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Core Content for Writing Assessment
Elementary Version 4.1
August 2006
Kentucky Department of Education
Introduction
Core Content for Writing Assessment
What is the Core Content for Writing Assessment?
The Core Content for
Assessment 4.1 (CCA 4.1) is a subset of the content standards in
Kentucky’s Program of Studies for Grades Primary – 12. It
represents the content standards that will be assessed beginning
with the spring 2007 state assessment. The Core Content
for Writing Assessment Version 4.1 represents the writing
content from Kentucky’s Academic Expectations and Program of
Studies that is the culminating product of a school-wide writing
program that is essential for all students to know and the content
that is eligible for inclusion on the state assessment. Version 4.1
Core Content for Writing Assessment and the Academic
Expectations provide the parameters for test developers as they
design the state assessment items. These content standards provide
focus for the development of the Kentucky Core Content Test (KCCT)
and the writing portfolio for test administration beginning in 2007.
The Core Content for Writing Assessment
represents components of the comprehensive local curriculum for
writing assessment and instruction. The comprehensive Program of
Studies for Writing specifies that students should use the writing
process and criteria for effective writing in pieces developed over
time, as well as in on-demand writing situations, to compile a
collection of writing for a variety of authentic purposes and
audiences and in a variety of forms, including personal, literary,
transactive and reflective pieces.
Writing can show learning across content
areas and serve as an effective learning tool. Writing in schools
consists of three broad types: writing to learn, writing to
demonstrate learning to the teacher and writing to communicate ideas
to authentic audiences for authentic purposes (writing for
publication). To communicate effectively, students should engage in
the various stages of the writing process including focusing,
prewriting, drafting, revising, editing, publishing and reflecting.
The writing process is recursive; different writers engage in the
process differently and proceed through the stages at different
rates.
Kentucky Academic Expectations for
Writing
The Kentucky Academic Expectations define what
students should know and be able to do upon graduation from high
school. These expectations were used as a basis for developing the
Program of Studies and the Core Content for Assessment.
The academic expectation for writing is listed
below:
Goal 1: Students are able to use basic
communication and mathematics skills for purposes and situations
they will encounter throughout their lives.
|
1.11: Students write
using appropriate forms, conventions, and styles to
communicate ideas and information to different audiences
for different purposes. |
How is the Core Content for Writing Assessment organized?
The Core Content for Writing Assessment,
Version 4.1 is organized by grade level (end of primary, 4th, 5th,
6th, 7th, 8th and high school) in order to ensure vertical
alignment. Core Content for Writing Assessment is divided
into four subdomains:
·
Writing Content
·
Writing Structure
·
Writing Conventions
·
Writing Process
The Core Content for Assessment includes
state assessed standards and supporting content standards.
Supporting content standards are not used for state assessment.
Supporting content, however, is critical to the student’s deep
understanding of the overall content and is to be used by schools to
build a foundation of knowledge, skills, and processes that will
enable students to be successful on the Kentucky Core Content
Test. In order for students to reach proficiency and beyond on
the KCCT, students need to master the supporting content as well as
the state assessed content. Supporting content standards are
proposed for local instruction and assessment and appear in
italics in the Core Content document. The content standards for
the state assessment are in bold print.
Some Core Content standards contain additional
information in parentheses. A list preceded by an e.g., means the
examples included are meant to be just that, examples and may be on
the state assessment. Other examples not included may also be on the
state assessment. However, if the list is not preceded by an e.g.,
the list is to be considered exhaustive and the items inside the
parentheses are the only ones that will be assessed.
A new aspect of the refined Core Content for
Writing Assessment Version 4.1 is Depth of Knowledge (DOK).
Version 4.1 reflects the depth of knowledge and cognitive complexity
for the content standard that is appropriate for each grade level
for the state assessment.
Each of the state-assessed standards in the
Core Content has a ceiling DOK level indicated. This means that an
item on the state assessment cannot be written higher than the
ceiling for that standard. An item could be written at a lower
level. When writing an assessment item, developers need to make
sure that the assessment item is as cognitively demanding as the
expectation of the content standard in order to assure alignment of
the test items and the standards. The DOK indicated for the state
assessment is not meant to limit the cognitive complexity for
instruction in the classroom. Classroom instruction needs to extend
beyond the depth of knowledge and cognitive complexity that can be
assessed on the state assessment so that students have the
opportunities and experiences they need in order to reach
proficiency and beyond. The levels for DOK are based on the
research of Norman Webb from the University of Wisconsin-Madison.
