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Letter 3
- clear and simple explanation of the topic

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Poem 3, grade 7. I think it is an excellent example of creative writing in combination with Science Deep Learning. Every single word has its perfect position and its carefully given meaning.

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My assessment is that given the language barrier for both the students (writers) and the teachers (evaluators) we can not really appreciate the conceptual knowledge representation in the examples given above. I had the experience to explore “creative writing” works in the student’s mother language, that were very powerful. So YES writing is a very powerful learning and assessing tool.

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to respect scientific rigor and to have rhyme is a difficult problem, I like the poem 1

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I found the poem 3, grade 7 written beautifully. It is amazing to see that the student is so clear with his/her concept for e.g mass remains the same where ever we go. There is clear understanding of each word stated in the poem may it be mass, weight or pressure. I found this tool really amazing and would like to try it in my biology class

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students are encouraged to reward the correctness of their writing, for example in letter education. student performance can be evaluated according to the determined measures. or observation forms may be applied.

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Ourania Lampou, Greece

Poem 4
-creativity
-rythm

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I like the poem number 1. Its not easy to write information including knowlage about topic by use poetic form. My students wrote poem too about chemical lements, or about properties diferents subjects...

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I think number 1 cover the topic and it includes really easy and clear examples

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Our district uses a writing rubric that assesses students (1-4) in the 5 following areas; focus (response to the task is clearly introduced, developed, and concluded with a clear understanding of the task), content (relevant, appropriate, and adequate content is presented and supported with evidence/examples/details), organization (logical organizational pattern is used that develops the response and uses effective transitions to connect ideas and thinking), style (appropriate writing style is use, content specific vocabulary, variation of sentence formation, and appropriate control of sentence formation), and conventions (proper capitalization, punctuation, grammar usage, and spelling). In keeping consistent, I think this same rubric could be used to assess/evaluate writing to learn pieces. To do this, I would modify the language of the genre specific writing rubrics (informational and opinion) to clearly define expectations to the students. The students would have a copy of these rubrics in their science journal to help them plan, write, and revise their responses. A rubric such as these could be used to evaluate the letter project or the poem project.

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Poem 3 - it points out possible mistakes and misconception while learning physics.  It is a great revision of the learned material and shows students understanding of the subjects.

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Poem 4 - Student B 6th grade

I liked reading poem 4.

a) Coherence in their concepts

b) Creativity to express your ideas

c) Relates to reality

d) Grammar and that has something of the characteristics of a poem!

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Poem 4 -student 6th Grade is one that I likes very much.
- concepts correctness
- rhytm

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Evaluating Writing to Learn Examples

I will evaluate letter 2 - Student B 6th grade.

1. cohesion and coherence
2. express relevant ideas, opinions, experiences and facts
3.  structured and
substantiated
4. Originality
5. Grammar

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I have really enjoyed poem 3 . I have very much liked how it is covered so many topics, measurement, units. 

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I have really enjoyed poem 3 . I have very much liked how it is covered so many topics, measurement, units. 

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I also find very appropiate the vocabulary. It seems that the student really knows all the concepts

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I enjoyed reading them all but I will evaluate letter number 1:
1. Makes an introduction and covers the topic;
2. Justifies clearly and with graphic or written examples the assertions considered wrong but does not do that for the right ones;
3. writing is simple and clear but some phrasal construction and punctuation are wrong making it more difficult to understand.

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Poem no.2.
I would evaluate it by looking if all important definitions were mentioned and if they were correctly explained.

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Poem1

1. Content

2. Use of magnitudes

3. Meaning

4. Science philosophy

5. Connection with personal life

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Evaluation of letter 2:
- Structured and clear
- Arguments and conclusions are explained well
- Appropriate scientific English

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Poem 4.Student B.grade 6.
I could evaluate it by making a rubric having 4 different strands.
1. Scientific terminology used. Eg. Vaporization, condenstaion.
2. Clarity of concept- which is proved by the experiment he/she has done and what is concluded.
3. Application and analysis- how she/he has applied the concept to real life situation. Eg. chemical and physical changes are like friends.
4. logical reasoning and thinking.

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I could evaluate the letter 1 and I will use the following criteria:
-Clear explanation of the contents-
-Appropiate vocabulary..
-Accuracy in grammar and spelling.
-Use of esemples for giving explanations .
-Use of visual information.

