[et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”4.24.0″ width=”100%” max_width=”100%” custom_padding=”0px||0px||false|false” global_colors_info=”{}”][et_pb_row admin_label=”row” _builder_version=”4.24.0″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” width=”100%” max_width=”100%” custom_padding=”0px||0px||false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Intro” _builder_version=”4.26.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
It\u2019s critical to review and familiarize your students with writing prompt keywords and structure before a state or district writing assessment. We aim to prevent our students from freezing like deer in headlights.<\/p>\n
Most writing prompts across all 50 states look much alike. They have a similar structure, use similar language, and involve similar situations. While it\u2019s true that writing prompts do change across grade levels, it\u2019s also true that fourth-grade writing prompts look quite similar to high school writing prompts. In fact, the high school \u201cwriting situation\u201d may be the same as the elementary school, but with more complex language and writing requirements.<\/p>\n
After learning some tips and tricks regarding the writing prompts found on state and district writing assessments, be sure to download over 114 pages of Released Writing Prompts for State Writing Assessments<\/a><\/strong> here. Also, if you want to bring about true writing success for elementary students or struggling middle school writers, check out Pattern Based Writing: Quick & Easy Essay<\/a><\/strong><\/span>.<\/p>\n 1. Narrative:<\/strong> A realistic story or an imaginative story.<\/p>\n 2. Expository:<\/strong> Explain + Inform = Expository<\/p>\n 3. Persuasive:<\/strong> This is expository writing with an agenda.<\/p>\n 4. Inform:<\/strong> The facts\u2026 just the facts!<\/p>\n 5. Imaginative:<\/strong> This is actually a narrative.<\/p>\n 6. Descriptive:<\/strong> Descriptive writing tasks are less common than the other types of writing.<\/p>\n 7. Summarize:<\/strong> Read a passage and then summarize what you have read.<\/p>\n 8. Respond to Literature:<\/strong> Read a passage and then answer the question using evidence from the text. This kind of writing is usually a little bit expository and a little bit persuasive.<\/p>\n Note:<\/em> In the collections of released writing prompts mentioned above, there are a few examples of prompts for \u201cSummarize\u201d and \u201cRespond to Literature.\u201d As such, I provide some samples of these prompts at the bottom of this page. <\/p>\n [\/et_pb_text][et_pb_text admin_label=”length & structure” _builder_version=”4.26.0″ _module_preset=”default” custom_padding=”14px|16px|14px|16px|true|true” border_radii=”on|9px|9px|9px|9px” border_width_all=”8px” border_color_all=”#1258b2″ global_colors_info=”{}”]<\/p>\n Most state writing prompts will be two or three sentences. This is especially true in elementary school. Even though the prompts are short, they are often written in multi-paragraph form. Each sentence is written in a separate paragraph. In other words, each sentence is written on a separate line.<\/p>\n Naturally, the writing tasks\u2019 wording and requirements get a little more complex with each grade. That being said, teachers can use most prompts across many different grades with only slight modifications to the language of the prompt.<\/p>\n Most writing prompts contain two parts. These two parts are:<\/p>\n 1. The Writing Situation:<\/strong><\/span> The writing situation gives a little background on the topic that students will be writing about. Example: Many people own pets.<\/p>\n 2. The Writing Task:<\/strong> <\/span>The writing task contains the specific directions. These directions often include keywords that identify the \u201cmode of writing\u201d being asked for. Example: Write a persuasive essay convincing your principal to extend recess time.<\/p>\n Some states have short 1-2 sentence prompts, while others have longer 5-8 sentence prompts. Here is a fourth-grade writing prompt from the Kentucky state writing assessment. It is six sentences, which is quite long for a fourth-grade writing prompt. Kentucky seems to have longer prompts than most states. Note: Even in high school, few writing prompts are longer than 6-8 sentences.<\/p>\n Writing Situation:<\/strong><\/span> The local newspaper is having a \u201cGood Friend\u201d contest. To enter your friend, you must think of an event in your life when your friend did something with you or for you that showed what a terrific friend he or she is.