More information about DOK levels can be found at the Kentucky
Department of Education website.
Version 4.1 differs from the previous Version
3.0 in the elaboration of the organizer for each standard of writing
(i.e., Reflective, Personal Expressive/Literary, Transactive) across
grade levels. Version 4.1 also defines stages of the writing
process including skills for revising and editing.
What do the codes for the Core Content
for the Writing Assessment mean?
Each content standard is preceded by a code.
The code begins with WR for Writing and is then followed by a grade
level designation and then a 3-digit number that indicates the
reporting category. The codes used are listed below.
|
Grade Level Codes |
Subdomains |
Organizers |
Standards |
|
EP = End of Primary
E = Elementary
04 = Fourth Grade
05 = Fifth Grade
M = Middle School
06 = Sixth Grade
07 = Seventh Grade
08 = Eight Grade
HS= High School |
1 = Writing Content
2 = Writing Structure
3 = Writing Conventions
4 = Writing Process |
1 = Purpose/Audience
2 = Idea Development/Support
3 = Organization
4 = Sentences
5 = Language
6 = Correctness
7 = Focusing
8 = Prewriting
9 = Drafting
10 = Revising
11 = Editing
12 = Publishing
13 = Reflecting |
1 = Reflective
2 = Personal/ Literary
3 = Transactive
4 - 41 = Skills that apply to all
Categories |
A typical code may look like WR-04-1.1.1. This
means the following:
WR-04-1.1.1
WR- Writing
(Domain)
04- Fourth Grade (Grade Level)
1. Writing Content (Subdomain)
1. Purpose/Audience (Organizer)
1- Reflective
(Standard)
|
Writing Content
To communicate effectively, students should be able to write
for a variety of authentic purposes and audiences in a
variety of forms connecting to prior knowledge and the
students’ understanding of the content. In their writing,
students should be able to create a focused purpose and
controlling idea and develop ideas adequately considering
the purpose, audience and form. |
|
End
of Primary |
4th
Grade |
5th
Grade |
|
WR-E-1.1.0
Purpose/Audience: Students
will establish and maintain a focused purpose to communicate
with an authentic audience by
·
Narrowing the topic to create a specific
purpose for writing
·
Establishing a controlling idea, theme, or
conclusion about the topic
·
Choosing a perspective authentic to the writer
·
Analyzing and addressing the needs of the
intended audience
·
Adhering to the characteristics of the form
·
Applying a suitable tone
·
Allowing voice to emerge when appropriate
DOK 4 |
|
WR-EP-1.1.1
In Reflective Writing,
·
Students will evaluate personal progress
toward meeting goals in literacy skills.
·
Students will recognize needs of the intended
audience.
·
Students will use a suitable tone or
appropriate voice. |
WR-04-1.1.1
In Reflective Writing,
·
Students will evaluate personal progress
toward meeting goals in literacy skills.
·
Students will analyze and address needs of the
intended audience.
·
Students will use a suitable tone or
appropriate voice. |
WR-05-1.1.1
In Reflective Writing,
·
Students will evaluate personal progress
toward meeting goals in literacy skills.
·
Students will analyze and address needs of the
intended audience.
·
Students will sustain a suitable tone or
appropriate voice. |
|
WR-EP-1.1.2
In Personal Expressive Writing,
·
Students will communicate the significance of
the writer’s experience by focusing on life events or
relationships.
·
Students will apply characteristics of the
selected form (e.g., personal narrative, personal memoir).
·
Students will create a point of view.
·
Students will use a suitable tone or
appropriate voice.
In Literary Writing,
·
Students will communicate to an audience about
the human condition by painting a picture, recreating a
feeling, telling a story, capturing a moment, evoking an
image or showing an extraordinary perception of the
ordinary.
·
Students will apply characteristics of the
selected form (e.g., short story, play/script, poem).
·
Students will use a suitable tone or
appropriate voice.
·
Students will apply a fictional perspective in
literary writing when appropriate. |
WR-04-1.1.2
In Personal Expressive Writing,
·
Students will communicate the significance of
the writer’s experience by narrating about life events or
relationships.
·
Students will apply characteristics of the
selected form (e.g., personal narrative, personal memoir).
·
Students will create a point of view.
·
Students will use a suitable tone or
appropriate voice.
