1. GED Writing: Extended Response
September 2018

2. What do you want to learn?
Welcome!
Take three blank post-it notes
On each, write a personal goal for the session today– what are three key things you hope to walk away with?
Hold on to these– we’ll revisit

3. Icebreaker Beach Ball Toss: Name What you do and where you do it
One word to describe the Extended Response portion of the GED…

4. Writing and Adult Learners: What does the research tell us?
“Why Write?” Focused Reading: -Check mark “Got it” -Exclamation point “Important!” “Interesting!” -Question mark “Unclear?” “Don’t get it?” We’ll reconvene and discuss

5. Discussion What is most interesting? What are your questions?
How does this information connect with the work you do?

6. Objectives Review research about writing and adult learners
Examine evidence-based writing strategies for classroom use
Review GED Extended Response scoring
Examine each part of the writing task– explore and practice with strategies and tools

7. Jigsaw Exercise
Let’s take a closer look at some recommended Instructional Strategies for improving writing
Quick Writes
Writing to Learn
Sentence Combining
Writing Frames
Writing Summaries

8. What skills do we need for the GED?
Extended Response is scored in three dimensions:
Creation of arguments and use of evidence
Development of ideas and organizational structure
Clarity and command of standard English conventions

9. Creation of Arguments and Use of Evidence: Trait 1
An effective writer:
Generates text-based arguments and establishes purpose connected to prompt
Cites relevant and specific evidence from source text(s) to support argument
Analyzes issue and/or evaluates validity of argumentation (NOT the arguments themselves)

10. Development of Ideas and Organizational Structure: Trait 2
An effective writer:
Has writing that contains well-developed, logical ideas (most ideas elaborated upon)
Has a sensible progression of ideas with clear connections between details and main points
Establishes an organizational structure that conveys message and purpose of response; uses transitions effectively

11. Continued…
Establishes and maintains formal style, appropriate tone– aware of audience and purpose of task
Chooses specific words to express ideas clearly

12. Clarity and Command of Standard English Conventions: Trait 3
An effective writer:
Demonstrates largely correct sentence structure, fluency that makes writing clear
Demonstrates competent application of conventions with regard to grammar
Essay may contain some errors in mechanics and conventions, but errors don’t interfere with comprehension

13. Trait 3 Check
Spend the last 4-5 minutes checking for Trait 3 issues:  varied sentence structure  avoidance of wordiness/awkward and run-on sentences  use of transition words  correct use of homonyms and contractions  subject-verb agreement  pronoun usage  appropriate word order  capitalization  punctuation  use of apostrophes

14. Resource
Educator Scoring Tool for GED Ready Reasoning Through Language Arts (RLA) Extended Response

15. Approaching the GED Essay: Pre-Writing
UNDERSTAND THE PROMPT
Analyze; Argument; Relevant; Specific; Evidence
Classic Simple Vocabulary Lesson
READ PASSAGES and DECIDE WHICH POSITION PRESENTED IN PASSAGES IS BETTER SUPPORTED BY EVIDENCE FROM PASSAGES
Both Sides Now

16. Approaching the GED Essay: Writing
EXPLAIN WHY ONE POSITION IS BETTER SUPPORTED BY THE PASSAGE (you don’t have to agree…)
Thesis-Claim Writing Frames resource
DEFEND WITH EVIDENCE– MULTIPLE PIECES! Build main points.
“Both Sides Now”– using your notes, how can you use the Frames for Incorporating Evidence?

17. Approaching the GED Essay
ORGANIZE RESPONSE
Writing Frames: Reasoning Through Language Arts
CONSIDER Audience, Message, Purpose
Translating Between Formal and Informal Style

18. Approaching the GED Essay
CONNECT SENTENCES, PARAGRAPHS, IDEAS WITH TRANSITIONS
Transitions and Connectives
CHECK FOR VARIETY IN WORD CHOICE, SENTENCE STRUCTURE
Trait Three Check
REREAD…REVISE

19. Video Resources: ProLiteracy
QoOf-ezQ
XBoDpw

20. Questions and Next Steps
Pull out your post-it notes
Did you meet your goals for the session?
If not, what will help?
Other questions?

21. Contact Information
Kathy Houghton