 Welcome to this webinar, Deeper Learning, Text-Dependent Analysis in the Classroom. And we're going to be focusing today, especially on essays. I am Deb Rogge, a professional developer with ESU-8 in Neely, Nebraska. And all of the resources that I'm using today are available through the link that you find in the lower right-hand corner of this slide. Welcome to use any of these with your students. They are non-copyrighted materials. Plus, also if you want to share them with your colleagues, we really appreciate that fact that you are willing to do that. Today, we're going to be focusing on the Nebraska A-Quest tenets of assessment and educator effectiveness. And with that, we'll begin our webinar. The learning goals for this webinar are to review what constitutes text-dependent. And then we're also going to learn strategies to strengthen student skills in those text-dependent activities that you would have or use in your instruction. We're going to understand the basic principles of text-dependent analysis with multiple choice, short answer, and full-length writings. This time, I'd like to also share with you that there are other webinars that are available to you that are specific to sentence formation, multiple choice, and short answer within the ESU-8 YouTube page. So why text-dependent questions? Well, text-dependent questions make the learning visible. They keep the readers in the text not out of the text. What that means that if they have to go back into the text in order to find the answers to the multiple choice, short answer, or even the essay, they have to increase their concentration as they are reading that particular passage or passages. And then they have to comprehend that passage at a much higher level of acquisition, and which also forces them to be more cognitive about what they are reading and putting it into their long-term memory. Keeping the readers into the text means that they're going to have to go back into the text to find the answers and not out of the text. Out of the text means that they can call upon their previous learning experiences or personal experiences inside or outside of school in order to be able to answer the question, or the item, or to be able to respond in an essay. When you keep the readers in the text, they have to go back in and dig into that passage or passages and actually find the answer. In this manner, we are promoting deep thinking and critical examination of the reading that our students are doing. Now, this deep thinking and critical examination for this particular webinar that we're doing, we're going to be using two short passages. But you may also use any other textbook that you have, be it a science or social studies or even a manual for putting something together in the technical side of their education. Or it's very unique. We need to use text-dependent questions in order to assure that our students are actually being able to get into the text that we're asking them to read rather than relying upon what they've known or will know in the future in their personal lives. So you're asking, why does this matter to me? Well, we have these goals for our students when we use text-dependent items or we implement close reading or we actually conduct a text-dependent analysis. In the moment, right very much right now, we want to make sure that our students have a deeper comprehension of the passage or passages that they're reading. We want them to have a deeper understanding of the structure of the modes of the various formats of reading that they will be reading, whether it's a personal narrative, an informative, a description, a persuasive, an argumentative, we want them to deeply understand that structure. Then we want them to be able to write more deeply a response to the passage, which is presented to them in the format of either a text-dependent question or a text-dependent prompt. And then by learning those skills, they learn how to approach text in a different way rather than at the surface and at the surface value of that piece of text and it gets them more deeply into the text. Plus, the revision of our Nebraska ELA college and career-ready standards in 2014 strongly dictates and strongly identifies that we need to be able to set our students need to be set up and learn how to be stronger in text dependency when they're doing their writing. Because if they do that for now in the future, then they'll be able to interact with the text that they come across either in their public school, their K-12 education or private school education, any kind of K-12 education up and through their college and their higher degrees. They'll be responding with comprehension to, with confidence rather to the comprehension items in the Nebraska State Assessment or NESA as well. Let's look at some examples and some non-examples of text-dependent items. On the left on this screen across this light blue bar, you'll see that the non-dependent item is on the left where the text-dependent item is on the right. Let's look at those closely. The non-text-dependent says, give three examples of how animals sleep in different ways. Okay, we all can answer from our prior knowledge how sleep, animals may sleep and how they sleep in different ways. We know that some sleep in open trees, some sleep in burrows, some sleep in just various ways by simply having an experience in life with either watching television or reading a book or maybe they even go out and they actually look within the fields in the forest that are around them and actually see how animals sleep. But when we look at the text-dependent analysis item on the right, it specifically says this. It says both passages tell us about ways that