ONDEMAND WRITING

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ON-DEMAND WRITING

• OPPORTUNITIES TO DEMONSTRATE WRITING PROFICIENCY

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THE TYPES OF WRITING IN KENTUCKYS ASSESSMENT
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THREE TYPES OF WRITING

• Open Response
• On Demand
• Portfolio

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TIME ALLOWED OR NEEDED
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SCORING CRITERIA
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WRITERS PURPOSE
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WRITERS AUDIENCE
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FORM
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CONFERENCING WITH OTHERS
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STUDENTS SHOULD ...
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STUDENTS CONCENTRATE ON ...
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GOALS OF ON-DEMAND WRITING

• Document students abilities to apply writing
  strategies and skills independently on a single
  task in a limited time frame
  
• Promote each students ability to communicate
  with an audience, purpose and form as is often
  demanded in real-life situations
  
• Provide information on which to base ongoing
  instruction that is responsive to students needs

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SIMILARITIES IN ON DEMAND AND WRITING PORTFOLIOS

• Students are encouraged to take a process
  approach to writing (prewriting, drafting,
  revising, editing, publishing)
  
• Students must produce writing that is focused,
  well-developed, organized, and that demonstrates
  control over standard usage, punctuation,
  capitalization, and spelling.

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SIMILARITIES IN ON DEMAND AND WRITING PORTFOLIOS

• The writing in both cases often takes different
  forms, such as a letter, article, editorial, or
  speech
  
• Students use self-assessment strategies
• Students may use a dictionary and/or a thesaurus
• Students writing is assessed using the following
  criteria awareness of audience and purpose,
  idea development and supporting detail,
  organization, sentence structure, language, and
  correctness

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DIFFERENCES IN ON DEMAND AND WRITING PORTFOLIOS

• ON DEMAND
• Students complete writing in one session
• Students choose from one of two tasks which
  specify audience, purpose and form
  
• Students may not use any response partners
• Accountability weight is 3

• PORTFOLIO
• Students develop writing over time
• Students choose their own audiences, purposes,
  and forms
  
• Students may use response partners
• Accountability weight is 11

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SPRING 2002 CATS PERFORMANCEKenton County
District Data
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ON-DEMAND FORMAT

• A student may be asked to
• narrate an event
• persuade
• respond to a text, graphic, or chart

• in these forms
• Grade 4 Grade 7 Grade 12
• a letter a letter a letter
• an article an article an article
• an editorial an editorial
• a speech

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WRITING A GOOD PROMPT

• Prompt topics should deal with ideas, events, or
  situations familiar to all students
  
• Prompt statements should be phrased clearly and
  simply using
  
• active voice
• reasonable sentence lengths
• grade-appropriate vocabulary

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THREE ESSENTIAL PARTS

• (1) A situation or context for the student that
  engages the student with background
  information
  
• (2) Task statement specifying the audience,
  purpose, and form
  
• (3) Reminder of the scoring criteria (KY
  Holistic Scoring Guide)

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4th Grade Sample

• (1) SITUATION
• There are many new families moving into our
  county. We want to be sure these families know
  that our school is special.
  
• (2) WRITING TASK
• Write an article for the local newspaper
  narrating an event that made our school special
  to you.
  

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7th Grade Sample

• (1) SITUATION
• Your local newspaper wants to let its readers
  know good things about the youth of your
  community. Recently, this advertisement
  appeared

ACTIVE YOUTH Send us an article that tells about
a hobby or activity you like. The article can be
about unique or unusual hobbies you may have, or
it van be about an activity or hobby that others
like to do. Its up to you! Lets inform out
community about what teens enjoy doing.
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7th Grade Sample, Contd

• (2) WRITING TASK
• In response to the youth promotion advertisement
  to promote a positive image of teens, write an
  article about a hobby or activity that you like.
  Remember that this can be an unusual or unique
  hobby of your own or and activity or hobby that
  others like to do. Include helpful and
  supportive information in your article.

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12th Grade Sample

• (1) SITUATION
• In an effort to increase time in class and avoid
  problems with students in the halls, your
  principal has announced the following policy
  All travel times between classes and before and
  after lunch will be decreased by two minutes from
  this time forward

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12th Grade Sample, Contd

• (2) WRITING TASK
• Write an editorial for your school or local
  newspaper that tells what you think about the
  principals announcement. Be sure to explain the
  reasons for your position

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(3) Reminder of the Scoring Criteria
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BUILDING TO PROFICIENCYIDEAS FOR CLASSROOM
PRACTICE
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Classroom Practice that Leads to Proficient
On-Demand Writing

• Collect examples of letters, articles, editorials
  and speeches that support the content being
  taught as well as support the forms given for
  on-demand writing.

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Classroom Practice that Leads to Proficient
On-Demand Writing

• Discuss how narration, persuasion, and response
  look in content areas in the form of letters,
  articles, editorials and speeches

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Classroom Practice that Leads to Proficient
On-Demand Writing

• Include, in a unit of study, opportunities for
  students to write letters, articles, editorials,
  and/or speeches to authentic purposes for
  possible inclusion in the writing portfolio.

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Classroom Practice that Leads to Proficient
On-Demand Writing

• Assist students in reading critically. Students
  are offered two prompts and need to be able to
  decide which of the two they can better respond.

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Classroom Practice that Leads to Proficient
On-Demand Writing

• Help students distinguish the difference between
  writing a personal narrative (portfolio) and
  narrating as a method of idea development (on
  demand).

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Classroom Practice that Leads to Proficient
On-Demand Writing

• Provide students with experience in using
  persuasive strategies such as anticipating
  arguments, emotional appeal, etc.

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Classroom Practice that Leads to Proficient
On-Demand Writing

• Provide students with writing-to-learn
  experiences to prepare them to respond to texts,
  graphics, and charts.

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Classroom Practice that Leads to Proficient
On-Demand Writing

• Explore various approaches and/or organizers to
  writing tasks with students to provide them with
  a number of strategies from which to choose when
  addressing an on- demand prompt.

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Classroom Practice that Leads to Proficient
On-Demand Writing

• Provide students with strategies for
  self-assessment of writing which promotes
  consideration of the scoring criteria
  (purpose/audience, idea development/support,
  organization, sentences, language, correctness)