In Literary Writing,
·
Students will communicate to an audience about
the human condition by painting a picture, recreating a
feeling, telling a story, capturing a moment, evoking an
image or showing an extraordinary perception of the
ordinary.
·
Students will apply characteristics of the
selected form (e.g., short story, play/script, poem).
·
Students will create a point of view.
·
Students will use a suitable tone or
appropriate voice.
·
Students will apply a fictional perspective in
literary writing when appropriate. |
WR-05-1.1.2
In Personal Expressive Writing,
·
Students will communicate the significance of
the writer’s experience by narrating about life events or
relationships.
·
Students will apply characteristics of the
selected form (e.g., personal narrative, personal memoir,
personal essay).
·
Students will create a point of view.
·
Students will sustain a suitable tone or
appropriate voice.
In Literary Writing,
·
Students will communicate to an audience about
the human condition by painting a picture, recreating a
feeling, telling a story, capturing a moment, evoking an
image or showing an extraordinary perception of the
ordinary.
·
Students will apply characteristics of the
selected form (e.g., short story, play/script, poem.)
·
Students will create a point of view.
·
Students will sustain a suitable tone or
appropriate voice.
·
Students will apply a fictional perspective in
literary writing when appropriate. |
|
WR-EP-1.1.3
In Transactive Writing,
·
Students will communicate a purpose through
informing or persuading.
·
Students will develop an angle.
·
Students will communicate what the reader.
should know, do or believe as a result of reading the piece.
·
Students will apply characteristics of the
selected form (e.g., letter, feature article).
·
Students will use a suitable tone.
·
Students will allow voice to emerge when
appropriate. |
WR-04-1.1.3
In Transactive Writing,
·
Students will communicate a purpose through
informing or persuading.
·
Students will develop an effective angle to
achieve purpose.
·
Students will communicate as an informed
writer to clarify what the reader should know, do or believe
as a result of reading the piece.
·
Students will apply characteristics of the
selected form (e.g., letter, feature article).
·
Students will use a suitable tone.
·
Students will allow voice to emerge when
appropriate. |
WR-05-1.1.3
In Transactive Writing,
·
Students will communicate a purpose through
informing, persuading or analyzing.
·
Students will develop an effective angle to
achieve purpose.
·
Students will communicate as an informed
writer to clarify what the reader should know, do or believe
as a result of reading the piece.
·
Students will apply characteristics of the
selected form (e.g., letter, feature article)
·
Students will sustain a suitable tone.
·
Students will allow voice to emerge when
appropriate. |
|
WR-E-1.2.0
Idea Development/Support: Students will
support main ideas and deepen the audience’s understanding
of purpose by
·
Developing logical, justified and suitable
explanations
·
Providing relevant elaboration
·
Explaining related connections or reflections
·
Applying idea development strategies
appropriate for the form
DOK 4 |
|
WR-EP-1.2.1
In Reflective Writing,
·
Students will develop the connection between
literacy skills (reading and writing) and understanding of
content knowledge.
·
Students will describe own literacy skills,
strategies or processes.
·
Students will explain own decisions about
literacy goals.
·
Students will identify own strengths and areas
for growth. |
WR-04-1.2.1
In Reflective Writing,
·
Students will develop the connection between
literacy skills (reading and writing) and understanding of
content knowledge.
·
Students will describe own literacy skills,
strategies, processes or areas of growth.
·
Students will explain own decisions about
literacy goals.
·
Students will identify own strengths and areas
for growth.
·
Students will support claims about self. |
WR-05-1.2.1
In Reflective Writing,
·
Students will develop the connection between
literacy skills (reading and writing) and understanding of
content knowledge.
·
Students will describe own literacy skills,
strategies, processes or areas of growth.
·
Students will explain own decisions about
literacy goals.
·
Students will identify own strengths and areas
for growth.
·
Students will support claims about self. |
|
WR-EP-1.2.2
In Personal Expressive/Literary Writing,
·
Students will communicate main idea through
use of literary elements appropriate to the genre:
o
Students will develop characters
(fictional/non-fictional) through thoughts, emotions,
actions, descriptions or dialogue when appropriate.
o
Students will develop plot/story line
appropriate to the form.
o
Students will develop setting, mood, scene,
image or feeling.
·
Students will apply literary or poetic devices
(e.g., simile, personification) when appropriate.