<\/p>\n Writing Task:<\/strong><\/span> Select your friend. (Remember, a friend could be a child your age or a grownup.) Choose an event that shows how your friend is a good friend to you. Write a letter to the newspaper that tells about that event so that people will know why your friend deserves to win.<\/p>\n [\/et_pb_text][et_pb_text admin_label=”keywords” _builder_version=”4.26.0″ _module_preset=”default” custom_padding=”14px|16px|14px|16px|true|true” border_radii=”on|9px|9px|9px|9px” border_width_all=”8px” border_color_all=”#1258b2″ global_colors_info=”{}”]<\/p>\n As mentioned, most writing prompts use a similar structure and language. As such, some types of words will be found in most writing prompts. These words are almost always performing the same job. For example, if you see the word \u201cprincipal\u201d in a writing prompt, you can be 99% sure it will be a persuasive writing task.<\/p>\n Keywords are often used to trick students, so don\u2019t read too much into them. However, at least one of the keywords below will be found in almost every prompt. It is worthwhile to point out these types of words and phrases and have students learn to spot them.<\/p>\n 1. Imagine one day (Narrative)<\/p>\n 2. Imagine that (Narrative)<\/p>\n 3. Imagine you have (Narrative)<\/p>\n 4. Think about (Narrative or Expository)<\/p>\n 5. Think of someone (Inform or Expository)<\/p>\n 6. Think of a time (Narrative)<\/p>\n 7. What is your favorite (Expository)<\/p>\n 8. Your school principal is considering (Persuasive)<\/p>\n 9. Your school has some (Persuasive)<\/p>\n 10. Your school is (Persuasive)<\/p>\n 11. It is important that people (Persuasive)<\/p>\n 12. Sometimes classrooms (Narrative or Expository)<\/p>\n 13. You suddenly realize (Narrative)<\/p>\n 14. Pretend that (Narrative)<\/p>\n 15. Have you ever (Narrative)<\/p>\n 16. Everyone has a favorite (Inform or Persuasive)<\/p>\n 17. Your school newspaper is (Persuasive)<\/p>\n 18. Your parents want to (Persuasive)<\/p>\n 19. If you could be (Narrative or Expository)<\/p>\n 20. Select a (Inform)<\/p>\n 21. Identify a (Inform)<\/p>\n 22. Most people (Inform)<\/p>\n 23. Many public places do not permit (Persuasive)<\/p>\n 24. Do you agree or disagree? (Persuasive)<\/p>\n 25. Suppose that you (Narrative)<\/p>\n 26. Most students have a (Expository)<\/p>\n 27. Everyone enjoys (Expository)<\/p>\n 28. Think about the kinds (Inform)<\/p>\n 29. You have been named (Narrative)<\/p>\n 30. Your principal (Persuasive)<\/p>\n 31. The students at your school (Persuasive)<\/p>\n 32. Based on the story (Respond to Literature)<\/p>\n 1. Write a story (Narrative)<\/p>\n 2. Describe it (Descriptive)<\/p>\n 3. Your assignment is<\/p>\n 4. Write about this person (Inform or Expository)<\/p>\n 5. Write to explain why (Expository)<\/p>\n 6. Explain what animal (Expository)<\/p>\n 7. Make up a story (Narrative)<\/p>\n 8. Tell a true story (Narrative)<\/p>\n 9. Explain the (Expository)<\/p>\n 10. Write an article for (Inform or Expository)<\/p>\n 11. Write a persuasive letter (Persuasive)<\/p>\n 12. Write a narrative about (Narrative)<\/p>\n 13. Write to persuade your classmates (Persuasive)<\/p>\n 14. Write a letter to (Persuasive)<\/p>\n 15. Write a persuasive essay (Persuasive)<\/p>\n 16. Write a speech to convince (Persuasive)<\/p>\n 17. Urge your readers (Persuasive)<\/p>\n 18. From your own experience, tell about (Narrative)<\/p>\n [\/et_pb_text][et_pb_text admin_label=”intended complexity” _builder_version=”4.26.0″ _module_preset=”default” custom_padding=”14px|16px|14px|16px|true|true” border_radii=”on|9px|9px|9px|9px” border_width_all=”8px” border_color_all=”#1258b2″ global_colors_info=”{}”]<\/p>\n Memorizing keywords is rarely a good use of time. State tests are usually sophisticated enough to discourage these types of shortcuts. For example, narrative writing prompts often use the word \u201cimagine.\u201d However, many other prompts also use that word to set up the situation.<\/p>\n Example:<\/strong><\/span> Imagine you have just been elected class president. Write a letter to your fellow students urging them to keep the schoolyard clean.<\/p>\n This example shows a persuasive writing task yet uses the word \u201cimagine\u201d in describing the writing situation. Many students associate the word \u201cimagine\u201d with a story. One can be sure the wording is no accident.<\/p>\n Another monkey wrench thrown at students is that writing assessments often require students to write for a transactive purpose<\/strong><\/em>. A transactive purpose<\/em> is authentic writing with a real-world purpose.