STAAR EOC Expository Essay [9th-12th grade]

Trinity University

Digital Commons @ Trinity

Understanding by Design: Complete Collection Understanding by Design

2015

J. Kat Aylesworth

Trinity University, [email protected]

Follow this and additional works at: h=p://digitalcommons.trinity.edu/educ_understandings

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Repository Citation

Aylesworth, J. Kat, "STAAR EOC Expository Essay [9th-12th grade]" (2015). Understanding by Design: Complete Collection. 314.

h=p://digitalcommons.trinity.edu/educ_understandings/314



UNDERSTANDINGBYDESIGN



UnitCoverPage



UnitTitle:STAAREOCExpositoryEssay

GradeLevel:9

‐12th

Subject/TopicArea(s):EnglishISTAAREOCEssay

DesignedBy:J.KatAylesworth

TimeFrame:ThreeWeeks

SchoolDistrict:RoundRockISD

School:SuccessHighSchool

SchoolAddressandPhone:500GattisSchoolRoad,RoundRock,TX76104



BriefSummaryofUnit(Includingcurricularcontextandunitgoals):

ThisunitwasdesignedforaclassofstudentswhohavefailedtheSTAAREnglishIEOCmultiple

times.Manyofthestudentsarestrugglingreadersandwriterswhichmeansthattheyentermy

classroomwithlargegapsintheirknowledge.Somecanwritewellandjustneedtoknowhow



towriteanessaydesignedtopasstheEOC.Otherscannotwriteincompletesentencesand

completelyshutdownwhentaskedwithamajorwritingassignment.

Thisunitisbreakdownthetaskofessaywritingintomanageablesteps.Whileastudentwill

notbeabletowriteaperfect

essayaftercompletingthisunit,thehopeisthatheorshewillbe

muchmorecomfortablewiththewritingprocessandhaveabasicunderstandingofwhat

separatesgoodwritingfrombad.



Stage1–DesiredResults



HighSchoolTEKS

(13)Writing/WritingProcess.

‐A‐E

(15)Writing/Expositoryand

ProceduralTexts

‐Ai‐v

(16)Writing/PersuasiveTexts

‐A,B,andD



Transfer

Studentswillindependentlyusetheirlearningto…

writeaSTAAREOCstyleexpositoryessay.



Meaning

Understandings

Studentswillunderstandthat….

 thethesisstatementis

themostimportantpart

ofanyessay.

 thewritingmustbe

adjustedtomeetthe

parametersofthe

assignment.



EssentialQuestions

 Howdowecommunicate

effectivelyinwriting

succinctly?

 HowdoIapplythe

knowledgeandskillsI

alreadyhaveinorder

to

passatestwhichIhave

previouslyfailed?



Acquisition

Knowledge

Studentswillknow…

 howtoidentifyexamples

ofexpositorywritingin

therealworld.

 whatexpositorywriting

is.

 whatmakeseffective

expositorywriting.

Skills

Studentswillbeableto…

 writeinthethirdperson.

 usefigurativelanguage

(especiallyinthe

conclusion).

 usetransitionalphrases.

 useavarietyofsentences.

 howtopreplananessay

 howtowriteagenre

specificessay.

 howtowritespecificand

clearthesisstatement.

 theimportanceofusing

specificexamplestoback

upclaims.



Stage2–Evidence



CODE

(MorT)

Evaluative

Criteria

(forrubric)



T‐Organizingstructure

‐Thesisstatement

‐Progressionofideas

‐Examplesanddetails

‐WordChoice

PerformanceTask(s)

Studentswilldemonstratemeaning‐makingandtransferby…

Independentlycompletingeachstageofthewritingprocess

(preplanning,outlining,writing,andediting)aSTAAREOCstyle

expositoryessay.



‐SentenceVariation

‐WritingConventions

OtherEvidence(e.g.,formative)

 ExitTickets

 EssayOutlines

 Colorcodingdraftingprocess

 Completesentencechecks



Stage3–LearningPlan



CODE

(A,M,T)

T



A

Pre‐Assessment

Howwillyoucheckstudents’priorknowledge,skilllevels,andpotentialmisconceptions?

 PullstudentspreviousSTAAREOCscoresandhaveone‐on‐oneconversationswitheachstudentabout

essayscore.Whenpossible,lookatactualessayfrompreviousspringtest.

 Givestudentsamultiple‐choiceassessmentfocusedoncomplete

sentences.Thiscanbemodeledon

thewritingpartoftheEOC.



 LearningActivities

DayOne‐OverviewandStructure

Overview

 Gooverthegoaloftheunit:writeanessaywhichwillscorea3or4on

theSTAARexam

 Showstatestatisticsforessay(75%scorebelowa3)

file:///C:/Users/ncate/Downloads/2015%20Texas%20Assessment%20Con

ference_STAAR%20Eng%20I%20and%20II%20(1).pdf

 Showschool/classroomstatisticsforessay

 Tellwhateachscoremeans:1‐wreckedwriting,2‐badwriting,3‐well

written,4‐wellcrafted

Introducestaterubric‐Wewillfocusalotonwhatmakesagoodessayasitis

importantforthestudentstoknowhowitwillbe

graded.

 Focusontherubricsectionsforscores3and4(seebelow)

 Lookatthefirstpoint(structure)

 Class‘translates’firstpointintostudent‐friendlylanguage

 Postcopiesoftherubricaroundtheclassroom;put‘translation’nextto

rubric

StructureMiniLesson

 Postquestion

andsaythatwewillcomebacktoit.

o Whatorganizingstructureisappropriateforthepurposeand

demandsoftheprompt?

 Classconversationaboutstructuresinothersettings

o LookatcommentsonInstagram/tumbler

http://thingsonhazelshead.tumblr. com/

o LookatNYTimesarticle

http://www.nytimes.com/2015/06/08/us/at‐catcon‐breaking‐a‐

stereotype‐in‐ears‐and‐whiskers.html

o Lookatthecommentsonthearticle

o Lookatabusinessmemohttp://www.dummies.com/how‐

to/content/how‐to‐format‐a‐business‐memorandum.html

o Discussthatexpositorywritingisneededinalmostevery

professionandisthemostcommonstyleofwriting.



o Discussthedifferencesinstructurebetweenthethreewriting

samples

o Modelfillingoutthegraphicorgani zer aboutstructure,purpose,

anddemands.Filloutthesectiononthetumblrfeedasitmight

bethemostchallengingforthestudentsduetothelackofwords.

Havethemfill

outtherestontheirownorinpairs.

 Gobacktothepostedquestion.Havestudentsstartaconversationabout

whattheyalreadyknowaboutstructuresofanessay.–Firstgivestudents

thinkingtimeandaskthemtojotdownatleasttwoideasonanotecardin

ordertospurconversation.

 GooverhowIwanttheiressaystobestructured.

o Fourparagraphs

 Intro,twobody,andconclusion

o Introisonesentence:Thesisstatement

o Eachbodyparagraphisareasonwhythethesisistrue

o Conclusionrestatesthethesiswithmoredepth

–reflectsthoughts

inrestofessayandtiestoworldview

ExitTicket

 Whydoesstructurematter?Howdoesitimpactthepurpose?

 StructureofSTAARessays:

o Howmanyparagraphsshouldyouwrite?

o Howmanysupportingreasonsshouldbeinyouressay?

o Wheredoesthe

thesisstatementgo?(Hint:needstobeinessay

twice)



DayTwo‐StructureandThesisStatement

Review

 ‘translation’ofstructurepartoftherubricand

 partsoftheessay(numberofparagraphs,numberofsupporting

reasons/examples,andlocationofthethesis)

ThesisMiniLesson

 Lookatthe

nextsectionofthestaterubric.

 Studentstranslatethatsectionintotheirownwords;postresults

 Definethesisstatement‐gooverthecharacteristicsofagoodone‐

introducethethesischecklist.Also,postitwhereeveryonecanseeit

throughouttheunit.

o Addressesprompt

o Makesanargument



o Originalthought

 Modelwritingthesisstatement

Prompt→topic→quesons→answer→thesis

 Studentspracticewritingthesisstatementsusinggraphicorganizer

 Studentpicktheirfavoritethesisstatement.Checkitusingthethesis

checklist.

ExitTicket

 Whatisathesisstatement?

 Whatmakesagoodthesis

statement?



 Whatquestionsorproblemsdoyouhaveaboutwritingathesis

statement?HowcanIhelp?

 Onascaleofonetoten,howcomfortabledoyoufeelwritingan

effectivethesisstatement?



DayThree‐Puttingittogether

Review

 Gooveranyquestionsfrom

yesterday’sexittickets‐eitherasawholeclass

orone‐on‐one

 Ifcollected,handbackthesisstatementsfromyesterday’slesson‐

preferablywithcommentsandsuggestion

 GooverthecorrectstructureforaSTAAREOCexpositoryessay

WritingTime

 Introduceamodifiedformofthepre‐writinggraph ic

organizer

 Modelhowtouseit‐minilecture/sermon/discussionaboutthe

importanceofpre‐writing

 Studentsusegraphicorganizertopre‐writetheiressay.

 Studentsthenturngraphicorganizerintoaminiessay.Atthispoint,

essaysshouldonlybe4‐6sentences.

ExampleMiniLesson

 Review

thedefinitionoffigurativelanguage.

 Alsoreviewtheuseoflanguage/conventionspartoftherubric.Introduce

theideaofendingthepaperwithametaphororsimile.Demonstratehow

thatcanaddmeaningtotheconclusionoftheessaywhichleavesthe

readerwithanimpressivenote.

WritingTime

 Modelacompletecon clusionwitharestatedthesisandfigurative

language.Keepitshort‐nomorethanthreesentences,max.

