Examples Student Writing January 2008

Examples of the Standards English Language
for Students’ Writing Arts 30–1

From the January 2008 Diploma Examination

• Personal Response to Texts Assignment
• Critical / Analytical Response to Literary Texts Assignment

This document was written primarily for:
Students
Teachers
Administrators
Parents
General Public
Others

Copyright 2008, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta
Education, Learner Assessment, 44 Capital Boulevard, 10044 108 Street NW, Edmonton, Alberta T5J 5E6,
and its licensors. All rights reserved.

Special permission is granted to Alberta educators only to reproduce, for educational purposes and on a
non-profit basis, parts of this document that do not contain excerpted material.

Excerpted material in this document shall not be reproduced without the written permission of the original
publisher (see credits, where applicable).

Contents

Acknowledgements ii

Introduction 1

English Language Arts 30–1 January 2008 Writing Assignments 3

Personal Response to Texts Assignment 4
Critical / Analytical Response to Literary Texts Assignment 10

English Language Arts 30–1 Part A: Written Response
Standards Confirmation 11

Background 11

Impressions from Standards Confirmation January 2008 12

Examples of Students’ Writing with Teachers’ Commentaries 14

English Language Arts 30–1 Personal Response to Texts
Assignment, January 2008 14
English Language Arts 30–1 Critical / Analytical Response to Literary
Texts Assignment, January 2008 57

Scoring Categories and Criteria 89

i

Acknowledgements
Publication of this document would not have been possible without the permission of the
students whose writing is presented. The co-operation of these students has allowed us to
continue illustrating the standards of writing performance expected in the context of
diploma examinations and demonstrate the variety of approaches taken by students in
their writing.

This document includes the valuable contributions of many educators. Sincere thanks
and appreciation are extended to the following Standards Confirmers: Sandra Babik,
Savio Barros, Pam Davies, Scott Gibson Dodd, Kim Hoar, Ric Noble, Cam Tully, Cat
Turner.

We gratefully acknowledge the contributions made by members of the Humanities Unit
and the Document Design and Desktop Publishing Unit of Learner Assessment, Alberta
Education.

You can reach us with your comments and questions by e-mail to
Barbara.Proctor-Hartley@gov.ab.ca, John.Finnie@gov.ab.ca, or Tim.Coates@gov.ab.ca,

or by regular mail at
Alberta Education
Box 43
44 Capital Boulevard
10044 108 Street NW
Edmonton, Alberta T5J 5E6

We would be pleased to hear from you.

ii

Introduction
The written responses in this document are examples of English Language Arts 30–1
Diploma Examination writing that received scores of Satisfactory (S), Proficient (Pf), or
Excellent (E). These sample responses are taken from the January 2008 administration.
Along with the commentaries that accompany them, they should help you and your
students to understand the standards for English Language Arts 30–1 Diploma
Examination writing in relation to the scoring criteria.
The purpose of the sample responses is to illustrate the standards that governed the
January 2008 marking session and that anchor the selection of similar sample responses
for subsequent marking sessions in 2008. The sample papers and the commentaries were
used to train markers to apply the scoring criteria consistently and to justify their
decisions about scores in terms of each student’s work and the criteria.
The sample responses included in this document represent a very small sample of
successful approaches to the assignments.

Selection and Use of Sample Papers
The teachers on the Standards Confirmation Committee for the January 2008 marking
session selected the examples of student responses included here. They also wrote the
commentaries that discuss the students’ writing in terms of the scoring criteria used for
marking.
During their preparation for the January 2008 marking session, markers reviewed and
validated the standards represented by these sample responses. Markers then used these
sample responses as guidelines for marking the written-response sections of the January
2008 English Language Arts 30–1 Diploma Examination.

Cautions
1. The commentaries are brief.

The commentaries were written for groups of markers to discuss and apply during the
marking session. Although brief, they provide a model for relating specific examples
from student work to the details in a specific scoring criterion.