different animals sleep in the wild. Explain how animals sleep in different ways. Write a well-organized response using specific evidence from both passages to support your answer. Okay, now right now, the very first sentence tells us that both passages tell about different ways animals sleep in the wild. Then the student is given the task to explain why animals sleep in different ways. And the third sentence tells them that they have to organize that response and they have to go back into the text to be able to find specific evidence from both of the passages that they read in order to support their answers that they give as to telling about different ways than animals sleep in the wild. In other words, they have to go in and cite evidence from the passages that are even paraphrase evidence from the passages to explain why animals sleep in different ways. It's a whole different idea when we're looking at text-dependent because we're going back into the text and we're not coming from our own experiences outside of the text. So when we look at this next item, the non-text-dependent item says, identify the literary devices the author uses in the story. Provide evidence from the story in your response. Now, this example, non-TDA example does ask us to identify literary devices and it does ask us to provide evidence from the story in our response. But we could list many, many, many different types of literary devices and only provide evidence from the story for a few of those or a selected group of those. So if we look at the text-dependent analysis item on the right, mood is the feeling or emotion that a reader experiences from a poem or a story. Explain how the poet's word choice helps create mood throughout the poem. Write a well-organized response using specific evidence from the poem to support your answer. So in the text-dependent item, they have isolated or identified specifically the literary device of mood and they ask for you to explain from this piece of poetry that you obviously read because it talks about the poet's word choice. It wants you to explain how the poet's word choice helps create mood throughout the poem. And then again, we have that same sentence that we had from up above. Write a well-organized response using specific evidence from the poem to support your answer. So we're going to go back into the poem to find the poet's word choice that created mood and we're going to cite it, we're going to present our evidence and then we're going to support our evidence within the passage or the poem that we just read. So you find here that there is a difference, whereas on the right, we are very specific about, we're looking for mood, we're over on the left example, the non-TDA example, we're just identifying literary devices and looking for them within the passage, the story that we read. All right, we're going to talk specifically from here on out in this webinar about the TDA essay. One of the tools that we use in the TDA essay is the NDA-TDA rubric. This is a photograph or a desktop picture of the Nebraska Department of Education text-dependent analysis scoring rubric. Notice that in the watermark underneath it says draft. This particular rubric was adopted on August 2nd of 2016 and will be used this year in order to determine the scoring level, the holistic scoring level of student performance in grades five through eight. This rubric will remain in draft form until range finding has been completed on the samples of students who write on the 2017 English Language Arts NISA assessment and then once it has been validated and we find that this rubric holds true to the performance levels of our students then the word draft will come off of this particular rubric, but for right now we are working with the draft form of the rubric. Then another important thing that we need to consider is the characteristics of a text-dependent analysis essay. This particular resource and the rubric are available for you on the resources page that I shared the link on the title that it was right available in the lower right-hand corner. The characteristics are that it provides evidence from the text which can only answer the prompt by referring back to the text. So there here again we come into that into the text not out of the text. The second bullet says that we need to emphasize the use of explicit and implicit information from the text to support reasoning and analysis. Explicit means that it's right there in the text, it's evident, it's written, it's right within the passage that you're written. Implicit means that there are things that you can imply based upon what's written within the text. So you need to support your reasoning and your analysis with both of those two qualities of explicit and implicit information. Then a TDA essay also draws inferences based on what the text says in order to support the analysis. That goes along with the explicit and implicit information usage. So you have to draw those inferences. You use precise language when you're writing your essay and a variety of sentences can be found within the paragraphs and the structures of the essay. You always use transition words in order to move the reader through the reading and cause the reader to shift to either your next idea or your next paragraph or whatever function that transition plays within your piece. It does not include the writer's comments or opinions unless you're specifically asked to do so in the prompt. Keep the word I out of your writing, write always from another perspective rather than your own personal perspective. Paraphrases, you want to make sure that you sell them copy text directly from the passage. Paraphrasing is a very strong