 Givestudentstimetowritetheirownconclusions.

 Monitortomakesurethattheirfigurativelanguagemakessenseinthe

overallcontextoftheiressays.Itneedsto

“contributetothequalityand

clarityoftheessay”inordertomakeapositiveimpact.

Closure

 Studentsunderline/highlightonethingtheylikedintheiressays.Itmight

beawordorsentence,buteveryoneshouldhaveatleastonethingthat

theylike.Shareout.Havemini‐writing

celebration.



DayFour‐DevelopmentofIdeas

 Havestudentsreviewminiessaysfromthedaybefore.Allowthemtimeto

makeanychangesorcorrectionsthattheyneed.

ExampleMiniLesson

 Gobacktothepostedstaterubric.Explainthatwearegoingtocomeback

tothethird

bulletinafewdays.Instead,wewillfocus onthefourthpoint.

 Havestudentsreadthatpointand‘translate’intotheirownwords.

 Pullupmodelminiessayfromthedaybefore.Showstudentsthatjust

havingreasonsisnotenough.Theymustalsoincludeahighlyspecific

reasonthatsupportsthereason.



WritingTime

 Model/practicecomingupwithexamplesinordertofleshoutmodel

essay.Examplescancomefromhistory,books,movies,personal

experience.Thissectionneedstobewellplannedoutbeforethelessonin

ordertomakesurethatalltypesofexamplesarediscussed.

 Introduceparagraph

graphicorganizer.

Reason→Example→Explain→Lifeles s on

 Modelwritingacompleteparagraphusingoneoftheexamplesdiscussed.

 Givestudentstimetoturnoneoftheirreasonsintoaparagraph.This

processdoesnotgosmoothlythefirsttime.Strugglingwriterswillneed

lotsoftimepracticethis

styleofwriting.

Closure

 Reviewpurposeofusingexampleswithexplanation.



DayFive‐CushionDay

Atthispointintheunit,youmightneedanextradaytoreviewthefoundationsof

agoodessay,givestudentsadditionaltimetofinishwritingacompleteessay,and

tocelebrationwhat

theyhavedone.Iftimeallows,teachermightposttheworkin

progressessays(anonymously)andleadstudentsthroughafeedbackprotocol

(eitherwholeorsmallgroup)inordertosharewarmandcoolfeedback.This

wouldalsobeagooddaytocheckinwithstudentstoseehowthey

thinktheunit

isgoing.Theteachermightconsidergettingwarm/coolfeedbackfromthemin

ordertoadjustthedeliveryoftherestoftheunit.



DaySix‐Transitions!

Allowstudentstimetoreviewtheiressaysfromtheweekbefore.Givethemafew

minutestomakechangesasthey

seefit.

TransitionsMiniLesson

 Lookatsectionthreeofthestaterubric.Stresstheimportanceof

‘sentence‐to‐sentenceconnections.’

 Studentstranslatethatsectionintotheirownwords;postresults.

 Havestudentsdefinetransitionsandgiveexamples.(Thisassumessome

leveloffamiliarity,butIthink

itshouldbeasafebetthattheyknow

something).

 Handout/postlistoftransitionwordsandphrases

WritingTime

 Pullupmodelessay.Askstudentswheretransitionscouldgo.Then,add

transitionsbetweeneachsectionwithinthatparagrap h.Showstudents

thattheyneedaminimumofthreetransitions

withinthesecond

paragraphandfourwithinthethirdparagraph. 

 Givestudentstimetoaddtransitionstotheiressaysfromtheweek

before.

 Ifpossible,havestudentsprintoutessaysandputaboxaroundeach

transitionsothattheycanseehowtheyhelptheflow of

theiressays.

Closure

 Quickreviewusingthenumberedheadsmodel.Havestudentsform

groupsoffourandmakeaquickreviewgameofalltheinformation



coveredsofar.Smallprizesforthewinningteam.



DaySeven‐Thoughtfulness

 Lookatsectionfiveofthestaterubric.Stresstheimportanceof

‘demonstratesagoodunderstandingoftheexpositorywritingtask.’

 Studentstranslatethatsectionintotheirownwords;postresults.

 Discusswhatthoughtfulwriting

lookslike.Giveanexampleandnon‐

example.

Putitalltogether

 Reviewallfivepointsonthestudentfriendlyrubric.

 ThenshowstudentsthepromptfromApril2014:Writeanessay

explainingwhetherfailurecanstrengthenaperson.Haveabrief

discussiontoensurethatallstudents

understandtheprompt.

 PostasamplestudentessaywhichcanbefoundontheTEAwebite.

file:///C:/Users/ncate/Downloads/2014_STAAR_ENGI_EX_WRITING_SG%

20(2).pdfStudentshaveahardtimereadingthehandwriting,sohaving

typedversionwillmakethelessongomoresmoothly.

 Havethestudentsreadtheessayandfindstrengthsandweaknesses.

Theymighthavetoreaditmultipletimes.

 Modelhighlightingpositiveaspectsinonecolorandweaknessesin

anothercolor.Thiswaystudentscanseethatanessaywill

haveboth.

 Then,havestudentsrereadtheessayinordertoplaceaboxaroundeach

transitions.Helpstudentsseethattransitionsmightbeaword,phrase,or

sentence.

 Finally,reviewallpartsoftherubrictodetermineagradeforthatessay.

 Breakstudentsintoworking

groups.Havethemlookattwoessayseach.

Groupsshoulddiscussandhighlightstrengthsandweaknessesofeach

essay.Then,theyshouldboxtransitionsandreachascore.

ExitTicket

 Whatweretwothingsthatthewritersdidwell?

 Whatcouldthesewritershavedonedifferentlytoimprovetheir

essays?

 Whatdidyoulearnfromlookingattheseessays?Howwilltoday’sactivity

helpyouimproveyourwriting?



DayEightandNine‐WritingTime

Review

 Whatmakesagoodthesisstatement

 Structureofessay

 Structureofbodyparagraphs

 Listofandimportanceoftransitions

ScaffoldWritingTime

 Tellstudentsthattheirpeersandnottheteacherwillbereadingthese

essaysinordertoprovidefeedback.Theywillhavetwoclassperiodsto

completethewholeessay.

 Presentstudentswithtwodifferentwritingprompts.(Teachercanpull

promptsfromthesisworksheetorfrom

listofpastexpositoryprompts‐

seelistbelow.



 Studentswritethesisstatementandtwosupportingreasons.

 Then,studentscompletethegraphicorganizerforaparagraph.

 Finally,theyputeverythingtogetherasacompletedessay.

Attheendofdayeight,getquickfeedback(thumbsup/downorscaleof1‐10)to

seehowthewriting

processisgoing.Adjustdaynineasneeded.



Attheendofdaynine,collectallessays(somemaynotbecompletelyfinished).

Makefourcopiesofeachessayfortomorrow’speerreviewsessions.



DayTen‐PeerReview

Establishthepurposeofthepeerreviewprocess.Askaboutpriorexperiences.



Addressanyconcerns.Setupgroupnorms fordiscussion.GooverSQOOCHand

sentencestemssothatstudentswillbeabletodrawuponthoseresourcesduring

theirowndiscussions.

Modeltheprocess

 PassoutcopiesofthemodifiedTunetteProtocol.Givestudentstimeto

familiarizethemselveswiththe

directions.

 Appointatimekeeperforthewholegroup.

 Telltheclassthattheteacherwillbethefirstpresenter.Explainthatthey

(thestudents)willbegivingyoufeedback.Stressthenormsforgroup

discussion.

 Gothroughtheprotocolmakingsuretoleavetimeforsilence.



Modelnotetakingbasedonthefeedbackofstudents.

 Atthepresenterreflectionmakesuretorespondtotheirfeedback.

 Debrieftheprocess

PeerReview

 Breaktheclassupintogroupsofthreetofour

 Haveeachgroupappointatimekeeper(orserveasthe

timekeeperfor

thewholeclass).

 Havethestudentsworkthroughtheprotocolforeachmemberoftheir

group.

Iftheclassdoesnothaveatrusting,willing dynamic,youmightchoosetohave

studentscompleteasilent,writtenpeerfeedbackformsuchastheonefrom

Furman(seebelow).

https://furman.app.box.com/s/fif5q3t2qrmu4yf1fbfl



DebrieftheprocessusingthequestionsdevelopedbySadlier‐Oxford.(Seebelow).



DayEleven

WritingTime

 Givestudentstimetoedittheiressaysbasedonthefeedbackfromtheir

peers.

Pre‐Assessment

 StudentscompletetheGoodSentencespre‐assessmentandthecomma

rulespre‐assessment

 Theseactivities

couldalsobecompletedatanypointduringthefirstten

daysoftheunitastimeallows.

Rubric



 Gobacktothestateprovidedrubric.

 Gooverthefinalthreepointswiththeclass.Havethemcompletetheir

‘translation.’Posttheirnewcomplete,newversion.

ExitTicket

 Lookovertheentirerubric.Whatdoyoualreadydowell? 

 Whatdoyouneedtowork

oninyourwritinginordertobringupyour

score?

 Whatwouldyouliketheteachertocover?Wheredoyouneedmore

help?



DayTwelve‐Thirteen

Review

 completedrubricandtheexitticketsfromthedaybefore.

WritingTime

 GivestudentsthePerformanceTask.



Remindthemthattheywillbeabletousedictionaries ontheSTAAR

exam,butthattheywillnotbeabletousegraphicorganizers(unlessIEP

saysotherwise).

 Independently,studentswriteafinalessay

 Beforestudentsturninessay,havethemscoreitusingtherubric.



