{"id":569,"date":"2011-04-11T23:38:28","date_gmt":"2011-04-12T06:38:28","guid":{"rendered":"http:\/\/patternbasedwriting.com\/elementary_writing_success\/?p=569"},"modified":"2016-02-18T00:33:09","modified_gmt":"2016-02-18T07:33:09","slug":"elementary-jr-high-essay-writing-review-and-testing-tips","status":"publish","type":"post","link":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/elementary-jr-high-essay-writing-review-and-testing-tips\/","title":{"rendered":"Essay Writing Review and Writing Assessment Testing Tips"},"content":{"rendered":"

Do you have an elementary or middle school state or district writing assessment coming up? Or perhaps you simply want your students to write excellent essays? If so, read on! And if you teach beginning essay writers or struggling essay writers, be sure to check out Pattern Based Writing: Quick & Easy Essay<\/span><\/strong><\/em><\/a>! It\u2019s sure to revolutionize the way your students understand writing!<\/p>\n

Writing Assessment Rubrics: Hit a Bulls-Eye!<\/h3>\n

On district and state writing assessments, students are usually graded using a rubric. Writing rubrics can have harsh consequences even for excellent writing. Be warned\u2014sometimes fantastic writing misses the mark when it comes to a writing rubric. As such, we will examine how to improve writing skills, and also how to hit a bulls-eye<\/span> on the writing rubric. Most writing rubrics contain most of the topics found below.<\/p>\n

Addressing the Writing Prompt<\/h3>\n

Students must address the writing prompt and stay on target. Consider these questions:<\/p>\n

\n\t\t\t\t\t

\u2022<\/strong><\/span>\u00a0\u00a0 What is being asked for in the prompt? How on target is the writing?<\/p>\n

\u2022<\/strong><\/span>\u00a0\u00a0 Do the titles of your students\u2019 essays contain any keywords from the writing prompt that show that the students have addressed the writing prompt?<\/p>\n

\u2022<\/strong><\/span>\u00a0\u00a0 Did students use keywords from the writing prompt throughout the essay?<\/p>\n

\u2022\u00a0<\/strong><\/span>\u00a0 Think about it: Can the writing be on target if students don\u2019t use any keywords<\/span> from the writing prompt in either the title or the essay<\/span>?<\/p><\/div><\/div>\n

Essay Outlines<\/h3>\n

Students must have an understanding of \u201cThe Big Picture\u201d essay structure in their essays. Their essays need to demonstrate a clear beginning, middle, and ending. Students need to have an understanding of how paragraphs flow throughout an essay. Here are a few outlines for an entire essay. Each outline shows between four and six paragraphs:<\/p>\n

\n\t\t\t\t\t

\u2022<\/strong><\/span>\u00a0\u00a0 Introduction – Idea 1 – Idea 2 – Idea 3 \u2013 Conclusion\u00a0\u00a0 (a basic five-paragraph essay)<\/p>\n

\u2022<\/strong><\/span>\u00a0 \u00a0Introduction – First \u2013 Then – Finally \u2013 Conclusion\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (a basic narrative essay)<\/p>\n

\u2022\u00a0<\/strong><\/span> \u00a0Introduction – Cause – Effect – Conclusion<\/p>\n

\u2022\u00a0<\/strong><\/span> \u00a0Introduction \u2013 Cause\/Effect #1 – Cause\/Effect #2 – Conclusion<\/p>\n

\u2022<\/strong><\/span>\u00a0 \u00a0Introduction \u2013 Cause #1 \u2013 Effect #1 – Cause #2 \u2013 Effect #2 – Conclusion<\/p>\n

\u2022<\/strong><\/span>\u00a0 \u00a0Introduction – Problem – Solution – Conclusion<\/p>\n

\u2022\u00a0<\/strong><\/span> \u00a0Introduction – Similarities – Differences – Conclusion<\/p>\n

\u2022<\/span>\u00a0 \u00a0Once Upon a Time \u2013 Rising Action \u2013 Rising Action \u2013 Climax \u2013 and They Lived Happily Ever After<\/p><\/div><\/div>\n

<\/h4>\n

Prewrite, Write, and Revise<\/h3>\n

Prewrite, Write, and Revise<\/strong> <\/span>\u2013 Students must allow at least a little time for each of these. Teachers need to address the matter of how to break up and monitor the time allowed. Here is one possible way to break up the time: Prewrite 15% \u2013 Write 70% \u2013 Revise 15%. If students don\u2019t spend at least a little time in each area, it\u2019s unlikely their writing will be as good as it can be.<\/p>\n