·
Students will incorporate reflection when
appropriate. |
WR-04-1.2.2
In Personal Expressive/Literary Writing,
·
Students will communicate main idea through
use of literary elements appropriate to the genre.
o
Students will develop characters
(fictional/non-fictional) through thoughts, emotions,
actions, descriptions or dialogue when appropriate.
o
Students will develop plot/story line
appropriate to the form.
o
Students will develop an appropriate setting,
mood, scene, image or feeling.
·
Students will apply literary or poetic devices
(e.g., simile, metaphor, personification) when appropriate.
·
Students will incorporate reflection, insight
and analysis when appropriate. |
WR-05-1.2.2
In Personal Expressive/Literary Writing,
·
Students will communicate main idea through
use of literary elements appropriate to the genre.
o
Students will develop characters
(fictional/non-fictional) through thoughts, emotions,
actions, descriptions or dialogue when appropriate.
o
Students will develop plot/story line
appropriate to the form.
o
Students will develop an appropriate setting,
mood, scene, image or feeling.
·
Students will apply literary or poetic devices
(e.g., simile, metaphor, personification) when appropriate.
·
Students will incorporate reflection, insight
and analysis when appropriate. |
|
WR-EP-1.2.3
In Transactive Writing,
·
Students will communicate relevant
information.
·
Students will develop an angle with support
(e.g., facts, examples, reasons, visuals).
·
Students will apply research to support ideas
with facts and opinions. |
WR-04-1.2.3
In Transactive Writing,
·
Students will communicate relevant information
to clarify a specific purpose.
·
Students will develop an angle with support
(e.g., facts, examples, reasons, comparisons, diagrams,
charts, other visuals).
·
Students will develop explanations to support
the writer’s purpose.
·
Students will apply research to support ideas
with facts and opinions.
·
Students will incorporate persuasive
techniques when appropriate (e.g., bandwagon, emotional
appeal, testimonial, expert opinion). |
WR-05-1.2.3
In Transactive Writing,
·
Students will communicate relevant information
to clarify a specific purpose.
·
Students will develop an angle with support
(e.g., facts, examples, reasons, comparisons, diagrams,
charts, other visuals).
·
Students will develop explanations to support
the writer’s purpose.
·
Students will apply research to support ideas
with facts and opinions.
·
Students will incorporate persuasive
techniques when appropriate (e.g., bandwagon, emotional
appeal, testimonial, expert opinion). |
|
Writing Structure
To communicate effectively, students should be able to apply
knowledge of language and genre structures to organize
sentences, paragraphs and whole pieces logically and
coherently. |
|
WR-E-2.3.0
Organization: Students will create unity
and coherence to accomplish the focused purpose by
·
Engaging the audience
·
Establishing a context for reading when
appropriate
·
Communicating ideas and support in a
meaningful order
·
Applying transitions and transitional elements
to guide the reader through the piece
·
Developing effective closure
DOK 3 |
|
WR-EP-2.3.1
In Reflective Writing,
·
Students will engage the interest of the
reader.
·
Students will communicate ideas and details in
meaningful order.
·
Students will use transitions or transitional
elements between ideas to guide the reader.
·
Students will create paragraphs.
·
Students will create conclusions effectively. |
WR-04-2.3.1
In Reflective Writing,
·
Students will engage the interest of the
reader.
·
Students will communicate ideas and details in
meaningful order.
·
Students will apply a variety of transitions
or transitional elements between ideas and details to guide
the reader.
·
Students will apply paragraphing effectively.
·
Students will create conclusions effectively. |
WR-05-2.3.1
In Reflective Writing,
·
Students will engage the interest of the
reader.
·
Students will communicate ideas and details in
meaningful order.
·
Students will apply a variety of transitions
or transitional elements between ideas and details to guide
the reader.
·
Students will apply paragraphing effectively.
·
Students will create conclusions effectively. |
|
WR-EP-2.3.2
In Personal Expressive/Literary Writing,
·
Students will engage the interest of the
reader.
·
Students will communicate ideas and details in
a meaningful order.
·
Students will use transitions or transitional
elements between ideas to guide the reader.
·
Students will create paragraphs.
·
Students will arrange poetic stanzas in a way
that enhances the meaning through the use of white space,
line breaks and shape.
·
Students will create conclusions effectively |
WR-04-2.3.2
In Personal Expressive/Literary Writing,
·
Students will engage the interest of the
reader.
