Reflection: Developing a Conceptual Understanding Analyzing Rubrics to Write Business Letters for a Specific Audience - Section 1: How Is My Writing Assessed?


If a student doesn't know what effective means, how will they know what you mean when you tell them their writing needs to be effective?  It is critical that we teach students academic vocabulary.  Sometimes academic vocabulary is confused with content vocabulary, but they are two very different things. 

Content vocabulary changes depending on your subject.  Content vocabulary for science would include words such as biome, ecosystem, and habitat.  Content vocabulary for math would be integer, fraction, and equation. 

Academic vocabulary does not change from subject to subject.  Academic vocabulary is the words that are used every day in prompts, rubrics, and directions.  They are words such as determine, acquire, compare, and so forth.

The academic vocabulary I plan to teach from the writing rubrics are:

  • clarity
  • relevant
  • credible
  • enhance
  • coherent
  • varied
  • effective
  • comprehensive
  • developed/under-developed

  Teaching Academic Vocabulary
  Developing a Conceptual Understanding: Teaching Academic Vocabulary
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Analyzing Rubrics to Write Business Letters for a Specific Audience

Unit 3: Analyzing Literature and Writing Business Letters with Langston Hughes’ Thank You, M’am”
Lesson 9 of 10

Objective: Students will be able to write an informative business letter by drawing evidence from the text by reading and comparing writing rubrics and planning ideas for a letter.

Big Idea: Students will write from Mrs. Jones' or Roger's points of view using the RAFT strategy (Role, Audience, Format, Topic).

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