2. Neither the scoring guide nor the assignments are meant to limit students to a
single organizational or rhetorical approach in completing any diploma
examination assignment.

Students must be free to select and organize their materials in a manner that they feel
will enable them to best present their ideas. In fact, part of what is being assessed is
the final effectiveness of the content, the form and structure, and the rhetorical choices
that students make.

1

The student writing in this document illustrates just a few of the many successful
organizational and rhetorical strategies used in January 2008.
We strongly recommend that you caution your students that there is no preferred
approach to an assignment except the approach that best accomplishes the student
writer’s goal of effectively communicating his or her own ideas about the topic.
We advise you not to draw any conclusions about common patterns of approach taken
by students.

3. The sample papers presented in this document must not be used as models for
instructional purposes.

Because these papers are illustrations only, and because they are sample responses to a
set topic, students must be cautioned not to memorize the content of any of these
assignments or to use them when completing classroom assignments or when writing
future diploma examinations.
The approaches taken by students at the standard of excellence, not their words or
ideas, are what students being examined in the future should consider emulating. In
fact, it is hoped that the variety of approaches presented here will inspire students to
experiment with diction, syntax, and form and structure as a way of developing an
individual voice and engaging the reader in ideas and forms that the student has
considered.
Examination markers and staff at Alberta Education take any possibility of plagiarism
or cheating seriously. The consequences for students are grave.

4. It is essential that you consider each of these examples of student writing in light
of the constraints of the examination situation.

Under examination conditions, students produce first-draft writing. Given more time,
students would be expected to produce papers of considerably improved quality,
particularly in the dimensions of Presentation, Matters of Correctness, and Writing
Skills.

5. For further information regarding student performance on the Part A: Written
Response, access the English Language Arts 30–1 Assessment Highlights for
January and June 2007.

2

English Language Arts 30–1 January 2008 Writing Assignments
January 2008
English Language Arts 30–1
Part A: Written Response
Grade 12 Diploma Examination
Description Instructions
Time: 2½ hours. This examination was • Complete the Personal Response to Texts
developed to be completed in 2½ hours; Assignment first. The Personal Response
however, you may take an additional to Texts Assignment is designed to allow
½ hour to complete the examination. you time to think and reflect upon the
ideas that you may also explore in the
Plan your time carefully. Critical /Analytical Response to Literary
Texts Assignment.
Part A: Written Response contributes
50% of the total English Language • Complete both assignments.
Arts 30–1 Diploma Examination mark
and consists of two assignments. • You may use the following print
references:
• Personal Response to Texts –an English and/or bilingual dictionary
Assignment –a thesaurus
Value 20% of total examination mark –an authorized writing handbook
• Critical /Analytical Response to
Literary Texts Assignment • Space is provided in this booklet for
Value 30% of total examination mark planning and for your written work.

• Use blue or black ink for your written
work.
Additional Instructions for Students
Recommendation: Read and reflect Using Word Processors
upon the whole examination before
you begin to write. Time spent in • Format your work using an easy-to-read
planning may result in better writing. 12-point or larger font such as Times.
• Double-space your final copy.
• Staple your final printed work to the pages
indicated for word-processed work for
each assignment. Hand in all work.
• Indicate in the space provided on the back
cover that you have attached word-
Do not write your name anywhere in this
booklet. Feel free to make corrections and processed pages.
revisions directly on your written work.

3

PERSONAL RESPONSE TO TEXTS ASSIGNMENT
Suggested time: approximately 45 to 60 minutes

Carefully read and consider the texts on pages 1 to 4, and then complete the assignment
that follows.

To a Pessimist

It’s true, the chances
that good luck won’t stop dropping in your lap
are as they are of most things: mostly against;
that whether looked at from this or the far side of fences,
the grass is basically ashes,
and that half-full or -empty, the best-laid glass
invariably smashes.

