Spanish Language Arts.5.11.E

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The student is expected to

publish written work for appropriate audiences.

Artes del lenguaje y lectura en español.5.11.E

Se espera que el estudiante

publique la obra escrita para el público apropiado.

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.

Considere juntar la expectativa estudiantil 5.11.E con cualquiera de las expectativas sobre redacción de textos (5.12.A, 5.12.B, 5.12.C o 5.12.D) y evaluarlas juntas. Una vez escrito un texto original, los estudiantes lo prepararán para publicación. Pídales que identifiquen al público potencial de su trabajo. Luego, dígales que consideren la forma de publicación que desean pensando en su obra y en su público. En conferencias individuales con cada uno, oriente la decisión del estudiante para un modo de publicación adecuado (por ej., un texto informativo dirigido a otros estudiantes puede publicarse mejor por medio de una presentación en clase o en el periódico estudiantil). Asígneles a los estudiantes la tarea de hacer una lista de pasos donde puedan ir marcando las cosas que deben ir cumpliendo con miras a la publicación exitosa de su trabajo.


Further Explanation

Esta evaluación requiere que los estudiantes preparen su trabajo escrito para publicación. Ellos deberán comprender distintas formas de publicación y las más convenientes según el público potencial que tengan en mente. Consideraciones de tiempo, así como el tópico tratado en el texto y el género empleado, deben estar presentes también al momento de publicar.

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.
Grupo a quien se dirige un mensaje, sin importar el medio utilizado.

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.