We at Harding are instituting a new writing initiative that focuses on some of the key components of a student's education. Each student will be responsible for writing a paragraph in response to a specific prompt. Some examples of the writing intiative prompts (from the 2006-2007 school year):

September 21:  What does peace look, feel or sound like to you?

October 3:  Scoring Day…all day at Tartan Park

Week of October 9:  Return writing sample to students.  Review Rubric

December:  Writing Instructional Focus began…month 1 summarizing**

December 5:  Think of a time when your words either got you in trouble or got you out of trouble.  Write a paragraph regarding the power of words and how they have impacted your life.

December 12:  Scoring Day  (Merrick ½ day…split subs and academy)

Week of December 18:  Return writing sample to students. 

March 14:  Some people believe that television can be a bad influence on young children.  Do you agree OR disagree?

March 20:  Scoring Day Tartan Park

Week of March 26:  Return writing sample to students. 

April:  Weekly activities in Foundations geared toward writing.  i.e. How to write a clear topic sentence, brainstorming supporting details, using a graphic organizer to develop ideas, writing a concluding statement.

May 8:  Describe something or someone that can always make you smile.  Use specific details and examples in your response.

May 15:  Scoring Day  Tartan Park

Week of May 21:  Return writing sample to students. 

Teachers would incorporate activities and assignments into their courses to support writing goals.  We agreed to focus on one writing skill per month (i.e. summarizing, If/Then statements, making generalizations, summarizing information from a chart, graph or picture, comparison/contrast). 

PARAGRAPH RUBRIC

Scoring the paragraph

Students will respond to one prompt.  Two readers will score the paragraph; a third reader will score the paragraph in the event of non-adjacent scores ( e.g. scores of 2 and 4) or adjacent scores ( e.g. scores of 2 and 3) at the passing level from the first two readers.  The response is scored holistically, giving the paper a score between 0-6.

                -Holistic scoring is the assignment of a single score based on the overall impression of the writing sample.  Features considered for holistic scoring of the written paragraph are as follows:

·         Clarity of the central idea means the paragraph has a clearly state message in direct response to the prompt.

·         Coherent focus means the supporting ideas expressed the paragraph relate directly to the central idea and there area clear connection among ideas.

·         Organization means that the ideas are expressed in an order that is logical and clear: the paragraph has a clear unifying structure

·         Detailed support or elaboration of ideas means the paragraph includes information, verbal illustrations, explanations and/or examples, which clarify and expand the central idea for the reader.

·         Language conventions are features of language that make written communication acceptable in standard discourse.  Their correct use is important to ensure that the meaning of the written paragraph is not impaired  The writer should apply rules of sentence formation, vocabulary, word order and language mechanics including punctuation, capitalization and spelling of standard written English.

Score Point 6= Exceptionally Skillful paragraph- Passing

The paragraph:

• is related to the assigned topic.
• remains consistently focused on a central idea.
• is evenly and richly developed with ample, selected supporting detail and/or elaboration that clarifies and expands the central idea.
• has purposefully crafted beginning, middle and end, and an overall sense of wholeness; uses transitional devices, parallel structure or other unifying devices to provide a clear, unified progression of ideas.
• demonstrates a consistent control of language that enhances the overall quality of the response; includes precise and engaging word choice and purposefully varied, rhythmic sentences.
• demonstrates a command of the rule for sentence formation, word usage and mechanics.  May contain minor errors, but they do not detract from the overall quality of the paragraph.

Score Point 5= Highly Competent Paragraph-Passing

The paragraph:

• is related to the assigned topic.
• remains consistently focused on a central idea.
• is evenly and richly developed with selected supporting detail and/or elaboration that clarifies and expands the central idea.
• has an effective beginning, middle and end, and an overall sense of wholeness; may use transitional devices, parallel structure, or other unifying devices to provide a mostly clear, unified progression of ideas.
• demonstrates control of language that enhances the overall quality of the response; includes some specific and engaging word choice, along with some purposefully varied sentences.
• demonstrates knowledge of the rules for sentence formation, word usage and mechanics. May contain occasional errors, but they do not detract from the overall quality of the paragraph.

Score Point 4= Competent Paragraph-Passing

The paragraph:

• is related to the assigned topic.
• has a central idea that is clearly expressed.
• is well developed with supporting details
• has a beginning, a middle and an end.
• demonstrates a control of language that enhances the overall quality of the response.
• may have errors in sentence formation, word usage and mechanics, but they do not detract from the overall quality of the paragraph.

Score Point 3= Proficient paragraph=Passing

The paragraph:

• is related to the assigned topic.
• has a central idea that is clearly expressed.
• has some supporting details and sufficient development.
• has a beginning, middle and an end
• may present minor obstacles for the reader in moving from idea to idea ( sentence to sentence flow may need improvement)
• may have errors in sentence formation, word usage and mechanics, but they do not substantially detract from the overall quality of the paragraph.

Score Point 2= Below Proficient paragraph= Not Passing

The paragraph:

• is related to the assigned topic.
• May be somewhat focused ( has a topic sentence).
• May lack a beginning, a middle or an end.
• May present obstacles for the reader in moving from idea to idea (sentence to sentence flow is interrupted).
• May contain errors in sentence formation, word usage and mechanics that are frequent enough to detract from the overall quality of the paragraph.

Score Point 1= Below Proficient Paragraph- Not passing

The paragraph:

• is related to the assigned topic.
• is very difficult to follow.
• may lack a coherent focus
• is disorganized.
• may contain errors in sentence formation, word usage and mechanics that are frequent enough to detract from the overall quality of the c