Formative Writing Assessment

FORMATIVE

WRITING

ASSESSMENT

Department of Literacy

Instruction & Interventions

Office of Academics

Grade: 8

Text-Based Writing Prompts:

Administration and Scoring Guidelines

Teacher Directions:

Students will read a stimulus about a single topic. A stimulus consists of several texts written on

a single topic. The stimulus may include informational or literary fiction or nonfiction texts and

can cover a wide array of topics. After reading the stimulus, the students will respond to a

writing prompt in which they will provide information on a topic, develop a narrative, or take a

stance to support an opinion or argument. Students will be required to synthesize information

from the text sets and must cite specific evidence from the texts to support their ideas. Students’

informative/explanatory responses should demonstrate a developed and supported controlling

idea. Students’ opinion/argumentative responses should support an opinion/argument using ideas

presented in the stimulus. Students will have 90 minutes to read the passages, and plan, write,

revise and edit their essay. Students should read the prompt first. They should be encouraged

to highlight, underline, and take notes to support the planning process.

Scoring:

The attached text-based rubric should be used to score student responses. While the total possible

points on the rubric is ten, it is recommended that three individual scores be given—one score

for each of the three domains on the rubric. This will allow the teacher to determine specific

areas of need within individual student responses, thus allowing for differentiation in the writing

instruction that follows these formative writing tasks. The three domains are: Purpose, Focus,

Organization (PFO), Evidence and Elaboration (EE), and Conventions of Standard English

(CSE). Teachers should score holistically within each domain—PFO (4-points), EE (4-points),

and CSE (2-points).

Each level of scoring within a domain is based on the overarching statement for the score found

in the rubric. For example, on the grades 6-11 rubric for argumentation, the overarching

statement for a score of 4 in the Purpose, Focus, Organization domain is, “The response is fully

sustained and consistently focused within the purpose, audience, and task; and it has a clear and

effective organizational structure creating coherence and completeness.” The bulleted points that

follow the statement must be considered as factors in the scoring, but should not be utilized as a

checklist. Most, but not all, of the bulleted points will be evident in the student writing for a

score at a specific level.

Teachers should keep in mind that a score of 3 on the rubric for a domain signals student

proficiency in the addressed writing standard with a score of 4 representing mastery. In the CSE

domain, a score of two represents student proficiency in the standard.

Eighth Grade: Informative Prompt #2

Write an essay that explains how penicillin became widely used medicine. Use textual evidence

from the passages to support your claim.

Manage your time carefully so that you can:

Read the passages

Plan your essay

Write your essay

Revise and edit your essay

Your written response should be in the form of a multi-paragraph essay. Remember to spend

time reading, planning, writing, revising, and editing.

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Not-So-Dumb Luckby Jesse Lane

Potato chips were invented because a hotel guest in Saratoga Springs, NY, demanded a crispier, tastier fried potato.

The goo now known as Silly Putty was a huge success, but it was originally developed as a synthetic rubber during World War II.

Corn Flakes were invented by the Kellogg brothers in their search for a healthy vegetarian snack that hospital patients could eat instead of bread.

Velcro was invented when George de Mestral noticed how certain types of burrs would cling to his clothes and his dog’s fur whenever he took him for a walk in the woods.

Necessity is not always the mother of invention; sometimes it’s happenstance that begets the most amazing discoveries. Arguably one of the greatest medical discoveries of all time—the invention of penicillin—was discovered completely by accident.

When bacteriologist Alexander Fleming left for vacation one day in September of 1928, he left a mess in his laboratory. When he came back, he noticed that every dish he had left out in the open was covered in mold. He examined each dish closely to see if any hadn’t been contaminated. Suddenly, Fleming’s attention was drawn to one particular petri dish.

The dish that had caught Fleming’s eye contained a staphylococci culture—in other words, it was chock full of bacteria—and while Fleming had been away, the culture had also grown a tuft of yellow-green mold. When he peered into the dish, Fleming saw a ring around the mold. After some experimentation, he found that the ring was bacteria-free, and that the mold was a rare spore called Penicillium notatum, which had wafted on air currents into his lab from another floor.

Unit 4: Mixed Practice 121

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Actual Time Spent Readinge Sppepe S enn Readingggtt Rt

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Fleming’s discovery was born from sheer luck—and yet, he and two other scientists named Howard Florey and Ernst Boris Chain (a pathologist and biochemist, respectively)—went on to win the Nobel Prize in Medicine in 1945. Perhaps the most compelling fact about penicillin is that it went on to save hundreds of thousands of lives during World War II, and has continued to forestall infectious diseases ever since.

