© 2015 The College Board PROFESSIONAL DEVELOPMENT MODULE 9 The SAT Essay

© 2015 The College Board Professional Development Modules for the SAT Suite of Assessments Module1Key Features Module2Words in Context and Command of Evidence Module3Expression of Ideas and Standard English Conventions Module4Math that Matters Most: Heart of Algebra Problem Solving and Data Analysis Module5Math that Matters Most: Passport to Advanced Math Additional Topics in Math Module6Using Scores and Reporting to Inform Instruction Module7Connecting Social Studies Instruction with the SAT Suite of Assessments Module 8Connecting Science Instruction with the SAT Suite of Assessments Module 9The SAT Essay 2

© 2015 The College Board CHAPTER 1 The SAT: Overview

© 2015 The College Board What Does the SAT Look Like? ► Evidence-Based Reading and Writing Section - Reading Test - Writing and Language Test ► Math Section - Calculator portion - No-Calculator portion ► Optional SAT Essay 4

© 2015 The College Board Key Features of the SAT 1.Words in Context 2.Command of Evidence 3.Essay Analyzing a Source 4.Math That Matters Most 5.Problems Grounded in Real-World Contexts 6.Analysis in Science and Analysis in History/Social Studies 7.U.S. Founding Documents and the Great Global Conversation 8.No Penalty for Guessing 5

© 2015 The College Board Score Reporting on the SAT 6

© 2015 The College Board SAT Essay Scores ► Each student who opts to take the SAT Essay will receive three scores: ► Reading score ► Analysis score ► Writing score ► The range for each score is 2-8. ► Each essay will be read by two readers who will score on a scale of 1-4 ► Two readers’ scores will be added together for scores of 2-8 7

© 2015 The College Board Higher Education and the SAT Essay ► The SAT Essay asks students to engage in the type of writing often required in higher education writing courses. ► The SAT Essay is optional, but many colleges require or recommend it. ► Each college sets their own policy regarding the essay; contact colleges for specific policies ► Some colleges have shared their policies with the College Board. Find the list at

© 2015 The College Board CHAPTER 2 The SAT Essay Test Specifications

© 2015 The College Board SAT Essay Overview ► Offered at the conclusion of the required SAT tests (Reading, Writing and Language, and Math) ► Requires students to make purposeful, substantive use of textual evidence in a way that can be objectively evaluated ► Not designed to elicit student’s subjective opinions ► Connects reading and writing in a manner that both embodies and reinforces the interdependency of these ELA/literacy skills ► Uses a consistent essay prompt in all administrations of the SAT. ► The passage for analysis will differ from administration to administration. 10

© 2015 The College Board SAT Essay Content Specifications NumberPercentage of Test Time Allotted 50 minutes Total Items Prompts 1100% Passage Based (each passage 650–750 words) 1100% Passage Content Arguments Written for a Broad Audience 1100% Text Complexity High School Reading Level (grades 9–12) 1100% Analytic Scoring Reading 1–4 rating scale; 2–8 reported scale Analysis 1–4 rating scale; 2–8 reported scale Writing 1–4 rating scale; 2–8 reported scale 11

© 2015 The College Board What the SAT Essay Measures The SAT Essay shows how well students can comprehend an argumentative source text and produce a cogent and clear written analysis of the text supported by critical reasoning and evidence drawn from the source. ► Reading: A successful essay shows that a student understood the passage, including the interplay of central ideas and important details. It also shows an effective use of textual evidence. ► Analysis: A successful essay shows understanding of how the author builds an argument by: ► Examining the author’s use of evidence, reasoning, and other stylistic and persuasive techniques ► Supporting and developing claims with well-chosen evidence from the passage ► Writing: A successful essay is cohesive and precise, with an appropriate style and tone that varies sentence structure and follows the conventions of standard written English. 12