SmallGroup



 Whilestudentsarewriting,pullthosewhoneedadditionalcommaand

sentenceinstruction.Thesesmalllessonswillonlyserveasastartofto

theeditingprocess.

o Providecheatsheetswithexamplesandrules

o Givethemworksheetsforpractice(cancomefromtheWriting

Coachtextbooks)

Havethemuseeachtypeofsentence/commaruleintheircurrent

essay



Name:  

Pre‐Assessment–Questions1‐4modifiedfromtheApril2014EnglishIEOC.Questions5‐10takenfromPurdueOwlWritingCenter

WritingUsingGoodSentences

SectionOne:Readthequestion,andthenchosethebestanswer.Writetheletterontheblank.

 1.Whatisthemosteffectivewaytocombinethesetwosentences?

AThisideaoftaxationwithoutrepresentationispartofthereasonourforefatherswere

determined,whowantedtoseparatefromGreatBritainandformtheirownnation.

BThisideaoftaxationwithoutrepresentationispartofthereasonourforefatherswere

determinedtoseparatefromGreatBritainandform

theirownnation.

CThisideaoftaxationwithoutrepresentationispartofthereasonourforefatherswere

determinedbecausetheyseparatedfromGreatBritainandformedtheirownnation.

DThisideaoftaxationwithoutrepresentationispartofthereasonourforefatherswere

determinedseparating fromGreatBritain

andformingtheirownnation.

 2.Whatisthemosteffectivewaytorevisethesentence?

ABecauseit’sastoundingtome,TexashasoneofthelowestvoterturnoutratesintheUnited

States.

BIt’sastoundingtomewhatTexashasbeingoneofthelowestvoterturnoutratesintheUnited

States.

CIt’sastoundingtomethatTexashasoneofthelowest

voterturnoutratesintheUnitedStates.

DAsastoundingasitis,alsoshockingthatTexashasoneofthelo westvoterturnoutratesinthe

UnitedStates.

 3.Whatisthecorrectwaytowritethesentence?

AFortherestoftheday,neitherofusspoke,anditwasobvious.Thatshewasnohappierabout

thearrangementthanIwas.

BFortherestoftheday,neitherofusspokeitwasobviousthatshewasnohappieraboutthe

arrangementthanIwas.



CFortherestoftheday,neitherofusspoke.W hichmadeitobviousthatshewasnohappier

aboutthearrangementthanIwas.

DFortherestoftheday,neitherofusspoke.Itwasobviousthatshewasnohappieraboutthe

arrangementthanI

was.



 4.Whatisthecorrectwaytowritethesentences?

AForexample,thevenomoftheBrazilianpitviper is thesourceofadrugusedtotreathigh

bloodpressure,acomponentfoundincopperheadsnakevenommaysoonbeusedtotreat

breastcancer.

BForexample,thevenomoftheBrazilianpitviperisthesourceof

adrugusedtotreathigh

bloodpressure,andthereisacomponentfoundincopperheadsnakevenom.Whichmaysoon

beusedtotreatbreastcancer.

CForexample,thevenomoftheBrazilianpitviper is thesourceofadrugusedtotreathigh

bloodpressure,while

acomponentfoundincop perheadsnakevenommaysoonbeusedto

treatbreastcancer.

DForexample,thevenomoftheBrazilianpitviper.Itisthesourceofadrugusedtotreathigh

bloodpressure,whileacomponentfoundincopperheadsnakevenommaysoonbeusedto



treatbreastcancer

SectionTwo:Labeleachoftheasafragment(F),run‐on(R),orcorrectaswritten(C).

 5.Purdue offers many majors in engineering. Such as electrical, chemical, and industrial

engineering.

6. The grocery store was really packed with people there must have been a big sale today.

7. My dog had to go to the vet today. She cried and cried when they clipped her toenails, but

then she was fine when they gave her a shot!

8. Driving in the city during the evening rush hour.

9. The book we had to read for class was really long my teacher doesn’t seem to understand

that we have other classes to read for too.

10. Went to the store to buy brownie mix.

Section Three: Write five complete sentences about a topic of your choice. You might write

about your favorite food, how you feel about this class, your favorite thing that you

own, one thing you would buy right now if you could go to the store.



Name: 

Pre-Assessment-taken from http://www.lms.rcs.k12.tn.us/teachers/mcmeenj/documents/Comma_Practice.doc

Commas

A. Use commas to separate items in a series and between two or more adjectives that come before

a noun.

1. Cars trucks and busses were stranded by the storm.

2. A sleek powerful submarine slipped into the sea.

B. Part 1 - Use commas in compound sentences.

3. Josh’s uncle drove us to the skating rink and he decided to skate with us.

4. Ariel took her umbrella for it looked like rain.

Part 2 – Combine two sentences to make a compound sentence.

5. The mountains were snowy. The weather did not seem very cold.

_____________________________________________________________________________________________

6. I was planning on going to the football game with my best friend. The game got canceled.

_____________________________________________________________________________________________

C. Use commas to set off an expression that interrupts a sentence.

7. The Johnson City Pool built ten years ago is a great place to swim.

8. Parents who know how to swim can join the group.

9. The girl wearing blue shorts is the homecoming queen.

10. Mary may I borrow a pencil?

D. Use commas after certain introductory elements.

11. Under the picnic table beside the tent Rufus slept peacefully.

12. Oh look at those birds.

13. To get to the supermarket you have to take a left on Main Street.

E. Use commas in certain conventional situations.

14. You will find the bakery at 719 Third Avenue in Orono MN.

15. My grandfather was born on May 4 1929 in Bloomington MN.



F. Insert commas where they are needed in the following sentences. If a sentence is already correct, write C

on the line provided.

______ 16. Exhausted from her tennis match Zia rested before going to the concert.

______ 17. I doubt that you will ever forget winning the game on April 2, 1999, nor will I.

______ 18. Although everyone else in his family was born in the spring Ralph ever his own person was born in

November.

______ 19. We’re not sure where the wildlife park is what time it opens or when it closes.

______ 20. Martha please answer the telephone while I’m vacuuming.

G. Match the appropriate sentence with the appropriate rule.

21. _______ Charla will graduate on June 3, 2005.

22. _______ Splashing in the pool, the children were enjoying themselves.

23. _______ Heavy, gray clouds filled the sky.

24. _______ A landscape painting, by the way, is being sold at the museum today.

25. _______ I really want to have ice cream for dessert, yet I am on a diet.

26. _______ Do you want to go to Hawaii, San Francisco, or Boston.

H. Choose the sentence that is written correctly, with NO ERRORS in punctuation.

27. _______ A. The girls enjoyed going to the park, and having a picnic.

B. Susie did you ever go see the movie Jurassic Park?

C. I wish I were a young, talented actress.

D. I moved from Detroit Michigan, to Orono, Minnesota, two years ago.

28. _______ A. The play had funny lively and entertaining characters.

B. I get scared easily by shadows, and spooky noises.

C. Yes I would like to eat at P.F. Chang’s

D. Sign your name at the top, on the line, and at the bottom. 

A. in items in a series B. when separating two or more adjectives

C. in a compound sentence D. in a conventional situation

E. in a introductory clause or phrase F. to set off an expression that interrupts a sentence



Name:  

Structure Graphic Organizer

Piece Structure-What

does this piece look

like? What choices

did the author make?

Purpose-Why did

the author put this

piece together?

Demands of piece-

What does the reader

have to do?

“Things of Hazel’s

Head” Comments and

photo captions

“At CatCon, Breaking

a Stereotype in Ears

and Whiskers” Article

“At CatCon, Breaking

a Stereotype in Ears

and Whiskers”

Comments

Business Memo

How does the structure of the piece impact the purpose of the piece? Your answer should be 3-5

sentences in length.



Name:TEACHERVERSION

Structure Graphic Organizer

Piece Structure-What

does this piece look

like? What choices

did the author make?

Purpose-Why did

the author put this

piece together?

Demands of piece-

What does the reader

have to do?

“Things of Hazel’s

Head” Comments

and photo captions

-very few words

-incomplete sentences,

most of the time

-frequent use of emoji

-answers in dog speak

-humor / make people

laugh

-brag about dog’s

ability

-share political

messages (black lives

matter; net neutrality)

-mainly look at photos

-very little thinking

-have a sense of humor

-understand some of

the jokes/references

“At CatCon, Breaking

a Stereotype in Ears

and Whiskers” Article

“At CatCon, Breaking

a Stereotype in Ears

and Whiskers”

Comments

Business Memo

How does the structure of the piece impact the purpose of the piece? Your answer should be 3-5

sentences in length.

The shorter pieces that rely on incomplete sentences and photographs are for humor. The pieces whose point is to convey

information (memo, article) are longer. They are make their points using complete sentences and well organized

paragraphs.



Name:

Structure Exit Ticket

Whydoesstructurematter?Howdoesitimpactthepurpose?



StructureofSTAARessays:

Howmanyparagraphsshouldyouwrite?



Howmanysupportingreasonsshouldbeinyouressay?



Wheredoesthethesisstatementgo?(Hint:needstobeinessaytwice)



Name:

Structure Exit Ticket

Whydoesstructurematter?Howdoesitimpactthepurpose?



StructureofSTAARessays:

Howmanyparagraphsshouldyouwrite?



Howmanysupportingreasonsshouldbeinyouressay?



Wheredoesthethesisstatementgo?(Hint:needstobeinessaytwice)



Thesis Statement Checklist

Does your thesis “do” these things?

□ ItshouldNOTbevague,butshouldclearlyexpresswhattheessayisabout.

□ ItshouldNOTbefactualinformation,butmakeadiscussable/arguablepoint.

□ ItshouldNOTstartwith,“InthisessayIwill…”,butindicatethestructureofthe

essay.

