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Transcript of Creative Writing
Building A Writer Portfolio
"The scariest moment is always just before you start. After that, things can only get better."
-- Stephen King, On Writing
Given a specific topic and tone, students will write narratives to develop experiences or events using effective technique, well-chosen details, and well-structured event sequences, earning an average score of 3 or better on an analytic 4 point rubric.
Given a writing prompt, students will develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience earning an average score of 3 or better on an analytic 4 point rubric.
The goal of this course is to improve writer technique to better reach audience for a specific purpose and build a writer portfolio to demonstrate growth.
Select a topic and tone from the list.
Draft a 500 word piece using specific word choice and details so your reader will be engaged in your topic in a way that makes your purpose and tone clear.
Once the rough draft is complete, self-assess using the rubric and writer self-assessment form (see link to Google forms), upload original rough draft to the assignments folder.
Evaluate changes needed and revise.
Share your revised draft on Google Docs for feedback from your writer's group and the instructor.
Revise draft one last time and submit to the assignment folder for summative assessment.
Given a specific topic, students will write a researched-based magazine-style article producing clear writing appropriate to audience and task earning an average score of 3 or better on an analytic 4 point rubric.
By Lisa Laskey for EDCI 552
Based on Common Core State Standards (CCSS)
for Writing (W) grades 11-12, #3
Based on CCSS.W.11-12,4
Writing for Tone
Writing For Tone:
Topics and Tones to Choose From:
This learning activity asks students to create, analyze and evaluate a piece of writing for quality and tone. "Authentic assessments present the student with the full array of tasks that mirror the priorities and challenges found in the best instructional activities: conducting research; writing, revising and discussing papers..." (Wiggins, 1990, par. 3). Additionally students will also self-assess to direct the first step of the revision process.
Choose a topic to research
Gather information from reliable sources to include in your article with MLA citations.
Conduct interviews to support article ideas (remember to cite these too).
Write informative magazine-style article of 700 words or more designed on webpage like Google Sites with appropriate art (see example).
Use the rubric to self-assess areas to improve.
Post link to the Discussion Board. Your writer group peers will provide specific feedback for improvements to engage audience and use research and interviews effectively.
Post the link to your article in the assignments folder
Magazine Style Writing
Magazine Style Example
This learning activity again asks students to create, analyze and evaluate a piece of writing for quality and tone. The task is to produce a real-world type of writing as a student might encounter in an online magazine. Students will use research, writing, and technological skills, and improve the piece through self-assessment and collaborative peer evaluation. "Authentic assessments attend to whether the student can craft polished, thorough and justifiable answers, performances or products" (Wiggins, 1990, par. 3). Aligned with posted course objectives as outlined in iNACOL standard C2.
Using polished pieces from writer portfolios, students will work with their writer's groups to create an online showcase for their best pieces (at least four pieces per student) using appropriate visual images or video to make the gallery multi-modal.
Student groups may create a web presentation, web site page, or other technology-rich method to share their best work with peers for feedback.
Students collaborate to demonstrate mastery and use technology to showcase pieces they have polished over the course of the class. This approach is considered relevant to online learning by the Illinois Online Network (2010): "Students can write collaboratively with peers and even publish written and multimedia products on web pages" (par. 13). Provides a performance task. Aligned with iNACOL standards C1, 2, 3, 5, & 6.
National Governors Association Center for Best Practices & Council of Chief State School Officers.
(2010). Common core state standards. Washington, DC: Authors. Retrieved from: http://
Instructional Strategies for Online Courses. (2010). Illinois Online Network (ion). Retrieved
Kent, D. and Joleigh, A. (2014). Writers gallery. Retrieved from: http://
National standards for quality online courses. (2011, Oct.). International Association for
K-12 Online Learning (iNACOL). Retrieved from: cup.blackboard.com/bbcswebdav/
Wiggins, Grant. (1990). The case for authentic assessment. Practical Assessment, Research
& Evaluation, 2(2). Retrieved from: http://pareonline.net/getvn.asp?v=2&n=2