Writing in the Common Core

Today’s
Objectives are to…

• Develop an understanding of writing as defined
by upcoming Common Core State Standards.
• Examine the three types of writing addressed by
Common Core State Standards.
• Analyze the Composition Scoring Tool used by
(BCPS) Social Studies Departments.

What are the Common Core State Standards?

 Aligned with higher education and professional expectations

 Focused and coherent

 Include rigorous content and application of knowledge through
high-order thinking skills

 Build upon strengths and lessons of current state standards

 Internationally benchmarked so that all students are prepared to
succeed in our global economy and society

 Based on evidence and research
 State led, to be adopted by 2014.

Writing

Writing types/purposes (Standards 1−3):
• Writing arguments to support claims in an analysis of
substantive topics or text, using valid reasoning and relevant
and sufficient evidence.
• Writing informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of
content.
• Writing narratives to develop real or imagined experiences or
events using effective techniques, well-chosen details, and well-
structured event sequences.
• Strong and growing across-the-curriculum emphasis on students
writing arguments and informative/explanatory texts

Writing
Production and distribution of writing (Standards 4−6):
• Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach.
• Using technology, including the internet, to produce and publish writing and to interact and
collaborate with others.

Research (standards 7−9)
• Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
• Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
• Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Range of writing (standard 10)
• Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences.

Writing Standards for History/Social Studies

• Write arguments on discipline-specific content and
informative/explanatory texts
• Use of data, evidence, and reason to support arguments
and claims
• Use of domain-specific vocabulary

Look through the Common
Core State Standards for
Writing.

How is this the Common
Core different from what we
already do?

Composition Scoring Tool

Levels of Mastery: S.A.T. Format
Components of Effective Writing Clearly Mostly Moderately Somewhat Minimal Not No
(Based on The Six Traits for Writing) Evident Evident Evident Evident Evident Evident Response

6 5 4 3 2 1 0
Ideas/ Argumentative Writing:
Content Begins with a thesis that
supports one or more claims.
Supports claims using clear,
logical reasons from accurate,
credible sources.
Refutes counterclaims, if needed.
Provides relevant evidence for
each reason.
Organization Includes a clear organizational
pattern (description, cause-and-
effect, problem-solution, question-
answer, etc.).
Includes an introduction,
conclusion, and smooth transitions.
Voice Maintains a tone that is consistent
with the topic, purpose, and
audience.
Word Choice Uses precise words and phrases that
are appropriate for the topic,
purpose, and audience.
Sentence Uses a variety of sentence structure
Fluency and length that creates a natural
flow or rhythm.
Conventions Demonstrates proper grammar,
(Mechanics) usage, and mechanics (spelling and
punctuation).

Check One: □ Self □ Peer □ Teacher assessTrax Grading Conversion Scale: 1-12 = 1 Point 13-24 = 2 Points 25-36 = 3 Points



6 5 4 3 2 1 0
Ideas/ Expository/Informative Writing:
Content Begins with a thesis that
introduces a topic.
Develops the topic with
relevant, well chosen facts,
definitions, concrete details,
quotations, other information,
and/or examples.
pattern (definition, classification,
cause-and-effect, problem-
solution, question-answer, etc.).
audience.
Word Choice Uses precise words and phrases
that are appropriate for the topic,
purpose, and audience.
flow or rhythm.
punctuation).




6 5 4 3 2 1 0
Ideas/ Narrative Writing:
Content Establishes a context and point
of view.
Organizes event sequences that
unfold naturally and logically
Organization Develops experiences, events,
and/or characters using narrative
techniques (description, dialogue,
and/or reflection).
Maintains appropriate pacing.
Uses a variety of transition words,
phrases, and clauses that allow the
reader to determine changes in time,
setting, and relationships.
audience.
Word Choice Uses precise words and phrases in
descriptive details

flow or rhythm.
punctuation).


Refers to The Six Traits for Focuses on levels of mastery required for college
Writing taught in middle and preparatory writing as found on the SAT.
high school.


Ensures Levels of Mastery: S.A.T. Format
consistent 1 (Based on The Six Traits for Writing) Evident Evident Evident Evident Evident Evident Response

assessment 6 5 4 3 2 1 0
Ideas/ Expository/Informative Writing:
of students’ Content Begins with a thesis that
introduces a topic.
skills across Develops the topic with
relevant, well chosen facts,
disciplines. definitions, concrete details,
2 quotations, other information,
and/or examples.
pattern (definition, classification,
cause-and-effect, problem-
3
solution, question-answer, etc.).
Criteria aligns with Common
Maintains a tone that is consistent
Core State Standards for
Voice
4 with the topic, purpose, and
audience.
expository writing.
Word Choice Uses precise words and phrases
5 that are appropriate for the topic,
Provides purpose, and audience.
Uses a variety of sentence structure
opportunities 6
Sentence
flow or rhythm.
for students to
evaluate (Mechanics) usage, and mechanics (spelling and
punctuation).
themselves and
Check One: □ Self □ Peer □ Teacher
peers. assessTrax Grading Conversion Scale: 1-12= 1 Point 13-24 = 2 Points 25-36 = 3 Points

Provides a conversion scale for use in scoring SCA’s and BMA’s.

What is the Idea Trait?

Writers work with ideas when they:
• Select a topic or idea
• Narrow the idea (focus)
• Elaborate on the idea (development)
• Discover the best information to convey the idea
(details)

What is the organization trait?

Writers attend to organization when they plan how to
arrange their ideas:

• Plan strong beginnings and endings
• Use an appropriate organizational structure
• Include thoughtful transitions
• Use good pacing

What is the Voice Trait?
Writers address voice when they consider the following
components:
• Individuality
• Perspective
• Expressiveness
• Sensitivity to audience
• Enthusiasm for a topic
• Confidence

What is the Word Choice Trait?

Writers attend to word choice when they considering the
following:
• Clear, thoughtful selection of “just right” words
• Precise, not weighed down with adjectives and adverbs
• Colorful, conveys meaning, attitude and mood
• Strong verbs give writing energy

What is the Sentence Fluency Trait?

A writer attends to sentence fluency when they consider
the following:
• Rhythm and flow of sentences
• Text is easy and pleasurable to read
• Text is able to be read aloud with expression
• Variety in both sentence length and structure

What is the Conventions Trait?

When writers address conventions they are considering the
following components:
• Spelling
• Punctuation
• Capitalization
• Grammar and usage

Writing in the Common Core

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