But before you bury
your head in a dune of Zoloft,
remember, speaking of odds, the sheer oddness
of being brought into this sunlit, sublunary
existence’s bosom
out of the black, like some ancient ironwood’s
improbable blossom.

To be born, to have hollowed
this singular passage, the exact
outline of yourself, through the rock of ages,
argues, does it not, that one might be allowed
if not to aspire
to outright happiness, then at least to resist
abject despair?

Your house will fall down, for sure,
followed – who knows? – by the sky itself,
but not today, and probably not tomorrow,
and bear in mind also, that despite the law
that returns must diminish,
the gods, when they act at all, have been known to bless
as well as to punish.

James Lasdun
(1958– )

Lasdun, James. “To a Pessimist.” In The TLS, June 4, 2004. Reproduced with
permission from James Lasdun.

4

from THE TIN FLUTE

God, how tired she was of this job! Waiting on rough men who made insulting
advances, or else others, like Jean Lévesque, who made sport of her. Waiting on people,
always waiting on people! And forever smiling, when her feet felt as if she were walking
on a bed of hot coals! Smiling when her aching legs were about to give way with
exhaustion! Smiling no matter how enraged and miserable she might be!
In repose her face took on a look of stupefaction. For the moment, despite her heavy
make-up, the image of the old woman she would become was superimposed on her
childish features. By the set of her lips one could foresee the wrinkles into which the fine
modeling of her cheeks would dissolve. All youth, confidence, vivacity seemed to have
fled from her listless, shrunken eyes, leaving a vacuum. But it was not only the mature
woman that appeared portentously in Florentine’s face; even more shocking were the
marks of inherited debility and deep poverty that she bore. These seemed to rise from the
depths of her somber pupils and spread like a veil over the naked, unmasked face.
All this passed in less than a minute. Abruptly Florentine straightened up, and the
smile returned of itself to her rouged lips, as if it responded not to her will, but to some
powerful reflex, the natural ally of her challenge to life. Of all the confused thoughts that
had run through her mind, she retained only one, a conviction as clear and sharp as her
congealed smile, that she must immediately stake everything she still had to offer, all her
physical charm, on one wild chance of happiness. As she leaned over the counter to pick
up some dirty dishes, she caught a glimpse of Jean Lévesque’s profile, and it came to her
with the force of a staggering blow, that whether she wished it or not, she could no longer
be indifferent to him. . . .
She glanced down the length of the counter. Out of the corner of her eye she could
see a row of faces bent over plates, mouths open, jaws chewing, greasy lips–a sight that
usually infuriated her–and then, at the end of the table, the square shoulders of her young
man in his well-cut brown suit. One of his hands cupped his face; his brown skin was
drawn tight over his cheeks; his teeth were clenched. Fine lines spread fanwise from his
chin to his temples. Young as he appeared, light furrows were already drawn on his
stubborn brow. And his eyes, whether skimming over nearby objects or studying his
book, were hard and brilliant.
Florentine stole up on him and observed him minutely through half-closed lids. His
suit was made of English cloth, unlike the stuff to be found in the neighborhood stores. It
seemed to her that his clothing indicated a special character, an almost privileged kind of
existence. Not that the youth dressed with studied elegance; on the contrary, he affected
a certain carelessness. His tie was knotted loosely, his hands still bore slight traces of
grease, he wore no hat in any weather, and his hair was thick and unmanageable from
exposure to sun, and the rain and heavy frost. But it was just this negligence in small
details that lent importance to the expensive things he wore: the wrist watch whose dial
flashed with every gesture, the heavy silk scarf draped about his neck, the fine leather
gloves sticking out of his pocket. . . . He might be nothing but a machinist at this
moment, but she was confident that he would be prosperous in the future, a future with
which a strong instinct urged her to ally herself.

Excerpted from The Tin Flute by Gabrielle Roy © 1947. Published by McClelland & Stewart. Used with permission
from Fonds Gabrielle Roy.