<\/p>\n For example, many state writing tests require students to write a letter to someone or write an article for the school newspaper. Note: The prompt above asks students to write a persuasive letter. Many teachers may teach letter writing,<\/strong> and they may teach persuasive writing<\/strong>; however, it never occurred to them to have students write a persuasive letter.<\/strong> Of course, it shouldn\u2019t make a difference, yet it does. Transactive purpose!<\/p>\n [\/et_pb_text][et_pb_text admin_label=”response & summarize” _builder_version=”4.26.0″ _module_preset=”default” custom_padding=”14px|16px|14px|16px|true|true” border_radii=”on|9px|9px|9px|9px” border_width_all=”8px” border_color_all=”#1258b2″ global_colors_info=”{}”]<\/p>\n As promised, here are a few examples of \u201crespond to literature\u201d and \u201csummarize\u201d writing prompts. Be sure to download over 114 pages of Released Writing Prompts for State Writing Assessments<\/a><\/strong> here. Once again, you won\u2019t find many examples of \u201crespond to literature\u201d and \u201csummarize\u201d writing prompts even in those 114 pages.<\/p>\n 1) Read the story. What lesson does the author want the reader to learn? Be sure to use specific examples from the passage to support your answer.<\/p>\n 2) Based on the story \u201cWhen the Tiger Comes Home to Roost,\u201d how can the reader tell that life in the jungle is dangerous? Use specific examples from the passage to support your answer.<\/p>\n 3) Do you think \u201cThe Most Important Question\u201d is a good title for this story? Why or why not? Use details from the story to support your answer.<\/p>\n Here is one example of a summary prompt.<\/strong><\/p>\n Write a summary of the article. Be sure to:<\/p>\n If you want your students to be prepared for your state and district writing assessments, check out Pattern Based Writing: Quick & Easy Essay<\/a><\/strong><\/span>!<\/p>\n [\/et_pb_text][et_pb_text admin_label=”most important” _builder_version=”4.26.0″ _module_preset=”default” custom_padding=”14px|16px|14px|16px|true|true” border_radii=”on|9px|9px|9px|9px” border_width_all=”8px” border_color_all=”#1258b2″ global_colors_info=”{}”]<\/p>\n To be clear, I teach a robust academic vocabulary using Academic Vocabulary for Critical Thinking, Logical Arguments, and Effective Communication, aka Academic Vocabulary for Absolutely Everyone!<\/a><\/strong><\/span> Over the years, I\u2019ve found that teaching many words that create academic success is more effective than teaching what I think might be on the test.<\/p>\n Still, it behooves teachers to master the structure and keywords found in writing prompts. Which are the most important writing prompt keywords? The answer may surprise you! In fact, I did a word count on over 114 pages of Released Writing Prompts for State Writing Assessments<\/a><\/strong> and the answer did surprise me.<\/p>\n Here is what I discovered. And yes, the number in parentheses is the number of times the keyword appeared in the writing prompts. The higher the number in parentheses, the more common the word.<\/p>\n what (232), how (125), why (179), when (78), explain (138), example (49), reason (34), specific (40), support (61), think about (104), tell (62), details (71)<\/p>\n evaluate (0), justify (0), analyze (0), compare (1), contrast (0), examine (0), fact (1), statistic (0), illustrate (0), summarize (0), respond (2), interpret (0), interpretation (1), evidence (2), prove (0), proof (0), review (0), define (0), solution (1), clarify (0), elaborate (0), concrete (0), relevant (0)<\/p>\n article (17), letter (27), essay (97), report (3), story (116), speech (9), response to literature, etc.<\/p>\n who (39), what (232), where (32), why (179), when (78), how (125), understand (40), understand why (12), help your (17), explain why (30), tell why (13), example (49), evaluate (0), justify (0), analyze (0), explain (138), compare (1), contrast (0), examine (0), identify (14), position (15), quote (2), describe (12), reason (34), fact (1), statistic (0), think about (104), illustrate (0), discuss (2), sensory detail (10), senses (5), summarize (0), summary (7), respond (2), details (71), detail (14), imagine (26), interpret (0), interpretation (1), specific (40), evidence (2), persuade (42), experience (50), audience (28), relate (2), prove (0), proof (0), decide (21), review (0), support (61), define (0), opinion (11), problem (14), solution (1), clarify (0), elaborate (0), concrete (0), event (36), relevant (0), tell (62)<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" It\u2019s critical to review and familiarize your students with writing prompt keywords and structure before a state or district writing assessment. We aim to prevent our students from freezing like deer in headlights. Most writing prompts across all 50 states look much alike. They have a similar structure, use similar language, and involve similar situations. […]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":" Most writing prompts across all of the 50 states look very much alike. They have a similar structure, they use similar language, and they involve similar situations. While it\u2019s true that writing prompts do change across grade levels, it\u2019s also true that fourth grade writing prompts looks quite similar to high school writing prompts. In fact, the \u201cwriting situation\u201d may be exactly the same, but with more complex language and writing requirements for high school students.<\/p> After learning some tips and tricks regarding the writing prompts found on state writing assessments, be sure to get 114 pages of free State Testing Released Writing Prompts here<\/span><\/a>.<\/strong><\/span> Also, if you are looking to bring about true writing success for elementary students or struggling middle school writers, be sure to check out the \u201cPattern Based Writing: Quick and Easy Essay<\/span><\/a>\u201d page.<\/span><\/strong><\/p> 1)\u00a0Narrative<\/strong> (A realistic story or an imaginative story)<\/p> 2)\u00a0Expository<\/strong> (Explain + Inform = Expository)<\/p> 3)\u00a0Persuasive<\/strong> (This is expository writing with an agenda.)<\/p> 4)\u00a0Inform<\/strong> (The facts\u2026 just the facts!)<\/p> 5)\u00a0Imaginative<\/strong> (This is actually a narrative.)<\/p> 6)\u00a0Descriptive<\/strong> (Descriptive writing tasks are less common than the above types of writing.)<\/p> 7)\u00a0Summarize<\/strong> (Read a passage and then summarize what you have read.)<\/p> 8)\u00a0Respond to Literature<\/strong> (Read a passage and then answer the question using evidence from the text. This kind of writing is usually a little bit expository and a little bit persuasive.)<\/p> Note:<\/span> In the collections of released writing prompts mentioned above, there are few examples of prompts for \u201cSummarize\u201d and \u201cRespond to Literature.\u201d As such, I have provides a couple samples of these prompts at the bottom of this page.<\/p> Most state writing prompts will be two or three sentences. (This is especially true in elementary school.) Even though the prompts are quite short, they are often written in multi-paragraph form. Each sentence is written in a separate paragraph. In other words, each sentence will be written on a separate line.<\/p> Naturally, the wording and the requirements of the writing tasks get a little more complex with each grade. That being said, most prompts can be used across many different grades with only slight modifications to the language of the prompt.<\/p> Most writing prompts contain two parts. These two parts are:<\/strong><\/p> 1.\u00a0The writing situation \u2013<\/strong> The writing situation gives a little background on the topic that students will be writing about. Example: Many people own pets.<\/p> 2.\u00a0The writing task \u2013<\/strong> The writing task contains the specific directions. These directions will often include keywords that identify the \u201cmode of writing\u201d being asked for. Example: Write a persuasive essay convincing your principal to extend recess time.<\/p> Some states have short 1-2 sentence prompts, while other states have longer 5-8 sentence prompts. Here is a fourth grade writing prompt from the Kentucky state writing assessment. It is six sentences, which is quite long for a fourth grade writing prompt. Kentucky seems to have longer prompts than most states. (Note: Even in high school, few writing prompts are longer than 6-8 sentences.)<\/p> Situation:<\/strong> The local newspaper is having a \u201cGood Friend\u201d contest.\u00a0 To enter your friend, you must think of an event in your life when your friend did something with you or for you that showed what a terrific friend he or she is.<\/p> Writing Task:<\/strong> Select your friend.\u00a0 (Remember, a friend could be a child your age or a grownup.)\u00a0 Choose an event that shows how your friend is a good friend to you.