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I could evaluate this letter according to the expressions use for descriptions, clear ideas, understanding the process, science appropriate vocabulary. All this with a tool as a rubrica, as I think is the best way to be able to evaluate everybody in the same way.

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I would evaluate poem 2. I think it gave the information well and in an imaginative way. I would evaluate it using assessment criteria that I came up with with the students

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I would evaluate 'poeam 1'. This form may be vary effective, becouse students may remember basic and most important knowlande of the topic. It could be eavaluate in the feature of creativity and corectness.

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I could evaluate the second letter acording to
the chosen form, proper language, the length of a letter, the content of it - did the writer use all the given inforamation.

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Poem 4 -student B 6th Grade is one that i like very much as it reminds me "a trial" that i had 3 years ago to use music, songs and dance in physics class for exactly the same subject (states of matter). I had used songs like these (still in school's web page): http://4gym-petroup.att.sch.gr/autosch/joomla15/index.php/2011-12-21-11-58-20/2011-12-21-11-53-57/96-2014-01-27-20-00-16/157-2014-03-22-23-26-31.html

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Letter 1.
(BTW, 2&3 are identical)I think it is the best answer. The author shows a fair understanding of the subject, but also uses very pictorial descriptions which show he reflected on the subject and internalized the idea.

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Poem1

i could evaluate it on this features
1. Content
2. Proper use of magnitudes
3. Meaning
4. Connection with personal life
5. Science philosophy

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I choose poem 4, because i think in this one you can see, that the Student really learnt something and knows that too. He even writes this at the end. My impresion: he understood the lesson and made a poem out of it.

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I chose poem 3:
1)the poem covered the topic very well
2)the statements were clear especially for me as a reader
3)there are no punctuation marks
4)the given length has been kept, but it is a bit long for a poem
All in all, I would rate the poem with a "good".

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I choose to evaluate the Letter 3.

Using the criteria I can give the following evaluation:

The letter is in the appropriate length - no more than two pages. It meets the requirements for writing letters - grammar and spelling. There are no indications that the ideas are plagiarized. The style of writing and expression is typical of the age group. Thoughts are readily understood by the reader. I have remarks about the scientific accuracy of expression. Proper terms are not  right, such as: "the structure of electrical energy",  "as the length of the filament increases, the circuit resistance increases too because it has more energy." The scientific meaning is, in principle, correct, but the explanations are not in the correct language.

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Letter 1 The student understood the way to act. The statements are clear the graphic illustrate it good. The language is clear

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Letter 1 The student understood the way to act. The statements are clear the graphic illustrate it good. The language is clear

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Letter 3
- clear and simple explanation of the topic

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The poem 2 has a simple form where many key words are listed. There is an explanation about the difference between chemical and physical changes that matter can undergo. There are examples easy to understand. However not all important information is included like ability of matter to transform from one phese to the other, This poem introduces the topic but lacks some information. I think it is hard to assess but a teacher knows from this work what student understood well.

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It may be evaluated according to:

-  topic concepts suitability

- concepts correctness

- linguistic accuracy

- rhythm

- appearance

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I will make a rubrics in which I will analyze the works of students by conveying the concept, the context, the accuracy, the originality, the expressiveness

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Poem 1 - Student A 5th grade

We can prepare rubrik according to the following features.
1. content
2. Expression integrity
3. Conceptual accuracy
4. Originality
5. Proper use of language

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writing a poem:
after the units we choose some vocabulary related to the unit. appr. 20 words.
then the students make a short acrostic poem with these words.
with the lower level classes I say that they can use mother tongue sentences with these words.
the products are very interesting, and the students really enjoyed with the activity.

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Evaluating Writing to Learn Examples: Letter 2 - Student B 6th grade.

For evaluating there are several things I would follow:
1. Concept
2. Context
3. Are there some aanalogies used to explain certain facts
3. Originality
4. Grammar

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Assessing The letter 1,student A sixth grade is what I choose to access:
1. The student has covered the topic very well.
2. The facts are clear and understandable due to appropriate use of diagrams to represent the concept.
3. Language is good with few grammatical errors.
4. Good use of analogies to explain facts.
5. There is no evidence of plagiarism

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EVALUATING WRITING TO LEARN EXAMPLES
Letter 3_Student C_6th grade
To me evaluation should focus on:
- Grammar and spelling correction.
- Topic covered.
- Respect of the amount of words given.
- Originality.