skill for the writer to have. If you do use text and it's copied directly from the passage, it is as words, phrases or sentences used to support or identify a claim that you've made. In other words, it has a specific purpose. It's just not a listing within, but you weave it very skillfully into the claims that you're making in order to support your position or your idea about explaining or analyzing the passage. You use structure which includes a very clear introduction, body and a conclusion. It's very important that that structure be within there. Does that mean that it has to be three paragraphs or five paragraphs? Not necessarily, but the structure needs to be there so that the reader can very specifically identify where they are within the particular passage that you have written, the essay that you've written so that everything is in harmony. Down at the bottom of this sheet, we've done specific definitions that evidence means to be or show evidence of, and explicit means state clearly and in detail, leaving no room for confusion or a doubt. You have to be explicit about that. Then to define implicit, it's implied though not plainly expressed. In other words, you imply something. You make a connection which has a tie to your claim, but it is more of a, it's a version of what you believe in what the writer believes, not what you believe, more what the writer believes. So then you have the inference, which is a conclusion reached on the basis of evidence and reading. So we have to make sure that we infer, and then the analysis is a detailed examination of the elements or structure of something, typically as a basis for discussion or interpretation. So this is one of the documents you want to share and discuss thoroughly with your students, and then also the text dependent rubric you'll want to share with them. Next, within our webinar, we're going to go a little more deeply in the explanation of the Nebraska text dependent analysis, scoring rubric. First of all, I want you to notice that this rubric is divided into four levels of performance. These levels of performance, a performance of a level one, we're going to go across the black bar, tells us that a student demonstrates minimal analysis of text, use of evidence and writing skills. Notice that the word minimal is boxed and highlighted in yellow. That's the key factor for a level one performance. It's minimal. Then when we look at a level two performance, it changes, and it says that the definition of a level two says demonstrates partially effective analysis of text, use of evidence and writing skills. So it's partially effective for a level two performance. A level three performance states that the piece demonstrates effective analysis of text, use of evidence and writing skills. Notice that the descriptor changed to effective. So when we look at a level four performance, a level four performance being the highest level of performance, it demonstrates an exemplary analysis of text, use of evidence and writing skills. So when we look at these levels of performance, they go from minimal to partially effective to effective to exemplary in their ratings of level of success scoring. Also we have three different domains that we look at. The first domain that we're going to examine is analysis of the text. Notice that as we move from left to right across, analysis of text has each level of performance have three indicators within that. Those indicators as we move across, and we'll talk about this in a little bit more, build upon each other. The second domain is use of evidence. Notice here that there are three indicators at each level of performance again, and then we get into the writing skills of the student. Notice that if within writing skills there are four bullets, four indicators of what it looks like at each of the four levels of performance. Now let's go back into analysis of text. And we're going to move across analysis of text looking at each level and identifying the specific indicators and the language, the descriptive language that is used in order to be able to describe that level of performance. When we look at analysis of text at a level one, notice that in bullet one it says minimally addresses parts of the task. Bullet two demonstrates minimal understanding of the text or texts, and it is ineffectively analyzes explicit and or implicit ideas from the text ineffectively. So we have minimal, minimal, ineffectively all under a level one. When we move to the right to a level two performance, remember a level two performance is partially effective. The first bullet says that it addresses some parts of the task. The second bullet says that it demonstrates partial understanding of the text and the third bullet says that it partially analyzes explicit and or implicit ideas from the text. So it only partially analyzes it. So when we look at effective, we looked at a level three and we see that it addresses all parts of the task, demonstrates understanding of the text, and it analyzes explicit and implicit ideas from the text. So analyzes changes where they actually have done the analysis that's required of them of explicit and implicit. When we look at a level four performance and exemplary, notice that our descriptor words are thoroughly addresses all parts of the task, demonstrates thorough understanding of the text, and thoroughly analyzes explicit and implicit ideas from the text. So it's very thorough. So as we move across, we can see where the experience, when you're analyzing the text of the student, becomes from a level one to a level four, it becomes stronger and stronger all the time. It's more evident every time we actually see it at a different level