ISAT Writing

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ISAT Writing

• 2007 - 2008

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Testing Grades March 3-14, 2008

• Grade 8 Narrative, Persuasive (2 Sessions)
• Grade 6 Narrative, Persuasive (2 Sessions)
• Grade 5 Expository (1 Session)

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Time for each Session
45 minutes (10 extra if needed)

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CUT SCORES
5
Writing Performance 2000-2007

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Writing Performance 2000-2007
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2007 Scores
8
EXPOSITORY WRITING

• Presents factual information
• Explaining, defining, describing, informing
• Providing supporting reasons, examples, facts
• Maintaining a clear focus
• Ending with an effective conclusion

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NARRATIVE WRITING

• Tells a story in logical order by
• Using specific details to explain one event
• Including the authors reactions
• Moving through time
• Writing a beginning, middle, end

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PERSUASIVE WRITING

• Takes a position for or against a topic
• Maintaining the clear position throughout
• Using facts, examples to support the position
• Convincing the reader to believe or act
• Including an effective conclusion

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Rubric Features Focus (6 pts.)
Expository/Persuasive

• High Scoring
• Thematic introduction
• Specific preview
• Inductive development
• Unifying statement
• Maintain position
• Effective closing
• Sufficient

• Low Scoring
• Launch
• Prompt dependent
• Focus drift
• Giant focus
• Off mode
• Overpromise/ overdeliver
• Insufficient

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Rubric Features Focus (6 pts.)
Narrative

• High Scoring
• Subject is clear
• Unifying event is clear and maintained
• Moves through time
• Relevant reactions
• Effective closing

• Low Scoring
• Subject and/or event may be vague
• No movement through time (off mode)
• No reactions
• Insufficient writing

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Rubric Features Support/Elaboration
(6pts.)Expository/Persuasive and Narrative

• High Scoring
• Specific detail
• Second-order support
• Depth
• Balance
• Specific word choice
• Voice
• Sufficient

• Low Scoring
• General support
• List-like
• Undeveloped
• Uneven
• Unclear
• Insufficient

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Rubric Features Organization (6
pts.)Expository/Persuasive and Narrative

• High Scoring
• Clear structure
• Appropriate paragraphing
• Coherence
• Cohesion
• Appropriate transitions
• Varied sentence structure

• Low Scoring
• Unclear structure
• Inappropriate paragraphing
• Simplistic or intrusive transitions
• No purposeful ordering of sentences
• No sentence variety
• Insufficient

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Rubric Features Conventions (3 pts.)

• Score 3 Strong knowledge of conventions,
  punctuation, and sentence construction few
  errors
• Score 2 Some knowledge of conventions,
  punctuation, and sentence construction
  noticeable pattern of errors
• Score 1 Little knowledge of conventions,
  punctuation, or sentence construction errors
  impair meaning

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Rubric Features Integration (6 pts. x
2)Expository/Persuasive and Narrative

• Holistic Scoring
• Assesses the composition as a total work (fully
  developed for grade level)
• Not an arithmetic average
• Score is doubled to reflect how clearly the
  composition holistically achieves the assigned
  task

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Focus Sample

• GRADE 6 PERSUASIVE
• Stop! Think twice about getting rid of recess.
  Us kids need exercise and free time.
• We need our daily exercise. Our bones need to
  grow for when were older. We can make our bones
  grow by running. We need to stay healthy. We
  can do this by playing outside on a beautiful,
  sunny day.
• We need our free time. We cant spend all day
  locked up in a classroom. During class we can
  only go to the library or use the restroom. Our
  free time is the only thing that separates us
  from adults. During our free time we can stretch
  so we dont get cramps.
• Next time, before you think about yourself,
  maybe you should think about how other people
  might feel about getting rid of recess.

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Focus Sample

• Grade 6 Persuasive Annotation
• The writer engages the reader with dynamic
  language and constructs a successful General
  Introduction, and then he goes on to provide a
  Specific Preview that introduces the main points
  exercise and free time. The sustained
  discussion that follows is clearly meant to
  persuade the reader of the importance of recess.
  The writer closes with an effective conclusion
  that appeals to the readers sense of empathy.
• SCORE 6

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Support Sample

• Grade 5 Expository
• Have you ever wanted a space that you can
  call your own and a place that is enjoyable for
  you? I do and I have a place in mind.
• I would have my place in a tree way up high
  off the ground. This way I can be quiet or loud
  whenever I want. When I want quiet my sisters
  usually come in and destroy everything. They
  come in and push me and tear down my room but a
  quiet place will work for me. Then those
  annoying sisters wont know where my place is.
  Also, I can turn up my boom box as loud as I
  want. If I did this my mom would yell at me and
  take my boom box away for a week. In my place
  she will not hear it or if she could it would
  sound like a mouse squeak. Having a place that
  could either be quiet or noisy would be great.
• In addition to being quiet or noisy it would
  be a place where it could describe me. I would
  have colorful posters on the walls and a TV with
  Game Cube. I would also have a DVD player. In
  the corners I would have tie-dye bean-bag chairs.
  If I had all this in my room, Mom would call it
  more junk and I would have to sell it all.
  Since its my place she wouldnt be able to tell
  me that. Also I wouldnt have to clean unless I
  wanted to. It would be messy and if friends were
  coming over of course I would clean to make it
  look cooler. If it was like that, all messy, in
  my room, Mom would come in and empty my dressers
  and underneath my bed and closet and make me
  clean for hours. Thats why having a place for
  yourself is good because you dont have to clean
  forever and have no fun!
• Having a place that is yourself that
  describes you and you are the boss of it, not
  your mom, your life would be so much easier and
  care-free. Relaxing and partying are my favorite
  things to do if I had my own space for myself.