5

She came to, from far away, and asked him in the tough accent she assumed for the
customers:
“Well, do you want dessert?”
Jean raised his head, squared his broad shoulders and gave her a glance of mingled
impatience and mischief.
“No. But you . . . you haven’t told me yet if I’m to be the lucky guy tonight. You’ve
had ten minutes to think it over; what have you decided? Are you coming to the movies
with me, yes or no?”
He saw Florentine’s green pupils light up with impotent rage, but quickly she lowered
her eyes. When she replied, her voice was both angry and mournful, yet with a
conciliatory undertone.
“Why should I go to the movies with you? I don’t know you! How should I know
who you are?”
He chuckled. It was obvious that she was fishing for information about him.
“Come now,” he said. “You’ll find that out gradually, if you’ve a mind to.”
Dismayed less by his evasion than by his detachment, Florentine thought to herself in
some shame: He wants me to do all the talking. Maybe he only wants to make fun of
me. And she herself broke into a forced laugh.
But his attention had turned from her. He seemed to be listening to sounds out in the
street. A moment later Florentine heard the distant beating of drums. A crowd was
gathering in front of the store windows. Salesgirls who were unoccupied hurried to the
street side of their counters. Although Canada had declared war against Germany six
months before, military parades were still a novelty in the Saint-Henri quarter.
A platoon filed past the five-and-ten. Florentine leaned forward to see with breathless,
almost childish interest, as the soldiers swung by, lusty fellows, stalwart in their heavy
khaki coats, their arms stiff under a light powdering of snow. She whirled around to look
at Jean, as if to have him witness the girlish delight in her face, but his expression was so
hostile, so scornful, that she shrugged her shoulders and left him, eager not to miss
anything of the show going on in the street. The latest recruits were moving into her line
of vision; they were in civilian clothes, some in light suits, others wearing shabby fall
coats, torn and patched, pierced by the bitter wind. She knew by sight some of these
young men marching behind the soldiers. Like her own brother, like her father, they had
long been on relief. And suddenly, mingled with her consciousness of the exciting and
inscrutable elements of the military pageant, she had a vague intuition that desperate
poverty had found its final solution in war. . . .
“It’s crazy, don’t you think?”
Far from smiling at her sally, as she had hoped, he eyed her with such animosity that
she felt a flicker of joy, almost of vengeance, as she thought: “Why he’s a crazy fool
too!” And it gave her a spark of satisfaction to have judged him so severely in her mind.
He meanwhile was rubbing his hand over his face as if to wipe out unpleasant
thoughts, or perhaps simply to hide a sardonic smile, and then, catching the girl’s eye, he
pressed her once more:
“What’s your name? Tell me your name.”

Gabrielle Roy

6

Ballet Class

© Shayne Robinson 2005

A young girl takes part in a ballet class for underprivileged children at the community
hall in Alexandra Township in Johannesburg, South Africa. After studying ballet in
London, England, and dancing professionally, prima ballerina Penelope Thloloe returned
to Alexandra because she believes many of the children have talent but need access to
proper training in order to succeed.

Picture: Shayne Robinson, Photowire Africa - http://photojourno.blat.co.za

7

PERSONAL RESPONSE TO TEXTS ASSIGNMENT
Suggested time: approximately 45 to 60 minutes

You have been provided with three texts on pages 1 to 4. In the poem “To a Pessimist,”
the speaker asks pessimists to overcome their fear and reconsider their vision of the
future. In the excerpt from The Tin Flute, Florentine recognizes an opportunity she is
afraid to ignore. In the photograph, Shayne Robinson captures the optimism of youthful
ambition in a ballet class in post-apartheid South Africa.

The Assignment
What do these texts suggest about the interplay between fear and foresight when
individuals make life-altering choices? Support your idea(s) with reference to one
or more of the texts presented and to your previous knowledge and/or experience.