of performance. But we have to keep in mind these highlighted words. They are the key words that help us to identify the performance level of a student. So let's go through and let's look at use of evidence. So when we look at a level one, it minimally integrates evidence, uses few details, examples or quotes. It provides little or no relevance or accurate evidence from the text in order to even support their analysis. This has ineffective use of paraphrases or quotes that attribute to the information within the text. Now when we look at a level two, notice again, we have the descriptor words of partial in the first and third bullet and we have some in the second bullet. So it partially integrates evidence from the text by using some detail, examples and or quotes and it provides some relevant and or accurate evidence from the text to partially support the analysis. Again it partially is effective use of paraphrasing or quotes that attribute information to the text. So it's just partially effective and only uses some relevant. Let's look at a level three. Here it integrates specific evidence from the text by using details, examples and quotes. It's specific evidence. Then the second bullet said that it provides relevant and accurate evidence from the text to support that analysis. The last bullet says it uses paraphrases or quotes that attribute information to the text so that it is effective. And then naturally when we look at our level four, exemplary analysis level of performance, it skillfully integrates specific evidence from the text by using details, examples and quotes and it provides relevant and accurate evidence from the text to thoroughly support that analysis and that it skillfully uses paraphrases or quotes that attribute information to the text. The third domain that we're going to examine more closely on the rubric is that of the writing scales. So remember on level one, you have minimal analysis of the text, use of evidence and the writing scales. So minimal writing scales. So we look here that it generates a minimal focus and response which lacks an introduction or thesis, body conclusion and or transitions. Remember in our characteristics, we talked about introduction, body and conclusion and it also mentioned the importance of transitions. They ineffectively demonstrate an organizational pattern in our mode suited to the task. In other words, they are minimally using their writing skills effectively. The next third bullet says that they minimally use precise word choice and or context specific vocabulary from the text. In other words, they write from their own experiences, they write out of the text rather than in to the text using the text as their point of evidence and then they ineffectively demonstrate the conventions of standard English which include spelling, punctuation, grammar, all of those kinds of things and the errors that they make may seriously interfere with the meaning. If you have to go back and read over and over again in order to even try to get any flow within that particular piece, why you have ineffectively demonstrated in the writing scales. So let's look at a partially effective. Here they, remember they use the word partially. So partially generates a focus with a partially effective introduction, thesis, body and our transitions. They partially demonstrate an organization pattern or a mode suited to the task. Occasionally they use precise words, precise word choice and or content specific vocabulary from the text occasionally. They partially demonstrate their conventions of standard English and you may have errors which interfere with the meaning. It causes you to have to again probably re-read over or try to make sense of what's going on. So when we talk about the writing scales at a level three, they are effective. They generate a focused response with a clear introduction, thesis, body, conclusion and transitions. They demonstrate an appropriate organizational pattern and mode that's suited to the task. They use precise word choice and content specific vocabulary from the text and they demonstrate conventions of standard English. And if there are errors present, they seldom interfere with the meaning. In other words, you can move right along. For instance, if a student meant or the text called for them to use the word women but they always use the form woman, if you can still understand that that's what the student intended, that it intended rather than being woman to be women, why it doesn't interfere with your meaning or the content of their piece. Now when we look at a level four, we always want to make sure that that's an exemplary analysis of their writing skills. In other words, they generate a well-focused response with a purposeful introduction, thesis, body, conclusion and transitions. They skillfully demonstrate an appropriate organizational pattern and mode suited to the task. Again, they're skillfully using word choice, actually precise word choice and content specific vocabulary from the text to enhance their ideas. And they thoroughly demonstrate conventions of standard English. And if there are errors that are present, they don't interfere with the meaning at all. There is no cause to be concerned about that. So having looked at the rubric and all of the nuances of the rubric that we need to be thinking about as we're working with our students and as we're looking at student pieces of work, there is a specific pattern we want to use when we're answering a text dependent essays. This little five step protocol right here helps us to form our answer or form that our answer and get ready to move into actually composing it. Excuse me. We always need to read the