Under-Represented Populations Instruments

Student Content Assessments

Instrument 2: The Basics for Process Writing

Project: Transactional Writing: Empowering Women and Girls to Win at Mathematics
Miami-Dade Community College, Kendall

Funding Source: NSF: Program for Women and Girls (HRD)

Purpose: To develop skills that aid students in both understanding and communicating their understanding of mathematics

Administered To: Participating students

Topics Covered:

• Content Specific Assessment: mathematics, writing

Format/Length: 4 open-ended questions that are examples of the variety of questions that can be used as prompts for Transactional Writing assignments. Also included are the instructions, guidelines, and rubrics provided to the teachers and the students. The rubrics were used by the students when writing their assignments and also used by the professors to grade the assignments.

 

1. PURPOSE:	Develop skills in understanding and communicating in mathematics; an exercise in learning and reporting what you have learned; "if you can't explain it, you don't understand it."
2. AUDIENCE:	Write to someone who needs help; start at the beginning and be clear, logical and complete; make your paper "reader-friendly"; can someone learn from your paper?
3. WARNING:	Be careful not to make false assertions. Don't say something "can be done." Do it!
4. SUGGESTIONS:	Try to write in complete sentences. Keep sentences short; eliminate unnecessary words. Use names of mathematical concepts, properties, etc. Where appropriate, try to use mathematical symbols. Where appropriate, refer to previously written assignments by name and number. When you finish, go back and read it again to make sure you have given a clear answer. Almost nobody can write anything well the first time. Be prepared to rewrite. Ask - Does it make sense? Can you follow it easily? Read your paper aloud. Have another student read your paper.

• Read the assignment question carefully. If there is more than one part to the assignment, be sure to answer all of them.

• Make a list of all the steps a person has to go through in order to complete the process.

• Check your list to be sure the steps are in the correct order; step 1 first, step 2 second, step 3 third, etc. Renumber the steps if you have to.

• Think about the "person" you will use to write your answer. Process writing is usually written in "second person." You can show this in your writing in two ways. First, you may use the words "you" and "your." Second, most of your sentences will begin with verbs; the subject seems to be missing, but it is really understood to be "you," which refers to the person reading the assignment.

  Notice that these instructions are written in second person. The words "you" and "your" appear throughout the steps listed here. Also, the first word in each section is a verb ("read, make, check, think"). The subject of each of these sentences is "you" even thought he word is not written down! However, it is also possible to write in first person, which would be indicated by "I" or "we."

  If you are not writing in first or second person, then you are writing in third person. Whichever person you decide to use, be consistent throughout your writing.

• Decide on a format. For example, this sheet is written using short paragraph entries. The beginning of each entry is marked with a "bullet" [•] to catch the reader's eye. Each entry is single spaced, and there is an extra line between them. This blank line is called "white space," which makes the instructions easier to read. Also, each line in the entry starts the same distance from the left edge of the paper, making a neat column. In writing your assignments, you could write short entries for each step, just like on this sheet; then, to give your math examples, you could leave some white space after the entry, center your math example, and leave some more white space before going to your next step. However you decide to format your answer, you should use a consistent format throughout.

• Write your answer to the assignment question, following the order in your list of steps using a consistent person and format.

• To be best of your ability, use good grammar, punctuation and spelling be especially careful to write in full sentences since fragments have a way of making instructions difficult for your reader to follow.

apos-c	An apostrophe is needed for a contraction. ("let's" means "let us," and "it's" means "it is")
apos-p	An apostrophe is needed to show possession ("the house's roof" means "the roof belongs to the house"). An exception to this rule occurs with the word "it." The possessive form of "it" doesn't have an apostrophe! (its roof)
apos-pl	An apostrophe is not used for plurals. ("The houses' are red" should be written "the houses are red.")
awk	The underlined part of the sentences is written in an awkward manner. This might also mean that the reader could have trouble understanding its meaning. Find another way to write this so it's easier to understanding.
cap	The circled word should be capitalized.
com-conj	Use a comma BEFORE a conjunction when it joins two sentences. Conjunctions include: and, but, or, nor, so, yet, for (when it means "because"). (She ran into the house, for it started to rain.")
CS	Comma splice: a type of run-on sentence. The sentence really ends where you put the comma, but a comma is not strong enough punctuation to end a sentence! Either use strong punctuation to end the sentence (.;!?) or add a conjunction after the comma; see com-conj. ("She ran into the house, it started to rain" is an example of a CS).
com-series	A comma is used to separate items in a series. (The house has new doors, windows, and paint.) The comma in front of the "and" is optional.
com-sub	A comma is not needed between the subject and verb of a sentence. ("She, ran into the house" is an example of this common error.)
diction	Word choice: either a word is used incorrectly, or the word does not fit the meaning of the sentence. Perhaps you do not clearly understand the meaning of the word.
end	You have forgotten to put punctuation at the end of the sentence.
frag	This word group is a sentence fragment rather than a complete sentence. There may be no subject for the verb, there may be no verb at all, or the thought is not completely expressed. Sometimes, the word group can be made part of the preceding sentence or even part of the sentence that follows it, whichever makes the thought complete. ("Because it started to ran" is an example of an incomplete thought. What happened because it started to rain?)
FS	Fused sentence: this is a type of run-on sentence. Unlike CS, there is not punctuation at all between the two sentences. Use strong punctuation to end the first sentence (.;!?). ("the house has a new roof it is made of special tiles" should be "The house has a new roof. It is made of special tiles.")