The Assignment
What do these texts suggest to you about an individual’s response to the constraints
of convention or circumstance? Support your idea(s) with reference to one or more
of the texts presented and to your previous knowledge and/or experience.

In your writing, you must

• use a prose form

• connect one or more of the texts provided in this examination to your own ideas and
impressions

8

CRITICAL / ANALYTICAL RESPONSE TO LITERARY TEXTS ASSIGNMENT
Suggested time: approximately 1½ to 2 hours

Do not use the texts provided in this booklet for the Critical / Analytical Response to
Literary Texts Assignment. Choose from short stories, novels, plays, screenplays, poetry,
films, or other literary texts that you have studied in English Language Arts 30–1. When
considering the works that you have studied, choose a literary text (or texts) that is
meaningful to you and relevant to the following assignment.

The Assignment

Discuss the idea(s) developed by the text creator in your chosen text about the
interplay between fear and foresight when individuals make life altering choices.

In your planning and writing, consider the following instructions.

• Carefully consider your controlling idea or how you will create a strong unifying
effect in your response.

• As you develop your ideas, support them with appropriate, relevant, and meaningful
examples from your choice of literary text(s).

9

Critical / Analytical Response to Literary Texts Assignment

Initial Planning

You may use this space for your initial planning. This information assists markers in
identifying the text you have chosen to support your ideas. The markers who read your
composition will be very familiar with the literary text you have chosen.

Literary Text and _____________________________________________________
Text Creator
_____________________________________________________

_____________________________________________________

_____________________________________________________

Personal Reflection on Choice of Literary Text
Suggested time: 10 to 15 minutes

Briefly explore your reasons for selecting the literary text as support for your response.
Markers will consider the information you provide here when considering the
effectiveness of your supporting evidence.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

10

English Language Arts 30–1 Part A: Written Response
Standards Confirmation
Background
For all diploma examination scoring sessions, Learner Assessment staff use a process of
standards confirmation to establish and illustrate expectations for students’ work in
relation to the scoring criteria and to ensure scoring consistency within and between
marking sessions. Because there are several diploma examination administrations and
scoring sessions each school year, the standards must remain consistent for each scoring
session in the school year and, similarly, from year to year.

Standards for student achievement start with both the demands of the Program of Studies
for Senior High School English Language Arts and the interpretation of those demands
through learning resources and classroom instruction. These agreed-upon standards are
also exemplified in the kinds of tasks and the degree of independence expected of
students. All these complex applications of standards precede the design, development,
and scoring of each diploma examination.

The Standards Confirmation Committee is composed of experienced teachers from
representative regions of the province. These teachers work with the Learner Assessment
staff responsible for the development, scoring, and results-reporting for each diploma
examination. Teacher-members participate over a two-year period and are required to
serve as group leaders or markers during at least one of the subsequent marking sessions.

There are two essential parts to applying standards at the point of examination scoring:
the expectations embedded in the scoring criteria and the examples of students’ work that
illustrate the scoring criteria within each scoring category. The scoring categories and
scoring criteria are available to teachers and students via the 2007/2008 English
Language Arts 30–1 Information Bulletin. During each of the January and June marking
sessions, example papers selected by members of the Standards Confirmation Committee
are used to train markers. Subsequent to each marking session, the example papers that
received scores of Satisfactory (S), Proficient (Pf), and Excellent (E) are posted on the
Alberta Education web site at www.education.alberta.ca in the documents entitled
Examples of the Standards for Students’ Writing.

During the standards confirmation process,
• the appropriateness of the standards set by the examination in relation to students’
work is confirmed
• student responses that clearly illustrate the standards in the scoring categories and
the scoring criteria are selected and are used when training markers
• rationales that explain and support the selection of sample papers in terms of the
scoring categories, scoring criteria, and students’ work are written

11

Impressions from Standards Confirmation January 2008
Personal Response to Texts Assignment
Preparing to Mark

• When marking a response, markers consciously return to the Focus section of the
scoring criteria to reorient themselves to the distinction between the two scoring
categories. Markers take care to read the students’ comments in the Initial Planning
section, wherein students might indicate their reasoning and intention in choosing a
particular prose form.