prompt. And then we ask, after we've read that, we need to ask ourselves, did it ask me to explain or analyze? Which is part of step two. You may need to write that down. Is it asking us to explain or analyze? Then we need to locate the evidence in the text that can be used in answering the question or the prompt. We want to be able to underline it or on a piece of scratch paper, specifically list that evidence that we're either going to explain or analyze. Then we go about the idea of completing the answer. In other words, writing our introduction, our body, and our conclusion so that we incorporate the evidence in our answer that we found in step three. And then we want to make sure that we indicate the source of our evidence that we have. Finally, we want to reread and fix up our answer. In other words, we want to use revision. Does your answer answer the question or does it make sense and or our skills in editing? We want to check for spelling, punctuation, and capitalization. I'm going to be taking you through step by step of this protocol. And we're going to be actually writing and looking at some student work. This is our prompt that step number one told us that we need to read. So Adventurous Storyteller provides biographical information about Jack London, the author of The Call of the Wild. Explain how London's life influenced his writing. Write a well-organized structured response using specific evidence from both passages to support your answer. So that is our question or our prompt. Now notice this word. The second step asks you to determine are you to explain or analyze. Highlight it here. And in bold, we have the word explain. So we need to understand or we need to have a relationship with the term explain so that we're able to complete our answer. So if we unpack the verb explain, it tells us, means to us that when a prompt asks you to explain, it's asking you to do one or two things. It's asking you to give details about it, whatever the prompt is asking you, or it's asking you to describe it so that it can be understood. So if we look at this, it wants us to explain how London's life influenced his writing. So are we going to give details about it or are we going to describe it so that it can be understood? One of the things to remember if the verb explain is within your prompt, you often tell why or how it occurs. So why is when you give the details about it and how it occurs describes it so that it can be understood. Now all of the prompts are either going to use the verb explain, which we've just gone through in great detail, or it's going to ask us to analyze. Analyze is asking you, when you're within a prompt, to divide the whole into its parts or its elements. In other words, how does it come apart and what it's asking you to do? What are the pieces and parts? Then it's asking you to look in depth at each one of those parts. So when you divide it into its parts and look in depth at those parts, then you need to use supportive arguments and evidence for and against on those particular parts. You need to be able to support or unsupport, this supports the elements, the parts or elements. And then you need to show how the parts interrelate to each other. In other words, how do you weave it together so that when you've divided the whole into its parts, you've looked at it in depth, you've used supportive arguments and evidence. How do you show that those parts relate to each other? In other words, how does it stick together? You'll be just, it's to analyze in my estimation is just a little bit harder because you have to tie that all together. So this is the text dependent analysis prompt that I just read to you a little bit earlier. Now I broke the three sentences down so that you can look at this at a more specific level. Now the first sentence introduces us to our topic and who we're going to be asked to be thinking about. As it says, adventurous storyteller, which is the name of our particular passages, provides biographical information about Jack London, the author of Call of the Wild. Now the next sentence within the prompt tells us what we have to do. And what we have to do, again in bold print, is explain. We just talked about explain and how it, what we have to do when we explain. Now remember, when we explain, we have to give details about it or we have to describe it so that it can be understood. You have to tell the why or the how it occurs. So we're going to have to tell the how or the why London's life influenced his writing. The last sentence within the prompt tells us what we have to do. We have to write a well organized structured response using specific evidence from both passages to support our answer. Now right away, notice that both is in all caps. So we know that when we read as adventurous storyteller, we are going to have to read two passages before we begin our writing so that we can better explain what's happening. Now also down here, again we have the Nebraska TDA rubric available to you, but right here is what is TDA Thinksheet and let me share that Thinksheet with you. This Thinksheet right now is a graphic organizer which allows your students to be able to structure their response. So when we're out looking at this, the topic that they're going to have, the topic they're going to have is that they're going to have to explain how London's life influenced his writing. The audience that they're going to write to in this particular case will be the readers or the scores or whoever is reading this particular piece. Now the purpose right now, it's written here, you would have to write this down. Is it to analyze or is it to explain and I'm sorry, but explain is not out here. I'll make