Emily M. Kelley

EMG 806

Writing Portfolio Assignment

Class Description:&nb= sp; 8^th Grade Math

Core Content:

MA-M-3.1.2 Student will describe prope= rties of, define, give examples of, and/or apply to both real-world and mathemati= cal situations: Meaning of disper= sion (range, cluster, gaps, outliers)

MA-M-3.1.3 Students will describe prop= erties of, define, give examples of, and/or apply to both real-world and mathemati= cal situations: Characteristics a= nd appropriateness of graphs (e.g. bar, line, circle) and plots (e.g. line, st= em-and-leaf, box-and-whisker, scatter.)

MA-M-3.2.1 Students will perform the following mathematical operations and/or procedures accurately and efficien= tly, and explain how they work in real-world situations: Organize, represent, and interpret= sets of data

MA-M-3.2.2 Students will perform the following mathematical operations and/or procedures accurately and efficien= tly, and explain how they work in real-world and mathematical situations: Construct and interpret displays o= f data (e.g. table, circle graph, line plot, stem-and-leaf plot, box-and-whisker p= lot)

MA-M-3.2.4 Students will perform the following mathematical operations and/or procedures accurately and efficien= tly, and explain how they work in real-world and mathematical situations: Calculate theoretical probabilitie= s and tabulate experimental results from simulations

MA-M-3.2.5 Students will perform the following mathematical operations and/or procedures accurately and efficien= tly, and explain how they work in real-world and mathematical situations: Make predictions and draw conclusi= ons from statistical data and probability experiments

MA-M-3.3.3 Students will show connecti= ons and how connections are made between concepts and skills, explain why procedures work, and make generalizations about mathematics in meaningful w= ays for the following relationships: How data gathering, bias issues, faulty data analysis, and misleading representations affect interpretations and conclusions about data (e.g. changing the scale on a graph, polling only a specific group of people, usi= ng limited or extremely small sample size)

MA-M-3.3.4 Students will show connecti= ons and how connections are made between concepts and skills, explain why procedures work, and make generalizations about mathematics in meaningful w= ays for the following relationships: How probability and statistics are used to make predictions and/or d= raw conclusions

= WR-M-1.4

Transactive Writing

Transactive= writing is informative/ persuasive writing that presents ide= as and information for authentic audiences to accomplish realistic purposes like t= hose students will encounter in their lives. In transactive= writing, students will write in a variety of forms such as the following:

· letters

· speeches

· editorials

· articles in magazines, academic journals, newspapers

· proposals

· brochures

· other kinds of practical/workplace writing<= /span>

Characteristics of transactive writing may include

· text and language features of the selected form

· information to engage/orient the reader to clarify and justify purposes

· ideas which communicate the specific purpose for the intended audience

· explanation and support to help the reader understand = the author's purpose

· &n= bsp; well-organized idea development and support (e.g= ., facts, examples, reasons, comparisons, anecdotes, descriptive detail, chart= s, diagrams, photos/pictures) to accomplish a specific purpose

· effective conclusions

End of Graph Unit Writing Portfolio Assignment

Project Overview: Over the past 3 weeks in class we = have been studying graphs. H= ere are a few of the things that we studied:

· Stem-and-leaf pl= ots

· Box-and-whisker = plots

· Survey: Population, Sample, and Bias<= /o:p>

· Frequency Tables=

· Bar Graphs<= /o:p>

· Line Graphs=

· Pie/Circle Graph= s

· Misleading Graph= s and Statistics

· Appropriateness = of graphs

= During the unit you designed a survey question involving an environmental, health, or school related issue. After conducting your survey you were required to compile your data into a chart = or table of some type. Now you a= re going to be writing to the appropriate audience about the information you h= ave collected. (ex. School related issues should be wr= itten to the principal, environmental issue might be written to the wildlife soci= ety.)

Project Requirements: Your portfolio piece should be wri= tten to persuade the reader and can be in any of the following forms:=

· Speech

· Proposal

· Persuasive Lette= r to appropriate committee or organization

= Your piece should include information explaining:

· How you compiled= your data

· A copy of your s= urvey question

· Data from the su= rvey

· The graph you co= mpiled your information into

· An explanation o= f your interpretation/conclusion from the data

· A persuasive arg= ument with supporting evidence and a plan of action

Short Example:

= Miss Kelley conducted a survey on her 7^th grade math students to disc= over their favorite school lunch food. &nb= sp; She discovered that 60% of the students like chicken tenders, 20% li= ke pizza, and 20% like other lunch foods.&nbs= p; After drawing a circle graph to show her data she drew the following conclusion: 7^th gr= ade students like chicken tenders more than any other lunch food. As a result of this data she then = wrote a letter to the food service manager of the school cafeteria. In the letter she explained the su= rvey question, the population, sample of the data, and a circle graph showing the compilation of the data. The = letter explained that chicken tenders should be a food that is offered to students more often since it is the favorite food.&= nbsp;

= Scoring Guide:

4 –Excellent

· I included all required parts of the assignment. (supportive evidence)=

· I wrote an eng= aging persuasive piece to the appropriate audience.

· My plan of act= ion is applicable in a real world situation.

· My grammar, sp= elling, and format were correct.

3 – Good

· I included all required parts of the assignment. (supportive evidence)=

· I wrote a pers= uasive piece to the appropriate audience.

· My plan of act= ion is applicable in most real world situations.

· Most of my gra= mmar, spelling, and format were correct.

2 – Satisfactory

· I included mos= t of the required parts of the assignment. (supportive evidence)

· I wrote a pers= uasive piece. I did not write to t= he appropriate audience.

· My plan of act= ion makes sense, but probably would not work in a real world situation.<= /o:p>

· Some of my gra= mmar, spelling, and format were correct.

1 – Needs Improvement

· I am missing s= everal required parts of the assignment. (supportive evidence)=

· I did not writ= e a persuasive speech, nor did I write to the appropriate audience.

· My plan of act= ion is not applicable to a real world situation.

· Some of my gra= mmar, spelling, and format were correct.