·
Students will communicate ideas and details in
a meaningful order.
·
Students will apply organizational devices
(e.g., foreshadowing, flashback) when appropriate.
·
Students will apply a variety of transitions
or transitional elements between ideas and details to guide
the reader.
·
Students will apply paragraphing effectively.
·
Students will arrange poetic stanzas in a way
that enhances the meaning through the use of white space,
line breaks and shape.
·
Students will create conclusions effectively. |
WR-05-2.3.2
In Personal Expressive/Literary Writing,
·
Students will engage the interest of the
reader.
·
Students will communicate ideas and details in
a meaningful order.
·
Students will apply organizational devices
(e.g., foreshadowing, flashback) when appropriate.
·
Students will apply a variety of transitions
or transitional elements between ideas and details to guide
the reader.
·
Students will apply paragraphing effectively.
·
Students will arrange poetic stanzas in a way
that enhances the meaning through the use of white space,
line breaks and shape.
·
Students will create conclusions effectively. |
|
WR-EP-2.3.3
In Transactive Writing,
·
Students will establish a context for reading.
·
Students will apply the accepted format of the
genre.
·
Students will develop text structure (e.g.,
problem/ solution, question/answer, description, sequence)
to achieve purpose.
·
Students will arrange ideas in a logical,
meaningful order by using transitions or transitional
elements between ideas and details.
·
Students will create paragraphs.
·
Students will incorporate text features (e.g.,
subheadings, bullets, fonts, white space, layout, charts,
diagrams, labels, pictures, captions) when appropriate.
·
Students will create conclusions effectively. |
WR-04-2.3.3
In Transactive Writing,
·
Students will establish a context for reading
·
Students will apply the accepted format of the
genre.
·
Students will develop an appropriate text
structure (e.g., cause/effect, problem/solution,
question/answer, comparison/contrast, description, sequence)
to achieve purpose.
·
Students will arrange ideas and details in a
logical, meaningful order by using a variety of transitions
or transitional elements between ideas and details.
·
Students will apply paragraphing effectively.
·
Students will incorporate text features (e.g.,
subheadings, bullets, fonts, white space, layout, charts,
diagrams, labels, pictures, captions) when appropriate.
·
Students will create conclusions effectively. |
WR-05-2.3.3
In Transactive Writing,
·
Students will establish a context for reading.
·
Students will apply the accepted format of the
genre.
·
Students will develop an appropriate text
structure (e.g., cause/effect, problem/solution,
question/answer, comparison/contrast, description, sequence)
to achieve purpose.
·
Students will arrange ideas and details in a
logical, meaningful order by using a variety of transitions
or transitional elements between ideas and details.
·
Students will apply paragraphing effectively.
·
Students will incorporate text features (e.g.,
subheadings, bullets, fonts, white space, layout, charts,
diagrams, labels, pictures, captions) when appropriate.
·
Students will create conclusions effectively. |
|
WR-E-2.4.0
Sentence Structure: Students will create
effective sentences by
·
Applying a variety of structures and lengths
·
Developing complete and correct sentences
unless using unconventional structures for an intentional
effect when appropriate
DOK 3 |
|
WR-EP-2.4.1
In Reflective Writing,
·
Students will develop sentences of various
structures and lengths throughout the piece
·
Students will develop complete and correct
sentences. |
WR-04-2.4.1
In Reflective Writing,
·
Students will develop sentences of various
structures and lengths throughout the piece.
·
Students will develop complete sentences or
apply unconventional structures when appropriate. |
WR-05-2.4.1
In Reflective Writing,
·
Students will develop sentences of various
structures and lengths throughout the piece.
·
Students will develop complete sentences or
apply unconventional structures when appropriate. |
|
WR-EP-2.4.2
In Personal Expressive/Literary Writing,
·
Students will develop sentences of various
structures and lengths.
·
Students will develop complete and correct
sentences.
·
Students will arrange poetic language in a
meaningful order.
·
Students will use poetic line breaks
effectively. |
WR-04-2.4.2
In Personal Expressive/Literary Writing,
·
Students will develop sentences of various
structures and lengths.
·
Students will develop complete sentences or
apply unconventional structures for an intentional effect
when appropriate.
·
Students will arrange poetic language in a
meaningful order.
·
Students will apply poetic line breaks
effectively. |
WR-05-2.4.2
In Personal Expressive/Literary Writing,
·
Students will develop sentences of various
structures and lengths.