sure that gets to be a part of that. So this particular section right here assists your students with their introduction. So they would write, they would restate the question, they would identify what the main idea is or ideas that they're going to actually use within their passage that they're writing. They're writing essays and then here they would preview the parts that they're going to use because in the body, this particular graphic organizer talks about using three different parts that you use in order to be able to support your explanation of London's life, how it was influenced by his writing. So we would identify those in each of these. And here is where we write our ideas for our specific conclusion of how we would use this. Now this is another, for another reading, but a filled out one so that you could get an idea as to how it might look when you actually are filling out this particular graphic organizer. One of the things that we really appreciate about this particular think sheet for text dependent analysis is the fact that when you're in a testing situation, you could give a blank sheet of paper to your students and they could draw this out and they could actually fill it in. Because remember when we're going through the steps of this, one of our steps was for us to highlight or list the important evidence that we're going to have to put in. And those could be listed within those boxes. And that's exactly what you see in each one of these because their first part is that it's a threat to the health. And then here are all their evidences that they drew, they went into the text to find and drew out and then we find that the next part of their essay will talk about informed the consumers and their evidence and the responsibility of the government and then their evidence. So if this particular graphic organizer works for you and your students, it's just an offering. It's something to help you understand how that actually all comes together. This other piece that I have right here are the text dependent prompt guidelines. These were pulled from the Department of Education, but it tells exactly what requires students to do and what the format will be on the analysis and how the prompts were guidelines were taken and how they actually fall in together and how they actually work with. And down here, it tells us about what English language art standards are going to be assessed. So that helps. And then here are two, the two that I shared with you plus a third one of a non-text dependent analysis item and then a text dependent analysis item. These are just tools you can use with your students and to help yourself become more familiar. Okay, let's look at a level three example of the prompt that we have been working with. Remember that the prompt says that an adventurous storyteller provides biographical information about Jack London, the author of The Call of the Wild. Explain how London's life influenced his writing. Write a well-organized structured response using specific evidence from both passages to support your answer. Now this is a level three example. Now remember a level three example the student had to the rubric, a level three example that demonstrate effective analysis of the text and use of evidence and the writing skills. So let's go back here and let's read, I'll read this aloud to you. Jack London's books and articles are still read today, but he wrote The Call of the Wild in 1903. At the time, he was the best-selling and highest-paid author of the day. People still read his work because he was an adventurous storyteller. Jack London used his life experiences to influence his writing. London grew up by the ocean in California and at a young age he began sailing. He even sailed to Japan on a schooner. London loved to read and he spent many hours at the public library educating himself. But he found college to be boring, not lively enough, so he left after just six months. But he worked at many jobs and gained a firsthand experience of working people's lives and all the hard work they did. This is where he got his ideas to write his adventure tales from. London went to Alaska in 1897 during the Klondike Gold Rush. It was hard work and he did not strike it rich, but he found that he could entertain the miners with his stories much better than he could find gold. He learned he could be a great storyteller instead. Because of his experience in Alaska, he was able to write many more stories of his adventures during that time. The Call of the Wild is one of his best books and is based on his Gold Rush experience. I know this because he mentions yellow metal and he talks about how cold it is, so he's probably writing about his time in Alaska. London writes about ships in the book too. I don't think he could write stories about sailing if he hadn't sailed before. Snow is mentioned in The Call of the Wild and it seems like London is describing his first encounter with snow just like Buck did in the story. London also knew about the dogs that were used and must have learned this from his real life in Alaska. Overall, Jack London's experiences in life, especially in the Alaska Gold Rush, really helped him tell his story vividly. His determination in life helped him become a writer and his experiences in Alaska helped him to give all the detail needed to the reader so they feel they had been to Alaska too. Now remember, this is a level three example. Now the next slide I'm going to show you is a slide that gives an analysis of the response of the level three response. Now let me just read this response to you. This response demonstrates an effective analysis of texts, use of evidence and writing skills. The response