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.

The following is one example of how to assess proficiency of this student expectation (SE) or a portion of the SE. More examples coming soon.


You may wish to pair SE 5.11.E with any of the composition SEs (5.12.A, 5.12.B, 5.12.C, or 5.12.D) and assess them together. After composing an original text, students will prepare their work for publication. Ask students to identify the intended audience of their text. Next, have students consider the most appropriate means of publishing the selected work given their audience. In one-to-one conferences, a teacher may wish to approve the students plan to publish. Students may need to be guided in determining the most effective ways to publish (e.g., an informational text intended for other students might be best published as a classroom presentation or in the student newspaper). Task students with creating a checklist of steps to follow in order to publish their written work and then have students prepare their work for publication.
 

Further Explanation

This assessment requires students to prepare their written work for publication. Students will know how to prepare a work for publication for the appropriate audience. Students will understand the most appropriate way to publish their writing depending on the audience, occasion, and genre or text type.

the intended target group for a message, regardless of the medium
Students are expected to prepare refined, completed drafts for specific intended audiences. The student should consider the intended audience during all stages of the writing process—brainstorming to final revising and editing—so the student’s purpose for writing is achieved.

Research

1. Kinsey, B., & Comerchero, V.A. (2012). Language in style: Formal language and tone. Communique, 41(1), 37.

Summary: This is a one-pager that addresses how language and words imply assumptions, beliefs, and biases. The article provides examples of how word choice and the sequence of words significantly change the meaning. The authors advocate that writing should be appropriate for its audience and the writing style generally should be formal.

2. VanDerHeide, J., & Juzwik, M. M. (2018). Argument as conversation: Students responding through writing to significant conversations across time and place. Journal of Adolescent & Adult Literacy , 62(1), 67-77. doi: 10.1002/jaal.754

Summary:  In this article, the author presents an instructional model that reconnects to the why of writing. The model of information reasoning requires students to learn how to make claims, provide supporting evidence of that claim, and create additional examples of the claim through the use of analogies and stories. In this study, students were asked to write a letter in response to an ongoing conversation that was of particular importance to them. Personal experience helps to develop the students' ability to advocate for a position through writing. The approach requires scaffolding on argumentative writing instruction. This study includes multiple templates to guide the writing of the responses. This approach fosters the opportunity for students to participate in conversations that have a historical background. In doing so, students engage in topics of debate that have continued over time and in various spaces. Students are invited to participate in these discussions through their writing positions as arguing for or against a position.