant amount I need to spend some time on this I need to spend little to no time on of time on this aspect because I had aspect because I had a purpose, but this aspect because my purpose was little or no clear idea of my purpose I wasn’t able to connect it to every clear and the writing is connected to for writing this draft. part of the writing in this draft. that purpose throughout this draft. Working with Other People’s Ideas How well did you integrate relevant sources into this particular piece of writing? Based on your comments above, what priority should you give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY I need to spend a significant amount of time on this aspect because I had little or no clear idea of my purpose for writing this draft.
□ MEDIUM PRIORITY I need to spend some time on this aspect because I had a purpose, but I wasn’t able to connect it to every part of the writing in this draft. 1
□ LOW PRIORITY I need to spend little to no time on this aspect because my purpose was clear and the writing is connected to that purpose throughout this draft.
Writing for a Real and Specific Audience How well has the writer identified and addressed a real audience for this particular piece of writing? Based on your comments above, what priority should you give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY □ MEDIUM PRIORITY □ LOW PRIORITY I need to spend a significant amount of time on this aspect because I had little or no clear idea of my purpose for writing this draft.
I need to spend some time on this aspect because I had a purpose, but I wasn’t able to connect it to every part of the writing in this draft.
I need to spend little to no time on this aspect because my purpose was clear and the writing is connected to that purpose throughout this draft.
Choosing an Appropriate and Effective Form for Your Writing How well did you choose and use a meaningful form for this particular piece of writing? Based on your comments above, what priority should you give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY □ MEDIUM PRIORITY □ LOW PRIORITY I need to spend a significant amount of time on this aspect because I had little or no clear idea of my purpose for writing this draft.
I need to spend some time on this aspect because I had a purpose, but I wasn’t able to connect it to every part of the writing in this draft.
I need to spend little to no time on this aspect because my purpose was clear and the writing is connected to that purpose throughout this draft.
Following Appropriate Style Guidelines and Language Conventions How well did you follow the relevant style guidelines for this particular piece of writing? How well did you handle the mechanics of your language? Based on your comments above, what priority should you give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY I need to spend a significant amount of time on this aspect because I had little or no clear idea of my purpose for writing this draft.
□ MEDIUM PRIORITY I need to spend some time on this aspect because I had a purpose, but I wasn’t able to connect it to every part of the writing in this draft. 2
□ LOW PRIORITY I need to spend little to no time on this aspect because my purpose was clear and the writing is connected to that purpose throughout this draft.
Thinking about Revision Based on all of this feedback, name and explain two things that you do well and should build on in revision. The explanations need to be detailed. For instance, if you had a clear audience of high school seniors who will be engineering majors in college, explain how you can better use that focus and what you know about the audience to be more compelling in your arguments. 1. 2. Based on the aspects of this draft that are high, medium, or low priority, explain the two most important things you are going to work on in revision. The plan needs to be detailed. For instance, if you barely mentioned an interview with a teacher, but know you need to do more with the responses she gave you, explain how you will better integrate her responses to represent her point of view. 1. 2.
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College Transitions-‐Integrated Reading, Inquiry, & Writing Peer Assessment for Sequence 1 (formative) – Mapping Your Literacy History In this sequence, writers explore their literacy history—how they learned and learn to read texts, ask questions, and compose and communicate through language. We hope that this reflection will helps writers better understand their existing processes and all their potential choices as composers. As writers, researchers, and readers, we're interested in how well they (1) identify a question to drive their writing or determine a purpose of their own for writing, (2) integrate relevant sources, (3) identify and write for a particular audience, (4) meaningfully choose a form or forms to write in, (5) use appropriate style guidelines for the form and audience, and (6) learn about and edit the mechanics of their language for mistakes in spelling, punctuation, and syntax. Thinking about these goals, you will assess your peer’s work. Writers will use this feedback now and to prepare their portfolios in the final six weeks of class. Writing with a Purpose How well did the writer identify and address a specific and meaningful purpose for this particular piece of writing? Based on your comments above, what priority should the writer give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY You need to spend a significant amount of time on this aspect because you had little or no clear idea of a purpose for writing this draft.
□ MEDIUM PRIORITY You need to spend some time on this aspect because you had a purpose, but you weren’t able to connect it to every part of the writing in this draft.
□ LOW PRIORITY You need to spend little to no time on this aspect because your purpose was clear and the writing is connected to that purpose throughout this draft.
