Content Standards:
A.S.9.2 Students will complete school with the academic rigor and preparation essential to choose from a wide range of substantial post-secondary options, including college.
Competencies: Students will…
A.C.9.2.07 Learn, practice, and utilize test-taking strategies to improve assessment results.
GOAL: Students will understand why writing skills are needed to improve academically and for the workplace.
Activity Statements:
Students will identify the writing skills needed for academic advancement and discuss how the skills are needed in the workplace.
Materials:
1. Practice Writing Exercise – Handout 1 2. Handout 2: Writing Check List
3. Writing Questionnaire - Handout 3
4. Handout 4: Essay Writing for Standardized Tests
5. Handout 5: Writing for Change Assignment Directions Procedures:
Introduction –In the workplace, people must read and write many types of materials and forms of writing: memorandums (memos), reports, evaluations, letters, articles, agendas, etc. These come in all four writing genres – narrative, descriptive, informative, and persuasive.
1. Start a discussion on why writing skills are important in the work place. As the discussion proceeds, ensure that the following information is covered:
G Poor written communication in the workplace can cause:
! a poor company image. If you are lucky this can be contained within the company. If you are unlucky it can become visible to all outsiders -
"leak," for whatever reason, it is almost impossible to retrieve your good image.
! loss of customers. Have you ever received a poorly written letter from a company with which you did business? Did it make you want to continue with that company, or take your business to another supplier that seemed more reliable and professional?
! lost and wasted time. Those who are not fluid writers generally also are not quick writers.
! loss of revenues and profits due to a reduction or loss of business. ! growth in overhead and other costs from misunderstandings, employee
dissatisfaction or turnover, inefficiencies, legal complications, etc.
! improper application of procedures, damage to equipment, physical injury to workers, and more.
! diminished morale. Employees can lose loyalty and respect for their workplace.
G Good written communication in the workplace, however, can:
! Make an enterprise appear reliable, professional and worthy of a customer's business, as well as improve customer loyalty
! Improve the relationships between employees at every level ! Engender employee loyalty and pride in the workplace ! Make the workplace a more pleasant and safe environment ! Save corporate time and money
! Improve financial results
2. Distribute Handout 1: Each student will write a practice essay response to the prompt - “Discuss your plans for the future.” – 15-20 minutes
3. The students will exchange essays and assess a peer’s essay using the check list Handout 2. - 10 minutes
4. Each student will identify his/her major strengths and weaknesses and develop strategies for improvement.
5. Discuss the identified strengths and weaknesses brought out by students and ask what are some ways students could improve their writing skills?
6. Distribute and discuss Handout 3: Writing Questionnaire. Have students complete the questionnaire and turn in for review to their advisor. Once all activities for the lesson have been completed, hand the questionnaires back to the students and ask them to discuss areas that they would now answer differently after completing all the activities.
7. Assign students to individually select an adult to interview about their writing and workplace skills. Tell the students to use the same Writing Questionnaire they each have completed and interview one adult and be prepared to hand in their report questionnaire and to do a brief oral report on the person they interviewed for the next meeting. This would be done at the beginning of the next meeting.
8. After #7 above is finished and all have reported, distribute and discuss Handout 4: Essay Writing for Standardized Tests
9. Distribute Handout 5: Make a Change! Tell students that their groups will be expected to do a “writing campaign” for change by the next class meeting.
HANDOUT 1: PRACTICE WRITING
You will have between 15-20 minutes to write an essay response to the following prompt. “Discuss your plans for the future.” This should be only one (1) page and specifically written.
HANDOUT 2: Writing Checklist
A = Always = 5 marks U - Usually = 3 marks N = Never = 0 Comments When pre-writing, the student:
uses a variety of pre-writing techniques considers the purpose of the piece considers the audience of the piece considers various possible points of view
considers possible formats appropriate to purpose and audience
When drafting, the student:
produces a first, rough draft produces subsequent drafts confirms point of view
confirms format appropriate to purpose and audience confers with peers and teachers
revises the draft for content and clarity of meaning edits the draft individually and collaboratively
When post-writing, the student:
prepares a final, polished draft
decides if and how the written work will be shared or published
shares or publishes a variety of written forms decides which writing pieces become part of the portfolio
Throughout the writing process, the student:
reflects upon the written piece and revises accordingly confers willingly with teacher and peers
consults appropriate reference resources as needed monitors continuous progress
HANDOUT 3: WRITING QUESTIONNAIRE
Name:___________________________ Date:______________ 1. How did you learn to put your ideas in writing?
