Chapter 1: Introduction to Persuasive Writing

• Extended Discourse Genres: The three primary genres discussed in extended discourse are monologues and structured writing vs conversations.
• Writing Examples: Crystal's seventh-grade language sample offers insights into challenges and strengths in her writing. Students engage in group discussions analyzing the content.
  • Identifying strengths: Transparency in writing, narrative style.
  • Noted challenges: Lack of grammatical structure, spelling errors, informal language, and omitted words.
• Informal Writing Patterns: The informal nature indicates the influence of texting on her language use (e.g., omitting letters). The writing style reflects her everyday communication patterns.
• Perspective Taking in Writing: Importance of understanding the audience and tailoring language for clarity in presentation.
• Cognitive Demands: Writing, including planning and structure, requires high cognitive functioning, especially for students with language-based disabilities.

Chapter 2: Understanding Writing Terms

• Persuasive vs. Argumentative Writing: Both writing styles require perspective consideration and acknowledging different views in arguments.
• Cognitive Functioning in Writing: Key components include:
  • Executive Function: Helps maintain focus and structure in writing tasks.
  • Meta-Cognitive Skills: Essential for understanding and developing arguments during writing.
• Skill Development: Emphasizes the necessity of teaching students about perspective taking and cognitive flexibility, especially for those with broader learning disabilities.

Chapter 3: Different Writing Samples

• Assessing Writing Capabilities: Importance of distinguishing writing processes from written products for holistic student assessment.
  • The writing process involves prewriting, drafting, revising, and editing, which should be supported for developing better written products.
  • The assessment should include various writing genres, analyzing both content and form.

Chapter 4: Assessing the Writing Process

• Observation Techniques: Identifying students' writing processes through observational assessments and determining their writing strategies.
• Engagement with Writing: Understanding students' preferences for writing environments helps tailor interventions to enhance their writing skills.

Chapter 5: Types of Assessment Scoring Systems

• Holistic Assessment: Provides a single score based on overall impressions, often used for summative tasks.
• Primary Trait and Analytic Scoring: Breaks down different writing components (like grammar, organization, or vocabulary) into separate scores for detailed feedback.
• Curriculum-Based Measurement: Assesses students’ writing abilities in context with their curriculum, ensuring alignment with content knowledge.

Chapter 6: Macro and Micro Structures in Writing

• Macrostructure: Refers to the overall organization and flow of the narrative.
• Microstructure: Involves syntax, grammar, and cohesive devices that affect the clarity and readability of writing.
• Assessing coherence and cohesion helps in creating specific intervention goals for students struggling with narrative writing.

Chapter 7: Challenges in Writing Fluency

• Writing Fluency: Time taken to produce written work and the complexity of that work is evaluated.
• Emphasizes the importance of expressive practice as a complement to reading/gaining knowledge.

Chapter 8: Scoring of Writing

• Focuses on specific performance metrics such as:
  • Content Units: Evaluates the number of informative units in the written product.
  • Sentence Complexity: Assesses how well sentences are structured and combined.
  • Word Errors: Identifies spelling accuracy to guide content-related interventions.

Chapter 9: Summary and Practical Applications

• Intervention Strategies: Through targeted teaching on complex sentence structures and cohesive writing, effective communication skills can be developed in students.
• Future Classes: Introduces interaction and hands-on practice for assessing writing components to better inform student interventions in actual classroom settings.
• End of Lecture: Focused on reinforcing the main points discussed and encouraging collaborative engagement in assessments and interventions.