Working with Other People’s Ideas How well did the writer integrate relevant sources into this particular piece of writing? Based on your comments above, what priority should the writer give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY You need to spend a significant amount of time on this aspect because you had little or no clear idea of a purpose for writing this draft.
□ MEDIUM PRIORITY You need to spend some time on this aspect because you had a purpose, but you weren’t able to connect it to every part of the writing in this draft. 1
□ LOW PRIORITY You need to spend little to no time on this aspect because your purpose was clear and the writing is connected to that purpose throughout this draft.
Writing for a Real and Specific Audience How well has the writer identified and addressed a real audience for this particular piece of writing? Based on your comments above, what priority should the writer give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY You need to spend a significant amount of time on this aspect because you had little or no clear idea of a purpose for writing this draft.
□ MEDIUM PRIORITY You need to spend some time on this aspect because you had a purpose, but you weren’t able to connect it to every part of the writing in this draft.
□ LOW PRIORITY You need to spend little to no time on this aspect because your purpose was clear and the writing is connected to that purpose throughout this draft.
Choosing an Appropriate and Effective Form for Your Writing How well did the writer choose and use a meaningful form for this particular piece of writing? Based on your comments above, what priority should the writer give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY □ MEDIUM PRIORITY □ LOW PRIORITY You need to spend a significant amount of time on this aspect because you had little or no clear idea of a purpose for writing this draft.
You need to spend some time on this aspect because you had a purpose, but you weren’t able to connect it to every part of the writing in this draft.
You need to spend little to no time on this aspect because your purpose was clear and the writing is connected to that purpose throughout this draft.
Following Appropriate Style Guidelines and Language Conventions How well did the writer follow the relevant style guidelines for this particular piece of writing? How well did the writer handle the mechanics of language? Based on your comments above, what priority should the writer give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY □ MEDIUM PRIORITY □ LOW PRIORITY You need to spend a significant amount of time on this aspect because you had little or no clear idea of a purpose for writing this draft.
You need to spend some time on this aspect because you had a purpose, but you weren’t able to connect it to every part of the writing in this draft. 2
You need to spend little to no time on this aspect because your purpose was clear and the writing is connected to that purpose throughout this draft.
Thinking about Revision Based on all of this feedback, name and explain two things that the writer does well and should build on in revision. The explanations need to be detailed. For instance, if the writer had a clear audience of high school seniors who will be engineering majors in college, explain how s/he can better use that focus and what knowledge about the audience to be more compelling in his/her arguments. 1. 2. Based on the aspects of this draft that are high, medium, or low priority, explain the two most important things the writer should work on in revision. The plan needs to be detailed. For instance, if the writer barely mentioned an interview with a teacher, and you want to know more about the responses she gave, explain how the writer could better integrate the teacher’s responses to represent her point of view. 1. 2.
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College Transitions-‐Integrated Reading, Inquiry, & Writing Teacher’s Assessment for Sequence 1 (formative) – Mapping Your Literacy History In this sequence, writers explore their literacy history—how they learned and learn to read texts, ask questions, and compose and communicate through language. We hope that this reflection will helps writers better understand their existing processes and all their potential choices as composers. As writers, researchers, and readers, we're interested in how well they (1) identify a question to drive their writing or determine a purpose of their own for writing, (2) integrate relevant sources, (3) identify and write for a particular audience, (4) meaningfully choose a form or forms to write in, (5) use appropriate style guidelines for the form and audience, and (6) learn about and edit the mechanics of their language for mistakes in spelling, punctuation, and syntax. Thinking about these goals, you will assess your peer’s work. Writers will use this feedback now and to prepare their portfolios in the final six weeks of class. Writing with a Purpose How well did the writer identify and address a specific and meaningful purpose for this particular piece of writing? Based on your comments above, what priority should the writer give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY You need to spend a significant amount of time on this aspect because you had little or no clear idea of a purpose for writing this draft.
□ MEDIUM PRIORITY You need to spend some time on this aspect because you had a purpose, but you weren’t able to connect it to every part of the writing in this draft.
□ LOW PRIORITY You need to spend little to no time on this aspect because your purpose was clear and the writing is connected to that purpose throughout this draft.
Working with Other People’s Ideas How well did the writer integrate relevant sources into this particular piece of writing? Based on your comments above, what priority should the writer give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY □ MEDIUM PRIORITY □ LOW PRIORITY You need to spend a significant amount of time on this aspect because you had little or no clear idea of a purpose for writing this draft.
