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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.

Task students with comparing a literary text from their writing portfolios against a rubric or checklist of genre characteristics. After analyzing the piece of writing, have students make revisions to improve the selection.

Further Explanation

This assessment requires students to apply knowledge of the characteristics and craft of literary texts. This knowledge is acquired and developed through practice and experience reading and analyzing a variety of literary forms.

the intentional and deliberate use of organizational patterns, text and graphic features, sentence structures, devices, and language to create an effective written work Author’s craft may vary by genre.
Students will compose a variety of literary texts. When writing fiction, students are expected to include literary elements, such as literal and figurative language, point of view, and plot elements, to tell a story. The story must be well organized and engaging. When writing poems, students should choose words based on how those words contribute to the rhythm of the poem and help convey a particular message.
literary works written in prose based on imaginative ideas and storytelling and which is not presented as fact
the form, format, elements, and techniques typically used within a particular genre
an expressive literary piece written in first person that centers on a particular event in the author’s life and may contain vivid description as well as personal commentary and observations


Wong, R., M. F., & Hew, K. F. (2010). The impact of blogging and scaffolding on primary school pupils' narrative writing: a case study. International Journal of Web-Based Learning and Teaching Technologies, 5(2), 1+. Retrieved from

Summary: This study looks at improvements in grade 5 students' writing through the use of blogs. The students used blogs to plan and draft their narratives and to comment on their peers' narratives. Teachers incorporated scaffolded teacher questions and peer revision within the blog format in order to help students improve. The blogs were fun for the students and provided them with an authentic writing format, although there was no statistically significant growth in the students narrative writing ability in terms of content generation. However, the short time frame of the study may have been an adverse factor in terms of output.