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The History of Penicillin by Mary Bellis, About.com Guide

Penicillin is one of the earliest discovered and widely used antibiotic agents, derived from the Penicillium mold. Antibiotics are natural substances that are released by bacteria and fungi into the their environment, as a means of inhibiting other organisms—it is chemical warfare on a microscopic scale.

History of PenicillinOriginally noticed by a French medical student,

Ernest Duchesne, in 1896. Penicillin was re-discovered by bacteriologist Alexander Fleming working at St. Mary’s Hospital in London in 1928. He observed that a plate culture of Staphylococcus had been contaminated by a blue-green mold and that colonies of bacteria adjacent to the mold were being dissolved. Curious, Alexander Fleming grew the mold in a pure culture and found that it produced a substance that killed a number of disease-causing bacteria. Naming the substance penicillin, Dr. Fleming in 1929 published the results of his investigations, noting that his discovery might have therapeutic value if it could be produced in quantity.

Dr. Howard FloreyIt was not until 1939 that Dr. Howard Florey, a future Nobel

Laureate, and three colleagues at Oxford University began intensive research and were able to demonstrate penicillin’s ability to kill infectious bacteria. As the war with Germany continued to drain industrial and government resources, the British scientists could not produce the quantities of penicillin needed for clinical trials on humans and turned to the United States for help. They were quickly referred to the Peoria Lab where scientists were already working on fermentation methods to increase the growth rate of fungal cultures. One July 9, 1941, Howard Florey and Norman Heatley, Oxford University Scientists came to the U.S. with a small but valuable package containing a small amount of penicillin to begin work.

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Pumping air into deep vats containing corn steep liquor (a non-alcoholic by-product of the wet milling process) and the addition of other key ingredients was shown to produce faster growth and larger amounts of penicillin than the previous surface-growth method. Ironically, after a worldwide search, it was a strain of penicillin from a moldy cantaloupe in a Peoria market that was found and improved to produce the largest amount of penicillin when grown in the deep vat, submerged conditions.

Andrew J. MoyerBy November 26, 1941, Andrew J. Moyer, the lab’s expert

on the nutrition of molds, had succeeded, with the assistance of Dr. Heatley, in increasing the yields of penicillin 10 times. In 1943, the required clinical trials were performed and penicillin was shown to be the most effective antibacterial agent to date. Penicillin production was quickly scaled up and available in quantity to treat Allied soldiers wounded on D-Day. As production was increased, the price dropped from nearly priceless in 1940, to $20 per dose in July 1943, to $0.55 per dose by 1946.

As a result of their work, two members of the British group were awarded the Nobel Prize. Dr. Andrew J. Moyer from the Peoria Lab was inducted into the Inventors Hall of Fame and both the British and Peoria Laboratories were designated as International Historic Chemical Landmarks.

Andrew J. Moyer PatentOn May 25, 1948, Andrew J. Moyer was granted a patent for

a method of the mass production of penicillin.

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The Discovery of Penicillin:The True Storyby Brittany Connors

Alexander Fleming is credited with the discovery of penicillin, however accidental the discovery actually was. The standard story holds that Fleming had gone on a month-long vacation, and while away, a stray mold spore came through an open window and landed on one of the many bacterial cultures Fleming had not put away before he left. Fleming often admitted that he discovered penicillin by accident, and that all of the work was done by nature. A series of chance events led to the moment of the discovery, however, and not all of them were natural.

It is somewhat suspect that one stray mold spore could have been responsible for the creation of penicillin. Indeed, it is unlikely that a spore would land on a particular culture through a window that, upon further examination, was found not to open. Additionally, penicillin would not have grown under the conditions in Fleming’s lab. So, what happened?

Fleming wasn’t known for keeping a neat or orderly lab, so it would not have been unusual for open cultures to be scattered about his workspace. Downstairs from Fleming’s lab, there was a mycology1 lab. The mold most likely originated from here, and, based on Fleming’s lack of cleanliness, it’s possible that one of these mold spores would interact with one of the cultures.

Fleming did not immediately notice the mold’s effect when he returned from his vacation in 1928. He had put the cultures in a tray of Lysol to soak after briefly looking them over. When a former lab member came to visit, Fleming showed him some of the cultures. He happened to grab the now-renowned culture from the top of the stack. As he showed it to his former lab assistant, he noticed that the mold on that particular culture looked different than the mold on the other cultures. It seemed

1 mycology: study of mushrooms, molds, and yeasts

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that as it had grown, the mold had killed the bacteria in the culture. His interest aroused, Fleming spent a few weeks both trying to discover what exactly had killed the bacteria and trying to grow more of the mold. In 1929, he wrote a paper on his findings—that penicillin was the antibacterial agent in the mold. However, Fleming wasn’t able to determine how to use the penicillin in humans.

