ACT Aspire Writing for coaches.pptx

PREPARING

FOR

TIMED WRITING

Part I: Practicing

for the ACT Aspire

WHAT YOU’LL SEE IN

ASPIRE THAT YOU ALREADY KNOW:

problem

 A rubric based on the 6+1 Writing Traits

model

DOES THIS LOOK FAMILIAR?

You have been using the writing process for years. Now you will learn to follow it a little more quickly to complete writing within a set time.

 You will write in response to a prompt (or a

statement and question).

 You will follow the writing process quickly and

efficiently to produce a

draft

 You will have thirty-five

(35)

FACTS ABOUT WRITING ON ACT ASPIRE

 Grade 7 students will respond to an

expository prompt like this one:

Think about one invention that influences the way you live. What is this invention and how does it affect your life? Write an essay to

explain how this invention influences your life and discuss how inventions can change the

way people live. Be sure to use reasons and details in your explanation.

 Underline the key words in this prompt.

Think about one invention that influences the way you live. What is this invention and

how does it affect your life? Write an essay to

explain how this invention influences your life and discuss how inventions can change the

way people live. Be sure to use reasons and details in your explanation.

ANALYZING A GRADE 7 PROMPT

Besides those that are underlined, what

are the important words?

WHAT REALLY MATTERS: THE BIG 3

words in the prompt to write a clear statement about what you will explain.

WHAT REALLY MATTERS: THE BIG 3

#2 - Provide support for your main point.

 Explore the idea indicated in the prompt with

examples or stories.

 Think of each example or story as a sandwich.

Example or S tory Connecting S

entence

Commentar

y Sentence

One sentence that introduces the

example or story

One or more sentence that tells what the

example or story adds to the main point of the paper

The supporting example or story

EXAMPLE OF A SUPPORT

SANDWICH

Although many inventions influence the

way I live I must say that the cell phone has made the biggest change in the way I live. Before cell phones, no one could reach me unless I was at home. My parents expected me to be responsible for being home when I said I would when they dropped me off at a friend’s house. Today I can just text or call them to let them know I want to stay a

little longer. I guess you could say, then, that the cell phone is an invention that has made me less responsible.

Connecting Sentence

Example

Commentary Sentence

WHAT REALLY MATTERS: THE BIG 3

#3 - Maintain a logical structure.

 Be sure that your paper is not in the form of a

poem, a rap, or song lyrics. Your paper should not be a letter unless the prompt says so.

 Your essay doesn’t have to be five paragraphs, but

HOW WILL I BE SCORED?

 The first part of the rubric is specific to the

type of writing you will be doing.

 Reflective Narrative  Analysis

 Argument

 How well did you respond to the question?

 How much support did you give and how well

did you connect it to the question?

 How clear is your reflection, analysis, or

HOW WILL I BE SCORED?

 The rest of the rubric applies to all kinds of

writing:

 Development – How well does your paper expand on or

explore an idea? Is support for that idea effective?

 Organization – Is there a clear introduction, body, and

conclusion? Can the reader follow your discussion easily? Are transitions among ideas and between paragraphs effective?

 Language Use – Is word choice effective? Are voice

and tone appropriate for audience and purpose? Do errors in grammar, usage, and mechanics take away from the reader’s experience?

PRACTICE POINTS

Practice starting your paper with attention-getters:

- _{A statistic (real or at least}

realistic)

- _{A real story (anecdote)}

- _{A made-up story (scenario)} - _{A rhetorical question}

(one for which you don’t expect the reader to have an answer)

- _{Using general statements}

is weaker but still useful.

- _{Plan to use the prompt to}

frame your thesis statement.

Practice building example sandwiches. Remember that you want at least two sentences for the meat and cheese.

Example or S tory Connecting S

entence

Commentar

y Sentence

One sentence that introduces the

example or story

One or more sentence that tells what the

example or story adds to the main point of the paper

The supporting example or story

PRACTICE POINTS

Practice ending your paper with a “memorable moment.”

- _{DON’T ever say, “In this paper}

I told you about…” or anything else so obvious.

Conclusions should leave the reader with a strong impression and the wish to know more. Begin by restating or reframing (expressing differently) the main point of your paper.

End with a universal statement, a rhetorical question, or an

attention getter (quotation, statistic, etc.).

Conclusion Paragraph

Restate or Reframe Thesis Statement

Refer to the starting point, the issue, or the question.

Answer, “So what?” Make a universal statement or ask another question for the reader to consider after he/she finishes reading. 1 S en te nc e A t le as t 2 S en te nc es

PRACTICE POINTS

Remember the steps to success:

 Read the prompt, recognizing what kind of

writing is expected.

 Underline or circle key words.  Brainstorm examples

 Number your jot list to show what you will talk

about first, second, and third.

 Now WRITE! Keep an eye on the time.

 Check to be sure it makes sense and flows well.

Correct any errors you find.

 When time is up, show your brilliance on other

PRACTICING

TIMED WRITING

Part II - Countdown to

the ACT Aspire

STEPS TO WRITING SUCCESS ON

ACT ASPIRE:

 Read the prompt

 Underline or circle key words to help you start

thinking.

 Brainstorm examples you might use, making a jot list

in the margins of the text booklet (NOT on the answer booklet).

 Try to jot down at least three examples.

 Number your jot list to show what you will talk about

first, second, and third.

