Write Where You Belong
Using Writing Feedback as a Teaching Tool
Write Where You Belong
One way to remember the concerns that shape each discipline is to use the acronym “SMILE".
Structure
The topic is clearly stated, focused, manageable, and demonstrates adequate consideration of the purpose of the task.
Methods
The critical elements of the methodology, theoretical framework or genre are satisfactorily developed or described to address the problem, question, or topic.
Inquiry
Students formulate conclusions that are logically tied to inquiry findings and consider applications, limitations and implications.
Language
Students will be able to evaluate on or reflect what was learned with the uses of an extensive number of content words with a high degree of accuracy.
Evidence
Students synthesize information and/or multiple viewpoints to reveal patterns, differences, and similarities related to the problem, question, or topic.
Portfolio Expectations
- Three Formal Disciplinary Writing Samples (Learning to Write) and One Informal Writing Samples (Writing to Learn)
- Informal Writing must include a teacher reflection. The teacher reflection form can be found at: https://docs.google.com/document/d/1EYNQPqgV3sBnrb-FT1f9wyN_L49IlqaBCAl19-Q-8ro/edit?usp=sharing
- Completion on Writing Samples by the designated LCS Due Dates (These can be found on the feedback cards)
**All writing samples should be aligned to the North Carolina Standards and integrated into your curriculum. **
Each Disciplinary Writing Includes all the components to the writing process
Prewriting – plan content and organization of the paper
Drafting – write the ideas in sentences and paragraphs
Revising – further develop content and organization (teacher and/or student led)
Editing – clean it up for handing in
Final Draft
Rubric (*Actionable Feedback given to students)
Standard (s) Addressed on the Rubric
Each Informal Writing will Include
Prompt
Teacher Reflection
Feedback Given to the Student
Samples turned in should include: High, Middle and Low academic abilities.
**Math Teachers- Disciplinary Writing (NEW)
High School teachers will offer- Error Analysis, Procedural Expectations, and Function Modeling
Middle School Teachers will offer- Error Analysis, Procedural Expectations, and Compare and Contrasting
**Worksheets, fill in the blank sheets, graphic organizers, PowerPoint presentations, vocabulary lists and notes are not appropriate for the portfolio unless used by the student for planning the writing piece. Writing pieces should be continuous text, primarily, but not exclusively, multiparagraph, and reflective of academic writing in the discipline.
Due Dates
Middle School- October 12th, January 4th, March 8th, and May 17th
High School 1st semester: September 21; October 19th; November 16th; January 4th
High School 2nd semester: February 14th; March 15th; April 12th; May 17th
Single Point Rubic
Lee County Schools has shifted their Writing Portfolio to a Single- Point Improving Disciplinary Writing (IDW) Rubric. A single-point rubric is a lot like an analytic rubric because it breaks down the components of an assignment into different criteria. What makes it different is that it only describes the criteria for proficiency; it does not attempt to list all the ways a student could fall short, nor does it specify how a student could exceed expectations.
Notice that the language in the “Criteria” column is exactly the same as the “3” column in the analytic rubric. When your loved ones receive this rubric, it will include your written comments on one or both sides of each category, telling them exactly how they fell short (“runny eggs,” for example) and how they excelled (“vase of flowers”). Just like with the analytic rubric, if a target was simply met, you can just highlight the appropriate phrase in the center column.
The single-point rubric has several advantages:
(1) It contains far less language than the analytic rubric, which means students are more likely to read it and it will take less time to create, while still providing rich detail about what’s expected.
(2) Areas of concern and excellence are open-ended. When using full analytic rubrics, I often find that students do things that are not described on the rubric, but still depart from expectations. Because I can’t find the right language to highlight, I find myself hand-writing justifications for a score in whatever space I can find. This is frustrating, time-consuming and messy. With a single-point rubric, there’s no attempt to predict all the ways a student might go wrong. Similarly, the undefined “Advanced” column places no limits on how students might stretch themselves. “If the highest level is already prescribed then creativity may be limited to that pre-determined level,” says Fluckiger. “Students may surprise us if we leave quality open-ended.”
(3) They allow for higher-quality feedback because teachers must specify key problem areas and notable areas of excellence for that particular student, rather than choosing from a list of generic descriptions.
The Single- Point Improving Disciplinary Writing (IDW) Rubric for Lee County Schools will follow the components of (SMILE) Structure, Methods, Inquiry, Langue, and Evidence. Its purpose along with the writing portfolio will be to focus on disciplinary writing that strengthens student writing through curriculum enhancement, student support, and faculty support. Their rubrics should be changed to fit your content area, writing prompt and disciplinary writing expectations.
https://www.cultofpedagogy.com/holistic-analytic-single-point-rubrics/