Rebecca Jones

Spring 07

Writing Task

Writing Task Objectives

Academic Expectations	Core Content	Program of Studies
1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.3 Students identify and analyze systems and the ways their components work together or affect each other.	WR-M-1.1.0 Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by · Narrowing the topic to create a specific purpose for writing · Establishing a controlling idea, theme, or conclusion about the topic · Choosing a perspective authentic to the writer · Analyzing and addressing the needs of the intended audience · Adhering to the characteristics of the form · Applying a suitable tone · Allowing voice to emerge when appropriate SC-06-4.7.1 Students will describe the consequences of change in one or more abiotic factors on a population within an ecosystem. The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition).	EL-6-WC-S-2 Students will write to demonstrate learning and understanding of content knowledge (e.g., journals, test answers, on-demand, research reports) SC-6-I-U-1 Students will be understand that ecosystems are more than just the organisms they contain: geography, weather, climate and geologic factors also influence the interactions within an ecosystem. SC-6-I-U-2 Students will understand that communities do not exist in isolation, but are globally interconnected by a number of Earth systems (e.g. ocean, atmosphere, lithosphere).

Writing Task Expectations

Students will create a piece of writing that reflects and supports their learning in a unit about the environment. Students will be asked to create either a pamphlet for distribution, an editorial for the local paper, an article suitable for a student magazine, a radio spot promoting a local clean up, or a letter to a government official supporting sound environmental practices. The piece of writing should exhibit a good sense of purpose and take into account the intended audience. Factual scientific research should be used to support student writing and should be referenced.

Writing Task Instructions

We have been studying about the environment for the past two weeks. You have learned a great deal about this planet that we call home. Now is your chance to get involved! You will create a piece of writing that reflects your knowledge about the environment. What form your writing will take will be up to you. What you are graded on depends on which form you choose. Be sure to use facts in your writing and remember to cite them correctly. Failure to cite facts could be seen as plagiarism. Be sure to always remember your purpose for writing and your audience. Take this task seriously! Most of your writing will find its way into the real world, so make sure you aren’t ashamed to have your name attached to it.

Select one of the following forms for your writing task:

· Brochure-inform the public about environmental concerns in our area

· Editorial- inform the public about a specific environmental concern

· Radio Spot- inform the public about environmental concerns in our area or promote an environmental clean-up or other event

(You must record this and present the audio)

· Letter to a Government Official-support or disagree with pending environmental legislation.

· Magazine Article- inform the public about environmental concerns in our area or a specific environmental concern.

Writing Task Scoring Rubrics

Brochure

CATEGORY	4	3	2	1
Writing - Organization	Each section in the brochure has a clear beginning, middle, and end.	Almost all sections of the brochure have a clear beginning, middle and end.	Most sections of the brochure have a clear beginning, middle and end.	Less than half of the sections of the brochure have a clear beginning, middle and end.
Writing - Grammar	There are no grammatical mistakes in the brochure.	There are no grammatical mistakes in the brochure after feedback.	There are 1-2 grammatical mistakes in the brochure even after feedback.	There are several grammatical mistakes in the brochure even after feedback.
Content - Accuracy	All facts in the brochure are accurate.	99-90% of the facts in the brochure are accurate.	89-80% of the facts in the brochure are accurate.	Fewer than 80% of the facts in the brochure are accurate.
Sources	Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure.	Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure.	Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure.	Sources are not documented accurately or are not kept on many facts and graphics.
Attractiveness & Organization	The brochure has exceptionally attractive formatting and well-organized information.	The brochure has attractive formatting and well-organized information.	The brochure has well-organized information.	The brochure's formatting and organization of material are confusing to the reader.

Radio Spot

CATEGORY	4	3	2	1
Accuracy of Facts	All supportive facts are reported accurately (3 of 3).	Almost all facts are reported accurately (2 of 3).	One fact is reported accurately.	No facts are reported accurately OR no facts were reported.
Point of View - Purpose	Newscast establishes a purpose at the beginning and maintains that focus throughout! Cohesive newscast.	Establishes a purpose at the beginning, but occasionally wanders from that focus.	The purpose is somewhat clear but many aspects of the newscast seem only slightly related.	It was difficult to figure out the purpose of the newscast.
Speaks clearly	Speaks clearly and distinctly all of the time and mispronounces no words.	Speaks clearly and distinctly all of the time but mispronounces 1 or more words.	Speaks clearly and distinctly most of the time and mispronounces no words.	Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word.
Writing-Grammar	There are no grammatical mistakes in the radio spot.	There are no grammatical mistakes after feedback.	There are 1-2 grammatical mistakes after feedback.	There are grammatical mistakes after feedback.
Duration of presentation	The newscast was between 1.5 and 3 minutes and did not seem hurried or too slow.	The newscast was between 1.5 and 3 minutes but seemed SLIGHTLY hurried or too slow.	The newscast was between 1.5 and 3 minutes but seemed VERY hurried or too slow.	The newscast was too long or too short.

Editorial, Letter, or Magazine Article

CATEGORY	4	3	2	1
Grammar & Spelling	Author makes no errors in grammar or spelling that will distract the reader from the content.	Author makes 1-2 errors in grammar or spelling that will distract the reader from the content.	Author makes 3-4 errors in grammar or spelling that will distract the reader from the content.	Author makes more than 4 errors in grammar or spelling that will distract the reader from the content.
Accuracy	All supportive facts and statistics are reported accurately.	Almost all supportive facts and statistics are reported accurately.	Most supportive facts and statistics are reported accurately.	Most supportive facts and statistics were inaccurately reported.
Audience	Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience.	Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.	Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.	It is not clear who the author is writing for.
Sources	All sources used for quotes, statistics and facts are credible and cited correctly.	All sources used for quotes, statistics and facts are credible and most are cited correctly.	Most sources used for quotes, statistics and facts are credible and cited correctly.	Many sources are suspect (not credible) AND/OR are not cited correctly.
Support for Position	Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.	Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.	Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.	Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).