Sentence Variety<\/h3>\n

Sentence Varity<\/strong> <\/span>\u2013 An easy way to bring about sentence variety is to focus on how sentences start. It\u2019s amazing how quickly these simple and interesting sentence-starting patterns can transform student writing. And kids like them! They bring rhythm, flow, and beauty to language\u2014without a lot of rules.<\/p>\n

\n\t\t\t\t\t

Nine Interesting Ways to Start and Vary Sentences<\/h3>\n

1. \u00a0\u00a0-ly Beginnings<\/strong>\u00a0 \u2013\u00a0 Surprisingly<\/span>, my parents liked the fort I had built in our backyard.<\/p>\n

2.\u00a0\u00a0 Prepositional Phrase Beginnings<\/strong>\u00a0 \u2013\u00a0 Beyond the moon<\/span>, the rocket soared.<\/p>\n

3. \u00a0 Two Adverb Beginnings<\/strong> \u2013 Fast and furious<\/span>, the little mouse scurried towards the cake.<\/p>\n

4.\u00a0\u00a0\u00a0 Two Adjective Beginnings<\/strong> \u2013 Beautiful and elegant<\/span>, the princess bride descended the stairs.<\/p>\n

5.\u00a0\u00a0\u00a0 -ing Beginnings<\/strong> \u2013 Falling<\/span> down the garbage chute, Billy began to wonder if he had made a wise choice.<\/p>\n

6.\u00a0\u00a0\u00a0 -ing in the Middle<\/strong> \u2013 I brought $100 to the fair, hoping<\/span> no one would stop me from spending every last cent of it.<\/p>\n

7.\u00a0\u00a0\u00a0 Balanced Sentence Structure<\/strong> (Includes both Items in a Series and Parallel Structure) \u2013 Eating ice-cream, watching TV, and wrestling tigers<\/span> may be fun, but they are not healthy activities.<\/p>\n

8.\u00a0\u00a0\u00a0 Appositives<\/strong> (Insert information or explanation) \u2013 Shark Cove, the small bay where sharks gather to eat seals<\/span>, is not a place I like to go swimming.<\/p>\n

9.\u00a0\u00a0\u00a0 Dependent Clauses<\/strong> \u2013 After the storm ended<\/span>, the sun began to break through the cloudy gloom.<\/p><\/div><\/div>\n

<\/h4>\n

Don\u2019t Mix First Person and Third Person<\/h3>\n

Please note that this illustration does not represent an absolute rule, but more of a wise guideline. This topic is actually a bit more complicated.<\/p>\n

Don\u2019t Mix First Person and Third Person –<\/strong> The way students begin their writing is the way they should finish their writing. It\u2019s best if students make a conscious choice right at the beginning of their essay. However, this doesn\u2019t always happen.\u00a0 The first step in solving this problem is to have students understand if the writing prompt is asking for expository writing, descriptive writing, argument writing, or narrative writing. Students should maintain the same Point-of-View and tone throughout.<\/p>\n

Take a look at the following. It illustrates how a writer began with an expository third person POV and tone but switched to a casual first person.<\/p>\n

\n\t\t\t\t\t

Student begins with a formal expository third person:<\/strong><\/p>\n

\u2022<\/strong><\/span>\u00a0\u00a0 Society has become concerned with protecting the environment.<\/p>\n

\u2022<\/strong><\/span>\u00a0\u00a0 The government has started to enforce stricter environmental laws.<\/p>\n

Student then switches to casual first person:<\/strong><\/p>\n

\u2022<\/strong><\/span>\u00a0 \u00a0I feel it is a person\u2019s duty to help protect the environment.<\/p>\n

\u2022<\/strong><\/span>\u00a0\u00a0 Everyone in my family recycles.<\/p>\n

Better: Student should have continued with the third person or at least removed the casual first person feel:<\/strong><\/p>\n

\u2022<\/strong><\/span>\u00a0 \u00a0It is a person\u2019s duty to help protect the environment.<\/p>\n

\u2022<\/strong><\/span>\u00a0\u00a0 Studies show that more and more families are recycling.<\/p><\/div><\/div>\n

<\/h4>\n

Sixteen More Random Essay Writing Tips:<\/h3>\n
\n\t\t\t\t\t

1.<\/strong>\u00a0\u00a0 Students should make sure that the introduction contains a clear thesis statement. A thesis statement is a clear, explicit statement that defines the purpose of an essay.<\/p>\n

