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Writing Outcomes Grades 6-12 |
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Annotated
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The grade-level writing outcomes identify the genres of writing, the number of writing tasks, and the quality of writing that 6-12 students are expected to produce each year. The four genres that students are expected to develop proficiency with include expository, literary analysis, persuasion, and creative/expressive. Each student is expected to produce eight (8) processed, polished pieces of writing (two of each genre) plus the reflective essay that accompanies the Portfolio Assessment. One writing task for each genre at each grade level will be consistent throughout the District. The quality of student writing that is expected at each grade level is illustrated in the annotated exemplars that accompany each genre. The writing rubrics describe the criteria for evaluating student writing along a six-point continuum. The criteria include meaning, development, organization, language, and conventions. Teachers are expected to use the writing process to explicitly teach the essential skills and concepts associated with each genre. Explicitly teaching these skills should include modeling (both processes and products), providing opportunities for guided practice, and expecting the independent application of these skills and concepts in student writing. The writing process models provide sample two-week units that suggest the sequence of lessons to teach a processed piece of writing.
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