addresses all parts of the task of explaining how London's life influenced his writing. Specific relevant analysis and text-supported evidence support is evident. The response is focused on the early biography of London's life and his experiences during the Alaska Gold Rush. A clear and appropriate organizational pattern is evident. The response includes precise word choice and content-specific vocabulary from the texts as well as a clear use of paraphrases and quotes attributing information to the texts. Conventions of standard English are demonstrated and errors when present seldom interfere with the meaning. Okay, let's debrief this particular analysis right here. When we look here, it's an effective analysis. Now remember that when we're looking, the key word at a level three performance is an effective, effective. That it addresses all parts of the task. It provides a specific relevant annex access and text support is evident. There's a focused response focusing on the early biography of London's life and his experiences at the Gold Rush. There is a clear and appropriate organizational pattern. The response includes precise words and content-specific vocabulary as well as uses clear use of paraphrasing and quotes, which attributes all of that back to the information in the text. Conventions are demonstrated and errors seldom interfere with the meaning. So you can see that if we go back to our rubric, when we look at this effective analysis, all or many or most of these qualities are found in that particular piece of writing. And so it was scored at a level three. Okay, let's go back to a level two performance and let me read that one to you. Jack London's life played a big part in influencing his writing. He loved to read and he spent many hours in his youth reading at the public library. He probably learned quite a bit about how to write by doing all that reading. He tried college for six months, but found it too boring and quit. Instead, he started writing stories about some of the jobs he had. A sailor, rancher, railroad, hobo, and gold prospector, he could relate to working people because he was one of them. One of his jobs took him to Alaska to look for gold. London found out that he could make up stories and people actually liked listening to them even though the gold prospecting didn't pan out. He did use his experiences during the gold rush to write many stories including The Call of the Wild, which takes place in the Alaskan wilderness. Part of Call of the Wild takes place on a boat and Jack London used to sail. He even sailed to Japan. With all his experiences, it makes sense that Jack London would go on to be a famous writer. Let me take you a little bit differently this time. Let's go back and let's look at this rubric. Now, this was scored as a level two performance because it was found to be partially effective. Now remember, these are the qualities that we're looking for. So if we go back to our passage that this is a level two example, this is the analysis that was offered to explain the rationale for scoring this at a level two. You find that it's partially effective on the analysis of text, use of evidence, and writing skills. Write down a level two. Partially addresses the task, partial analysis, and text support for the central idea. Insufficient, relevant evidence from the text. They needed to have more examples and details in order to achieve a higher score. They were just very general and very general, what I mean by general is they paraphrased a lot of the rather than actually pulling it directly from the text. There's a weak introduction. In fact, the whole piece is written as one paragraph rather than as a specific introduction, body and conclusion. They didn't cite the quotations appropriately. They didn't use such phrasing as in the passage or the text shares, the author shares, those kinds of things. So it would make it a little bit more appropriately cited and then more strong rather than because they inferred that we understood it came from the passage. The errors occasionally interfered with this. I just found that it was stumbling, it was hard. I couldn't just go ahead and continue to read and still maintain the meaning of the passage. So here we have, remember, this is our level two example. I encourage you to show and share these examples with your students. It doesn't make any difference that this is written at a seventh grade level. That is not the important part of it. The important part is that it's an example of student writing at the level two. And also I would not hesitate at any time to use the level three example as where we need to hit the targets. Now you can examine and use with your students the level four and the level one example by accessing this sampler that's right here. It's totally on the resource page that's available to you and I highly encourage you to go ahead and tap into that resource. Another resource that's on the resource page that I want to draw your attention to, but there is not a direct link at this time on this webinar, would be a transitions listing of various transitions in order to be able to use. It's a good thing for your students to have that page so they can familiarize them with them. And also there's another handout there that's about citing evidence in various ways to introduce or weave that into your essay. Well I want to thank you for being a part and taking a part of this essay and listening to what I have to share with you. I thank you very much and I wish for you the most full instruction in text dependent writing and especially with writing essays with your students. And you know what? I went through all of that and I never recorded it.