1. Graphing Writing Improvement (Hopefully) Integrated Writing Portfolio & Reflection

2. Portfolio Analysis: Objectives Track patterns in your writing assessment Use data: – To set realistic writing improvement goals – To inform instructional decisions Strategize about methods you will use to improve your writing

3. Matheny/Doran ½ Honors Block Rubric-Score Data To Track From Your Writing Folder: 9.22.15 District Language Arts Common Assessment: Fall’s Pre-Assessment – Charting: A=4, B=3, C=2, D=1, E=0 – # 26- Thesis – # 27-Evidence – # 28 Analysis 9.29.15 Dante Test – Chart Thesis Score 10.20.15 Macbeth Act II Paragraph 11.9.15 Macbeth Image Tracking – Chart Thesis Score 11.25.15 Macbeth: Semester I Literary Analysis Essay – Chart all 5 categories 2.29.16 Frankenstein : Semester II paper – Chart all 5 categories 3.29.30 District Language Arts Common Assessment: Spring’s Post-Assessment – Charting: 4=4, 3=3, 2=2, 1=1, 0=0 – # 26- Thesis – # 27-Evidence – # 28 Analysis Using Family Access: 11.02.15 Macbeth Bird Imagery in IV,ii: (Partner Activity) – Chart Thesis Score 12.02.16 Lord of the Flies Jack Characterization Thesis: (Partner Activity) – Chart Thesis Score 1.08.16 Romantic Poetry Choice Poem Literary Thesis – Chart Thesis Score 2.01.16 Gothic elements in Frankenstein Collaborative Paragraph: (Partner Activity) – Chart Thesis Score Please note—all scores should be converted to a score out of ten and charted as x/10 for all categories Do the math, people

4. Common Assessment Score Conversion A four on the common assessment is a 10 A three on the common assessment is an 8.5 A two on the common assessment is a 7 A one on the common assessment means you should come talk to Matheny asap about writing but you can chart a 5

5. **Perfectionists: Please note *** It is deeply important not to freak out if you can’t find any one rubric or piece of evidence to chart. We’ll be tracking year-long patterns in your writing improvement. Do your best to faithfully collect evidence and modify your goals in light of new data.

6. Reflection & Writing Folders: Due Monday Complete the graph to track our assessment of your writing thus far with as much writing data as you can find Your required reflection, on your own paper, for Monday, 4/25: – One aspect of writing that emerges as a clear goal for improvement based on this evidence and what you know about yourself as a writer from past formal writing assessments – One aspect of writing that you have done well on since the year has begun or that you feel was a strength in prior formal writing assessments – Two points of extra credit: Have a parent or guardian briefly comment on your writing strengths, goals and articulate how they hope you’ll improve as a writer this year. What to turn in Monday, 4/25: Assemble your newly- organized writing folder with: – Any writing assignments or rubrics that you still have that you graphed – Your writing graphing sheet – Your typed or handwritten reflection

7. Please Take Out: Your writing folder – Writing Chart – Rubrics / Writing Samples – Reflection and optional parent commentary

8. Common Assessment Reflection Answer the whole question – Many students only responded to theme aspect of the question and not the literary device aspect of the question – Literary Thesis: HOW + WHAT = SO WHAT – SOLUTION: Review the prompt Avoid evaluation unless it’s asked for in the prompt – Most of the time published authors don’t need a 10 th grade critic’s opinion because you haven’t earned your academic credibility yet. – When teachers want you to evaluate they’ll specifically ask for your opinion. – SOLUTION: Omit words like excellent, perfect, flawed, terrible, wonderful …

9. Common Assessment Reflection Avoid clichéd statements – Cliché: a phrase or word that has lost its original effectiveness or power from overuse – Ex: Don’t judge a book by its cover; things aren’t always what they seem, etc. – SOLUTION: Keep thinking. A better idea or way to phrase your sentence will occur to you. Write about fiction in the present tense – “The train conductor teaches about the danger of assumptions …” Not “ … conductor taught …” because fiction will always be in the present moment as you read it – SOLUTION: Don’t write about fiction in the past tense. Revise drafts specifically for tense.

10. Common Assessment Reflection Write in a formal academic voice – Talking about yourself or us is informal and, quite frankly, this is not about you – Talking about all readers is impossible because you can’t possibly speak for everyone Avoid absolutes and generalizations – SOLUTION: Avoid I, We, You, Us, One, Readers, etc. Avoid “This quote shows …” – Your whole purpose is to show what quotes are doing in the text. This is obvious, superfluous, and can be left out. – SOLUTION: Just cross that phrase out. Your sentence is still probably complete and now its better and more brief.

11. Common Assessment Reflection Miscellaneous Writing Advice: – Integrate all quotes into fluent sentences to provide context – Use concluding sentences. Your reader needs them even if you don’t. They won’t care as much about your point as you should. Connect the paragraph’s main idea back to your thesis with the CS – Use vivid adjectives before nouns to convey analysis in your paragraph. You lose an opportunity to show analysis and be specific when you don’t use vivid adjectives Can help convey specifics of imagery, diction, characterization, setting, mood, tone, etc.