6 Points

The writing is focused on the topic, has a logical organizational pattern, and has ample supporting examples. The organizational pattern is evident, including a command of transitional devices. The paper demonstrates a sense of completeness or wholeness. The writing demonstrates a mature command of the language, including precise word choice. No grammar, punctuation or spelling errors exist. The paper is written in a consistent voice. The format of the paper is consistent throughout and makes use of spacing to enhance readability.

The writing is focused on the topic, has a logical organizational pattern, and has ample supporting examples. There is an organizational pattern, including the use of transitional devices, although a few lapses in either may occur. The paper demonstrates a sense of completeness or wholeness. The writing demonstrates a good command of the language, including adequate word choice. There are minimal grammar, punctuation, and spelling errors. The paper is written in a consistent voice. The format of the paper is consistent throughout and makes some use of spacing to enhance readability.

The writing is generally focused on the topic although is may contain some extraneous or loosely related material. An organizational pattern is evident and uses some transitional devices, although lapses in either may occur. The paper demonstrates a sense of completeness or wholeness. In some areas of the response, supporting examples may be evident; in other areas they may not be developed. Word choice is generally adequate. There are some grammar, punctuation, and spelling errors. The paper is written in a consistent voice. The format of the paper is generally consistent but makes little use of spacing to enhance readability.

The writing is generally focused on the topic although it may contain some extraneous or loosely related material. Although an organizational pattern has been attempted, lapses occur and transitional devices may be sparsely used. The paper may lack a sense of completeness or wholeness. Supporting examples may not be developed. Word choice is adequate but occasionally vague. There are some grammar, punctuation, and spelling errors. While the voice of the paper is generally consistent, lapses may occur. The format of the paper is generally consistent but makes no use of spacing to enhance readability.

The writing may be slightly related to the topic or may offer little relevant information and few supporting examples or both. There is little evidence of an organizational pattern, including the lack of transitional devices. Development of supporting examples may be inadequate. Word choice may be limited or immature. Frequent errors may occur in basic grammar, punctuation, and spelling. The voice of the paper is not consistent. The format of the paper tends to be inconsistent and makes no use of spacing to enhance readability.

The writing may only minimally address the topic because there is little, if any development of supporting examples. Unrelated information may be included. There is no evident organizational pattern or use of transitional devices. Word choice is limited or immature. Frequent errors occur in basic grammar, punctuation, and spelling. The voice of the paper is not consistent. The format of the paper is inconsistent and makes no use of spacing to enhance readability.

0 Pt.	Unable to read, unscorable
1 Pt.	The information provided does not relate to the prompt.
2 Pts.	The basic concept is unclear. The writing shows significant confusion.
3 Pts.	The writing addresses the prompt but there are still minor problems with clarity and mathematical vocabulary.
4 Pts.	The writing focuses on the prompt but there are still minor problems with clarity and mathematical vocabulary.
5 Pts.	The writing clearly and adequately addresses the prompt with good math vocabulary and precise directions.
6 Pts.	The writing accurately explains the prompt with clear and effective word choice and with individual creativity and style

This material is based upon work supported by the National Science Foundation under Grant No. HRD - 9554188

no cap	The word does not need to be capitalized.
POV	Point of view: there is an unnecessary change in point of view. Choose a point of view and use it consistently throughout the writing. For process writing, second person is usually used. "You" and "your" appear in the sentences. ("You must read directions carefully before you begin.") Also sentences may start with verbs. ("Read directions carefully before beginning.") Third person may be used as well though it is less direct. ("Directions should be read carefully before beginning.")
pp end	The past participle ending of the verb is missing. ("She was surprised" NOT "She was surprise.")
pro ref	The reference for the pronoun that is circled or underlined is unclear. Exactly what do you mean?
sp	The word is spelled incorrectly. Use a dictionary or other spelling aid to find the correct spelling.
sub vb ag	The subject and verb in this sentences do not agree. A singular subject needs a singular verb. ("The window is leaking." Likewise, a plural subject needs a plural verb. "Those windows are leaking.")

MAC 1102

Writing Assignment #1

Student Name _________________________________

NSF (National Science Foundation) "Students Do The Write Thing"
Professor Susan Buckley-Holland

DRAFT  REVISION
(circle one of the above)

What is the difference between an equation and an inequality? What type of problem would require an equation for its solution and what type of problem would require an inequality? Give examples.

MGF 1113

DRAFT W.A.#2

Instructor: Adelaida Ballester

Term: 98-1

WA#2:

There are many applications in the real world for the formulas needed to compute areas and volumes of different geometric figures. One major problem in selecting the correct formula is in distinguishing area from volume. Discuss the differences between surface area and volume of a rectangular solid having one missing face. Give examples using such solids (specify the units of measurement) illustrating your observations.

  

Name_____________________________________________

DRAFT : or  REVISION

Instructor _______________________________  Term ___________  Grade: Math/Language _____________________

Write a practical word problem related to your own life experiences. Discuss how to solve your problem making use of the principles for solving equations. (If applicable, include a drawing, picture, graph, model, etc.)

  

Name_____________________________________________

DRAFT : or  REVISION

Instructor _______________________________  Term ___________  Grade: Math/Language _____________________

The Plane Coordinate System below had a linear equation graphed. What is the linear equation that the line represents? Explain how you discovered the equation and define each of the mathematical terms that you use in your explanation.