·
Students will develop complete sentences or
apply unconventional structures for an intentional effect
when appropriate.
·
Students will arrange poetic language in a
meaningful order.
·
Students will apply poetic line breaks
effectively. |
|
WR-EP-2.4.3
In Transactive Writing,
·
Students will develop complete sentences or
apply unconventional structures when appropriate. |
WR-04-2.4.3
In Transactive Writing,
·
Students will develop complete, concise
sentences or apply unconventional structures when
appropriate. |
WR-05-2.4.3
In Transactive Writing,
·
Students will develop complete, concise
sentences or apply unconventional structures when
appropriate. |
|
Writing Conventions
To communicate effectively, students should be able to apply
knowledge of language conventions and have control over
standard grammar and usage. Students should be able to
choose precise language appropriate to the purpose. |
|
WR-E-3.5.0
Language: Students will exemplify
effective language choices by
·
Applying correct grammar and usage
·
Applying concise use of language
·
Incorporating strong verbs, precise nouns,
concrete details and sensory details
·
Applying language appropriate to the content,
purpose and audience
DOK 2 |
|
WR-EP-3.5.1
In Reflective Writing,
·
Students will adhere to standard guidelines
for grammar and usage.
·
Students will use language concisely.
·
Students will incorporate language to address
the content, purpose and audience. |
WR-04-3.5.1
In Reflective Writing,
·
Students will adhere to standard guidelines
for grammar and usage.
·
Students will apply language concisely.
·
Students will incorporate language appropriate
to the content, purpose and audience. |
WR-05-3.5.1
In Reflective Writing,
·
Students will adhere to standard guidelines
for grammar and usage
·
Students will apply language concisely.
·
Students will incorporate language appropriate
to the content, purpose and audience. |
|
WR-EP-3.5.2
In Personal Expressive/Literary
Writing,
·
Students will adhere to standard guidelines
for grammar and usage or apply nonstandard when appropriate
for effect.
·
Students will incorporate language based on
economy or impact on the reader.
·
Students will develop ideas through
descriptive or figurative language. |
WR-04-3.5.2
In Personal Expressive/Literary
Writing,
·
Students will adhere to standard guidelines
for grammar and usage or apply nonstandard when appropriate
for effect.
·
Students will incorporate language based on
economy, precision, richness or impact on the reader.
·
Students will develop ideas through
descriptive or figurative language. |
WR-05-3.5.2
In Personal Expressive/Literary
Writing,
·
Students will adhere to standard guidelines
for grammar and usage or apply nonstandard when appropriate
for effect.
·
Students will incorporate language based on
economy, precision, richness or impact on the reader.
·
Students will develop ideas through
descriptive or figurative language. |
|
WR-EP-3.5.3
In Transactive Writing,
·
Students will adhere to standard guidelines
for grammar and usage.
·
Students will use precise word choice.
·
Students will use the specialized vocabulary
of the discipline/content appropriate to the purpose and
audience. |
WR-04-3.5.3
In Transactive Writing,
·
Students will adhere to standard guidelines
for grammar and usage.
·
Students will apply precise word choice.
·
Students will incorporate the specialized
vocabulary of the discipline/content appropriate to the
purpose and audience. |
WR-05-3.5.3
In Transactive Writing,
·
Students will adhere to standard guidelines
for grammar and usage.
·
Students will apply precise word choice.
·
Students will incorporate the specialized
vocabulary of the discipline/content appropriate to the
purpose and audience. |
|
WR-E-3.6.0
Correctness: Students will communicate
clearly by
·
Applying correct spelling
·
Applying correct punctuation
·
Applying correct capitalization
·
Incorporating acceptable departure from
standard correctness to enhance meaning when appropriate
·
Incorporating appropriate documentation of
ideas and information from outside sources (e.g., citing
authors or titles within the text, listing sources)
DOK 2 |
|
Writing
Process
To communicate effectively, students should engage in the
various stages of the writing process including focusing,
prewriting, drafting, revising, editing, publishing and
reflecting. The writing process is recursive; different
writers engage in the process differently and proceed
through the stages at different rates. |
|
WR-E-4.7.0
Focusing |
·
Connecting to content knowledge
·
Connecting with prior learning and experience
·
Initiating an authentic reason to write
·
Thinking about a subject, an experience, a
question, an issue or a problem to determine a meaningful
reason to write |
| |
