Writing+Prompt+for+ESL




 * The following is a graphic organizer and writing prompt to use for ESL students. The purpose of the graphic organizer is to get students thinking about writing. The prompt is to provide students with an opportunity to write about their own personal experiences. **





**Resources:** Willems, M. (2010). //Knuffle Bunny Free.// New York, New York: Harper Collins Publishers.


 * //Six Traits Writing Rubric.// Retrieved from[| http://www.sites4teachers.com/links/redirect.php?url=http://www.rubrics4teachers.com/pdf/6TRAITSWRITING.pdf]


 * This is a writing rubric that can be used to assess ESL students' writing. **

** Exemplary ** |||| ** 5 ** ** Strong ** |||| ** 4 ** ** Proficient ** |||| ** 3 ** ** Developing ** |||| ** 2 ** ** Emerging ** |||| ** 1 ** ** Beginning ** || 􀀣 // main theme // 􀀣 // supporting details // |||| • Exceptionally clear, focused, engaging with relevant, strong supporting detail |||| • Clear, focused, interesting ideas with appropriate detail |||| • Evident main idea with some support which may be general or limited |||| • Main idea may be cloudy because supporting detail is too general or even off-topic |||| • Purpose and main idea may be unclear and cluttered by irrelevant detail || • Lacks central idea; development is minimal or non-existent || 􀀣 // structure // 􀀣 // introduction // 􀀣 // conclusion // |||| • Effectively organized in logical and creative manner • Creative and engaging intro and conclusion |||| • Strong order and structure • Inviting intro and satisfying closure |||| • Organization is appropriate, but conventional • Attempt at introduction and conclusion |||| • Attempts at organization; may be a “list” of events • Beginning and ending not developed |||| • Lack of structure; disorganized and hard to follow • Missing or weak intro and conclusion || • Lack of coherence; confusing • No identifiable introduction or conclusion || 􀀣 // personality // 􀀣 // sense of audience // |||| • Expressive, engaging, sincere • Strong sense of audience • Shows emotion: humour, honesty, suspense or life |||| • Appropriate to audience and purpose • Writer behind the words comes through |||| • Evident commitment to topic • Inconsistent or dull personality |||| • Voice may be inappropriate or non-existent • Writing may seem mechanical |||| • Writing tends to be flat or stiff • Little or no hint of writer behind words || • Writing is lifeless • No hint of the writer || 􀀣 // precision // 􀀣 // effectiveness // 􀀣 // imagery // |||| • Precise, carefully chosen • Strong, fresh, vivid images |||| • Descriptive, broad range of words • Word choice energizes writing |||| • Language is functional and appropriate • Descriptions may be overdone at times |||| • Words may be correct but mundane • No attempt at deliberate choice |||| • Monotonous, often repetitious, sometimes inappropriate || • Limited range of words • Some vocabulary misused || 􀀣 // rhythm, flow // 􀀣 // variety // |||| • High degree of craftsmanship • Effective variation in sentence patterns |||| • Easy flow and rhythm • Good variety in length and structure |||| • Generally in control • Lack variety in length and structure |||| • Some awkward constructions • Many similar patterns and beginnings |||| • Often choppy • Monotonous sentence patterns • Frequent run-on sentences || • Difficult to follow or read aloud • Disjointed, confusing, rambling || 􀀣 // age appropriate, spelling, caps, punctuation, grammar // |||| • Exceptionally strong control of standard conventions of writing |||| • Strong control of conventions; errors are few and minor |||| • Control of most writing conventions; occasional errors with high risks |||| • Limited control of conventions; frequent errors do not interfere with understanding |||| • Frequent significant errors may impede readability || • Numerous errors distract the reader and make the text difficult to read ||
 * ** Six Traits Writing Rubric **** 6 **
 * ** Ideas & Content **
 * ** Organization **
 * ** Voice **
 * ** Word Choice **
 * ** Sentence Fluency **
 * ** Conventions **



**Contact Information** **:** Elena Heath ESL Coordinator heathe@hcss.org