The task
Students were asked to write “How to” pieces as the culminating
activity of a genre study. The study involved the examination of recipe
books, books of science experiments, and other models of narrative
procedure. These models helped the students to identify the characteristics
of an effective narrative procedure. After writing two “How to”
pieces together as a class, the students were asked to write their
own around a topic they were certain they could teach to another student. |
Circumstances of performance
This sample of student work was produced under the following conditions: |
| alone |
in a group |
| in class |
as homework |
| with teacher feedback |
with peer feedback |
| timed |
opportunity for revision |
|
This
work sample illustrates a standard-setting performance for
the following parts of the standards:
|
|
 c |
Reading: Read and comprehend
informational materials. |
 d |
Writing: Produce a narrative
procedure. |
|
|
| d
Writing: The student produces a narrative procedure that: |
| • |
engages the reader by establishing
a context, creating a persona, and otherwise developing reader interest; |
| • |
provides a guide to action
that anticipates a reader’s needs; creates expectations through
predictable structures, e.g., headings; and provides transitions between
steps; |
| • |
makes use of appropriate writing
strategies such as creating a visual hierarchy and using white space
and graphics as appropriate; |
| • |
includes relevant information; |
| • |
excludes extraneous information; |
| • |
anticipates problems, mistakes,
and misunderstandings that might arise for the reader; |
| • |
provides a sense of closure
to the writing. |
| The title of the work is self-explanatory and establishes
the context by stating the subject and the introductory level
of the guide. |
 The
introduction engages the reader and also develops the context
of the work. The phrase, “This book tells you how,”
creates the persona of a confident and competent teacher of
computer use. |
 The
headings and the numbers are used effectively to help the reader
follow the instructions. The work is clearly labeled to guide
the reader through a variety of actions. |
 The
work provides clear transitions between and within the steps
to help the reader follow the procedures. The transitions motivate
the reader to go on to the next section of the work and to learn
something new.
The strategy of presenting options (e.g., “Typing,”
“Drawing,” and “last but not least…”)
serves to get the reader’s attention. |
| After
the “Introduction” and “Materials” sections,
the student began the guide with the simplest of instructions,
“Turn on your surge protector….” This demonstrates
an understanding that a guide begins with the most basic step,
i.e., check to make sure the equipment is turned on. |
 The
student anticipated the reader’s needs by providing illustrations
of what should appear on the computer screen. This is a helpful
strategy for a reader with little prior computer knowledge. |
| The text and diagrams are organized on the page in a way that
makes the material accessible to a novice. The amount of information
included is sufficient to inform readers without overwhelming
them with irrelevant details. |
 The
work anticipates that readers might become confused with some
terminology and so provides clarification. For example, when
the student introduces the mouse, the following statement is
also included, “Moving the mouse moves the arrow.” |
 The
work closes by offering some “Helpful Hints” that
would make the reader more successful when using the computer.
This is a standard section used to end such guides. |
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The student extended ideas by making connections between the “Old-time”
board games and the newer versions now available on computers.
