Writing Expectations FAQ

Fallsburg CSD Writing Guidance Document and Expectations

2018–19

January 4, 2019

Q: How many writing samples are Fallsburg teachers expected to assign, grade, and collect from students each year?

Teachers of full-year courses are expected to assign, grade, and collect three (3), final-draft quality samples per year for each student.  Teachers of half- or quarter-year courses (or other partial increments) should review the Guidance document on pp. 12–13.

Q: How are samples to be graded?

Teachers should use the Fallsburg CSD Writing Rubric for their particular grade level (K–8 or 9–12) when rating each writing sample.  Students should be provided a copy of the scored rubric.  Copies of the scored rubric and writing sample should be maintained on file by the teacher.

Q: How long should the writing sample be?

All samples should exhibit a standard format of introduction, body, and conclusion.  Beyond this, there are no other requirements (e.g., number of words or paragraphs).

Q: What does “final-draft quality” mean?  How long should students spend on completing a sample?

All Fallsburg writers should follow the “Writing Process,” detailed on p. 7 (BCES) and p. 10 (JSHS) of the Writing Guidance document.  In short, this process entails planning; drafting; reviewing (by self, peers, and/or teacher); revising; and publishing a final draft.  A final draft does not need to be typed, however it should be neat and free from cross-outs and other marks.

Q: What type of prompts should be assigned?

Writing tasks should be aligned with the course standards and curriculum.  They should, when appropriate, be relevant and engaging to students. They should also be consistent with the type of prompts assigned in that particular course, whether that be, for example, high school science, middle-school social studies, or elementary writing.

Q: How are elementary specials’ writing samples administered and graded?

For elementary specials’ classes, the special’s teacher develops the prompt after consultation with the grade-level classroom teachers.  This is done, in as much as possible, to align the writing and specials’ curricula. The prompt is assigned and completed during the classroom writing blocks.  The special’s teacher grades the samples (using the district rubrics) and maintains them in student portfolios in his/her classroom.

Elementary specials’ teachers may, however, use their discretion and administer the writing samples in their classes.  These, too, should follow the “Writing Process,” detailed on p. 7 (BCES) of the Writing Guidance document.

Q: I don’t think the rubrics are related to my subject area.  How can I use an alternative that is more relevant in my course(s)?

School-level departments may develop and submit writing rubrics for consideration by school administration.  If approved, the rubric(s) is to be used by all teachers of that subject area. This would be in lieu of the district’s writing rubrics.