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Eighth Grade Writing
Standards |
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On-Demand Writing |
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Standard 2: Students produce writing in
an on-demand situation (90 minutes) that narrates, persuades,
or responds to a text, graphic, chart, or real world
experience (e.g. current event, performance, work of art).
Purpose- To determine if
students can independently apply skills and knowledge of the
writing criteria.
Audience- The teacher
Form- Letter, Editorial
or Article or Speech
Note: On-Demand Writing can be used as a
pre-assessment tool to evaluate students’ knowledge of
genres and conventions of writing prior to instruction. |
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Writing To Learn |
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Academic Expectation 1.11: Students
write using appropriate forms, conventions, and styles to
communicate ideas and information to different audiences for
different purposes.
Purpose- Students write in order for the
teacher to assess their comprehension of content and concepts.
Audience- The student
POS- Appropriate Eighth
Grade Writing to Learn practices include:
Traveling Logs
Personal Journals
Writer’s Notebook
Observation Logs
Reading Response Journals
Grammar Notebooks
Dialogue Journals
Double Entry Journals
Opinion Journals
Double Entry Logs
Entrance or Exit slips
Wonder Books
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Writing To Demonstrate Learning
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Academic Expectation 1.11: Students
write using appropriate forms, conventions, and styles to
communicate ideas and information to different audiences for
different purposes.
Purpose- Students write in order for the
teacher to assess their comprehension of content and concepts.
Audience- The teacher
POS-Appropriate Eighth Grade Writing to
Demonstrate Learning Activities include:
Open Response Prompts
Explanation or Summary of an Activity
Book or Research Report
Summary of Reading
Lab Report
Essay
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*These activities introduce or reinforce High School
Core Content and Standards
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Writing To Communicate Ideas To Authentic
Audiences For Authentic Purposes
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Academic Expectation 1.11: Students write using
appropriate forms, conventions, and styles to communicate
ideas and information to different audiences for different
purposes.
Core Content
WR-H-1.1 Reflective Writing (Letter To The Reviewer)-includes
the writer’s examination of his/her writing skills,
abilities, approaches, and products.
WR-H.1.2 Personal Writing (Personal Narrative, Memoir or
Personal Essay)- focuses on the life experiences of the
writer.
WR-H-1.3 Literary Writing (Short Story, Poem, or
Script/Play)- artfully communicates with the reader about
the human condition.
WR-H-1.4 Transactive Writing (Letters, Speeches,
Editorials, Articles, Proposals and Brochures)- is
informative/persuasive writing that presents ideas and
information for authentic audiences to accomplish realistic
purposes like those that students will encounter in their
lives.
Audience/Purpose- The writer establishes and maintains
a focused purpose to communicate with an audience by:
Narrowing the topic to establish a clear focus
Analyzing and addressing the needs of the intended
audience
Adhering to the characteristics (e.g. format,
organization) of the form
Employing an appropriate tone or allowing distinctive
voice to emerge when appropriate
Idea Development and Support- The writer develops and
supports main ideas and deepens the audience’s understanding
by using:
Rich, engaging, and/ or pertinent details to add depth
and complexity to ideas
Analysis, insight, and reflection
Idea development strategies (e.g., bulleted lists,
definitions) appropriate to form
Organization- The writer creates unity and coherence to
accomplish the focused purpose by:
Engaging the audience and establishing a context for
reading
Using careful and/or subtle organization
Guiding the reader through the piece with transitions
and transitional elements
Providing effective closure
Sentences- The writer creates effective sentences that
are:
Complete, correct, controlled and varied in structure
and length
Enhanced by length
Language- The writer demonstrates:
Precise word choice including; strong verbs and nouns,
concrete and/or sensory details
Concise use of language appropriate to the content,
purpose, and audience
Correct usage/grammar
Correctness- The writer demonstrates:
Control of spelling, punctuation, and capitalization
Appropriate documentation of ideas and information from
outside sources
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Writing Skills and
Processes
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Students should be able to:
Habits, Skills and Processes
Write their name, date, and select a title when appropriate
Write a detailed list
Use conventional capitalization, punctuation, and grammar
Use dialogue to enhance audience awareness, idea
development, and organization
Use a variety of strategies to spell and write words
correctly and fluently
Organize mature sentences into paragraphs
Craft several related paragraphs
Describe using adjectives and adverbs
Use strong verbs
Use similes, metaphors, and onomatopoeia
Use transition words and transitional phrases
Vary sentence beginnings, structures, and lengths
Sequence ideas to support audience and purpose
Write pieces in each of the four categories of writing:
Literary, Personal, Transactive, and Reflective using the
appropriate formats and patterns
Write pieces with a beginning, middle, and end or a lead,
body, and conclusion after modeling has occurred
Authors’ Craft
Identify a specific purpose and audience for writing
Select and narrow topics
Choose a pre-writing form
Receive suggestions and compliments graciously from
teachers and peers
Listen to others’ writing and offer constructive
feedback
Edit writing to find missing words, words spelled
incorrectly, clarify meaning, or to add detail in response
to peer or teacher feedback
Support their purpose using details or reasons
Add or change details during the revision process
Use tools (e.g., dictionary, thesauruses, environmental
print, writers’ notebook, technology) to craft and edit
their writing
Use a writer’s notebook
Sustain writing over several sessions and take pieces
through the writing process
Use technology to gather, organize, manipulate and
express ideas and information
Use technology to access ideas and information and as a
means of communication
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Fayette County Public Schools MIDDLE SCHOOL COMPETENCY ASSURANCE
DOCUMENT for Writing
Developed from Academic Expectations, Kentucky Program of
Studies, Kentucky’s Core
Content for Writing Assessment , Kentucky Marker Paper and
Transformations. 2002-2003 DRAFT |
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