• Markers review the texts provided in the assignment and reread the prompt and
assignment at the start of each marking day. Markers expect that the students’ ideas
and impressions are informed by the details within the text(s) and the contextual
information presented in the preamble. Standards Confirmers found that many
students employed greater specificity when using details from the text(s) or,
alternatively, when “fleshing out” the text(s) with their own imaginative details.

Choice of Prose Form

• Standards Confirmers observed that many students have developed more confidence
in dealing with the strengths and constraints of different prose forms and have often
opted to use explicit reference to a text or texts within a creative response. When the
markers considered the student’s creation of voice, the focus was on “the context
created by the student in the chosen prose form.” Markers also carefully considered
the effectiveness of “the student’s development of a unifying effect.” These
distinctions are especially significant when assessing creative responses.

Explicit Reference to Text

• Standards Confirmers found that students making explicit references to the texts did
so with varying degrees of plausibility relative to the historical context established in
the response, and that imaginative details that may not have accurately reflected
historical fact were understandable. Frequently, markers recognized that, with
varying degrees of originality, the fiction created by the student paralleled one or
more of the texts provided. Similarity between the premise for the narrative or the
student’s personal experience and the other texts was understandable given classroom
practice and the nature of the assignment.

Implicit Reference to Text

• As in the past, some students did not explicitly support their ideas “with reference to
one or more of the texts presented.” In some responses, an obvious parallel to the
text(s) was apparent, whereas in others, an implicit understanding of and connection
to the text(s) were evident in the presentation of ideas. The student’s exploration of
ideas and impressions, however, must address the question in the assignment, and

12

markers must be able to identify the student’s inferences and the implicit relationship
between the topic, the texts, and the student’s ideas and support. Standards
Confirmers observed that, with varying degrees of success, students have found
creative ways of explicitly representing the relationship linking topic, text reference,
and ideas regardless of the chosen prose form. Standards Confirmers suggested that
markers might occasionally need to read a student’s work more than once to
appreciate what a student has attempted and, in fact, accomplished.

• In the Critical / Analytical Response to Literary Texts Assignment, students employed
a number of approaches to fulfill the assignment. The assignment demanded that
students choose their literature judiciously to address the ideas that the text creators
develop regarding “the interplay between fear and foresight when individuals make
life-altering choices.” Students chose from a wide variety of literary texts, including
film, to support their ideas. Where students elected to use more than one text,
Standards Confirmers noted that students did so with varying degrees of familiarity
and specificity. In these, as in all cases, markers considered the student’s treatment of
the texts, the selection and quality of evidence, and how well that evidence was
integrated and developed to support the student’s ideas.

• Standards Confirmers observed that most students considered the implications of the
full assignment and demonstrated an understanding of the significance of the
interplay between fear and foresight when individuals make life-altering choices.
Some students appropriately used a creative approach to organize and express their
ideas in a critical and/or analytical manner.

Reminders for Markers
• Check for the literary text(s) selection in the Critical / Analytical Response to Literary
Texts Assignment before beginning to mark the paper, especially given the increasing
number of new texts appearing in student responses in the examination. Students
assume that markers have recently taught the literary text(s).

• Markers must consider the student’s comments presented in the Personal Reflection
on Choice of Literary Text(s) when assessing the scoring category of Supporting
Evidence. Some students reveal thoughtful awareness of their purpose in choosing a
particular text.

