What Is On Demand Writing - Bowling Green Independent Schools

What Is On Demand Writing?
Fifth graders are asked to write a LETTER or an ARTICLE.
In these two forms, students are asked to narrate, persuade, or
Performance level scores are Novice, Apprentice, Proficient, or
On the KCCT Test in the spring, students will be given two different
prompts from which to choose. They will read both of them and decide
which one they know the most about or the one for which they could write
the best answer. Students will choose that one and ignore the one that they
decide not to do.
The prompt consists of a SITUATION (background information) and
a writing TASK (article or letter with intended audience).
On Demand Writing demonstrates the students’ KNOWLEDGE
OF WRITING about such familiar topics as class rules, friendships,
field trips, favorite authors, school issues, etc. The prompts will be
familiar to all students. These prompts are based on “common sense”
On Demand is different from Open Response because you do not
have to be “taught” the subject matter. Open Response items test
knowledge of content. On Demand Writing is about every day living
issues such as the ones mentioned above.
Students may follow Guide Posters when writing a letter and an
article. These will tell step-by-step how to write each one. They will also
look at models of a letter and an article. These models will help them
understand how each piece of writing should look.
Students will use the S.P.A.T. technique for On Demand Writing.
S stands for SITUATION – What is in the background information?
P stands for PURPOSE – Why are you writing?
A stands for AUDIENCE – To whom are you writing?
T stands for TASK – What form are you supposed to use – letter or article?
Students will be encouraged to have at least five paragraphs in the on
demand piece-whether it is an article or letter.
Introduction Paragraph
Body Paragraph # 1
Body Paragraph # 2
Body Paragraph # 3
Conclusion Paragraph
When facing a new experience, everyone tends to react
differently. Some people become anxious, some get
frightened, and some people face new experiences calmly.
Knowing how others have dealt with new experiences can
better prepare us for similar situations.
Write an article for the school newspaper narrating a time you
faced a new experience and how you dealt with it.
Graphic Organizer for Choosing an On Demand Task
Choice # 1__________________
Choice # 2 ___________________
Situation: ____________________
Purpose: _____________________
Audience: ____________________
Task: ________________________
What I know about this topic:
What I know about this topic:
Letter Graphic Organizer
1800 Creason Drive
Bowling Green, KY 42101
January 8, 2011
Dear ______________,
Introductory Paragraph
Body Paragraph #1
Body Paragraph #2
Body Paragraph #3
Conclusion Paragraph
Article Graphic Organizer
Title of Article
Introduction or Lead Paragraph
Subtitle of Body Paragraph #1
Body Paragraph # 1
Subtitle of Body Paragraph #2
Body Paragraph # 2
Subtitle of Body Paragraph #3
Body Paragraph # 3
Conclusion (Subtitle may simply be Conclusion)
most important quality when writing
On Demand tasks. Students will learn
how to develop ideas when they write
proficient paragraphs.
Idea Development in Body Paragraphs
Body paragraphs are the second, third, and fourth
paragraphs that you will write between your
lead/introduction and conclusion paragraph.
In order to develop ideas in each body paragraph,
students will practice writing proficient paragraphs.
Each body paragraph must have:
• A topic sentence
• Six to eight supporting detail sentences
• A conclusion sentence
• A total of eight-ten sentences.
How to Put More Details in Paragraphs
• Use names (real or made up).
• Think of exact colors, shapes, and sizes.
• Use comparisons (similes, metaphors, etc.) that are not cliché
or “worn out” such as “slow as molasses”.
• Notice all the details even those that might not be seem
important at first.
• Use all five senses – sight, sound, smell, taste, and touch.
• Use story or anecdotal examples (real or made up) that support
your stance.
• Include statistics such as nine out of ten or 25 percent…
Article or Letter Introduction
• Give as proper “Hello”, greeting, or sentence
in which you empathize or sympathize with
• State the situation.
• State the purpose.
• Ask the reader to read on to find out………
Capture your reader’s attention
with your introduction (lead).
Example of a Lead
This is an example of a lead that could be used to address the problem of
food fights in the cafeteria.
Dear Principal,
How are you? I suspect you’re extremely busy as usual and would
love to have some peace for a change. However, I feel like I must be
the bearer of bad news. The cafeteria at lunch time has become a war
zone. Yesterday, our class was greeted with sandwiches flying through
the air as we trotted into the lunchroom. One boy was flinging
mashed potatoes with his spoon, and two girls were pelting each other
with grapes. The good news is that I have some ideas that might help
bring order to the chaos. Please read on to find out how I propose to
… (List three ideas here which you will develop in the three body
The conclusion of a letter or article sums up the
main idea of the entire piece. In the conclusion
restate some of your introduction and list the
main idea of each body paragraph. This is also
the place to state your final thoughts.
Before you turn in your final draft, stop and check the following:
• spelling
• capital letters
• punctuation marks
• indented paragraphs
• missing words
• focus
• subject/verb agreement
• varied sentences
• sentence fragments/run on sentences
• comma use in sequences
• repeated or worn out words
• correct word usage
• homophone spelling
Commonly Confused Words
there * their * they’re
your * you’re
to * too * two
good * well
whose * who’s
affect * effect
If you follow these tips, you will be writing proficient
pieces in no time. If you add lots of detail and use rich
vocabulary, your piece may even be distinguished.

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