PREPARING FOR ON- DEMAND WRITING English Grade 10 Bullitt East High School

On-Demand Myth Buster Choose the Correct Answer On-Demand Statements Fact or MythIf a student uses the wrong form (e.g. writes a letter when he/she was supposed to write an editorial) he/she will not be able to receive the maximum score. Fact or MythThe on-demand scorers use a holistic rubric ranging from 1-4. Fact or MythScorers are trained to recognize that pieces are first drafts. (Since pieces are considered first drafts, they do not have to be polished. Students will not be scored lower for errors in conventions unless they interfere with communication.) Fact or MythAll student responses must be in sentence/paragraph form. No bullets, tables, or charts will be scored. Fact or MythEven though a space is provided in the test booklets for pre- writing, the notes written by students in that space will not be scored

What is an on-demand writing? OOn-demand writing is writing that any high school student would have knowledge to write about! TThe difference in on-demand writing and open response writing is the content knowledge. Open response requires that you read or learn something to answer the question whereas on-demand is common sense. YYou may be asked to NNarrate PPersuade/Argue IInform

Prompts & Features for On-demand Writing Grade LevelPartStand-alone (2 Choices) Passage- based (1 Choice) Time 10 th gradePart A th gradePart B0190 MODEWORDS THAT INDICATE FORM & AUDIENCE WORDS THAT INDICATE THE MODE ARGUMENT“Commentary/essay for the school newspaper “arguing your position Support your argument” INFORMATIVE/ EXPLANATORY “You will present to your class” “Write an explanation”

KPREP PROMPT FEATURES…  Writing Situation  Provides the background information for the prompt  Writing Task/Directions  Purpose The reason you’re writing to persuade to inform to narrate an event  Includes the form/mode  Audience The person or people you are writing to  Blog  Essay   Article  Editorial  Letter  Speech

Time Management: 40 minute prompt  2 minutes  Read and reread the 2 prompts carefully and choose the one you like best  8 minutes  Prewriting/SPAM  20 minutes  Drafting  10 minutes  Revising & Editing with dictionary and thesaurus  NOTE: There is NO TIME for a neat, published final draft. (2 pages for response)

Time Management: 90 minute prompt  10 minutes  Read and annotate the passage  10 minutes  Prewriting/SPAM  minutes  Drafting  15 minutes  Revising & Editing with dictionary and thesaurus  Use remaining minutes for publishing a final, neat copy  NOTE: There is time for a published final copy. (4 pages for response)

Start With SPAM  Situation: The event that causes you to need to write.  Purpose: The reason you’re writing: to persuade, to inform, or to narrate an event  Audience: The person (or people) to whom you’re pretending to write.  Mode (FORM):The type of writing you are being asked to do

Situation  The situation is labeled for you.  It’s always the first part of the prompt.  It’s a make-believe situation that has not really happened to you. (You have to pretend.)  It creates a need to write

Purpose  Look for one of these in the writing task:  Inform or respond to a text/graphic/or chart (Organize information by using main ideas and supporting details.)  Persuade (Consider the needs/feelings of the audience as you solve problems and/or convince them. Use main ideas and supporting details.)  Narrate an event (Share what you saw, heard, smelled, tasted, touched, said, thought, did… to make a point.)

Audience  Look in the writing task for the audience.  It might be an individual or a group.  You write to this pretend audience for reasons stated in the prompt.  Consider what the audience needs to know, wants to know, already knows…  Imagine what questions they would have for you. Answer them in your writing

Mode  Look in the writing task for the mode  All modes require the following:  A lead  A connection to the audience \ slant to audience  A SOLID thesis statement  3 major points  Topic sentences  3 pieces of evidence per major point  3 generalizations per major point that explain how your evidence supports your MP and thesis  Transitions  A solid conclusion with a connection to the reader

3.5 Essay Method  3 main points in 5 paragraphs  Introduction with an attention getter and briefly state the main points  Body that makes THREE main points  Conclusion that reviews main points

Pre-write  Use any of the pre-writing techniques  Draw your own graphic organizer that will work well for your purpose Make an East Chart Make an outline Make a web Make a Venn Diagram Make a list

Planning your elaboration  State your main idea(s).  Consider your audience’s questions, concerns, and beliefs  Create categories to group your details  Details for responding and persuading  Explain why and how  Give examples/stories from your own life that support your view  Answer anticipated questions, etc.  Details for narrating an event are sensory (see, hear, smell, taste, touch).  They show, not tell about the event by including dialogue, thoughts, and actions

How to Add Evidence  A = authority (reference to an unbiased expert)  F = fact (appeal to reader ’ s mind and logic via stats, surveys, etc.)  A = answer the opposition  C = consequence (help reader visualize what will happen if your call to action is not followed)  E = example (specific illustration)

Lead/Introduction  Get reader ’ s attention  Ask a rhetorical question  Give an anecdote  Use a quote  Make a comparison  Concentrate on the focus of your work in the lead  Put important words from the situation in your lead.  Make sure you state the thesis

Drafting the body  Follow your prewriting.  Revise as you go.  Revise when you think you’re finished.  For persuading and responding, keep telling why and how. Tell stories. Give examples. Answer questions the audience might have.  For narrative writing, show what happened by sharing sensory details, dialogue, thoughts, and action.  Connect your ideas with transitions

Drafting the Closing  Make the piece feel finished  Give the reader something to think about  You can tie back to something you said in the title or lead  Be brief. Closings are short

Edit your Correctness  Capitalization  Usage (we were/ not we was)  Punctuation  Spelling  Complete sentences  Letters or words left out  Repetition

Final copy  Use your best handwriting.  Watch your margins and indent for paragraphs.  Revise as you go, when needed.  Be correct and neat.  If they can’t read it, they can’t score it.  Don’t. Give. Up.  Keep working hard. It won’t last forever

Don ’ t Give Up!  When you get tired (and you will) don ’ t give up. Like the last minutes of a basketball game, you may want to throw in the towel. DON ’ T!  Revise. Edit. This is an important measure of success. Like the NCAA, the results will be in the paper. People will judge your school, county, and state based on how hard we try and how well we do.  Hang in there! Nothing lasts forever…Except your legacy!