13

Examples of Students’ Writing with Teachers’ Commentaries

Personal Response to Texts Assignment, January 2008

Example 1 Scored Satisfactory (S)

(Page 1 of 5)

14


Example Scored Satisfactory (S)

(Page 2 of 5)

15



(Page 3 of 5)

16



(Page 4 of 5)

17



(Page 5 of 5)

18

English Language Arts 30–1 January 2008

EXAMPLE PAPER—SATISFACTORY
SCORING CRITERIA RATIONALE

Ideas and Impressions (S)

• The student’s exploration of The student explores the generalized idea that “In life, we
the topic is generalized. can’t be constanty afraid of failure or we would never
• Perceptions and/or ideas are accomplish anything” and concludes with the
straightforward and straightforward idea about foresight that “Having a plan and
relevant. knowledge of what you’re trying to do can allow you to see
the possibility of a positive result”.
• Support is adequate and
clarifies the student’s ideas
This idea is developed through the student’s relevant
and impressions.
exploration of the mother’s desire to leave her current job to
“work for another company, or starting up a buisness of her
own” such as a used bookstore. The perceptions that the
mother “is growing tired of her job” and that “money is not
an issue”, but that “she is too afraid that she won’t succeed”
are straightforward in showing how the fear of failure is

S
stopping her. The student also includes the relevant idea that
“when a person is afraid, he can never see anything but a
negative outcome”.

Adequate examples of support about the mother’s fears as in
“When asked, she always gives excuses as to why she won’t
quit” and “Usually they center around her paycheque, how
much they need her at work, and of course, ‘I’m too old to
start over’” clarify the student’s ideas and impressions.

19



Presentation (S)

• The voice created by the The voice created by the student is apparent and consistent
student is apparent. in statements such as “This is very true for my mother, who
• Stylistic choices are doesn’t see herself owning and running a successful buisness”
adequate and the student’s and “Risks can be scary things, but without them, life would
creation of tone is be boring”.
conventional.
Stylistic choices such as “My mother needs to take a cue
• The unifying effect is
from the young girl” and “always on the tip of her tongue”
appropriately developed.
are adequate. The statement “In order to overcome our fears,
we need to be prepared” creates a conventional tone.

S
The unifying effect established in the comparison of the
mother’s inability to overcome her fear “that she won’t
succeed” to the photograph’s “young girl” who does
overcome her fear draws to the appropriate and generalized
conclusion that “Sometimes it is very hard to leave what is
familiar to you”.

20



(Page 1 of 5)

21



(Page 2 of 5)

22



(Page 3 of 5)

23



(Page 4 of 5)

24



(Page 5 of 5)

25


EXAMPLE PAPER—SATISFACTORY−2

Ideas and Impressions (S)

• The student’s exploration of In the form of a letter to Francesco, the student explores the
the topic is generalized. generalized idea that “Fear can limit our perception of
• Perceptions and/or ideas are positive possibilities in the future” and concludes with the
straightforward and straightforward idea that “Sometimes good things do come
relevant. our way, so dont let your fear of the bad things get the better
of you”. The description of Francesco’s record store, his hard
• Support is adequate and
work in its development, and the proposed association with
clarifies the student’s ideas
Softrack leads to the relevant consideration of “what could
and impressions.
happen if your deal turns out to be good for your business”.

Adequate support is provided with the comparison of the
business venture to writing diploma exams, as in “Do you
remember when we wrote our diplomas and all you could

S
think about was everything that could go wrong?”. This
example is extended to the fear that “you could fail and not
graduate or that you might have written too messy and not
have been able to have been marked”. The last example of
support is provided by the quotation from the poem, “‘the
gods … have been known to bless/ as well as punish’”, which
clarifies the student’s ideas and impressions.

26


EXAMPLE PAPER—SATISFACTORY−2

Presentation (S)

• The voice created by the Voice is apparent in Carlos’ expression of concern for his
student is apparent. friend such as “I know how long you have spent trying to get
• Stylistic choices are your own record store off the ground” and “You’re afraid that
adequate and the student’s this deal may ruin your business or diminish your reputation”.
creation of tone is Colloquial expressions such as “you should go for it” and
conventional. “get the better of you” help to sustain the voice of friendship.
Shifts in the point of view from first person to second person
appropriately developed.
as in “I recently heard about how you had been thinking
about making a deal with Softrack Ltd.” and “You ended up
doing really well on those exams” create a conventional
tone. Adequate stylistic choices are evident in imperative

S sentences such as “Think of what could happen” and “Don’t
let your fear cloud your foresight.” and in the alliteration in
the sentence “Sometimes caution can have horrible
consequences, simply because it prevents you from acting”.