You need to spend some time on this aspect because you had a purpose, but you weren’t able to connect it to every part of the writing in this draft. 1
You need to spend little to no time on this aspect because your purpose was clear and the writing is connected to that purpose throughout this draft.
Writing for a Real and Specific Audience How well has the writer identified and addressed a real audience for this particular piece of writing? Based on your comments above, what priority should the writer give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY You need to spend a significant amount of time on this aspect because you had little or no clear idea of a purpose for writing this draft.
□ MEDIUM PRIORITY You need to spend some time on this aspect because you had a purpose, but you weren’t able to connect it to every part of the writing in this draft.
□ LOW PRIORITY You need to spend little to no time on this aspect because your purpose was clear and the writing is connected to that purpose throughout this draft.
Choosing an Appropriate and Effective Form for Your Writing How well did the writer choose and use a meaningful form for this particular piece of writing? Based on your comments above, what priority should the writer give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY You need to spend a significant amount of time on this aspect because you had little or no clear idea of a purpose for writing this draft.
□ MEDIUM PRIORITY You need to spend some time on this aspect because you had a purpose, but you weren’t able to connect it to every part of the writing in this draft.
□ LOW PRIORITY You need to spend little to no time on this aspect because your purpose was clear and the writing is connected to that purpose throughout this draft.
Following Appropriate Style Guidelines and Language Conventions How well did the writer follow the relevant style guidelines for this particular piece of writing? How well did the writer handle the mechanics of language? Based on your comments above, what priority should the writer give to identifying and addressing this aspect of writing when revising? □ HIGH PRIORITY □ MEDIUM PRIORITY □ LOW PRIORITY You need to spend a significant amount of time on this aspect because you had little or no clear idea of a purpose for writing this draft.
You need to spend some time on this aspect because you had a purpose, but you weren’t able to connect it to every part of the writing in this draft.
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You need to spend little to no time on this aspect because your purpose was clear and the writing is connected to that purpose throughout this draft.
Thinking about Revision Based on all of this feedback, name and explain two things that the writer does well and should build on in revision. The explanations need to be detailed. For instance, if the writer had a clear audience of high school seniors who will be engineering majors in college, explain how s/he can better use that focus and what knowledge about the audience to be more compelling in his/her arguments. 1. 2. Based on the aspects of this draft that are high, medium, or low priority, explain the two most important things the writer should work on in revision. The plan needs to be detailed. For instance, if the writer barely mentioned an interview with a teacher, and you want to know more about the responses she gave, explain how the writer could better integrate the teacher’s responses to represent her point of view. 1. 2.
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College Transitions-‐Integrated Reading, Inquiry, & Writing Student Revision Plan for the End of the 6 Weeks
You’ve done a lot of writing and received a lot of feedback. Now it’s time to get organized and prepare another version of your major writing assignment for your teacher’s six weeks evaluation and grading. Go back through your drafts and feedback, taking note of the changes you’ve made so far and the revisions you still want to address. What specific aspects of your writing are you going to work on and in what order? 1. 2. 3. 4. 5.
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College Transitions-‐Integrated Reading, Inquiry, & Writing Teacher’s Assessment for Sequence 1 (summative) – Mapping Your Literacy History Highly Developed well done with little or no need for revision (15-‐20) Developed somewhat effective; will still benefit from revision (7-‐14) Under Developed needs substantial revision (1-‐6)
Learning Outcomes
Teacher Comments
Points
Writing with a Purpose (20%)
Working with Other People’s Ideas (20%)
Writing for a Real and Specific Audience (15%)
Choosing an Appropriate and Effective Form for Your Writing (15%)
Following Appropriate Style Guidelines and Language Conventions (10%)
Improving through Revision (20%)
Highly Developed well done with little or no need for revision (15-‐20) Developed somewhat effective; will still benefit from revision (7-‐14) Under Developed needs substantial revision (1-‐6) Highly Developed well done with little or no need for revision (11-‐15) Developed somewhat effective; will still benefit from revision (6-‐10) Under Developed needs substantial revision (1-‐5) Highly Developed well done with little or no need for revision (11-‐15) Developed somewhat effective; will still benefit from revision (6-‐10) Under Developed needs substantial revision (1-‐5) Highly Developed well done with little or no need for revision (8-‐10) Developed somewhat effective; will still benefit from revision (4-‐7) Under Developed needs substantial revision (1-‐3) Highly Developed well done with little or no need for revision (15-‐20) Developed somewhat effective; will still benefit from revision (7-‐14) Under Developed needs substantial revision (1-‐6)
Total Grade Ideas to Take Away 1
