English Language Arts and Reading.3.11.B.i

Previous Next
The student is expected to

develop drafts into a focused, structured, and coherent piece of writing by:

 

organizing with purposeful structure, including an introduction and a conclusion; and

writing process TEKS talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

A teacher may wish to pair SE 3.B.i with SE 3.B.ii and assess both SEs at the same time. With SE 3.B.ii, students develop an engaging idea with relevant details. Provide a graphic organizer to support students as they organize their writing. Have students plan their writing by filling out the graphic organizer to identify their main idea or key ideas, details, introduction, and conclusion.

Further Explanation

This assessment example requires students to plan and organize the structure of their writing. Students should be able to determine the best order in which to present the content of their compositions so that it is easily understood by the reader. Students should be able to create an introduction that orients the reader to the focus or topic of the composition and engages the reader. Students should also be able to consider the intended purpose of their composition to create an effective conclusion.

having a clear and tightly connected relationship among all the parts in an effective speech or piece of writing achieved by ordering ideas, sentences, and paragraphs logically
Once students have planned their rough drafts, the next step in the writing process is to start organizing thoughts into sentences and paragraphs. This initial draft is often messy. Students should not focus on writing in a polished manner during this stage.
As students produce their rough drafts, they bring focus by narrowing their topic and refining what they have written. Students write their topic sentences, add relevant details, and determine the most effective way to organize and present their ideas in a manner that best reflects their intended purpose. The order and logic of the writing should make it easy for the reader to follow.
Students are expected to determine the best order in which to present the content of their compositions so that the text is easily accessible to the reader. Students should be able to create an opening paragraph that orients the reader to the topic of the composition and/or engages the reader. Students should also consider the intended purpose of their composition to create an effective conclusion. The conclusion is a student’s last opportunity to impress something upon the reader, such as the importance of a point made in the composition, a feeling the author wants the reader to experience, or a directive the writer wants the reader to follow.

Research

Ginty, E., Hawkins, J., Kurzman, K., Leddy, D., & Miller, J. (2016). A powerful tool: Writing based on knowledge and understanding. American Educator, 40(2), 33–38. Accessed online at https://eric.ed.gov/?q=teaching+students+to+write&ft=on&pg=5&id=EJ1104458

Summary: The National Writing Project (NWP) researchers studied the ways writers write. This work evolved into what has become known to teachers as the "writing process," an approach that has stressed the importance of stages in writing: prewriting, drafting, revising, editing, and publishing.