© 2015 The College Board Key Elements of the SAT Essay The SAT Essay shares key elements with both the Reading Test and Writing and Language Test: ► The use of a specified range of text complexity aligned to college and career readiness levels of reading; ► An emphasis on source analysis and use of evidence; ► A focus on words in context and on word choice for rhetorical effect; ► Attention to a core set of important English language conventions and to effective written expression; and ► The requirement that students work with texts across a wide range of disciplines. 13

© 2015 The College Board Optional Essay Prompt (Part 1) As you read the passage below, consider how [the author] uses ► evidence, such as facts or examples, to support claims. ► reasoning to develop ideas and to connect claims and evidence. ► stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed. Source Text 14

© 2015 The College Board Example: Optional Essay Prompt As you read the passage below, consider how Dana Gioia uses ► evidence, such as facts or examples, to support claims. ► reasoning to develop ideas and to connect claims and evidence. ► stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed. Adapted from Dana Gioia, “Why Literature Matters” ©2005 by The New York Times Company. Originally published April 10, [A] strange thing has happened in the American arts during the past quarter century. While income rose to unforeseen levels, college attendance ballooned, and access to information increased enormously, the interest young Americans showed in the arts— and especially literature—actually diminished…. 15

© 2015 The College Board Example: Optional Essay Prompt (Part 2) …Reading is not a timeless, universal capability. Advanced literacy is a specific intellectual skill and social habit that depends on a great many educational, cultural, and economic factors. As more Americans lose this capability, our nation becomes less informed, active, and independent-minded. These are not the qualities that a free, innovative, or productive society can afford to lose. Write an essay in which you explain how Dana Gioia builds an argument to persuade his audience that the decline of reading in America will have a negative effect on society. In your essay, analyze how Gioia uses one or more of the features listed above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant aspects of the passage. Your essay should not explain whether you agree with Gioia’s claims, but rather explain how he builds an argument to persuade his audience. 16

© 2015 The College Board CHAPTER 3 Scoring the SAT Essay

© 2015 The College Board SAT Essay Rubric Score 4 Score ReadingAnalysisWriting 4 Advanced: The response demonstrates thorough comprehension of the source text. The response shows an understanding of the text’s central idea(s) and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text. The response is free of errors of fact or interpretation with regard to the text. The response makes skillful use of textual evidence (quotations, paraphrases, or both), demonstrating a complete understanding of the source text. Advanced: The response offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task. The response offers a thorough, well-considered evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing. The response contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made. The response focuses consistently on those features of the text that are most relevant to addressing the task. Advanced: The response is cohesive and demonstrates a highly effective use and command of language. The response includes a precise central claim. The response includes a skillful introduction and conclusion. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay. The response has a wide variety in sentence structures. The response demonstrates a consistent use of precise word choice. The response maintains a formal style and objective tone. The response shows a strong command of the conventions of standard written English and is free or virtually free of errors. 18

© 2015 The College Board SAT Essay Rubric 1 Score 3 Score ReadingAnalysisWriting 3 Proficient: The response demonstrates effective comprehension of the source text. The response shows an understanding of the text’s central idea(s) and important details. The response is free of substantive errors of fact and interpretation with regard to the text. The response makes appropriate use of textual evidence (quotations, paraphrases, or both), demonstrating an understanding of the source text. Proficient: The response offers an effective analysis of the source text and demonstrates an understanding of the analytical task. The response competently evaluates the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing. The response contains relevant and sufficient support for claim(s) or point(s) made. The response focuses primarily on those features of the text that are most relevant to addressing the task. Proficient: The response is mostly cohesive and demonstrates effective use and control of language. The response includes a central claim or implicit controlling idea. The response includes an effective introduction and conclusion. The response demonstrates a clear progression of ideas both within paragraphs and throughout the essay. The response has variety in sentence structures. The response demonstrates some precise word choice. The response maintains a formal style and objective tone. The response shows a good control of the conventions of standard written English and is free of significant errors that detract from the quality of writing. 19

