11th Grade Persuasive Writing English Language Arts Margaret Traylor Georgia High School Graduation Tests (ghsgt)



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11th Grade Persuasive Writing

  • English Language Arts
  • Margaret Traylor

Georgia High School Graduation Tests (GHSGT)

  • Identifies students who may need additional instruction
  • Used to measure Adequate Yearly Progress (AYP)
  • Must pass GHSGT in 4 content areas and Georgia High School Writing Assessment to receive high school diploma
  • Writing Assessment in fall of 11th grade
  • Core Assessments in spring of 11th grade

Georgia High School Writing Assessment

  • Measures student mastery of essential writing skills
  • Must write persuasive essay on assigned topic
  • Essay independently judged on 4 “domains” of effective writing

Changes in Scoring: Domains

  • New Georgia High School Writing Test
  • Ideas
  • Organization
  • Style
  • Conventions

Changes in Score Scale

  • Four score points in each scoring domain
  • Score of “4” represents highest level of competence in each domain
  • Five score points in each scoring domain
  • Score of “5” represents the highest level of competence in each domain.

Changes in how Domains Weighted

  • Georgia High School Writing Test
  • Content/Organization 4
  • Style 2
  • Conventions 2
  • Sentence Formation 2
  • New Georgia High School Writing Test
  • Ideas 2
  • Organization 1
  • Style 1
  • Conventions 1

Effective persuasive composition

  • Clearly establishes position on issue
  • Fully develops argument with specific details and examples
  • Defends position with relevant evidence
  • Identifies appropriate audience
  • Anticipates and counters audience’s position
  • Uses facts, personal experience and knowledge to support position
  • Appeals to logic and/or emotion
  • Structure appropriate for persuasion
  • Multi-paragraph writing supports specific side
  • Engages the reader

Effective Persuasive Composition continued

  • Uses precise language and varied sentences
  • Introduces issue, fully develops position, and provides sense of closure
  • May contain a short narrative in introduction or skillful extended narrative that supports position
  • Correct sentences, usage, grammar, and spelling make ideas understandable

Pre-assessment Prompt

  • Writing Situation
  • Two of your high school friends are thinking about dropping out of school. They are juniors, and they tell you they are tired of books, rules, and useless classes. They want to get full-time jobs, so they can buy a car, get an apartment, and live the good life. Some students in your class think your friends are doing the right thing while others disagree. What do you think?
  • Directions for Writing
  • Write a letter to your friends explaining why you support or oppose their decision to leave school. Include reasons and evidence for your opinion.

Prewriting Stage Grouping Options

  • Whole group instruction to explain writing assignment requirements
  • Question/Answer period to clarify misunderstandings
  • Individual work with freedom to confer with peers or teacher
  • Cultural Needs: Collaborative work with peers or teacher
  • Linguistic Needs: Collaborative work with peers, teacher, or migrant ed. teacher
  • Developmental Needs: Equal access to thesaurus, spell check, the internet, and other on-line resources through individual computer use

Prewriting Stage Accommodations/modifications

  • Developmental: Equal access to computer and its resources
  • Cultural: Collaborative work as well as conferencing with teacher individually
  • Linguistic: Collaborative work with peers as well as classroom teacher and migrant ed. teacher assistance

Prewriting Stage

  • Read topic carefully
  • Determine your purpose
  • Identify your audience
  • Gather necessary information to substantiate your stance
  • Decide on your organizational plan
  • Complete your graphic organizer

Prewriting Stage Instructional Procedures

  • Write an essay either defending or criticizing a person who, like Gatsby, focuses all attention on a particular goal.
  • Using the Persuasive Essay Organizer, identify the advantages/disadvantages of a single focus
  • Arrange ideas in order of importance
  • Use your double-entry journals to refresh your knowledge of advantages/disadvantages of a single focus in one’s life
  • Use citations to document textual information

Drafting Stage

  • Engage the interest of the reader
  • Clearly state your position in a coherent thesis
  • Base your point of view on sound reasoning and logic
  • Use specific details to support position
  • Address only one issue
  • Organize logically from beginning to end
  • Identify counter arguments and evidence to rebut

Persuasive Essay Checklist

          • Persuasive Essay Checklist
  • Name _______________________________________ Date _____________
  • Introduction: _______ Creative opening
  • (1st Paragraph) _______ State your problem (What are you trying to achieve?)
  • _______ Summarize Points 1,2, and 3 (from graphic organizer)
  • _______ State your goal/thesis (from graphic organizer)
  • Point # 1: ________ State Point # 1 (from graphic organizer)
  • (2nd Paragraph) ________ 2-3 reasons “Why?” (from graphic organizer)
  • Point #2: ________ State Point # 2 (from graphic organizer)
  • (3rd Paragraph) ________ 2-3 reasons “Why?’ (from graphic organizer)
  • Point # 3 ________ State Point # 3 (from graphic organizer)
  • ________ 2-3 reasons “Why?” (from graphic organizer)
  • Conclusion: ________ Restate your goal/thesis (from graphic organizer)
  • ________ Summarize Points 1,2, and 3 (from graphic organizer)
  • ________ Creative Closing
  • Traylor, M. (2007). Persuasive essay checklist. Unpublished document. Colquitt County
  • High School. Moultrie, GA.
  • DRAFT COVER SHEET
  • Name: _________________________________ Date_________________________
  • Essay’s working title: _______________________________________
  • What aspect of this draft still needs work? ________________________________________________
  • _________________________________________________________________________________
  • Where would you like me to focus my attention? Is there a section of the paper that you feel is particularly weak? ______________________________________________________________
  • _________________________________________________________________________________
  • Do you have questions about the assignment or about what you’ve written so far that you need answers to? Please ask away!_____________________________________________________
  • _________________________________________________________________________________
  • How can I help you improve this draft? ____________________________________________________________________________________________________________________________________________________________
  • Jago, C. (2005). Papers, papers, papers. Portsmouth, NH: Heinemann.

