Spanish Language Arts.5.11.B.i

The student is expected to

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

 

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

Artes del lenguaje y lectura en español.5.11.B.i

Se espera que el estudiante

desarrolle borradores para convertirlos en un texto enfocado, estructurado y coherente al:

 

organizar un texto con una estructura intencionada, incluyendo una introducción, transiciones y una conclusión; y

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.

Guíe a los estudiantes para que pasen de un primer borrador a un texto coherente, enfocándose en la estructura del texto que incluya introducción, transiciones y conclusión. Luego, evalúe la introducción escrita por los estudiantes. Los criterios de evaluación deben partir de lo visto en clase, como el incluir un enganche creativo, crear un contexto histórico o establecer el escenario, además de otros criterios generales, como orientar al lector hacia el tópico del ensayo y despertar el interés del lector de manera efectiva.

Pídales a los estudiantes que identifiquen distintos tipos de transiciones, como aquellas que transmiten secuencia, que añaden detalles y que indican contraste, en sus textos usando diferentes colores. Esto ayudará a que ellos vean si usaron transiciones intencionadamente y si funcionan según el propósito deseado.

Evalúe la conclusión de los estudiantes para asegurarse de que incluye las destrezas aprendidas en clase, como transmitir una lección emotiva, responder a la pregunta “¿Y qué con eso?”, pedirle al lector que reflexione en una solución y crear una sensación de cierre.


Further Explanation

Esta evaluación requiere que los estudiantes desarrollen borradores, pero que paulatinamente vayan evolucionando en un texto cada vez más acabado con el potencial para ser leído con facilidad. Se espera que los estudiantes comprendan cómo pueden escribir una introducción apropiada, cómo usar transiciones en forma atinada al unir ideas y cómo escribir una conclusión que incluya el cierre del texto y deje al lector satisfecho.

the closing of a text or speech that reinforces and summarizes the message
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 develop their rough drafts, they bring focus by narrowing their topics and refining their writing. Students write their topic sentences, add relevant details, and determine the most effective way to organize and present ideas in a manner that best reflects their intended purposes. The order and logic of the writing should help the reader follow it.
in a piece of writing, the opening paragraph(s) used by a writer to encourage the audience to read what follows In informational, persuasive and argumentative pieces, it indicates what the paper will be about.
Students are expected to determine the best order in which to present the content of their compositions so compositions are easily accessible to the reader. Students should create an introduction that orients the reader to the focus or topic of the composition and/or engages readers, encouraging them to continue reading. Transitions help the reader understand how the ideas in a piece of writing relate to each other. Students should use transitions to add depth and detail to an idea or to introduce a new idea. Students should also consider the intended purpose of their compositions to create an effective conclusion. The conclusion is a student’s last opportunity to impress something upon the reader. This impression could be the importance of a point made in the composition, a feeling they want readers to experience, or a directive they want readers to follow.
the organizational pattern or structure authors use to construct and organize ideas for their audience (e.g., cause and effect, problem and solution, description, order of importance)
a word or phrase purposefully used to help sustain a thought or idea, linking sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas
En un texto escrito y generalmente en los primeros párrafos, el autor motiva a su audiencia para que continúe leyendo. En los textos informativos, persuasivos o argumentativos es donde se indica de qué va a tratar el escrito.
Palabras o frases que ayudan a conectar oraciones y párrafos de manera que no haya cambios abruptos o saltos entre ideas, manteniendo la fluidez del texto.

Research

1. Davidson, M., & Berninger, V. (2016). Informative, compare and contrast, and persuasive essay composing of fifth and seventh graders: Not all essay writing is the same. Journal of Psychoeducation, 34(4), 311–321.  doi:10.1177/0734282915604977

Summary: Middle schools students write essays in three genres using background knowledge, graphic illustrations to enhance mental images, and oral reading (listening comprehension).  The results of the study suggest that students exhibited considerable difference between the genre, writing quality, organizational skills, and length. The study will provide teachers with an overview of approaches that may support students to write in multiple genres. Importance is placed on assessing genres.

2. Klein, P.D., & Rose, M.A. (2010). Teaching argument and explanation to prepare junior students for writing to learn. Reading Research Quarterly, 45(4), 433–461. doi:10.1598/RRQ.45.4.4

Summary: In this study, Klein and Rose examine how students respond to various writing tasks and assignments. The teachers used the process writing approach, which included creating an outline, drafts, and a final paper. The revision and edit process lends itself to implementing teacher and peer oral and written feedback. The study reveals that there are specific as well as varied means to teach the writing process to students. Students must use prior knowledge and have access to relevant external sources (i.e. internet).

3. Composition Writing Studio. Argumentative Essay/Commentary. University of Purdue’s Online Writing Lab. Retrieved from https://owl.purdue.edu/owl/purdue_owl.html

Summary: This online resource offers a complete overview of the writing processes and the components involved in each. The overview includes definition of terms, examples, graphs and charts as appropriate, and additional resources.