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Among the "Examples of Writing to Learn Activities" I prefer "Poem 3 - Student A 7th grade".
The text is very accurate, it is engaging, recalls concepts and formulas, especially underlines the misconceptions typical of the quantities treated. It will be very interesting to show, at the beginning of the engage lesson, to my students these conclusive activities of the "matter" unit and invite them to do the same at the end of our study, also composing a well-rhythm rap or song.

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In my practice, I also give students instructions on what should be included in their statements. For me, the instruction is called: what we will pay attention to. I have never used poems before, maybe I will try in the future.
I chose letter 1:
1. Refers to the topic.
2. The content is understandable, clear to the reader.
3. Spelling OK.
4. The content falls on no more than 2 pages.
5. The given examples will even go to the reader who does not know the things.
6. Is this plagiarism? I don't know the content of physics and studies in this topic to assess it 100%

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i have found the poems really interesting. Use this method in my courses with my students.
To evaluate I use:
1. linguistic and spelling accuracy;
2. originality;
3. contents are adeqvate

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Even if I love poems I have chosen the letter number 1.
The evaluation should be considering the given directions:
1.The letter covers the idea or the topic and really it does it.
2. The staments are clear and understandable and the comparisons  that the student makes are good examples and easily comprehensible.
3. The spelling is Ok.
4. About avoiding plagiarism, I consider that the letter is possible written by the student (even if I think it's a bit more difficult to evaluate this when you don't know the student.)
5. Finally, the content inm general is well argued.

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Writing it's always the better way to achieve knowledge. I think it doesn't matter the way you choose, it's more important do it yourself. As far as you don't try to explain something or do a conceptual map, for example, to sum up, you don't really know if you learnt it. Both letter and poem are good choice, but in my case I prefer letter, I don't feel confortable evaluating a poem (I'm not a professional). I pick up the Letter 2. Student B

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Rishu , India ...........Interesting way of interpretation. Clear expression of learned concepts. Poem  improves writing skills and  letters enhance application of knowledge skills.

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Rishu , India ...........Interesting way of interpretation. Clear expression of learned concepts. Poem  improves writing skills and  letters enhance application of knowledge skills.

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It is interesting way of learning students will enjoy different ways of writing.
Unknowingly students will learn the topic and will improve writing skill.

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nabeul , Tunisia

As ,  I am not a fun of poems , I tried to check the three letters , I choose the letter no 1 as its content is clear , easy to understand by any learner or reader .the letter was written in a simple way , easy to understand even you don’t try to do the experiment .The letter is expressed correctly in a simple language , its content is argued ,   adequate to any reader who is not even a specialist so the content is so  easy to understand , no need to be a scientist ,

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Poem1 StudentA 5th grade
The poetry written by the teacher was quite beautiful and appropriate. there is a fairly good approach to learning with the electrical description of the student. has received a very original work in presentation to his friends.

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I chose Letter 3 - Student C 6th grade

I think it is argued in a complete way, originally written and conceptually content.

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I choose poem number 3 because the originality of the resource and its content.

It may be evaluated according to:

-  topic concepts suitability

- concepts correctness

- linguistic accuracy

- rhythm

- appearance

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I would opt for a poem, as the inclusion of this writing in mathematics education would be a challenge and an interesting way of learning that would enrich the usual lesson. The poem would be evaluated according to the following criteria:
1. linguistic and spelling accuracy,
2. appropriate text structure,
3. relevance and understanding of content,
4. originality and creativity.

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I have found the poems really interesting. I never used this kind of activity...

I think it's really creative and original. In particular I choose poem 2.

To evaluate I could use rubric built with guys.
In this case probably we can select as INDICATORS, for each indicator I usually associate a score and the levels:
1) COHERENCE of the poem with the topic (2)
2) CONTENT (1)
3)ORIGINALITY (2)
4)LANGUAGE (1)