Example:“Failureisn’talwaysthebestfeelingintheworld,butwithoutit

peoplewillnevergroworfindoutwhotheyareasaperson.”

Thisthesisstatementclearly

(1)

expresseswhattheessayisabout[failure],

givesatopicthatcanbe

(2)

discussedandargued[thatisshowstruecharacter],

and

(3)

indicatesthestructureoftheessay[thatfailure forcespeopletogrow

anddiscoverthemselves].

□ DoIaddresstheprompt?Re‐readingthepromptafterconstructingaworking

thesiscanhelpyoufixanargumentthathasmissedthefocusoftheassignment.

□ HaveItakenapositionthatothersmightchallengeoroppose?Ifyourthesis

simplystatesfactsthatnoonecoulddisagreewith,it’spossiblethatyouare

simplyprovidingasummary,ratherthanmakinganargument.

□ Ismythesisstatementspecificenough?Thesisstatementsthataretoovague

oftendonothaveastrongargument.Ifyourthesiscontainswordslike“good”

or“successful,”seeifyoucouldbemorespecific.

□ Doesmythesispassthe“Sowhat?”test?Ifareader’sfirstresponseafter

readingyourthesisstatementis,“Sowhat?”,thenyouneedtoclarifyorconnect

toalargerissue.

□ Doesmythesispassthe“How?”and“Why?”tests?Ifareader’sfirstresponse

afterreadingyourthesisstatementis“How?”or“Why?”,yourthesismaybetoo

open‐endedandlackguidanceforthereader.Seewhatyoucanaddtogivethe

readerabettertakeonwhatyour

positionisinthepaper.

Modifiedfrom

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&sqi=2&ved=0CCMQFjABahUKEwjj6t

Cg74fGAhXGKawKHVNaALw&url=http%3A%2F%2Fwww.newfane.wnyric.org%2Fcms%2Flib%2FNY01001283%2Fcentricity%2Fd

omain%2F49%2FHero_thesis_statement.doc&ei=iZ15VaOCIsbTsAXTtIHgCw&usg=AFQjCNHYonfw4hH9wQ7Ao0iW7JC9wn3o2w

&sig2=X‐Chg‐aoq5cr7aFcBj7PSQ



Thesis Generator

Prom

t To

ic Questions

Answers

Thesis

Writeanessay

explainingwhether

failurecan

strengthena

person.

How failure leads to

strength

-Can failure be a

good thing? Why?

-Why does failure

make someone

stronger?

-What happens

when someone

fails?

-Yes, it teaches

important lessons.

-It forces people to

grow.

-Their response

shows what type of

person they are.

Failure isn’t the

best feeling in the

world, but without

it people will never

grow and find out

who they are as a

person.

Writeanessay

explainingwhyitis

sometimes

necessarytotakea

chance.



Writeanessay

explainingthe

effectofonenew

technologyon

people’slives.



Writeanessay

explainingwhether

peopleshouldbe

moreconcerned

aboutothersthan

aboutthemselves.



Writeanessay

explainingthe

importanceof

gettingtoknow

peoplebefore

forminganopinion

aboutthem.



Writeanessay

explainingwhether

apersonmust

alwaysbe

acknowledgedin

ordertohave

accomplished

something.





Name:

Thesis Exit Ticket

Whatisathesisstatement?



Whatmakesagoodthesisstatement?



Onascaleofonetoten,howcomfortabledoyoufeelwritinganeffectivethesisstatement?

Explain.



Whatquestionsorproblemsdoyouhaveaboutwritingathesisstatement?Ho w canIhelp?



Name:

Thesis Exit Ticket

Whatisathesisstatement?



Whatmakesagoodthesisstatement?



Onascaleofonetoten,howcomfortabledoyoufeelwritinganeffectivethesisstatement?

Explain.



Whatquestionsorproblemsdoyouhaveaboutwritingathesisstatement?Ho w canIhelp?



Name:

Putting It Together Graphic Organizer

Write out your mini essay below. Remember, it should be four paragraphs.

ReasonOne:

ReasonTwo:

Conclusionshouldbeonesentencemetaphororsimilesummingup/synthesizingwhyyourpointis

important.

ThesisStatement:



Name: TEACHER VERSION

Putting It Together Graphic Organizer

Write out your mini essay below. Remember, it should be four paragraphs.

ReasonOne:Failure forces people to

change if they want to avoid failing

again in the same way.



ReasonTwo:Failure gives people a chance

to find out how they react when in a

difficult situation.



Conclusionshouldbeonesentencemetaphororsimilesummingup/synthesizingwhyyourpointis

important.

Failure, an unavoidable fact of life, is much like challenging math exam;

it shows up what we know and how we need to grow in order to reach the next level.



ThesisStatement:Failure isn’t always the best feeling in the world, but without it people

will never grow or find out who they are as a person.



Name:  

Development of Ideas Graphic Organizer

This graphic organizer represents one body paragraph. In order to write a complete essay, you will

need to complete this organizer twice-once for each main reason. Each box only needs one complete

sentence.

Paragraph One

Reason:

Specificexample:

Howexampleprovesreason:

Connecttothesis:



Paragraph Two

Reason:

Specificexample:

Howexampleprovesreason:

Connecttothesis:



Name:TEACHERVERSION 

Development of Ideas Graphic Organizer

This graphic organizer represents one body paragraph. In order to write a complete essay, you will

need to complete this organizer twice-once for each main reason. Each box only needs one complete

sentence.

Paragraph One

Reason:Failure forces people to change if they want to avoid failing again in the

same way.



Specificexample:In the sixth grade, I

elt terrible when I

ailed science class because I

did not turn in my binder.



Howexampleprovesreason:The next year, I knew

I needed to change my organizational

skills so that I would not fail my even harder junior high classes.



Connecttothesis:I used that

ear of repeating my failure as a motivation to change

how I approached my school work which allowed me to be more successful.





Paragraph Two

Reason:Failure gives people a chance to find out how they react when in a difficult

situation.



Specificexample:When I failed my least favorite class, I could have given up, but I

knew that would make me a weak person.



Howexampleprovesreason:The fact that I saw the next class as having room for

improvement shows that I am an optimistic person who looks on the bright side.



Connecttothesis:That experience taught me that I have the ability to overcome difficult

school situations.



L i n k i n g W o r d s - A c o m p l e t e l i s t o f T r a n s i t i o n W o r d s & C o n j u n c t i o n s a l s o c a l l e d C o h e s i v e D e v i c e s – C o n n e c t i n g W o r d s

T ransiti on W or d s a n d P h ras e s

Agreement / Addition / Similarity

in the first place

again

moreover

not only ... but also

as well as

as a matter of fact

and

together with

in like manner

also

of course

in addition

then

likewise

coupled with

equally

comparatively

in the same fashion / way

identically

correspondingly

first, second, third

uniquely

similarly

in the light of

furthermore

not to mention

additionally

to say nothing of

too

equally important

by the same token

Examples / Support / Emphasis

in other words

notably

in fact

to put it differently

including

in general

for one thing

in particular

as an illustration

to be sure

in detail

in this case

namely

to demonstrate

for this reason

chiefly

to emphasize

to put it another way

truly

to repeat

that is to say

indeed

to clarify

with attention to

certainly

to explain

by all means

surely

to enumerate

important to realize

markedly

such as

another key point

especially

for example

first thing to remember

specifically

for instance

most compelling evidence

expressively

to point out

must be remembered

surprisingly

with this in mind

point often overlooked

frequently

on the negative side

significantly

on the positives ide

Effect / Result /

Consequence

as a result

for

consequently

under those circumstances

thus

therefore

in that case

because the

thereupon

for this reason

then

forthwith

henceforth

hence

accordingly

Opposition / Limitation / Contradiction

although this may be true

but

although

in contrast

(and) still

instead

different from

unlike

whereas

of course ..., but

despite

on the other hand

(and) yet

conversely

on the contrary

while

otherwise

at the same time

albeit

however

in spite of

besides

rather

even so / though

as much as

nevertheless

be that as it may

even though

nonetheless

then again

regardless

above all

notwithstanding

in reality

after all

Cause / Condition / Purpose

in the event that

in case

granted (that)

... then

provided that

as / so long as

unless

given that

on (the) condition (that)

only / even if

for the purpose of

when

so that

with this intention

whenever

so as to

with this in mind

since

owing to

in the hope that

while

due to

to the end that

for fear that

because of

inasmuch as

in order to

seeing / being that

since

in view of

while

lest

L i n k i n g W o r d s - A c o m p l e t e l i s t o f T r a n s i t i o n W o r d s & C o n j u n c t i o n s a l s o c a l l e d C o h e s i v e D e v i c e s – C o n n e c t i n g W o r d s

Space / Location / Place

in the middle

here

further

to the left/right

there

beyond

in front of

nearby

on this side

where

wherever

in the distance

from

around

here and there

over

before

in the foreground

near

alongside

in the background

above

amid

in the center of

below

among

down

beneath

adjacent to

beside

opposite to

under

behind

between

across

Time / Chronology / Sequence

at the present time

after

henceforth

from time to time

later

whenever

sooner or later

last

eventually

at the same time

until

meanwhile

up to the present time

till

further

to begin with

since

during

in due time

then

first, second

until now

before

in time

as soon as

hence

prior to

as long as

forthwith

in the meantime

when

straightaway

in a moment

once

without delay

about

by the time

in the first place

whenever

all of a sudden

now

at this instant

now that

immediately

formerly

instantly

quickly

suddenly

presently

finally

shortly

occasionally

Conclusion / Summary /

Restatement

as can be seen

after all

overall

generally speaking

in fact

ordinarily

in the final analysis

in summary

usually

all things considered

in conclusion

by and large

as shown above

in short

to sum up

in the long run

in brief

on the whole

given these points

in essence

in any event

as has been noted

to summarize

in either case

in a word

on balance

all in all

for the most part

altogether

Con ju n c ti o n s

Subordinating

than Comparison

That Rel.Pro.

after Time

rather than

what

as long as

whether

whatever

as soon as

as much as

which

before

whereas

whichever

by the time

now that

though Concession

Who Rel.Adj.

once

although

whoever

since

even though

whom

till

while

whomever

until

whose

when

if Condition

where Place

whenever

only if

wherever

while

unless

until

how Manner

because Reason

provided that

as though

since

assuming that

as if

so that

even if

in order (that)

in case (that)

why

lest

Correlative

as . . . as

either . . . or

what with . . . and

just as . . . so

neither . . . nor

whether . . . or

both . . . and

not only . . . but also

hardly . . . when

if . . . then

no sooner . . . than

scarcely . . . when

not . . . but

rather . . . than

Coordinating

For

And

Nor

But

Yet



Model Essay

Failureisn’talwaysthebestfeelingintheworld,butwithoutitpeoplewill

nevergroworfindoutwhotheyareasaperson.