In 1938, Howard Florey and Ernst Chain began to study penicillin. They believed there was medical potential in penicillin. Florey and Chain were working on their research in earnest in 1939 and 1940, during World War II. Part of the reason for their increased effort in discovering how penicillin could be used on humans was that a drug was needed to reduce bacterial infections in soldiers’ wounds. When they finally determined a way for penicillin to be safely administered to humans, the drug was mass-produced and used on the war front. It saved many lives.

In 1945, Florey, Chain, and Fleming were awarded the Nobel Prize in Physiology or Medicine. Despite Florey and Chain’s application of Fleming’s work, Fleming alone is credited with penicillin’s discovery. He may have called noticing the famous culture a simple accident, but it was a series of many events that led to penicillin being widely used today as an effective medicine.

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UPDATED OCTOBER 2014

FINAL

English Language Arts

Text-based Writing Rubrics

Grades 6–11: Informative/Explanatory

FINAL ELA Text-based Writing Rubrics, Grades 6–11: Informative/Explanatory Florida Standards Assessments

1 UPDATED OCTOBER 2014

Grades 6-11

Informative/Explanatory Text-based Writing Rubric (Score points within each domain include most of the characteristics below.)

Score Purpose, Focus, and Organization (4-point Rubric)

Evidence and Elaboration (4-point Rubric)

Conventions of Standard English (2-point Rubric begins at score point 2)

4 The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:

Strongly maintained controlling idea with little or no loosely related material

Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas

Logical progression of ideas from beginning to end with a satisfying introduction and conclusion

Appropriate style and objective tone established and maintained

The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:

Smoothly integrated, thorough, and relevant evidence, including precise references to sources

Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text

Clear and effective expression of ideas, using precise language

Academic and domain-specific vocabulary clearly appropriate for the audience and purpose

Varied sentence structure, demonstrating language facility

3 The response is adequately sustained and generally focused within the purpose, audience, and task; and it has a clear controlling idea and evident organizational structure with a sense of completeness. The response includes most of the following:

Maintained controlling idea, though some loosely related material may be present

Adequate use of a variety of transitional strategies to clarify the relationships between and among ideas

Adequate progression of ideas from beginning to end with a sufficient introduction and conclusion

Appropriate style and objective tone established

The response provides adequate support, citing evidence for the controlling idea or main idea that includes the use of sources, facts, and details. The response includes most of the following:

Generally integrated and relevant evidence from sources, though references may be general or imprecise

Adequate use of some elaborative techniques

Adequate expression of ideas, employing a mix of precise and general language

Domain-specific vocabulary generally appropriate for the audience and purpose

Some variation in sentence structure

Continued on the following page

FINAL ELA Text-based Writing Rubrics, Grades 6–11: Informative/Explanatory Florida Standards Assessments

2 UPDATED OCTOBER 2014

Score Purpose, Focus, and Organization

(4-point Rubric) Evidence and Elaboration

(4-point Rubric) Conventions of Standard English

(2-point Rubric)

2 The response is somewhat sustained within the purpose, audience, and task but may include loosely related or extraneous material; and it may have a controlling idea with an inconsistent organizational structure. The response may include the following:

Focused controlling idea but insufficiently sustained or unclear

Inconsistent use of transitional strategies with little variety

Uneven progression of ideas from beginning to end with an inadequate introduction or conclusion

The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial use of sources, facts, and details. The response may include the following:

Weakly integrated evidence from sources; erratic or irrelevant references or citations

Repetitive or ineffective use of elaborative techniques

Imprecise or simplistic expression of ideas

Some use of inappropriate domain-specific vocabulary

Most sentences limited to simple constructions

The response demonstrates an adequate command of basic conventions. The response may include the following:

Some minor errors in usage but no patterns of errors

Adequate use of punctuation, capitalization, sentence formation, and spelling

1 The response is related to the topic but may demonstrate little or no awareness of the purpose, audience, and task; and it may have little or no controlling idea or discernible organizational structure. The response may include the following:

Confusing or ambiguous ideas

Few or no transitional strategies

Frequent extraneous ideas that impede understanding

Too brief to demonstrate knowledge of focus or organization

The response provides minimal support/evidence for the controlling idea or main idea, including little if any use of sources, facts, and details. The response may include the following:

Minimal, absent, erroneous, or irrelevant evidence or citations from the source material

Expression of ideas that is vague, unclear, or confusing

Limited and often inappropriate language or domain- specific vocabulary

Sentences limited to simple constructions

The response demonstrates a partial command of basic conventions. The response may include the following:

Various errors in usage

Inconsistent use of correct punctuation, capitalization, sentence formation, and spelling

0 The response demonstrates a lack of command of conventions, with frequent and severe errors often obscuring meaning.

Formative Writing Assessment

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