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Altought I have read all letters and poems, I choose the letter number one. I have evaluated it considering the rules content in letter instruction:
1. Be sure that your letter covers the topic
2. Be sure that your statements are clear and intelligible to the readers.
3. Pay attention to the spelling rules as the letter you are going to write is a written communication tool.
4. Your letter should not be more than two pages , but you can include items such as mathematical expressions or graphics .
5. You should avoid plagiarism. Your own ideas and knowledge should be given in a letter format appropriate to the readers. Word count : 279
My evaluations.
1. The letter covers the topic because it justifies the accuracy of the assertions that Can and his friends have made.
2. The statements are clear and intelligible to the readers. The content of letter should be appropriate to the level of knowledge and interest of the readers.The cake's example is a good comparison and help readers to understand.
3. I have some difficulties to evaluate the spelling rules because the letter is written in English and it isn’t my language.
4. The letter is only one page. Author has used graphics to explain the content but in my opinion the graphic isn’t used in right way. Author says” Which one finishes earlier even if the length and thickness are the same? Person A finishes earlier because its distance is less”. In graphic the lenght is the same, thickness no.
5. The word count is 193 less than 279

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I would take the letter as it allows flexibility of ideas and presentation very logically and is easier to analyze.

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I would prefer to assign a letter as a writing task rather than poem. I think that a letter is less restrictive in the kind of format the student has to produce which will allow the student not to lose focus on presenting his scientific thinking logically.

For the scope of this exercise, I would assess the student solely by checking whether the scientific concepts tackled are correct. I wouldn’t be too concerned with the spelling or grammatical mistakes. I think that this kind of activity can be very useful for the teacher to pick on any misconceptions.

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It would elaborate a serie of evaluation criteria, in function of the established rules:

1º The writing is original (not plagiarized).
2º Fulfills the required structure requirements.
3º No misspellings.
4º The expression is correct.
5º The contents are adequate.
6º The contents are well argued.

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First of all, congratulations for the magnificent productions. Our proposal (with my colleague Anna Gri) is the following rubric assessment formulated by us and attached below.

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Congratulations on the beautiful examples of writing. With my colleague Maria DC we have formulated the attached rubric assessement.

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I teach Physics, Chemistry and ICT in a secondary school. The idea of writing a poem is attractive.

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I teach science in a scientific high school, my students are between the ages of 13 and 18, having attended a classical high school, I find very original the idea of having my students write a poem or a letter on a scientific experiment. I have always thought that the scientific world has many points of encounter with the humanistic one, apparently distant but also very close.

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I prefer letter than poems, too. For my point of view letter 1 is favorite.

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Poem 4 - a student has used several terms, from which I see he/she knows them and can use them in a proper way. I would evaluate this by some "smaller" mark and would encourage a student to read it for the class)

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I choose Poem 3, it s very good. Has rhyme, and all verses are scientific, student was motivated to write a good poem so he definitely learned a lot.

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Actually I already use the letter exercise as part of a final written evaluation. But it’s for the teacher to read so they write what they think I’m waiting and not actually to explain!! I like the instructions for the letter.
Poems are a nice way to express emotion but I won’t be able to work on them so I see it as joined activities with the letterature teacher

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I prefer letters rather than poems. Like teachers instructions. Most like letter 1.

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I chose poem 3 as an example because you can clearly see what the student was thinking while producing this piece of text. To begin with, you can see that the student enjoyed this topic because of the humor that went into it: „Our teacher gave poem writing assignment today My happiest day thanks to you“. Secondly, the student uses pictures to explain physical rules, which means he does not only understand the subject but can also explain how it works: „Mass remains the same wherever you go Try going to space“. The student also points out common mistakes that occur during the learning process. We can also see through this poem that the student knows which formula is used to calculate the unit. And last but not least: the student started to structure the knowledge which is a very important skill for scientific work. We can see by this example that poetic skills are not that important for this topic. Students can create great reflective poems even if they are not going to be the next J. W. von Goethe.

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Really interesting activities. I prefer poem 3, but I consider these activities not suitable to my students because they prefer practical activities.

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Although all letters tried to explain the solution to the given problem, letter 1 was the simplest and included a visual example which makes it easier for children to understand. The poems were interesting and obviously required a great deal of thought and time.

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I prefer letter 2. I think the teacher gives a very clear explanation about the scientific fact.

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The first letter is written in a way that the teacher can see the student understands what they are talking about. They also know how to use their knowledge on an example.

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I think the letters 2 and 3 are equally expensive, if there was a mistake. I think the first letter is better because the student gives some example of resistance.

I think the third poem is fuller and more poetic.

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in my opinion the firtst letter to his cousin was the best, because there were many examples of normal life situations in it, which you can rebuild in your mind.
the poems where a bit harder to follow, but also done great. my favorite waspiem 4

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I prefer letter#1. It contains  a graphic example,  very useful , as well as it clearly explains the point of view of the writer.
Regarding poems, not all of us have the ability to write, so the risk is to force students ..

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I like the pome number 1. The boy got to the point showing to know the argoment and He is also able to make it clear in an involving way

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Poem 1 - Student A 5th grade:
The boy is very sensitive to this subject and has tried to expose his valences in a poetic way.
try, through the words, to make everyone aware of a deep knowledge of the value of this topic

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Poem 2:
I would check if the students have writen the four states of matter: solids, liquids, gases and plasmas.

I would also check if the students wrote that the states of matter have different physical properties and that it is possible to chage from one state to another.

Checking that they wrote about how matter changes from one state to another and how its elements and compounds can move from one state to another when specific physical conditions change would be a great way to assess their understanding.

I would also check that they reflect in any way that when the temperature of the matter goes up, the molecules get more excited and bounce around a lot more. The extra energy allows the molecules to change states.

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To evaluate the first letter for example, one can take into account the information transmitted, the relevance of the information and turns of sentences. Why not use the criteria that were given by the teacher when passing the instructions. We can then use a table or a rubric.

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Really interesting ideas.
Poem 2
Before creating the poem I will give my students some instructions that they should follow: topic, lenght, not to copy it from the internet, etc
I will encourage students to asess their peers. Sometimes children accept better the corrections of other students.

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Poem 3
I think it is possible to evaluate if the concepts are correct and expressed clearly. Also, it could be an interdisciplinar activity, literature's teacher could evaluate the form and the creativity. I have found it very nice, I think my students could try to write a poem in groups for beginning.

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The fifth-grade cousin, who lives in Erzurum and his friends, talked about the factors that affect the brightness of a light bulb but could not reach a conclusion. Letter 1 objectively analyzes the problem of attention, noting that "Ayse and Deniz are on the right track, but Ahmet and Can is wrong." The observation is supported by examples, but it does not include elements like mathematical, physical expressions that justify the analysis.

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I teach Natural Sciences in a high school, my students are 14 to 18 years old, but the idea of ​​writing a letter or a poem on a scientific experiment is interesting and has many different aspects: in a culture like the Italian one, still based on humanistic studies, it connects literature to science, in a perspective of relations between two worlds that are considered very distant, but in reality they can be very close and even collaborate with each other. I will try this in my classes.

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The Poem4-Student B_6th grade.pdf

It has practical examples from everyday life. It points to the adoption and application of concepts in the field of chemistry - matter, states of matter and their changes.

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Very interesting form. I have never used one in my work. I think it would appeal to "humanists". Regarding the assessment - it is essential that criteria be defined before the pupils undertake the task. Students must know what a letter and a poem must contain, and this should be kept. In addition, you can appreciate special artistic values, but this should not be the main criterion.

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I would never used the poem. For me is letter 3 correct. But it depends on topic I will use.

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The idea of writing a letter or a poem on a scientific experiment is interesting and has many different aspects: in such a culture as the Italian one, still based on humanistic studies, it connects Literature to Science, in a perspective of  relationships among two worlds that are stille considered distant

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Really interesting tool to use in my lessons!! I was surprised to read the poems, however I’d choose the second or third letter (are the same). I thimk I’d evaluate as the instruction said.
(Very complete)

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Excellent activity. A good idea to use on lessons. This allows students to better learn the material

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What I chose is very much dependent on the topic, Letter 1- student A6th grade.

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Poem2-Student A_6st grade
First i choose this one because its something about chemistry.
It's too difficult to evaluate this kind of exercise because it's too different to any of the common exercise.
In this Poem i could evaluate:
- Concepts: if we have a list of concepts that we have to take it.
- Clarity: we can ensure that we are understanding the correct answer.
- Context: about what we're writing must have structure.
- Real Situation in life: the application of the concept in true life i think could be the most important thing.

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Is very difficult to choice because I never think to use a letter or a poem in my science lessons. I 'm fascinated by what students can understand about the topic

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I think students need to be provided with marking criteria when assessing non-traditional tasks as these. A grade needs to be assigned for content and knowledge - to what extent this is accurate. Another grade can be assigned according to the task for creativity or originality. Students must also be guided with regards to the amount of writing expected. In order to assess accurately, students need a marking scheme beforehand.This will guide them and us too as we clear about our expectations.