 Failureforcespeopletochangeiftheywanttoavoidfailingagaininthe

sameway.Inthesixthgrade,IfeltterriblewhenI

failedscienceclassbecauseI

didnotturninmybinder.Thenextyear,IknewIneededtochangemy

organizationalskillssothatI wouldnotfailmyevenharderjuniorhighclasses.I

usedthatfearofrepeatingmyfailureasamotivationtochangehowI

approachedmyschoolworkwhichallowedmetobemoresuccessful.

 Failuregivespeopleachancetofindouthowtheyreactwheninadifficult

situation.WhenIfailedmyleastfavoriteclass,Icouldhavegivenup,butIknew

thatwouldmakemeaweakperson.The

factthatIsawthenextclassashaving

roomforimprovementshowsthatIamanoptimisticpersonwholooksonthe

brightside.ThatexperiencetaughtmethatIhavetheabilitytoovercomedifficult

schoolsituations.



Model Essay with Transitions

Failureisn’talwaysthebestfeelingintheworld,butwithoutitpeoplewill

nevergroworfindoutwhotheyareasaperson.

 Althoughitdoesnotfeelgood,failureispositivebecauseitforcespeople

tochangeiftheywanttoavoidfailingagaininthesameway.Ilearnedthislesson

inthesixthgradewhenIfeltterriblebecauseIfailedscienceclasswhenIdidnot

turninmybinder.Thenextyear,IknewIneededtochangemyorganizational

skillssothatIwouldnotfailmyevenharderjuniorhighclasses.Thisexperience

taughtmetousethatfearofrepeatingmyfailureasamotivationtochangehow

Iapproachedmyschoolworkwhichallowedmetobemoresuccessful.

 Failuredoesmorethanjustmakepeoplefeelbad;italsogivespeoplea

chancetofindouthowtheyreactwheninadifficultsituation.Forinstance,when

Ifailedmyleastfavoriteclass,Icouldhavegivenup,butIknewthatwouldmake

meaweakperson.Consequently,thefactthatIsawthenextclassashaving

roomforimprovementshowsthatIamanoptimisticpersonwholooksonthe

brightside.Overall,thatexperiencetaughtmethatIhavetheabilitytoovercome

difficultschoolsituations.



Sample Student Essays

Sample One

When most people hear the word “failure,” they immediately associate it with negative events or

occurences. Failure isn’t typically perceived as a good thing, but it can actually strengthen a person.

Failure can make a person stronger by teaching them valuable lessons and motivating them to keep

trying to achieve a goal.

Most people see failure as an undesired concept, but it can lead to learning valuable lessons that you

may not have otherwise learned. Take doctors for example When they are trying to develop new

vaccines, it’s garunteed that they won’t get it right on the first try. Doctors often fail when making

these new vaccines, but they use thee failures as learning experiences. When they make a mistake in

developing a new vaccine, they often learn what they did wrong, eventually developing a successful

new vaccine.

Similar to how doctors can use failure as a learning experience, people can also utilize failure as

motivation to achieve a goal. The other day in the weight room, an unathletic girl was attempting to

do six reps with two twenty pound dumbells, but couldn’t seem to do it. In spite of her efforts, she

kept failing over and over again. She eventually became so motivated by all her failed attempts, that

she started doing reps and didn’t stop until she reached her goal of six. After beign successful she was

so proud that she was able to use her failure to make herself stronger.

Failure can make an person much stronger if they are determined to overcome it. It can motivate

individuals or groups of people in become stronger, and help people learn from their mistakes. When

looking at failure form a positive perspective, you can become much stronger and more successful

than you may have ever believed.

Strengths Weaknesses

Score



Sample Student Essays

Sample Two

Ever heard of that saying: “It doesn’t matter if you get knocked down. What does matter is if you are

able to get back up.” This saying speaks to me and is sure it means a lot to many people. The reason

being that nobody is perfect. You will eventually have faults in your life but that should never stop you

from succeding.

In today’s society there are challenges and obstacles everywhere. Some are you personal while others

can be man made. Neither of them interfier in man’s beliefs, goals, or thoughts. Sadly, failure stops

many in their path to success. I believe otherwise. I believe that failure will make your stronger due to

the fact that no obstacle can stop you. If you believe that you can achieve that’s the way of the world

just because someone is better smarter, or stronger dosen’t mean you can’t get there yourself. Do

you think others were born that way? No. They had many obstacles they had to overcome before

getting where they are now.

Failure does make you stronger because on must learn from their mistakes. Any new thing or activity

you encounter won’t be easy and you certainly won’t get it right the first time. After practices and

consistensy one will get the hang of it. Patience is key and everyone is more than able to get up

again.

Strengths Weaknesses

Score



Sample Student Essays

Sample Three

When people fail they t3end to ask the question, Why me? Even when people try their best at

something, they are going to fail at some point. Failure isn’t always the best feeling in the world, but

without it people will never grow or find out who they are as a person.

To begin with, when you fail you grow as a person. For example, when dancers try out for things they

don’t always make it, but they always grow more as a dancer and as a person. Failures always help

people grow as a person they may not relize it at first, but failures help people grow in many ways.

Not only do failures help people grow, but they also help make them become who they are today. For

example on a current TV show called “The Middle” one of the main characters is always trying out for

differnet things, but she never makes it. Until one day she tries out for track and makes it. If she

would have made the other things she tried out for, then she would have never found out that she

loved to run. If you don’t fail at things, then you wouldn’t be doing the things you love to do today.

Falures help people grow and find out who they are as a person. People always fail for a reason.

Without failures then people wouldn’t be who they are today.

Strengths Weaknesses

Score



Sample Student Essays

Sample Four

can failure make you stonger? maybe it could maybe it can not that only if you belive its true if it can

make you stronger or not. If you fail how does it make you feel, think about it, do you feel like it

change something in your life or not that your thought. Failure to me is that if I Lose or did something

you regret then your going to have that regret with you and everwhere you go. Tell yourself I know I

did this and it made me a failure but i know it can make me stonger cause you live and you from your

mistakes and you know now not to do it anymore. Faliure is everyday for everybody cause no is

perfect they all made mistakes and we live with it cause that way of life. Everytime you fall get back

up rise the greatest thing is the glory just look and see there nothing bad of failure. if you have a lot

of your failure and you want to let it out but you don’t know who or how to do it but you scared to tell

your friends or family tell them i should understand cause failure does happen even if you try your

hardest not to have failure but it does And the question asking can failure make you stronger? that

your opioipn and you answer to ask and to tell yourself don’t tell somebody if im a failure dont listen

to them cause there not you and your not them to decised if you are or not. You tell yourself im

not.im not a FAILURE!!!!!!!!!!!. there times I tell myself if im a failure and I think about real hard you

reall have dodles about yourself. Its up to you if you want to be one or not but just no that your

always gong to get up on your feet and keep rising cause failure always happens just tell yourself and

your friends and family we not failure were all not that the way of life failure is never the answer to

tell you if you are

Strengths Weaknesses

Score



Sample Student Essays

Sample Five

Every day, people all around the world dare to try new things and activities. Although the possibility of

failing is great, one continues to take the risk, as failure may teach one many valuable life lessons that

help create a stronger person. Failure strengthens an individual by teaching one perseverance and

humbleness over time.

Failure instills perseverance in one by teaching them to continue on and keep trying, no matter how

discouraged they may be. Although it may seem difficult for one to accomplish, many of our nation’s

greatest leaders have had to learn this trait. For example, Abraham Lincoln ran for a political office

numerous times and even though he continuously failed, he persevered and worked even harder the

next time. After many crushing defeats, Lincoln was able to turn loss into glory and become the

President of the United States.

Failure also teaches one to be humble enough to recognize their own mistakes. When trying a new

activity or skill, mistakes are common and often result in a failure of some kind. In realizing that one’s

self has made an error, one can work to correct it and fix the problem at hand; aiding the individual in

success. This valuable lesson strengthens a person by giving them the ability to improve their self

through humbly accepting their mistakes and transforming them into greatness instead of allowing

defeat.

Furthermore, failure does strengthen an individual by teaching life lessons such as perseverance and

humbleness. Together, the two work to fix mistakes and teach that one can never give up. These

lessons taught by failure are imperative for success in any task that one may face. Fittingly, a wise

man once said, “Without failure, how could one ever truly know success?”