Revising Stage

  • Work in collaborative pairs
  • Read your paper aloud to your partner for sense and clarity
  • Use “The Sweet Sixteen” revision guide to make revisions in your persuasive essay
  • Follow all16 steps
  • Remember - Introductions engage the reader
  • Conclusions make the reader think and link the text to broader issues

Sweet Sixteen Revision

  • Ideas
  • 1. Unity: You have one clear thesis that responds to the assigned task, and all the ideas in your essay help to support that thesis.
  • 2. Insight: Your ideas are thoughtful and stimulating, yet reasonable and true to the material.
  • 3. Argument: You prove your ideas clearly, logically, and completely. You fully prepare the reader to understand each sentence and its purpose in your paper.
  • 4. Evidence: The quality and quantity of evidence strongly supports your ideas and shows thorough knowledge of the material.
  • Organization
  • 5. Introduction: Your first paragraph engages the reader and introduces a clear thesis or purpose.
  • 6. Paragraphing: Each body paragraph sticks to one idea, and each idea is discussed in only one body paragraph.
  • 7. Flow: Your main ideas are presented in a logical and effective order, made
  • clear via topic sentences, paragraph conclusions, and transitions.
  • 8. Conclusion: You conclude with a graceful reminder of your thesis.
  • Style
  • 9. Conciseness: You express ideas simply and clearly without wasted words or unnecessary repetition.
  • 10. Vocabulary: Your choice of words is interesting and precise but not pretentious.
  • 11. Sentence Structure: Your sentences are strong, graceful, and suitably varied in length and structure.
  • 12. Vividness: You enliven your writing with concrete language, fresh and specific detail, and metaphor without cliché.
  • Grammar
  • 13. Sentence Sense: Your writing is free of run-on sentences and fragments.
  • 14. Grammar and Usage: You follow the rules of Standard English.
  • 15. Mechanics: Your spelling, capitalization, and punctuation are accurate.
  • 16. Format: You follow the conventions of documentation
  • Jago, Carol. (2005). Papers, papers, papers. Portsmouth, NH: Heinemann.

Editing Stage

  • Collaborative pairs
  • Read paper aloud slowly
  • Check word for word
  • Eliminate spelling errors, grammatical mistakes, and errors in mechanics
  • Refer to ENG 1001 Web site:Understanding editing marks in essays. Retrieved May 14,2007, from http://www.ivcc.edu/eng1001/handout_errors_marks.htm

Publishing Stage

  • Correct all mistakes found in editing
  • Type a final draft to be scored
  • Publish work on Meets the Standard Bulletin Board

Persuasive Essay Scoring Guide

  • 5
  • 5 IDEAS AND EXPLANATIONS (at least two) are insightful, thorough, convincing, and supported by a variety of compelling evidence that appeals to both logic and emotion. Explains the main opposing arguments and offers strong rebuttal.
  • 5 ORGANIZATION uses appropriate transitions between and within paragraphs for consistently clear, smooth, and logical relationships among ideas.
  • 5 STYLE is a “pleasure to read” ----graceful, uncluttered, rich, and vivid.
  • 5 GRAMMAR AND MECHANICS errors are rare or absent.
  • 4
  • 4 IDEAS AND EXPLANATIONS (at least two) are reasonable, substantial, and supported by relevant evidence that appeals to both logic and emotion. Explains opposing arguments and offers rebuttal.
  • 4 ORGANIZATION is logical and appropriate for content, but not as smooth as a 5.
  • 4 STYLE is clear, shows sentence variety, and uses interesting and precise vocabulary.
  • 4 GRAMMAR AND MECHANICS errors are occasional.
  • 3
  • 3 IDEAS AND EXPLANATIONS are mostly understandable and on topic, but evidence is limited and explanations are often too simple, obvious, brief, vague, or illogical. May mention opposing arguments, but rebuttal is weak or absent; may ignore key arguments.
  • 3 ORGANIZATION maintains one idea per paragraph, but is simplistic or idea relationships are sometimes unclear.
  • 3 STYLE is functional but sentence variety and vocabulary are limited or style is lively but wordy.
  • 3 GRAMMAR AND MECHANICS errors are frequent.
  • 2
  • 2 IDEAS AND EXPLANATIONS are too simple, brief, vague, repetitious, hard to follow, irrelevant, weakly supported, and/or inaccurate.
  • 2 ORGANIZATION show some minor skill but has major flaws – e.g., no controlling idea; poor paragraphing; redundant sections.
  • 2 STYLE has major flaws – e.g., simplistic, wordy, repetitious, monotonous, often unclear.
  • 2 GRAMMAR AND MECHANICS errors exist in almost every sentence and may interfere with meaning.
  • 1
  • 1 IDEAS AND EXPLANATIONS are absent, irrelevant, unsupported by evidence, or incompatible.
  • 1 ORGANIZATION lacks paragraphing and is illogical and confusing or essay is too short to have any organization.
  • 1 STYLE has such severe flaws that sentences are hard to understand or essay is too short to judge.
  • 1 GRAMMAR AND MECHANICS errors are pervasive and obstruct meaning or essay is too short to judge grammar/mechanics.


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