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Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

Pídales a los estudiantes que escriban una carta dirigida a una empresa o compañía sobre la que quieran aprender. La intención de la correspondencia puede ser el querer saber más acerca de un producto o servicio que ofrece la empresa. Evalúe el trabajo de los estudiantes observando las características del género, como idea central clara, organización adecuada, desarrollo de ideas y uso de las convenciones del lenguaje, así como el uso de oraciones variadas y bien construidas.


Further Explanation

Este ejemplo de evaluación requiere que los estudiantes escriban una carta para solicitar a una empresa información respecto a sus productos y servicios. Los estudiantes juntarán información sobre la empresa a la cual dirigen la carta para luego desarrollar un plan que concluirá con la elaboración del texto. Los estudiantes necesitan recordar los componentes del proceso de escritura en esta actividad. Su texto deberá estar bien organizado, tener una lógica progresión de ideas e incluir las convenciones del lenguaje que son propias del grado escolar. Este conocimiento es pertinente que los estudiantes lo apliquen a distintos tipos de correspondencia, incluyendo la digital.

Students are expected to compose correspondence for a variety of purposes, including to request information. Students should recognize that correspondence may be formal (requesting information from a company) or informal (a thank you letter to a friend) depending on the purpose and audience. Their writing is expected to be organized and coherent and include a greeting, a body, and a closing. Additionally, students are expected to demonstrate a good command of writing conventions, use correct spelling, and write in complete sentences.

Research

1. 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. 

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).