Strengths Weaknesses

Score



Sample Student Essays

Sample Six

The inevitable doom of everyone is failing. It could be any subject or activity, but everyone has failed

at something at least once. When anyone fails, it brings a feeling of low self-worth, a lack of

motivation, and frustration. Failing early on prepares that person for failing later, when it could be

much more important to stay strong.

As an individual continues to fail more and more, he or she becomes less afraid of failing. Those

people retain in their confidence after possibly embarrassing themselves. That person will continue to

take risks and practice until they become more successful. One of my friends used to be very scared

of public speaking. As a result, his mother forces him to practice speech nearly everyday and made

him take classes where he would have to speak in front of his class. Very many times he chickened

out during half his speech but the day came where he was no longer afraid of failing in front of his

class. Through taking risks, practicing, and removing a fear of failing, my friend was able to succeed.

As well as having no fear of failing, when a person fails early on it prepares them to not fail when it is

more important. As the president, would it be worse to fail while practicing a speech in front of his

family or while giving a speech to a large crowd? It would be better for him to try and take as many

risks as possible while practicing, and making sure he would not mess up in an important speech.

Failure come often, yet it is better to fail many times and not fail when it matters most.

Failures are impossible to dodge, so getting used to failing is necessary. Someone who has failed

many times and succeeded is stronger and more prepared for the more important events. .

Strengths Weaknesses

Score



Sample Student Essays

Sample Seven

People have always failed. Whether it it may be an assignment in high school, a relationship in college,

or a first job, someone will always fail at something. But learning from those mishaps is what drives

people to succeed, and their failure can be what makes them stronger.

If no one ever made any mistakes, no one would ever learn. People would not strive for progress

because they would already be correct about everything. It is because there are failures, people

succeed. Thomas Ediason failed many times before he created a functioning lightbulb. Today, there

are lightbulbs in every country, in many schools, buildings and homes. Because of his failures, Edison

was only more determined to create light. Had he given up after the first try, people might still be

living in the dark.

The constant fight to be better, to succeed, is what keeps people rising from their failures. Everytime

someone fails, their skin gets thicker, and if they are motivated enough, they keep trying. Take a

recovering alcoholic, for example. If he or she is motivated enough, they will keep trying to get off

their addiction. Of course, they will fail a few times, but they will keep trying. Eventually, their lives

will get better, and at the end of it, they will have become a stronger person due to their experiences.

At some point or another, everyone fails at something. This is simply a part of life. Of being a human

being. Their failure can make them stronger or weaker, but that depends on their own actions and

motivation.

Strengths Weaknesses

Score



Sample Student Essays

Sample Eight

Failure can strengthen a person, because as a human you will make mistakes and should learn from

them. If you don’t make mistakes then you are considered perfect and I quote, “Not all things are

possible through man, but through God all things are possible.” Quoted from the new testament.

What that means is that if you do not follow God then you are considered trhough man, but if you do

follow Him then you are considered through God. If you are a follower of Christ then you can do all

things weather or not you succeed or fail is up to you.

Another thing is that if you don’t learn to fail, then how will you take it when you fail later on in your

life. Some people take it to far and think it is a sign from the heavens saying it mean that you failed

life.

Just to remember, no human is perfect and failure will only teach you if you let it. now you can’t let it

control you and become this big lazy slob and mess up your future. Further on to that you must

believe that accidents happen and you will slip up sometimes everybody does.

To conclude this, yes, I believe that failure can make you stronger.

Strengths Weaknesses

Score



Sample Student Essay

Sample Nine

Every person have a weekness on anything. They try so hard to do it and give up so much time for

them so give out the information, and show how bad they want it or need it. Lawers have the same i

belive they do so hard on there job and try so hard to success for what they realt want for there

claiet. Althrought they if they don’t win it they failed and especialy if you have never failed a case that

could be he weekness also to a sport perfional can happen the same thing you know.

Sport people can also fail for example Michel Joedan he one of the best basketball players he have his

carrear on track he sheals shoes and his one of the best baskeball players he dose his best and when

he fails he don’t but him self dopwn he keep his head up high then never and tryes again until he can

do it.

I don’t belive people can put htem self down really low just beacause they didn’t do it right they can

try harder and better than anything like realy don’t but your self down for something stupid. 

Strengths Weaknesses

 Score

All comments, highlights, notes, and ideas are by Laura West at Round Rock

High School, RRISD

All comments, highlights, notes, and ideas are by Laura West at Round Rock High School, RRISD

All comments, highlights, notes, and ideas are by Laura West at Round Rock High School, RRISD.



Name:

Thoughtfulness Exit Ticket

Whatweretwothingsthatthewritersdidwell?



Whatcouldthesewritershavedonedifferentlytoimprovetheiressays?



Whatdidyoulearnfromlookingattheseessays?Howwilltoday’sactivityhelpyouimproveyour

writing?



Name:

Thoughtfulness Exit Ticket

Whatweretwothingsthatthewritersdidwell?



Whatcouldthesewritershavedonedifferentlytoimprovetheiressays?



Whatdidyoulearnfromlookingattheseessays?Howwilltoday’sactivityhelpyouimproveyour

writing?



Former STAAR EOC Prompts

Expository

Write an essay explaining whether failure can strengthen a person. April 2014 (English 1)

Write an essay explaining why it is sometimes necessary to take a chance. April 2013 (English

Write an essay explaining the effect of one new technology on people’s lives. April 2012

(English 1)

Write an essay explaining whether people should be more concerned about others than about

themselves. April 2011 (English 1)

Write an essay explaining the importance of getting to know people before forming an opinion

about them. April 2013 (English 2)

Write an essay explaining whether a person must always be acknowledged in order to have

accomplished something. April 2011 (English 2)

Persuasive

Write an essay stating your position on whether learning always has a positive effect on a

person’s life. April 2014 (English 2)

Write an essay stating your position on whether it is better to live in a large city or in a small

town. April 2013 (English 2)

Write an essay stating your position on which is more important: what a person thinks or

what a person does. April 2011 (English 2)

Write an essay stating your position on whether you believe that we live in an information age or

an interruption age. April 2011 (English 3)

Write an essay stating your opinion on which is more beneficial—spending time with others or

spending time alone. April 2013 (English 3)



SQOOCH!

S:SaySomethingSINCEREandSPECIFIC.Findsomethingyouhonestlylikeaboutthispieceofwriting,

andgivetheauthorasincere,honestcompliment.Everywritingefforthassomethingworthpraising.

Usetheperson’snameasyoudeliverthiscomplimentwitheyecontactandasincereexpression.Others

canagreeand

addtheirowncompliment.Thenmoveontohelpfulcriticism.

Q:askQUESTIONStohelpdevelopthecontent.Trytoseethingsinanewway,oraskformore

elaboration,placeswhereadditionaldetailcouldgiveyouaclearerpicture.Don’tgetsidetrackedinto

talkingaboutthewriter’slife

experience,butlethimorherknowwhatpartsoftheessayareinteresting

andworthaddingto.

O:Organize:Canyouidentifytheauthor’sthesisstatement?Underlinewhatyouthinkisthethesisas

youread.Doesittellthetopic+“sowhat”?Doesitfitwiththe

restoftheessay?ThenlookattheTopic

Sentences(usuallythefirstsentenceofeachparagraph):dotheyeachsupportthethesis?Arethereany

paragraphslongerthanhalfapageorthathavetoomanydiffere ntideasinthem?Youcantrytomakea

briefoutlineofthe

“flow”ofideasasyouunderstoodthem:sometimesitishar dforthewriterto

organizethecontentbecausetheyaretoo“close”tothetopic.

O:Optimize:Helpthewritergetthebestpossiblegradeonthepaper.Doestheessayfitthe

assignment?Isitlongenough?

Trytothinkliketheteacherandmakeatleast3specificsuggestionsthat

youthinkwillhelpthewritinggetabettergrade.

C:Clarify:putasquiggleymarkunderanysentencesthatdon’tsoundcleartoyouorwhereyoudon’t

knowwhatthewritermeans.Don’ttry

tocorrectthem,letthewriterworkitout.Writer’sworkshopis

NOTforproofreading,unlessthewriterasksforspecifichelpwithaspecificproblem,suchas“IknowI

makealotofrun‐togethers,didyounoticeany?”DoNOTproofreadthewriter’spaper,butdolethim

or

herknowifanysentencesneedwork.

H:The“Heel:”helpthewriterimprovetheintroductionandconclusionoftheessay.Didtheauthorend

usingapieceoffigurativelanguage?Doesitaddmeaningtotherestoftheessay?Isthereanewidea

presentedinthe

conclusionthatbuildsontherestoftheessay?



Adaptedfromhttps://laulima.hawaii.edu/access/content/group/1e1d61fe‐bb60‐4734‐b321‐

999202343b30/Assessment/SQOOCH%20Shebang.doc



PeerFeedbackSentenceStems

AcknowledgementandPraise:

Ilikewhatyousayherebecause…

Ineverthoughtabout__________ thiswaybefore…

Yourpointabout______mademethinkabout….

Thisisagreatexamplebecause…

Icanseethatthistopicisreallyimporta nttoyou…

Thispartmademe(laugh/feelsad/thinkaboutmyownlifeanew

way)…



BreakingtheNewsofaProblemintheEssay:

Inoticedthat….

Iwonderif….

Mysenseisthat…

Imightbeoffhere,butIthinkyou’resayingthat….

Ifeltalittlelostinthispart….

Iwasalittleconfusedabout….butitseemslikewhatyou’retryingtosayis….



CommunicatingCriticism:

Hmm.IjustwanttomakesureIgetwhatthispartmeans.Areyousaying….

Okay!NowIseewhatyou’regettingat.Maybeifyousaid_____first/ormovedthisparthere…

Ilikewhatyousayabout_____,butanexamplemightmakethepointmore

clearly.Whatabout….?