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Support Sample

• Grade 5 Expository Annotation
• This response is characterized by rich detail
  and a unique voice (If it was like that, all
  messy in my room, Mom would) The contrast
  between this ideal place and the writers current
  situation is clever and effective (If I had all
  this in my room, she would call it more junk
  and I would have to sell it.) By consistently
  demonstrating the ability to use effective word
  choice to connect ideas to build support, this
  writer fully develops the Support feature of the
  expository composition.
• SCORE 6

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Elaboration Sample

• Grade 6 Narrative
• Caw! Caw! I woke up washed ashore at an
  unfamiliar place. Oh no, I had been thrown
  overboard from my familys ship. Now Im all by
  myself on this creepy island. Now what? I
  screamed. I was thinking maybe if I build a
  fire someone will come and find me from the
  smoke. The next thing I knew I had a huge
  campfire. But all bad luck came and the fire
  went out because of a massive rain storm! Maybe
  I can build a shelter and get some food. With
  food and a place to protect me from the rain,
  Ill be safe and not starving. As soon as I
  could, I looked for edible and good things to
  eat. I found bananas and coconuts, next I looked
  for any sign of wood from trees. A couple minutes
  later I found old knocked down branches and
  sticks. From the time I first found myself on the
  island, I was terrified with horror but now it
  wasnt so bad. I had food, a place for shelter,
  and now I built another fire because I had a roof
  to protect me from the pouring rain. Now I was
  living the good life, fruit, coconut milk, fish,
  I didnt even want to go home, I even had a good
  nights sleep. The next morning I woke up with
  the sun shining and the nice food, but weirdly
  the fire was still burning. Rise and shine,
  honey. To my surprise both of my parents were
  sitting by the fire cooking breakfast for me.
  Mom, Dad? How did you find me? I asked. We
  saw a burning light in the distance and came to
  check it out. We found you were safe and sound
  asleep. Now that we found you we can return
  home. Noooo! I screamed. I am very happy
  here. I dont want to leave. Dad said, We
  have to go. I didnt get another say in this
  conversation, so my parents dragged me to the
  ship. By the time I got on the boat, I saw my
  very lovely island for the last time

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Elaboration Sample

• Grade 6 Narrative Annotation
• All major episodes in this successful narrative
  are developed with precise language, and the
  individual events contribute to the overall
  storyline. The writer moves from Im all by
  myself to I dont want to leave. By supplying
  specific details and integrating them, the writer
  takes us from bad luck scenes of danger and
  hunger to the happy camper to the reluctantly
  rescued. The consistent relevance of detail
  advances the plot of this concise tale of
  loss-gain-loss.
• SCORE 6

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Organization Sample

• Grade 8 Narrative
• It all began in a local establishment just down
  the street from my house in a little snug town in
  Southern Illinois. My parents and I walked
  through the door of the neighborhood MacDonalds
  and ordered our food. My dad and I had the same
  taste that night consequently, we chose Quarter
  Pounders and Americas favorite fries. Knowing I
  was only six, my mom bought a salad and planned
  to share my gooey cheeseburger. The trouble
  began when my dad needed a refill of Diet Coke.
• Being a typical Daddys girl, I offered to get
  the refill. My parents nodded in agreement so
  off I went. I held my head high and proud as I
  marched to the back of the long line. My mom
  kept an eye on me while my dad babbled on about
  the War in Iraq. I waved gingerly at them as I
  moved up one slight step in line. This was going
  to be a long wait.
• As I finally approached the counter, the
  red-haired lady with a dozen freckles called for
  the next customer. I was about to set the cup
  on the counter when a heavy-set man began to
  order. I didnt know what else to do besides
  stand behind the bald man.
• I peeked above the counter for a second time.
  This time I managed to place the cup next to the
  register as the teenage boy with curly brown hair
  ordered a triple thick milkshake. I was about to
  protest that I had been next in line but held my
  anger in. My mom had always told me patience is
  the key, and I wanted to make her proud.
• This time when it was again my turn, I spoke
  up. To my horror, the cashier told me I needed
  my parents to place an order. I was about to
  throw a fit when a hand clamped down on my
  shoulder. As I tilted my head up, I smelled the
  scent of my mothers perfume. Mom quickly
  explained the situation, and the redhead
  proceeded to fill my fathers cup. She quickly
  mumbled a sort of apology and started punching
  numbers into her cash register as if nothing had
  happened. I was amazed at what had happened and
  realized how unfairly I had been treated.

