Writing Process
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Teachers' understanding of the writing process and having first-hand experience in using the writing process is critical for promoting literacy development with elementary students.  This assignment requires that you produce a piece of writing as you work your way through The P.O.W.E.R.S. of Writing webquest.  The writing you produce in this assignment will be a "response to literature" based on the book you selected in the "b" section of  Task 2.  The "share" section of this webquest will result in the development of an illustrated book (see section "d" below).  

  1. Go to the following website and follow the directions:  The P.O.W.E.R.S. of Writing webquest
  2. This webquest is written for middle school students and will be BELOW your usual reading and working level.  This is not meant to insult you, but instead to allow you to model what you would ask 4th and 5th graders to do.  The goal of this assignment is for you to produce a piece of writing as a result of following the "writing process" as described in this webquest.  The writing you do here can be used as an example to share with students in the classroom ... it demonstrates that you value writing and that you follow the writing process when you write.  
  3. Ignore the "resources" section ... these links do not apply to you and many of them are obsolete links.  
  4. You will turn in ALL steps in the writing process:  prewriting, organizing, first draft, editing, and revision (each section should be clearly labeled).  The "sharing" part of the process will take place in Task 2, section "d" where you participate in bookmaking.  
  5. The writing for this assignment MUST be as a "literature response" to the book you selected to critique in the "b" section of Task 2.  The flow will look like this:

       

The book used in # 2 (critical reading) is used to prompt a literature response for # 3 (writing experience) and the writing experience is used as the text for the book you create in # 4.  (clear as mud?)  

NOTE:  The Literacy Vignette is not actually a part of this process but a first step in recognizing and enhancing your personal literacy development.  

 

Scoring Rubric

Writing Process
CATEGORY

15-20

10-14

9-5

0-4
Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Student devotes little time and effort to the writing process. Doesn't seem to care.
Focus on Assigned Topic The entire story is related to the theme of the "critical reading" book. Most of the story is related to the theme of the "critical reading" book. Some of the story is related to the theme of the "critical reading" book. No attempt has been made to relate the story to the theme of the "critical reading" book.
Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his/her imagination. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his/her imagination. There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Spelling and Punctuation There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors.
Neatness The final draft of the story is readable, clean, neat and attractive.  It looks like the author took great pride in it. The final draft of the story is readable, neat and attractive. It looks like the author took some pride in it. The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.
Requirements All of the written requirements per the syllabus were met (prewriting, organizing, first draft, editing, and revision with each section clearly labeled. The "sharing" part of the process will take place in Task 2, section "d" where you participate in bookmaking). Almost all (about 90%) the written requirements per the syllabus were met (prewriting, organizing, first draft, editing, and revision with each section clearly labeled. The "sharing" part of the process will take place in Task 2, section "d" where you participate in bookmaking). Most (about 75%) of the written requirements were met, per the syllabus  (prewriting, organizing, first draft, editing, and revision with each section clearly labeled. The "sharing" part of the process will take place in Task 2, section "d" where you participate in bookmaking) but several were not. Many requirements were not met per the syllabus (prewriting, organizing, first draft, editing, and revision with each section clearly labeled. The "sharing" part of the process will take place in Task 2, section "d" where you participate in bookmaking).

 

 

11/02/04 02:02:23 PM     Hit Counter

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