SLDC UPDATED TEST-3 QUESTIONS AND
CORRECT ANSWERS
Writing Language & Written Composition PP
October 24 - October 26 - CORRECT ANSWERS
2 Main Purposes of Writing - CORRECT ANSWERS Knowledge TELLING
Knowledge USING & APPLING
Knowledge TELLING - CORRECT ANSWERS - sequential
- linear
- spoken language model
Knowledge USING & APPLYING - CORRECT ANSWERS - i.e., in upper elementary grades
- related to text structure
- thinking through writing
What is necessary for written language? - CORRECT ANSWERS Metalinguistics
Spoken & Written language share... - CORRECT ANSWERS certain qualities, yet are
different in many ways.
Spoken Language - CORRECT ANSWERS - unconscious use
- talk in the here-&-now
- meaning that can be obtained from physical context
- extra linguistic and non-linguistic cues (redundancy)
,- more familiar syntactic constructions (subject to verb order, right embedding)
- cohesion via intonation
- symmetrical interactions
- ability to request clarification
Written Language - CORRECT ANSWERS - conscious awareness
- language outside of the present
- meaning only from linguistic context
- less-familiar vocabulary
- syntax that is more complex/formal (object or verb first; left embedding)
- explicitness
- cohesion only through linguistic markers
- asymmetrical interactions
- little to no ability to request
Process Writing involves: - CORRECT ANSWERS - AUTHENTIC writing assignments for real-
world purposes
- teacher CONFERENCES with student to discuss their writing in progress
- author's chair for students to SHARE their writing with peers who offer feedback to improve
the writing in progress
- MULTIPLE drafts
- publication of students' final products, and
- authentic ASSESSMENT (e.g., with portfolios containing writing samples that are inspected for
improvement over time)
Process Writing continued... - CORRECT ANSWERS Mirrors that process in which
PROFESSIONAL writers engage:
,- planning
- independent composing multiple drafts, and
- reviewing & revising many times based on feedback from peers and editors along the way
Writing Demands
All of these enter into a "DEMANDS-capacity" model for task completion - CORRECT
ANSWERS COGNITIVE-linguistic demands
TEXT production demands
SOCIAL demands
AFFECT/MOTIVATION demands
COGNITIVE-linguistic demands - CORRECT ANSWERS - prior knowledge, text/genre
knowledge, EF/SR, phonology, orthography, morphology, syntax
TEXT production demands - CORRECT ANSWERS - grapho-motor skills, output mode,
speed of output...
SOCIAL demands - CORRECT ANSWERS - knowledge of the audience, register...
AFFECT/MOTIVATION demands - CORRECT ANSWERS - goals, mindset, self-esteem...
Writing: Where can problems occur? - CORRECT ANSWERS Language - form, content, use,
spelling, knowledge of genre structure, etc.
Conventions/Mechanics
Planning & Organizing
Revisions
, Time-management/organization
Self-management/evaluation
Writing: Assessment Tools - CORRECT ANSWERS There are standardized tests, but they
are not PRESCRIPTIVE in nature
- test of written expression
- oral-written scales (OWLS)
- test of adolescent language
Need to account for the PROCESS & components of the PRODUCT
Include:
- student's view/self-evaluation
- teacher's view of student
Different Types of Texts/Genres for Writings - CORRECT ANSWERS There is not just one
way to "write"
Writing needs to address a main PURPOSE
Narratives - CORRECT ANSWERS Provide a DESCRIPTION of a happening
Either fictional or non-fictional
Usually include:
- setting (who, when, where)
- initiating event (IE, something happens)
>> internal response (how one feels about IE)
- plan (stated plan)
- attempt (what someone does bc of IE)
CORRECT ANSWERS
Writing Language & Written Composition PP
October 24 - October 26 - CORRECT ANSWERS
2 Main Purposes of Writing - CORRECT ANSWERS Knowledge TELLING
Knowledge USING & APPLING
Knowledge TELLING - CORRECT ANSWERS - sequential
- linear
- spoken language model
Knowledge USING & APPLYING - CORRECT ANSWERS - i.e., in upper elementary grades
- related to text structure
- thinking through writing
What is necessary for written language? - CORRECT ANSWERS Metalinguistics
Spoken & Written language share... - CORRECT ANSWERS certain qualities, yet are
different in many ways.
Spoken Language - CORRECT ANSWERS - unconscious use
- talk in the here-&-now
- meaning that can be obtained from physical context
- extra linguistic and non-linguistic cues (redundancy)
,- more familiar syntactic constructions (subject to verb order, right embedding)
- cohesion via intonation
- symmetrical interactions
- ability to request clarification
Written Language - CORRECT ANSWERS - conscious awareness
- language outside of the present
- meaning only from linguistic context
- less-familiar vocabulary
- syntax that is more complex/formal (object or verb first; left embedding)
- explicitness
- cohesion only through linguistic markers
- asymmetrical interactions
- little to no ability to request
Process Writing involves: - CORRECT ANSWERS - AUTHENTIC writing assignments for real-
world purposes
- teacher CONFERENCES with student to discuss their writing in progress
- author's chair for students to SHARE their writing with peers who offer feedback to improve
the writing in progress
- MULTIPLE drafts
- publication of students' final products, and
- authentic ASSESSMENT (e.g., with portfolios containing writing samples that are inspected for
improvement over time)
Process Writing continued... - CORRECT ANSWERS Mirrors that process in which
PROFESSIONAL writers engage:
,- planning
- independent composing multiple drafts, and
- reviewing & revising many times based on feedback from peers and editors along the way
Writing Demands
All of these enter into a "DEMANDS-capacity" model for task completion - CORRECT
ANSWERS COGNITIVE-linguistic demands
TEXT production demands
SOCIAL demands
AFFECT/MOTIVATION demands
COGNITIVE-linguistic demands - CORRECT ANSWERS - prior knowledge, text/genre
knowledge, EF/SR, phonology, orthography, morphology, syntax
TEXT production demands - CORRECT ANSWERS - grapho-motor skills, output mode,
speed of output...
SOCIAL demands - CORRECT ANSWERS - knowledge of the audience, register...
AFFECT/MOTIVATION demands - CORRECT ANSWERS - goals, mindset, self-esteem...
Writing: Where can problems occur? - CORRECT ANSWERS Language - form, content, use,
spelling, knowledge of genre structure, etc.
Conventions/Mechanics
Planning & Organizing
Revisions
, Time-management/organization
Self-management/evaluation
Writing: Assessment Tools - CORRECT ANSWERS There are standardized tests, but they
are not PRESCRIPTIVE in nature
- test of written expression
- oral-written scales (OWLS)
- test of adolescent language
Need to account for the PROCESS & components of the PRODUCT
Include:
- student's view/self-evaluation
- teacher's view of student
Different Types of Texts/Genres for Writings - CORRECT ANSWERS There is not just one
way to "write"
Writing needs to address a main PURPOSE
Narratives - CORRECT ANSWERS Provide a DESCRIPTION of a happening
Either fictional or non-fictional
Usually include:
- setting (who, when, where)
- initiating event (IE, something happens)
>> internal response (how one feels about IE)
- plan (stated plan)
- attempt (what someone does bc of IE)