 Now WRITE! Keep an eye on the time.

 Go back over your composition to be sure

it makes sense and flows well. Correct any errors you find.

HELPING STUDENTS ADJUST TO TIMED WRITING

How should your time be broken up when writing? You have 35 minutes to do everything…

1st _{min Analyze the prompt}

2nd _{min Brainstorm}

3rd _{min Outline}

4th_-5th _{mins Write the thesis}

6th _{– 24}th _{mins Write}

25th _{min Reality Check}

26th _-27th _{mins Wrap it up}

28th_-30th _{mins Read & React}

30th_-32nd _{mins Proofread}

SAMPLE PROMPTS

 Analytical Expository – 7th grade

 Historians believe that artifacts provide important

information about the people who lived in a certain place. What three items would you leave behind for archaeologists to discover one-hundred years from now? In a well-developed essay of at least one

page, explain why you would choose each of the three items and discuss what they would tell about your community. Be sure to use reasons and details in your explanation.

MINUTE 1:

ANALYZE THE PROMPT

 _{Ask yourself: what exactly is this}

prompt asking me to do? Underline the question(s) and given task(s).

MINUTE 2:

BRAINSTORM

 Brainstorm potential examples

you could use that are connected to the prompt

MINUTE 3:

OUTLINE

 Quickly number your brainstormed list to

show the order in which you will use the support. Cross out support you don’t think you will use.

MINUTES 4 - 5:

WRITE YOUR THESIS

*

Consider your numbered list and the prompt

or question you are supposed to answer.

- Expository:

- Prompt: Explain why you would choose to pursue that career. - Thesis: I would choose to pursue being a social worker

because of the opportunity to help children, the elderly, and the poor.

 Write your thesis, repeating key words from the question,

and respond to the prompt’s question by stating your

position clearly. The rest of your composition should then support this statement.

 Avoid saying “I believe” and “I think.” Take those

MINUTES 6- 24: WRITE!

 Write your introduction, beginning with an

attention-getter (if you have one) and ending with your thesis statement.

 Write the body, filling in the blanks of your outline with

details and creating “sandwiches” wherever you can.

 Remember: write neatly but efficiently since your time

is limited. If you need to delete something, you can cross it out rather than taking the time to erase it, without penalty.

MINUTE 25: REALITY CHECK

 You should have been writing for 22 minutes

straight, and you only have 10 left. If you’re barely through your first body paragraph,

then you should abandon the idea of writing three body paragraphs. Instead, go for your intro, one or two body, and a conclusion.

MINUTES 26 TO 27: WRAP IT UP

been working on and bring your essay to a close.

 Wrap up your discussion, closing with a

“memorable moment” if you have one but don’t stress about it.

MINUTES 28-30: READ AND REACT

 Although you can’t read your essay out loud, read it

to yourself. (This is one of those times when it’s okay to listen to that voice in your head.)

 Do the ideas and the sentences flow into the next? If they don’t, add transition words (therefore, however,

nevertheless, similarly).

 Is a key example missing? Add it.

 Does any sentence or word seem out of place? Delete it.  Do recognize, however, that if your outline was good, your

MINUTES 30-32: PROOFREAD

 Look over your essay for any run-ons, other

grammatical issues, or spelling errors. Correct them.

 Remember that you can cross things out that

MINUTES 33-35:

REWORD, REREAD, RELAX

 Are there any verbs that could be made stronger or more active?  _{Any adjectives that could be made stronger or more precise?}  _{Any vague words for which you can come up with more precise}

synonyms? For example:

 Instead of “keep our skills from going bad” we could say “keep our

skills from deteriorating”

 _{Instead of “not important” we could say “insignificant”}

 Again, don’t do too much; simply replace a few words with

stronger, more precise, or higher level vocabulary. And DO NOT attempt to use a word whose meaning you do not know.

REFLECT

 Which parts of the timed writing process

were hard for you?

 What can you do to gain comfort with those

FREQUENTLY ASKED QUESTIONS:

 1. Is it better to print or write in cursive?

 Whatever is more legible; neatness counts. Write as neatly and clearly as you can.

 2. Should I skip lines, or should I write on every line?

 Single space. You have limited space in which to write your essay, so don’t risk running out of room.

 3. Will the length of my essay affect my score?

 _{According to a recent research, the longer the composition, the}

higher the score. Granted, this is just a correlation; you must have strong, specific content, but write as much high quality content as you can.

FAQ CONTINUED

 4. Should I write in pen or pencil?

 _{Pencil. You get no credit if you write in pen. Also, it must be a #2 “old}

school” pencil (no mechanical pencils).

 5. Will the readers give me any credit for the outline and notes I

write on page 2?

 No. The readers will read only what you’ve written within the lined

pages of your student response sheet.

 6. Should I prepare a standard composition in advance and

tweak it to fit the topic?

 _{No. You must write on the assigned topic. If you write off-topic, you}

REMINDERS

 (1) Keep careful track of your time.

 (2) Pace yourself: keep to your essay-writing plan.

 (3) Write as much as you can within the allotted time.

 The most important key here is content development.

 (4) Don’t forget to state your conclusion.

 The other most important key is to show that you know how to structure a composition.

 (5) You don’t have to write a perfect essay to earn a

high score.

 They’re looking for a well-structured draft with content development, not the next Hunger Games.