Types Of Creative Writing Prompt

For this cornerstone, students will be measured by three rubrics. The first rubric is for the reading task (interpretive), the second for the situation cards (interpersonal), and the third for the advice column (presentational). The rubric does contain point values, however, it is often more beneficial for students to not see the associated points, but rather their proficiency level. At this level, students should be at the intermediate-mid

You have been reading and learning about stories of suspense, in addition to studying techniques authors use to generate a feeling of suspense in readers. Now you will use those techniques to write your own suspenseful narrative based on real or imagined experiences and events.

I ran, my feet bloodied and aching, my ankle unsteady and shrieking in pain. I ignored it, gasping

Answers to each question are assigned a 1 if answered correctly, and 0 if answered incorrectly. A testing script is provided for each subtest with a number of examples showing commonly given correct and incorrect answers. The examiner’s manual also provides a sample picture card and “good story” example for the examiner to show and read to the student before the story writing subtest is given. Two additional picture cards, one for each form, are provided for the story writing subtest. The examiner’s manual provides specific scoring criteria for each subtest. The contextual conventions subtest and the story composition are spontaneous tests with no ceiling measurement. These two tests are scored after the completion of the story composition. The story is evaluated against 21 specific contextual convention criteria, and 11 story composition criteria, stories under

Student Assessment/Rubrics: Students will be assessed through observation during direct instruction and demonstration of knowledge on guided practice and individual practice. Students must score 80% out 100% on the individual assignment to demonstrate mastery.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Mathematics: The rubric used with the assessment checks for students’ understanding and work process through all problems presented on the quiz: do they understand the concept? Are they able to follow the process correctly? The rubric focuses on John’s thought and reasoning process.

"Wake up, partners," the trail boss, James called. I sleepily looked up , shivered, and saw I was the only one not up. "Here," James said, giving me the horses' bridles and saddles. "Take these and get the horses ready. We have a long day today." I groaned in reply and set up the horses for the day's long drag. I was the horse wrangler and this was my everyday job but I still couldn't get use to the idea of waking up before the sun and working. We drove the cattle into open plains against the winter's cold wrath.

The curiosities that revolve around this event infatuate me. The night of the occurrence I knew something was off, I was petrified. I lied awake that night trying to remove my mind from the agonizing fear that crippled me, giving myself countless alternative reasons for the sounds that rudely awoke me. This man that did this to me was not a stranger, I spoke to him many times throughout the week and he was consistently kind, maybe it was part of his plan, so I wouldn’t suspect it. He was a regular acquaintance that I consistently interacted with, to me he wouldn’t ever hurt a fly, but that night, seconds before my death, I saw alarmingly unfamiliar resentment from the way he looked at me. I knew the noises weren’t the crickets. I hoped that

This morning I walked into your room because I heard quite a commotion of hangers hitting walls and drawers being slammed. Either you were trying to capture, kill, or scare a spider OR you were having an emotional breakdown. Either way, I was ready for it. I had Love and Logic training and knew exactly what I needed to say and how to say it…bring it on sweetie. I was not ready for you, my beautiful, kind-hearted SIX-YEAR-OLD daughter, to be throwing clothes around your room while yelling, “Mom! I cannot wear the outfit I set out last night because it makes me look fat!” Ummmm, WHAT? I wanted to scream, “You are six years old! Are you out of your ever-loving mind? You are not supposed to see yourself like that! You are six; how could you be so crazy about the way you look already?” Instead, I told you how beautiful, brilliant, and strong you are and that you are being silly. In other words, I disregarded and minimized your feelings entirely.

There was a sense of impeding doom that turned my stomach. Although I couldn't bear to look at the mask I held outreach to you, my eyes were tempted to look to you. I side-swiped a glance at you before you took the mask. My eyebrow arched as you looked at me, visibly distraught. My eyes did a double take, and my gaze fell curiously back on you. I sensed a feeling of unease from you, and became immediately confused. “Your master never teach you Torture 101, Mr. Ren?” Although I was mocking you, there was a sense of concern in my voice, as I looked over to the Dug and then back at you. “You look like you've seen a ghos-” Holding out the mask in front of you, I watched you intently as your eyes fixated on the item. My eyes narrowed at that reaction, and suddenly, it made sense to me. Perhaps you had seen a ghost. Fully educated in the many various connections within the Force, I wondered if in this moment you had seen anything. If in this moment, his darkness had fallen on you. I pondered the horrors you had witnessed... and if any one of those horrors was my own. I wondered if it was pain you experienced, and even... if that pain was my own.

Addresses purpose effectively, uses assignment to explore topic’s intrinsic interest, shows full understanding of issues, engages audience, establishes credibility, uses headings, fo

Steve: “Its been 2 weeks since we had sports so I’m here to talk to you about it”

Writing Prompt. This two-day lesson assessment determined whether or not students met the lesson’s objective. We chose this assessment because it provides qualitative data and incorporates the writing standard into our lesson. Also, the writing prompt is an open-ended assessment tool that does not limit the students’ choices when answering the prompt. If we gave them a multiple choice form of assessment, then the students only have 4 options to choose from that may not represent their thoughts entirely. Plus, students could select the correct answer through process of elimination, which would not represent the full picture of their knowledge and understandings. The writing prompt required the students to individually explain to an alien what its responsibilities are now that it is a member of the local community. Attached to the writing prompt was a writing rubric that would guide students to write a complete answer (See Appendix A). Since their language arts and reading teacher uses this writing rubric for her assignments, the student are familiar with it and understand how to write a complete answer. We had the students complete it individually so we could see each students’ voice and thoughts and eliminate the possibility of their answer being influenced by their peers’ opinions. Since we understand that the “the results of assessment are used to inform the planning and implementing of experiences and to evaluate and improve teachers’ and the program’s effectiveness”

Rationale: This artifact, Writing across the Curriculum Rubric, is a rubric used for students who completed a writing project in a Arts' classroom. This rubric