© 2015 The College Board SAT Essay Rubric 2 Score 2 Score ReadingAnalysisWriting 2 Partial: The response demonstrates some comprehension of the source text. The response shows an understanding of the text’s central idea(s) but not of important details. The response may contain errors of fact and/or interpretation with regard to the text. The response makes limited and/or haphazard use of textual evidence (quotations, paraphrases, or both), demonstrating some understanding of the source text. Partial: The response offers limited analysis of the source text and demonstrates only partial understanding of the analytical task. The response identifies and attempts to describe the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing, but merely asserts rather than explains their importance, Or one or more aspects of the response’s analysis are unwarranted based on the text. The response contains little or no support for claim(s) or point(s) made. The response may lack a clear focus on those features of the text that are most relevant to addressing the task. Partial: The response demonstrates little or no cohesion and limited skill in the use and control of language. The response may lack a clear central claim or controlling idea or may deviate from the claim or idea over the course of the response. The response may include an ineffective introduction and/or conclusion. The response may demonstrate some progression of ideas within paragraphs but not throughout the response. The response has limited variety in sentence structures; sentence structures may be repetitive. The response demonstrates general or vague word choice; word choice may be repetitive. The response may deviate noticeably from a formal style and objective tone. The response shows a limited control of the conventions of standard written English and contains errors that detract from the quality of writing and may impede understanding. 20

© 2015 The College Board SAT Essay Rubric 3 Score 1 Score ReadingAnalysisWriting 1 Inadequate: The response demonstrates little or no comprehension of the source text. The response fails to show an understanding of the text’s central idea(s), and may include only details without reference to central idea(s). The response may contain numerous errors of fact and/or interpretation with regard to the text. The response makes little or no use of textual evidence (quotations, paraphrases, or both), demonstrating little or no understanding of the source text. Inadequate: The response offers little or no analysis or ineffective analysis of the source text and demonstrates little or no understanding of the analytic task. The response identifies without explanation some aspects of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s choosing, Or numerous aspects of the response’s analysis are unwarranted based on the text, The response contains little or no support for claim(s) or point(s) made, or support is largely irrelevant. The response may not focus on features of the text that are relevant to addressing the task. Or the response offers no discernible analysis (e.g., is largely or exclusively summary). Inadequate: The response demonstrates little or no cohesion and inadequate skill in the use and control of language. The response may lack a clear central claim or controlling idea. The response lacks a recognizable introduction and conclusion. The response does not have a discernible progression of ideas. The response lacks variety in sentence structures; sentence structures may be repetitive. The response demonstrates general and vague word choice; word choice may be poor or inaccurate. The response may lack a formal style and objective tone. The response shows a weak control of the conventions of standard written English and may contain numerous errors that undermine the quality of writing. 21

© 2015 The College Board Sample Student Essay Activity ► Separate into groups of 3 ► Read the sample student essay ► Use the SAT Essay Rubric to score the essay in Reading, Writing, and Analysis ► Discuss your scores with your small group. 22

© 2015 The College Board Sample Student Essay Scores ► Reading Score: 4 ► Analysis Score: 3 ► Writing Score: 4 23

© 2015 The College Board CHAPTER 4 Instructional and Assessment Strategies for the SAT Essay

© 2015 The College Board Instructional Strategies ► Use the SAT Essay prompt as a foundation for writing assignments in all content area classes. ► Provide students with a persuasive speech. Ask them to read the speech and mark each time the speaker uses facts or logic to build relevant and valid reasoning. In small groups, ask students to discuss how effectively the logic and facts built and supported the speaker’s argument. [SpringBoard, 2007] ► Ask students to write a persuasive paragraph on a topic of their choice. Have them work collaboratively in a writing group to add counterclaims, rhetorical devices, and appeals to logic to strengthen their arguments. Be sure they: Incorporate logical reasoning to strengthen their arguments. Make use of at least one rhetorical device and at least one counterclaim. After drafting, students can exchange their texts with a different writing group. They can mark the texts they receive to identify the use of logic and rhetorical devices, providing feedback by celebrating successes and by suggesting ideas for improvement. [SpringBoard, 2007] ► Give students the opportunity to compare a rubric to their work, and to the writing of their peers, evaluating areas in which they met the standards of the rubric, and areas in which they need improvement. ► Use anchor papers to extend understanding of the SAT Essay task. Help students notice components and characteristics common to all, in addition to analyzing and identifying areas for improvement.