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Organization Sample

• Grade 8 Narrative Annotation
• This concisely crafted and tightly organized
  response demonstrates consistent coherence and
  cohesion. Sophisticated sentence variety coupled
  with unusually appropriate word choice subtly
  integrate interrelated detail and reactions
  within the plot sequence. Strong cohesion is
  sustained throughout a unified narrative
  framework. The result is a smoothly fluent
  progression of episode without gaps.
• SCORE 6

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Conventions Samples

• Score 1 Jonahtan was treeted unfair by a
  teacher were shy geve him homework that wasent
  exlained it was to hard like 3 X 5 he was in
  kidergarden. Teacher some times cust at people.
  
• Score 2 Me, George, and Bart were on our
  faverit jet. We were playing a game. We must of
  been playing a million hours. I felt the floor
  tip. I looked out the window. I saw the worse
  sight. The wing had fallen off.
• Score 3 Extracurricular activities are a big
  part of a students life because the lessons
  students learn from participating are rewarding.
  Students learn team work, and how to manage their
  time. Being able to balance school work and
  activities is another good lesson.

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Organization Sample
Intrusive Transitions

• Grade 8 Persuasive
• Have you ever gotten 5 Bs and 2 Cs and felt
  like it wasnt good enough? I have. For the
  people with straight As its like they are the
  kids that rule because they got the best grades
  that only they can get them.
• I dont think schools should get an incentive
  program because its not fair and its wrong.
• First I dont think its fair for the kids that
  they try their best and dont get anything. Kids
  try their best to get good grades and they should
  keep up the good work for trying their best.
  Next, their parents like the way their work is.
  They bring home a C- in history and they tell
  them its great because they didnt understand it
  when they were in school. Third, they think they
  have to get straight As all the time. Its too
  hard to get straight As all the time espechally
  for twelve years straight.
• Second, its wrong! Kids shouldnt get treats
  for straight As because in some peoples opinion
  just getting the A is the reward. Second, they
  get presents from their parents for good grades
  anyway. Whether it be a pat on the back or a
  huge celebration at Ryans they still feel pretty
  special. Third, the other kids will feel left
  out if they do because the people with the As
  feel as if they are better than everybody else.
• In conclusion I dont think they should have
  an incentive program because its not fair and
  its not right. Last, I mean nobody wants to
  come home and find their kid gone from all the
  stress do they? No!

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Support Sample Lacks
Specific Detail

• Grade 5 Expository
• Imagine yourself in your room with the music
  blasting! Thats where my special place is. My
  special place is in my room because I can have
  loud music and I love to just hang out and think
  about stuff.
• I love loud music! This morning I woke up at
  500 and put my music on too loud and I woke
  everyone up. They were kind of mad but they got
  over it. Loud music is my favorite thing in the
  world! (Besides my race car!) It makes me feel
  really relaxed. On the other hand, it takes away
  all of my stress.
• I love to go hang out and think. I can be on
  the phone without being bugged. (My door has a
  lock on it.) My sister got a Play Station 2 for
  Christmas and I always like to turn up my music
  and play Play Station 2 at the same time. It
  makes me feel relaxed. Yesterday I was really
  stressed so I went to my room and it helped a
  lot.
• My special place is my room. I have loud music
  and I go hang out and think. Imagine yourself in
  your room, ground for one week, but look on the
  bright sideyou get to be in your room.

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Organization Sample
Off Mode

• Grade 8 Narrative
• Youre too young. That movie is a bad
  influence on you. Besides, it costs too much to
  get in. These are just some of the many reasons
  my parents used as excuses not to let me go to
  the movies.
• My parents said I was too young to see
  the movie. The movie was rated PG-13 and I was
  13. I figured if anyone knew how bad it was
  would be the people who rate movies everyday.
  But apparently my parents though differently.
• Also, my parents thought the movies was
  a bad influence on me. Honestly, I thought that
  was the stupidest thing I had ever heard in my
  entire life. I mean, its just one movie. Its
  not like there taping me to a chair and
  brainwashing me to rob banks and kill people.
• Another one of these astonishing
  reasons is that it costed too much to get into
  the theater. It costs 5 to get in and I have
  100 at home. And with my allowance the next
  week, it will be back to 100 anyways, For food,
  I could just sneak in a soda and some candy and I
  would be set.
• I was too young, the movie was a bad
  influence on me and it costed too much are just 3
  of the many reasons why I couldnt go see a movie
  at the movie theater.

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ISAT Facts

• It is NOT necessary to have a five-paragraph
  formulaic strategy.
• It is NOT true that more words are always better.
• It is NOT true that every persuasive response
  must have three reasons.
• It is NOT true that the quality of handwriting
  affects scoring.
• Writing is NOT currently an AYP subject.
• Students CANNOT use a dictionary while testing.
• __________________________________________________
  _
• It IS true that off-mode responses will be
  penalized in both Focus and Organization.
• It IS true that students may use I in
  persuasive and expository responses.

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Contact Information

• Judie Steinhauser
• justeinh_at_isbe.net
• 217/782-4823
• Stephanie Stutzman-Clark
• sclark_at_metritech.com
• 800/747-4868