2.\u00a0<\/strong>\u00a0 Along with a clear thesis statement, the introduction should contain a clear attention grabbing \u201chook.\u201d (Examples: use curiosity, ask a question, pose a challenge, state a problem, or make a startling statement.)<\/p>\n

3.<\/strong>\u00a0\u00a0 Use specific and varied transitions between paragraphs. Students can also use a variety of common transition packages (first, next, finally etc.)<\/p>\n

4.\u00a0<\/strong>Students should demonstrate that they know who their target audience is. Language, vocabulary, and tone all reveal who the author is talking to.<\/p>\n

5.<\/strong>\u00a0\u00a0 Students should demonstrate purpose. While using the words \u201cpersuade\u201d and \u201cinform\u201d are a bit obvious, they are also effective. Have students use other important keywords to communicate purpose: convince, facts, reasons, information, data, report, statistics etc.<\/p>\n

6.\u00a0\u00a0<\/strong> Give relevant supporting details. What\u2019s relevant? Give value with every detail. Eliminate everything that does not give value.<\/p>\n

7.<\/strong>\u00a0\u00a0\u00a0Details support, prove, clarify, explain, and give information about the topic sentences. If all else fails, simply focus on \u201cproving it<\/em>.\u201d For centuries kids have said \u201cprove it<\/em>.\u201d Having to prove something makes sense to them. \u201cI had fun at the park.\u201d Prove it. \u201cOkay. I went with my best friend. We played soccer. My mom made a great picnic. I REST MY CASE.\u201d<\/p>\n

8.<\/strong>\u00a0\u00a0 Do not make the details sound like a list of details.<\/p>\n

9.<\/strong>\u00a0\u00a0 Have the conclusion readdress the prompt and reemphasize or repeat the thesis statement.<\/p>\n

10.\u00a0<\/strong>\u00a0\u00a0Uses Standard English grammar, mechanics, and sentence structure. Use formal language. Students are not talking<\/em> to their buddy out on the playground.<\/p>\n

11.<\/strong>\u00a0\u00a0 Don\u2019t repeat ideas and sentences. Each sentence communicates a unique idea. On the other hand, many rhetorical techniques are based on repetition\u2014but for effect.<\/p>\n

12.<\/strong>\u00a0\u00a0 Don\u2019t generalize. Compare these two sentences, one general and one specific: \u201cPeace would be good.\u201d vs. \u201cThe elimination of war, hatred, and intolerance would be incredible.\u201d<\/p>\n

13.<\/strong>\u00a0\u00a0 Make sure paragraphs end with a conclusion sentence or some form of connecting sentence. Beginning, middle ending\u2026 beginning, middle, ending!<\/p>\n

14.<\/strong>\u00a0\u00a0 Don\u2019t add new information in the conclusion. Don\u2019t open boxes you can\u2019t close.<\/p>\n

15.\u00a0<\/strong>\u00a0 Every sentence should either be \u201csimple and concise\u201d or \u201ca work of art.\u201d Alternate between these two types of sentences.<\/p>\n

16.<\/strong>\u00a0\u00a0 Write neatly! Neatness matters! People have a built-in natural bias against messy writing.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Do you have an elementary or middle school state or district writing assessment coming up? Or perhaps you simply want your students to write excellent essays? If so, read on! And if you teach beginning essay writers or struggling essay writers, be sure to check out Pattern Based Writing: Quick & Easy Essay! It\u2019s sure […]<\/p>\n","protected":false},"author":4,"featured_media":2014,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[160,314],"tags":[152,30,28,35,164,163,162,1,11,161],"class_list":["post-569","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-how-to-teach-essay-writing","category-writing-standards-state-testing","tag-elementary-school-writing","tag-elementary-writing-programs","tag-essay-writing","tag-homeschool-writing-programs","tag-middle-school-essay","tag-sentence-variety","tag-standardized-testing","tag-teaching-elementary-writing","tag-test-taking-strategies","tag-writing-rubric"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/posts\/569","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/comments?post=569"}],"version-history":[{"count":18,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/posts\/569\/revisions"}],"predecessor-version":[{"id":2439,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/posts\/569\/revisions\/2439"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/media\/2014"}],"wp:attachment":[{"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/media?parent=569"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/categories?post=569"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/tags?post=569"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}