English 10 C.P. Allen High School Memoir

English 10 ● C.P. Allen High School ● Memoir

Making meaning out life and the written word

Memoir:

English 10- Writing Workshop

Process Checklist:

Planning Notes:
3 places/5 events each (step 1) / ✗✓ / STAR Conference Notes
(Step 7) / ✗✓ / Published Memoir (step 11) / ✗✓
Planning Notes:
Rank your 15 moments (step 2) / ✗✓ / Paragraphing audit/notes
(step 8) / ✗✓ / - visual anchor
- enlarged title
- indented
- single spaced / ✗✓
✗✓
✗✓
✗✓
Planning notes: Brainstorm/list/jot note key ideas (step 4) / ✗✓ / Sentence fluency audit/notes (step 9) / ✗✓
Draft (2 pages, single spaced) (step 5) / ✗✓ / Printed/improved draft with proofreading notes (step 10) / ✗✓
TAG conference notes (step 6) / ✗✓ / 6 Word Memoir (step 11) / ✗✓
Criteria / 1 / 2 / 3 / 4 / 5
commitment to writing process
(Outcome 10.4)
see checklist above! / One draft only. No evidence of writing process and/or workshop. / 6 or fewer items from the process checklist are present, reflecting poor effort to make use of the strategies for developing and improving written ideas used in this unit. / At least 7 items in the process checklist are present, reflecting adequate effort to make use of several aspects of developing and improving written ideas. / At least 9 items in the process checklist are present, reflecting significant dedication to most aspects of developing and improving written ideas. / All components in the process checklist are present, reflecting thoughtful dedication to all aspects of developing and improving written ideas.
ideas
Main idea (the SO WHAT?) of the memoir has to be developed! / The “So What?” is not evident. Little to no idea development. / It's hard to figure out the “So What?” Reads like a random collection of details about the event. / The reader can name the “So What?” The writing contains some interesting details, but it could use more. (May be information that is not needed.) / The “So What?” of the memoir is evident. Memoir contains a variety of interesting details that focus on developing the main idea. / The “So What?” of the memoir comes through clearly. It is full of interesting, unique details that hold the reader's attention and focus on developing the main idea.
organization
effective paragraphing, sequence, transitions, flow / The memoir is hard to follow. There is no sense of a controlling pattern. The memoir just starts off then ends suddenly. Little to no paragraphing. / The writing is not organized in a straightforward manner or it is disjointed/ wanders at times. There is a lead and conclusion, but they are safe or predictable.
Paragraphing is basic. / The writing is organized in a straightforward manner but control of paragraphing, pacing and transitions falters at times. There is a lead and conclusion. / The writing is organized in a way that suits the narrative and is easy to follow. Effective paragraph choices, pacing and transitions seen throughout. Effective lead and conclusion. / The writing is strategically organized for effect in a way that suits the narrative and is easy to follow. Effective paragraph choices, pacing and transitions seen consistently. Skillful lead and conclusion.
language choices
diction, imagery, metaphor, tone / Writing lacks awareness of word choice qualities of memoir writing. / Writing shows glimpses of awareness of word choice qualities of memoir writing but it is not consistent. / Writing includes vocabulary that is suited to the topic/genre, but it tends to tell what happened rather than “writing the senses” of the experience. / Detailed, specific and varied vocabulary frequently enhances the memoir. Few wasted words or vague expressions. Frequent and effective examples of “Showing, not telling” and “writing the senses”. / The detailed, specific and varied vocabulary consistently enhances the memoir. No wasted words or vague expressions. Conversations allow the reader to hear the characters; descriptions allow the reader to see, feel, taste, smell the narrative.
sentence fluency / The writing is hard to read. Meaning is unclear due to considerable problems with fluency. / The writing is often unpleasant to the ear- mechanical. Reader must re-read at times to understand meaning. Minimal variety of sentence structures, lengths and styles. / The writing is frequently pleasant to the ear as well as the eye. Writing features some variety of sentence structures, lengths and styles. / The writing is usually pleasant to the ear as well as the eye. Writing features a variety of sentence structures, lengths and styles. / The writing is consistently pleasant to the ear as well as the eye. Writing features a sophisticated variety of sentence structures, lengths and styles.
conventions of writing
spelling, grammar, usage, formatting / Errors in conventions contribute to confusing writing. / Errors in conventions are noticeable and affect coherency at times. / The writing generally demonstrates correct usage of a variety of conventions. / The writing consistently demonstrates correct usage of a variety of conventions; minor errors. / .The writing consistently demonstrates correct usage of a variety of conventions; virtually no errors.
/30

Student’s comments/reflection: