Angelica Moreno

5/28/14
FRAMING GRAPHIC: Defining a Learning Progression
The Framing Graphic Organizer (Ellis, 1998 pro!i"es a goo" s#r$c#$re %or "ra%#ing an"
represen#ing &o$r learning progression' A %rame graphic essen#iall& con#ains #he %ollo(ing
s#r$c#$res' )se #he #a*le *elo( #o crea#e a Frame o% a #&pical learning progression in #he #opic
area &o$ are %oc$sing on in #he co$rse'
+n #he #op *o,, in"ica#e #he #opic area' -e%ine #hree le!els o% per%ormance' Replace the labels
inside the cells of the Framing Graphic ith labels that fit !o"r topic area# $se lang"age
that most meaningf"ll! defines a learning progression in !o"r topic area#
Learning Progression in M! %opic Area
Is abo"t&
.#$"en#s (ri#ing a -oc$men#/0ase" 1$es#ion essa&
No'ice:
The s#$"en#s can (ri#e a -01
response *& pro"$cing a claim,
(i#h par#ial e!i"ence %rom
"oc$men#(s #o s$ppor# #he
arg$men#' Ans(er is !ag$e,
some(ha# %oc$se", an" is
loosel& organize"' +ncl$"es
in#ro"$c#ion, *o"& an"
concl$sion' The #one %l$c#$a#es
%rom %irs# #o #hir" person, (i#h
some 2+3 s#a#emen#s'
Practitioner:
The s#$"en# can (ri#e a -01
essa& *& pro"$cing a claim
(i#h %$ll e!i"ence an"
in#ro"$ces a co$n#er claim
(i#h e!i"ence %rom #he
"oc$men#(s #o s$ppor# #he
arg$men#' Ans(er is clear, *$#
organiza#ion lac4s a consis#en#
%oc$s' +ncl$"es in#ro"$c#ion
(i#h #hesis s#a#emen#, *o"&
an" concl$sion' The #one is
also in #hir" person, (here
#here are no 2+3 s#a#emen#s
(i#hin #he aca"emic (ri#ing'
Independent()*pert:
The s#$"en# can (ri#e a
-01 essa& (here #he
s#$"en# clearl& an"
compellingl& s#a#es #he
arg$men#s #o s$ppor# a
claim, (i#h e,ha$s#i!e #e,#/
speci%ic reasoning an"
rele!an# e!i"ence' 5learl&
s#a#es #he rela#ionships
*e#(een claim(s an"
reasons, *e#(een reasons
an" e!i"ence, an" *e#(een
claim(s an" co$n#erclaims'
Ans(er is clearl& organize"
in a logical manner' +ncl$"es
in#ro"$c#ion (i#h #hesis
s#a#emen#, *o"& an"
concl$sion #ha# rea""resses
#he #hesis' Tone is #hir"
person an" is main#aine"
#hro$gh #he essa&'
Essen#ial -ETA+6.
Ma4es 2/7 anno#a#ions per
"oc$men#
Ans(ers some 8$es#ions
per "oc$men#
9ri#es an in#ro"$c#ion (i#h a
$nclear #hesis
0o"& paragraphs (i#h some
e!i"ence %rom #he
Essen#ial -ETA+6.
Ma4es 4/5 anno#a#ions per
"oc$men#
Ans(ers mos# 8$es#ions
per "oc$men#
9ri#es an in#ro"$c#ion (i#h
a clear #hesis #ha# hol"s
#r$e #hro$gho$# #he essa&
+ncl$"es *o"& paragraphs
Essen#ial -ETA+6.
Ma4es :; anno#a#ions
per "oc$men#
Ans(ers all 8$es#ions
per "oc$men#
9ri#e a clear an"
compelling in#ro"$c#ion
#ha# incl$"es a s#rong
#hesis s#a#emen# #ha# is
carrie" o$# #hro$gho$#
Angelica Moreno
5/28/14
"oc$men#s
.$mmarizing/concl$"ing
paragraph #ha# closes #he
essa&'
+n #he (ri#ing #he s#$"en#s
incl$"es some 2+3
s#a#emen#s, (hich
"emons#ra#es #he s#$"en#s
opinion a*o$# #he #opic
(i#h some pieces o%
e!i"ence %rom m$l#iple
"oc$men#s
+ncl$"es a s$mmarizing
paragraph #ha# res#a#es
impor#an# i"eas presen#e"
in #he essa&
+n #he (ri#ing #he s#$"en#
incl$"es some 2+3
s#a#emen#s, *$# also
crea#es an aca"emic #one
#he essa&
+ncl$"es *o"&
paragraphs (i#h m$l#iple
pieces o% rele!an#
e!i"ence %rom m$l#iple
"oc$men#s
+ncl$"es a s$mmarizing
paragraph #ha# res#a#es
impor#an# i"eas
presen#e" in #he essa&
an" ans(ers #he 2(h& is
#his impor#an#3 8$es#ion
+n #he (ri#ing #he s#$"en#
incl$"es an" main#ains
an" aca"emic #one
a*o$# #he #opic
+o hat, -hat is important to "nderstand abo"t this,
A -oc$men#<*ase" 8$es#ion as4s s#$"en#s #o engage an" "e!elop arg$men#s (here #he
e!i"ence is #he "ri!ing %orce #o #he arg$men#' 9i#h #ha# sai", #he s4ills #ha# o$r s#$"en#s are
prac#icing is "ra(ing logical concl$sions #ha# is no# a*o$# #he opinion one has, !ers$s (ha#
concre#e e!i"ence s$ppor#s #he claim &o$ are #r&ing #o ma4e' 9hen #hin4ing o% #he rele!anc& #his
has on #he li!es= o% s#$"en#s, as in"i!i"$als, (e nee" #o p$sh o$rsel!es #o 8$es#ion #he m$l#iple
perspec#i!es o% an iss$e, *$# #hen #o %inalize o$r $n"ers#an"ing (i#h #he e!i"ence presen#, ra#her
#han a h$nch or %eelings, (hich can lea" #o a larger mis$n"ers#an"ing o% a #opic or iss$e in o$r
li!es, comm$ni#&, ci#&, an" *e&on"'
+coring R"bric
1 poin#
6is# concep#s onl& or lis#
"e#ails onl&
1 poin#
6is# concep#s onl& or lis#s
"e#ails onl&
1 poin#
6is# concep#s onl& or lis#s
"e#ails onl&
2 poin#s
6is# concep#s an" "e#ails
*$# no# necessaril& aligne"
2 poin#s
lis# concep#s an" "e#ails *$#
no# necessaril& aligne"
2 poin#s
lis# concep#s an" "e#ails *$#
no# necessaril& aligne"
7 poin#s
5oncep#s an" "e#ails #ha#
are coheren#l& aligne"
7 poin#s
5oncep#s an" "e#ails #ha#
are coheren#l& aligne"
7 poin#s
5oncep#s an" "e#ails #ha#
are coheren#l& aligne"
Angelica Moreno
5/28/14