\u00a0 Write a letter to the newspaper that tells about that event so that people will know why your friend deserves to win.<\/p> As mentioned, most writing prompts have a similar structure and use similar language. As such, certain words will be found in most every writing prompt. These words are almost always performing the same job. For example, if you see the word \u201cprincipal\u201d in a writing prompt, you can be 99% sure it is going to be a persuasive writing task.<\/p> We all know that keywords are often used to trick students, so don\u2019t read too much into them. However, at least one of the keywords below will be found in most every prompt. It is worthwhile to point out these types of words and phrases and have students learn to spot them.<\/p> Memorizing keywords is rarely a good use of time. State tests are usually sophisticated enough to discourage these types of shortcuts. For example, narrative writing prompts often use the word \u201cimagine,\u201d however, many other kinds of prompts also use that word as a set up for the situation.<\/p> Example:<\/span> Imagine you have just been elected class president. Write a letter to your fellow students urging them to keep the schoolyard clean.<\/p> This example shows a persuasive writing task, yet uses the word \u201cimagine\u201d in describing the situation. Many students associate the word \u201cimagine\u201d with a story. One can be sure the wording is no accident.<\/p> Another monkey wrench thrown at students is that writing prompts in state writing tests often have students write for a transactive purpose<\/em><\/strong>. A transactive purpose<\/em> is authentic writing with a real-world purpose.<\/p> For example, many state writing tests require students to write a letter to someone or write an article for the school newspaper. (Note: The prompt above asks students to write a persuasive letter. Many teachers may teach letter writing<\/span> and they may teach persuasive writing<\/span>, however, it never occurred to them to have students write a persuasive letter<\/span>. Of course, it shouldn\u2019t make a difference, yet it does.) Transactive purpose!<\/p> As promised, here are a few examples of \u201crespond to literature\u201d and \u201csummarize\u201d writing prompts. Be sure to get the\u00a0114 pages of State Testing Released Writing Prompts here. Once again, you won\u2019t find many examples of \u201crespond to literature\u201d and \u201csummarize\u201d writing prompts even in those 114 pages.<\/p> Here are three examples:<\/strong><\/p> 1)\u00a0Read the story. What lesson does the author want the reader to learn? Be sure to use specific examples from the passage to support your answer.<\/p> 2)\u00a0Based on the story \u201cWhen the Tiger Comes Home to Roost,\u201d how can the reader tell that life in the jungle is dangerous? Use specific examples from the passage to support your answer.<\/p> 3)\u00a0Do you think \u201cThe Most Important Question\u201d is a good title for this story? Why or why not? Use details from the story to support your answer.<\/p> Write a summary of the article. Be sure to:<\/p>State writing assessments usually ask for one of these eight types of writing:<\/h3>\n
Writing Prompt Length and Structure<\/h2>\n
The Two Parts of the Writing Prompt<\/h3>\n
Example: Kentucky – 4th Grade Writing Prompt (6 sentences)<\/h3>\n
Keywords for Writing Prompts<\/h2>\n
Writing Situation Keywords<\/h3>\n
Writing Task \/ Writing Directions Keywords<\/h3>\n
Intended Complexity and Confusion in Writing Prompts<\/h2>\n
Response to Literature and Summarize Writing Prompts<\/h2>\n
Respond to Literature Prompts<\/h3>\n
Here are three examples:<\/strong><\/h4>\n
Write a Summary Prompt<\/h3>\n
\n
Which Are the Most Important and Common Writing Prompt Keywords? Note: I Counted Them!<\/h2>\n
The Most Common Writing Prompt Keywords<\/h3>\n
Rare Writing Prompt Keywords<\/h3>\n
Writing Prompt Genre Keywords<\/h3>\n
All the Writing Prompt Keywords I Counted<\/h3>\n
Tips and Tricks for State Testing Writing Prompts<\/h3>
State writing assessments usually ask for one of these eight types of writing:<\/h4>
Prompt Length and Structure<\/h3>
The Two Parts of the Writing Prompt<\/h3>
Example: Kentucky - 4th Grade Writing Prompt (6 sentences)<\/h4>
Keywords for Writing Prompts<\/h3>
Writing Situation Keywords<\/h3>
Writing Task \/ Writing Directions Keywords<\/h3>
Intended Complexity and Confusion<\/h3>
Response to Literature and Summarize Writing Prompts<\/h3>
Respond to Literature Prompts<\/h3>
Write a Summary Prompt<\/h3>