Eventhoughit’struethat_______,youmightwanttokeepinmindthat….

Iseeyourargument,butwhatifsomeonethoughtthat….(Devil’sAdvocate)

CheckingtheAssignment:

Ithinkit’simportantforthisassignmenttotal kabout….

YouknowhowpickyMs.Aylesworthisabout

thesisstatements/topicsentences/citations/whatever….

Doyouthinkitneedstobelonger?

Youmightwanttotalk toMs.Aylesworthaboutyourtopic,itseemsalittledifferentthanwhatthe

promptsaid.

Theassignmentsaid____________,butwhatyou’vedoneismorelike__________

Onewaytomakethisa4

paperwouldbeto….

Onmylastpaper,theteachersuggeste d thatI__________,andmaybethatwouldworkforyouhere.



Adaptedfromhttps://laulima.hawaii.edu/access/content/group/1e1d61fe‐bb60‐4734‐b321‐

999202343b30/Assessment/SQOOCH%20Shebang.doc



PeerFeedbackSession:

The“Tunette”Protocol

Roles:Presenter,Participants,Timekeeper

Structure:Triads



Determineatimekeeperforeachgroupanddecidewhowillpresentfirst

Youdon’tneedtousethefulltimeforanygivenstep,butyoucannotgoovertime.



1.Presentationtothegroup(5minutes)

Presenterreadsaloudhisorheressay.Heorshepointsoutareaswhereheorsheishaving

troubleandwouldlikehelp.



2.Examinationofwork(4minutes)

Participantshaveafewminutestoquietlylookatthework.



3.WarmFeedback(2minutes)

Presenterissilentandtakesnoteswhileparticipantsidentifystrengthsoftheunitinrounds



4.CoolFeedback(2minutes)

Presenterissilentandtakesnoteswhileparticipantsidentifyareasforcontinuedgrowthin

rounds.



5.SuggestionRound(4minutes)

Presentersilentlytakesnotesaspresentersprovidesuggestions.

 Onethingthepresentermightconsider/try/do

 Whatifthepresenter

 Iwould



6.PresenterReflection(2minutes)

Presenterreflectsonwhatheorsheisnowthinkingandwhereheorshemightgonextwith

theessay.



Repeatsteps1‐6forremainingparticipantsintriad.

This process is a modified version of a protocol used at Trinity University’s Summer Curriculum Writing

Institute.



Name:

Peer Feedback Debrief

Please be honest in your answers as it will help me plan in the future.

How I feel when I receive feedback on

my own writing

How I feel when I give feedback on

someone else’s writing

What type of feedback helps me revise

my writing

What type of feedback does not help me

revise my writing

Questions taken from http://www.sadlier-oxford.com/prof_development/peerrewchin.cfm?page=0

On a scale of 1 to 10, how helpful were today’s feedback sessions? Please explain.



Name:  Reviewer’sName:



RevisionWorksheet

ReadtheessayTWICE.Thenrespondtothefollowingquestionsusingthebackofthepaperasnecessary.Your

commentsshouldbespecificandcompleteaspossible.Whencommentingonaclassmate’spaper,your

objectiveistopointoutsolvableproblemstomaketheessaybetterorganized,smootherandmorefocused.

Commentsshouldnotbepersonallycritical;whetheryouagreeordisagreewiththewriter’sideasorpositions,

yourjobistoseethattheyareexpressedmoreclearly.

1.Whatappearstobethethesisoftheessay?



2.Isthethesisstatedinsuchawaythatyoucantellclearlywhatthewriter’sbigideais?



3.Whatisthegreateststrengthoftheessay(couldbebutisnotlimitdetoorganizationofpoints,use

ofexamples,veryclearmainideas,gooduseofevidence,etc.)?



4.Whatisitsgreatestweakness?Howmightthewriteraddressthisproblem?



5.Howisevidence(examples)usedtosupportpoints?Isthereadequatesupport?Isthesignificance

ofexamplesorquotesclearlyenoughstated?



6.Aretheparagraphsorganizedinalogicalfashion?Doyoulosetrackoftheorganizationofideasat

anytime?Whereandhow?



7.Doesthewritingitselfseemunclear,vague,toosparse,toowordy,toopompous?Arethere

grammarspelling,orpunctuationproblems?Indicatethoseproblemsontheessayitselfanddescribe

theproblemhere.



Adaptedfromhttps://furman.app.box.com/s/fif5q3t2qrmu4yf1fbfl



Name:

Essay Revision Exit Ticket

1. Lookovertheentirerubric.Whatdoyou alreadydowell?



2. Whatdoyouneedtoworkoninyourwritinginordertobringupyourscore?



3. Whatwouldyouliketheteachertocover?Wheredoyouneedmorehelp?



Name:

Essay Revision Exit Ticket

1. Lookovertheentirerubric.Whatdoyou alreadydowell?



2. Whatdoyouneedtoworkoninyourwritinginordertobringupyourscore?



3. Whatwouldyouliketheteachertocover?Wheredoyouneedmorehelp?



The Complete Sentence

Adapted from http://www.chompchomp.com/terms/completesentence.htm

Recognize a complete sentence

A complete sentence has the follow characteristics:

 An independent subject

 An independent verb

 Is a complete thought that can stand on its own.

Examples

The banana rotting at the bottom of Jimmy’s book bag has soaked his biology notes with ooze.

Did you notice the cricket swimming in your cup of tea?

I cannot believe that you tried one of those disgusting chocolate-broccoli muffins!

Mix it up!

If a main clause exists in a sentence, you can attach whatever sentence elements you need. A

bumblebee flew into Peter’s open mouth. (complete sentence)

Buzzing around the picnic table, a bumblebee flew into Peter’s open mouth.

A bumblebee flew into Peter’s open mouth, stinging the poor boy’s tongue, which swelled up as

big and as blue as an eggplant.

Because it smelled the peach-flavored bubble gum, a bumblebee flew into Peter’s open mouth.

Avoid an accidental fragment.

Sometimes you might begin a group of words with a capital letter, then conclude with an end mark,

but forget to insert a main clause anywhere in the mix. When this happens, you have written a

fragment, a major error in writing. Read the examples that follow:

Because hungry sharks flashed on the surface of the waves.

Problem:

Write a complete sentence below:

Spilling the hot spaghetti sauce all over his new suede shoes.

Problem:

Write a complete sentence below:

Peeked into the room, risking the wrath of Ms. Aylesworth.

Problem:

Write a complete sentence below:



12* Rules For Using Commas Without Looking Like An Idiot

Christina Sterbenz

Published in Business Insider, September 2013

*Edited for length

1. Use a comma before any coordinating conjunction (and, but, for, or, nor, so, yet)

that links two independent clauses.

Example: "I went running, and I saw a duck."

You may need to learn a few grammatical terms to understand this one.

An independent clause is a unit of grammatical organization that includes both a subject

and verb and can stand on its own as a sentence. In the previous example, "I went running"

and "I saw a duck" are both independent clauses, and "and" is the coordinating conjunction

that connects them. Consequently, we insert a comma.

If we were to eliminate the second "I" from that example, the second clause would lack a

subject, making it not a clause at all. In that case, it would no longer need a comma: "I went

running and saw a duck."

You try:

2. Use a comma after a dependent clause that starts a sentence.

Example: "When I went running, I saw a duck."

A dependent clause is a grammatical unit that contains both subject and verb but cannot

stand on its own, like "When I went running ..."

Commas always follow these clauses at the start of a sentence. If a dependent clause ends

the sentence, however, it no longer requires a comma. Only use a comma to separate a

dependent clause at the end of a sentence for added emphasis, usually when negation

occurs.

You try:

3. Use commas to offset appositives from the rest of the sentence.

Appositives act as synonyms for a juxtaposed word or phrase. For example, "While running,

I saw a mallard, a kind of duck." "A kind of duck" is the appositive, which gives more

information about "a mallard."

If the appositive occurs in the middle of the sentence, both sides of the phrase need a

comma. As in, "A mallard, a kind of duck, attacked me."



Don't let the length of an appositive scare you. As long as the phrase somehow gives more

information about its predecessor, you usually need a comma.

"A mallard, the kind of duck I saw when I went running, attacked me."

You try:

4. Use commas to separate items in a series.

For example, "I saw a duck, a magician, and a liquor store when I went running."

You try:

5. Use a comma after introductory adverbs.

"Finally, I went running."

"Unsurprisingly, I saw a duck when I went running."

You try:

6. Use a comma when attributing quotes.

If attribution comes before the quote, place the comma outside the quotations marks. The

runner said, "I saw a duck."

If attribution comes after the quote, put the comma inside the quotation marks. "I saw a

duck," said the runner.

7. Use a comma to separate each element in an address. Also use a comma after a

city-state combination within a sentence.

"I work at 257 Park Ave. South, New York, N.Y. 10010."

"Cleveland, Ohio, is a great city."

You try:

8. Also use a comma to separate the elements in a full date (weekday, month and

day, and year). Also separate a combination of those elements from the rest of the

sentence with commas.

"March 15, 2013, was a strange day." Even if you add a weekday, keep the comma after

"2013."

"Friday, March 15, 2013, was a strange day."



"Friday, March 15, was a strange day."

You don't need to add a comma when the sentence mentions only the month and year.

"March 2013 was a strange month."

You try:

9. Use a comma when the first word of the sentence is freestanding "yes" or "no."

"Yes, I saw a duck when I went running."

"No, the duck didn't bite me."

You try:

10. Use a comma when directly addressing someone or something in a sentence.

My editor often asks, "Christina, is that article up yet?"