© 2015 The College Board Lesson Plan: Preparing for the SAT Essay Objective: Students will understand the requirements of the SAT Essay and the attributes of excellent essay responses. 1. Share portions of the SAT Essay PPT that are relevant to students. 2. Closely read the SAT Essay prompt. Discuss all elements of the prompt. 3. Discuss the differences between a summary paragraph and an analysis paragraph. 4. Share the SAT Essay rubric. 5. Explain how rubrics are used. 6. Read the sample SAT Essay prompt and source text together. 7. Share a sample student essay. Read it together. Discuss how the essay was scored. 8. Ask students to work in groups and use the rubric to score other sample essays. 9. Discuss differences in group scores, asking students to provide evidence from the essay and the rubric to support their answers. 26

© 2015 The College Board CHAPTER 5 SAT Essay Reports

© 2015 The College Board K12 Assessment Reporting Tool ►Generates rich score reports that connect student results to classroom work. ►Provides benchmarks and consistent feedback to help teachers encourage and accelerate students. ►Accesses a wide array of standard reports. ►Generates score reports based on student demographics: - Compare means and trends among demographic groups; - Compare the performance of students in the district and at the state level. ►Allows educators to drill down to the student level. 28

© 2015 The College Board Essay Scores by Institution

© 2015 The College Board Essay Scores by Demographics

© 2015 The College Board Essay Details – Print Student Essay 31

© 2015 The College Board Follow-Up Activities Continue Your Professional Development! ► Practice using the SAT Essay rubric with your professional learning team using sample student responses. ► Use student essays from the K12 Assessment Reporting Tool to discuss scores and calibrate scoring. ► Use the SAT Essay prompt as a diagnostic tool at the beginning of the school year. Work with your department or professional learning team to create mini lessons, formative assessments, and summative assessments to measure students’ ability in all the prerequisite skills necessary to successfully respond to the SAT Essay task. 32

© 2015 The College Board CHAPTER 6 SAT Resources for K-12 Educators See the whole guide at collegereadiness.collegeboard.org

© 2015 The College Board What’s in the Redesigned SAT Teacher Implementation Guide? ► Information and strategies for teachers in all subject areas ► Overview of SAT content and structure ► Test highlights ► General Instructional Strategies ► Sample test questions and annotations - Skill-Building Strategies for the classroom - Keys to the SAT (information pertaining to the redesigned SAT structure and format) - Rubric and sample essays ► Scores and reporting ► Advice to share with students 34

© 2015 The College Board Professional Development Modules for the SAT Suite of Assessments Module1Key Features Module2Words in Context and Command of Evidence Module3Expression of Ideas and Standard English Conventions Module4Math that Matters Most: Heart of Algebra Problem Solving and Data Analysis Module5Math that Matters Most: Passport to Advanced Math Additional Topics in Math Module6Using Scores and Reporting to Inform Instruction Module7Connecting Social Studies Instruction with the SAT Suite of Assessments Module 8Connecting Science Instruction with the SAT Suite of Assessments Module 9The SAT Essay 35

© 2015 The College Board Questions or comments about this presentation or the SAT redesign? 36

© 2015 The College Board Questions for Reflection ► Use the Reflection/Self-Assessment questions to think about how you’ll use the information learned today in your own instruction. 37

© 2015 The College Board Exit Survey ► 38