2. A) Who helped you learn how to write? B) How did that person help you?
3. What is the best advice that you have been given about writing?
4. A) Do you think that you are a good writer? B) Why or why not?
5. What would you like to do better when you are writing?
6. If you knew someone who was having difficulty when writing, what would you do to help that person?
7. What might you stop or try not to do when writing?
8. A) When you are writing and you have difficulty, what do you do?
HANDOUT 4: Essay Writing for Standardized Tests: Tips for Writing a Five Paragraph Essay
Most, if not all, high school and college standardized tests include a writing portion. Students are provided a writing prompt and must then write an essay on the topic. Writing for standardized tests can strike fear in the hearts and minds of students of all ages, but it doesn’t have to. If you know what to expect and understand how to write a five paragraph essay, you will be prepared to tackle any essay writing prompt.
Types of Essays on Standardized Tests
When you begin to write your essay for a standardized test, you must first decide what type of essay you are being asked to write. There are many different types of essays, including narrative, expository, argumentative, persuasive, comparative, literary, and so on. The type of essay will determine your topic and thesis. Essays for standardized tests are typically either persuasive, in which you will answer a question, or literary, in which you will write about something you read.
For standardized tests, students usually have to write a five paragraph essay, which should be 500 to 800 words long and include an introductory paragraph, three support paragraphs and a concluding paragraph.
The First Paragraph: The Introduction
The first paragraph will introduce your topic. The introduction is the most important paragraph because it provides direction for the entire essay. It also sets the tone, and you want to grab the reader’s attention with interest and clarity. The best way to tackle the introduction is to:
• Describe your main idea, or what the essay is about, in one sentence. You can usually use the essay writing prompt or question to form this sentence.
• Develop a thesis statement, or what you want to say about the main idea. When the writing prompt is a question, your thesis is typically the answer to the question. • List three points or arguments that support your thesis in order of importance (one
sentence for each).
Voila! You’ve just written your introductory paragraph. The Second, Third and Fourth Paragraphs: Supporting Details
These three paragraphs form the body of the essay. They provide details, such as facts, quotes, examples and concrete statistics, for the three points in your introductory paragraph that support your thesis. Take the points you listed in your introduction and discuss each in one body paragraph. Here’s how:
• First, write a topic sentence that summarizes your point. This is the first sentence of your paragraph.
• Next, write your argument, or why you feel the topic sentence is true.
• Finally, present your evidence (facts, quotes, examples, and statistics) to support your argument.
Now you have a body paragraph. Repeat for points two and three. The best part about introducing your main points in the first paragraph is that it provides an outline for your body paragraphs and eliminates the need to write in transitions between paragraphs. The Fifth Paragraph: The Conclusion
The concluding paragraph must summarize the essay. This is often the most difficult paragraph to write. In your conclusion, you should restate the thesis and connect it with the body of the essay in a sentence that explains how each point supports the thesis. Your final sentence should uphold your main idea in a clear and compelling manner. Be sure you do not present any new information in the conclusion.
Parting Thoughts
When writing an essay for a standardized test, outline your essay and get through each paragraph as quickly as possible. Think of it as a rough draft. When your time is up, a complete essay will score more points than an incomplete essay because the evaluator is expecting a beginning, middle and an end.
If you have time to review your essay before your time is up, by all means do so! Make any revisions that you think will enhance your “rough draft” and be sure to check for any grammatical errors or misspellings.
Online instruction like the Time4Writing essay writing courses for elementary, middle and high school students can help children prepare for state and college-entrance standardized writing tests. These interactive writing classes build basic writing skills, explain essay types and structure, and teach students how to organize their ideas.
HANDOUT 5: WRITING FOR CHANGE!
Directions: Your group is to agree on something on campus or at the school that needs some improvements or changes. Your writing assignment is to create a written campaign
document to be presented to the Principal about getting this change to occur. Use all that you have learned about writing to persuade others and workplace writing skills to develop one document for change.
REMEMBER:
1. This is something your group agrees needs addressing.
2. You are preparing to request change on the campus with the administration. 3. You are to be graded on written document and if the change occurs will receive 10
bonus points.
1. What is being addressed or change is requested?
2. Why is it being addressed? What is needed or not needed? 3. What/Who will be impacted by the need being addressed? 4. What will be the toll/costs of addressing this need?
5. If there is costs involved, where will the money come from for the project? 6. How will learning be improved by addressing this need?
7. What outside sources have you found who support this need change? 8. What outline or plan do you have to address the need?
GRADE 9 LESSON 24: STAYING ON TARGET: TRANSCRIPT AND GPA