You try:

11. Use a comma between two adjectives that modify the same noun.

For example: "I saw the big, mean duck when I went running."

You try:

12. Use commas before every sequence of three numbers when writing a number

larger than 999. (Two exceptions are writing years and house numbers.)

For example, 10,000 or 1,304,687.

You try:



Performance Task



Readthefollowingquotation.



Thinkcarefullyaboutthefollowingquestion.

Whydopeoplegotoextremesin ordertoattainagoal?Whyaredreamssovaluabletomany

people?

Writeanessayexplainingtheimportanceofhavingadreamoragoal.

Besureto—

 clearlystate

yourthesis

 organizeanddevelopyourideaseffectively

 chooseyourwordscarefully

 edityourwritingforgrammar,mechanics,andspelling

Adapted from http://www.wfisd.net/cms/lib/TX01000557/Centricity/Domain/538/PreAP%20Expository%20Prompt.doc

PoetsandplaywrightssuchasLangstonHughesand

LorraineHansberrydiscussthesignificanceofdreams

quiteoften.Adreamcanbedefinedasanaspiration

oragoalthatissometimesattainableoroften

unattainable.

WRITTENCOMPOSITION:ExpositoryEssay



Performance Task Rubric-taken from TEA Student Assessment Division Fall 201

file:///C:/Users/ncate/Downloads/Expository%20Rubric.pdf

ScorePoint1Theessayrepresentsaverylimitedwritingperformance.

Organization/Progression

 Theorganizingstructureoftheessayisinappropriate tothepurposeorthespecificdemandsof

theprompt.Thewriterusesorganizationalstrategiesthatareonlymarginallysuitedtothe

explanatorytask,ortheyareinappropriateornotevidentatall.Theabsenceofafunctional

organizationalstructurecausesthe

essaytolackclarityanddirection.

 Mostideasaregenerallyrelatedtothetopicspecifiedintheprompt,butthethesisstatementis

missing,unclear,orillogical.Thewritermayfailtomaintainfocusonthetopic,mayinclude

extraneousinformation,ormayshiftabruptlyfromideatoidea,

weakeningthecoherenceof

theessay.

 Thewriter’sprogressionofideasisweak.Repetitionorwordinesssometimescausesserious

disruptionsintheflowoftheessay.Atothertimesthelackoftransitionsandsentence‐to‐

sentenceconnectionscausesthewritertopresentideasinarandomorillogicalway,

making

oneormorepartsoftheessayunclearordifficulttofollow.

DevelopmentofIdeas

 Thedevelopmentofideasisweak.Theessayisineffectivebecausethewriterusesdetailsand

examplesthatareinappropriate, vague,orinsufficient.

 Theessayisinsubstantialbecausethewriter’sresponsetothepromptisvagueorconfused.In

somecases,theessayasawholeisonlyweakly

linkedtotheprompt.Inothercases,thewriter

developstheessayinamannerthat demonstratesalackofunderstandingoftheexpository

writingtask.

UseofLanguage/Conventions

 Thewriter’swordchoicemaybevagueorlimited.Itreflectslittleornoawarenessofthe

expositorypurposeanddoesnotestablishatoneappropriatetothetask.Thewordchoicemay

impedethequalityandclarityoftheessay.

 Sentencesaresimplistic,awkward,oruncontrolled,significantlylimiting

theeffectivenessofthe

essay.

 Thewriterhaslittleornocommandofsentenceboundariesandspelling,capitalization,

punctuation,grammar,andusageconventions.Seriousandpersistenterrorscreatedisruptions

inthefluencyofthewritingandsometimesinterferewithmeaning.



ScorePoint2Theessayrepresentsabasicwritingperformance.

Organization/Progression

 Theorganizingstructureoftheessayisevidentbutmaynotalwaysbeappropriatetothe

purposeorthespecificdemandsoftheprompt.Theessayisnotalwaysclearbecausethewriter

usesorganizationalstrategiesthatareonlysomewhatsuitedtotheexpositorytask.

 Mostideasaregenerally

relatedtothetopicspecifiedintheprompt,butthewriter’sthesis

statementisweakorsomewhatunclear.Thelackofaneffectivethesisorthewriter’sinclusion

ofirrelevantinformationinterfereswiththefocusandcoherenceoftheessay.

 Thewriter’sprogressionofideasisnotalwayslogical

andcontrolled.Sometimesrepetitionor

wordinesscausesminordisruptionsintheflowoftheessay.Atothertimestransitionsand

sentence‐to‐sentenceconnectionsaretooperfunctoryorweaktosupporttheflowoftheessay

orshowtherelationshipsamongideas.

DevelopmentofIdeas

 Thedevelopmentofideasisminimal.Theessayissuperficialbecausethewriterusesdetailsand

examplesthatarenotalwaysappropriateoraretoobrieflyorpartiallypresented.

 Theessayreflectslittleornothoughtfulness.Thewriter’sresponsetothepromptissometimes

formulaic.Thewriterdevelopsthe

essayinamannerthatdemonstratesonlyalimited

understandingoftheexpositorywritingtask.

UseofLanguage/Conventions

 Thewriter’swordchoicemaybegeneralorimprecise.Itreflectsabasicawarenessofthe

expositorypurposebutdoeslittletoestablishatoneappropriatetothetask.Thewordchoice

maynotcontributetothequality andclarityoftheessay.

 Sentencesareawkwardoronlysomewhat

controlled,weakeningtheeffectivenessofthees say.

 Thewriterdemonstratesapartialcommandofsentenceboundariesandspelling,capitalization,

punctuation,grammar,andusageconventions.Somedistractingerrorsmaybeevident,attimes

creatingminordisruptionsinthefluencyormeaningofthewriting.



ScorePoint3Theessayrepresentsasatisfactorywritingperformance.

Organization/Progression

 Theorganizingstructureoftheessayis,forthemostpart,appropr iatetothepurposeand

responsivetothespecificdemands oftheprompt.Theessayisclearbecausethewriteruses

organizationalstrategiesthatareadequatelysuitedtotheexpositorytask.

 Thewriterestablishesaclearthesisstatement.

Mostideasarerelatedtothethesisandare

focusedonthetopicspecifiedintheprompt.Theessayiscoherent,thoughitmaynotalwaysbe

unifiedduetominorlapsesinfocus.

 Thewriter’sprogressionofideasisgenerallylogicalandcontrolled.Forthemostpart,

transitions

aremeaningful,andsentence‐to‐sentenceconnectionsaresufficienttosupportthe

flowoftheessayandshowtherelationshipsamongideas.

DevelopmentofIdeas

 Thedevelopmentofideasissufficientbecausethewriterusesdetailsandexamplesthatare

specificandappropriate,addingsomesubstancetotheessay.

 Theessayreflectssomethoughtfulness.Thewriter’sresponsetothepromptisoriginalrather

thanformulaic.Thewriterdevelopstheessayinamannerthat

demonstratesagood

understandingoftheexpositorywritingtask.

UseofLanguage/Conventions

 Thewriter’swordchoiceis,forthemostpart,clearandspecific.Itreflectsanawarenessofthe

expositorypurposeandestablishesatoneappropriatetothetask.Thewordchoiceusually

contributestothequalityandclarityoftheessay.

 Sentencesarevariedandadequatelycontrolled,forthe

mostpartcontributingtothe

effectivenessoftheessay.

 Thewriterdemonstratesanadequatecommandofsentenceboundariesandspelling,

capitalization,punctua tion,grammar,andusageconventions.Althoughsomeerrorsmaybe

evident,theycreatefew(ifany)disruptionsinthefluencyofthewriting,andtheydonotaffect

theclarityoftheessay.



ScorePoint4Theessayrepresentsanaccomplishedwritingperformance.

Organization/Progression

 Theorganizingstructureoftheessayisclearlyappropriatetothepurposeandresponsivetothe

specificdemandsoftheprompt.Theessayisskillfullycraftedbecausethewriteruses

organizationalstrategiesthatareparticularlywellsuitedtotheexpositorytask.

 Thewriterestablishesaclearthesisstatement. All

ideasarestronglyrelatedtothethesisand

arefocusedonthetopicspecifiedintheprompt.Bysustainingthisfocus,thewriterisableto

createanessaythatisunifiedandcoherent.

 Thewriter’sprogressionofideasislogicalandwellcontrolled.Meaningfultransitionsandstrong

sentence‐

to‐sentenceconnectionsenhancetheflowoftheessaybyclearlyshowingthe

relationshipsamongideas,makingthewriter’strainofthoughteasytofollow.

DevelopmentofIdeas

 Thedevelopmentofideasiseffectivebecausethewriterusesdetailsandexamplesthatare

specificandwellchosen,addingsubstancetotheessay.

 Theessayisthoughtfulandengaging.Thewritermaychoosetousehis/heruniqueexperiences

orviewoftheworldasabasisforwriting

ortoconnectideasininterestingways.Thewriter

developstheessayinamannerthat demonstratesathoroughunderstandingoftheexpository

writingtask.

UseofLanguage/Conventions

 Thewriter’swordchoiceispurposefulandprecise.Itreflectsakeenawarenessofthe

expositorypurposeandmaintainsatoneappropriatetothetask.Thewordchoicestrongly

contributestothequalityandclarityoftheessay.

 Sentencesarepurposeful,varied,andwellcontrolled,enhancingtheeffectivenessof

theessay.

 Thewriterdemonstratesaconsistentcommandofsentenceboundariesandspelling,

capitalization,punctua tion,grammar,andusageconventions.Althoughminorerrorsmaybe

evident,theydonotdetractfromthefluencyofthewritingortheclarityoftheessay.The

overallstrengthoftheconventionscontributestotheeffectivenessofthe

essay.