The unifying effect regarding the interplay between fear and
foresight at times of crucial choice is appropriately
developed by such sentences as “Fear can limit our
perception of positive possibilities in the future” and “Fear
was removing your foresight just as it is now”. The student
concludes with the appropriate comment “Sometimes good
things do come our way, so don’t let your fear of bad things
get the better of you”.

27


Example 1 Scored Proficient (Pf)

(Page 1 of 5)

28



(Page 2 of 5)

29



(Page 3 of 5)

30



(Page 4 of 5)

31



(Page 5 of 5)

32


EXAMPLE PAPER—PROFICIENT−1

Ideas and Impressions (Pf)

• The student’s exploration of The student purposefully explores the topic by connecting
the topic is purposeful. the student’s own fears and foresight to those of Florentine:
• Perceptions and/or ideas are “Florentine is caught in a struggle between fear and foresight.
thoughtful and considered. I myself have also dealt with this struggle between fear and
foresight”. The idea that “when the change will alter a
• Support is specific and
person’s life for the better, the fear becomes lesser, and we
strengthens the student’s
will push past it to make the change” is thoughtful.
ideas and impressions.
The considered idea that “moving to the city would be
beneficial for my future, because I would be able to go out
and see the world” is thoughtfully tied to Florentine’s

Pf dilemma regarding Jean Lévesque: “She is still afraid, but she
goes to talk to him, and considers his offer to take her to a
movie”. The student also draws a parallel to the desperation
of Florentine’s situation in her own recognition that “I felt as
though life couldn’t get better, unless it changed in a major
way”.

The specific support around the concept of instinct, a textual
reference, strengthens the student’s ideas regarding how
instinct affects decision-making in such statements as “She is
filled with a ‘strong instinct’ which ‘urge[s] her to ally
herself’ with him” and “This is the same sort of feeling which
I felt towards moving, even though I was afraid, I felt an urge
within myself to go, to take the chance, and change my life”.

33



Presentation (Pf)

• The voice created by the The student creates a distinct voice in statements such as
student is distinct. “However, when I was first given this choice, all I could
• Stylistic choices are specific think about was how afraid I was of change, and how afraid I
and the student’s creation of was that I would make the wrong decision” and “In the end,
tone is competent. my instinct, and foresight won out over fear”.
Stylistic choices are specific in such balanced sentences as “I
capably developed.
was afraid of things going badly, just like Florentine. What if
Jean is not right for her, what if the city was not right for
me?”. Tone is competently created in the sentence “But I
did realize that it would be better, no matter what happened,

Pf because it would change my life, and that’s what I needed”.

The unifying effect is capably developed by the student’s
repeated parallels between Florentine’s uncertainty about
Jean and the narrator’s concern about moving to the city as
illustrated by the comments “Florentine is in a similar
situation”, “This was the case for me, and it is also the case
for Florentine”, and “I faced this, and so does Florentine in
the story excerpt”.

34



(Page 1 of 4)

35



(Page 2 of 4)

36



(Page 3 of 4)

37



(Page 4 of 4)

38



Ideas and Impressions (Pf)

• The student’s exploration of The student creates, as a prose form, a first person narrative
the topic is purposeful. based on implicit references to The Tin Flute and “Ballet
• Perceptions and/or ideas are Class” to explore purposefully the idea of the interplay
thoughtful and considered. between fear and foresight when making a life-altering
choice. The student establishes the context by beginning the
• Support is specific and
story with “My life has become a never ending track with out
strengthens the student’s
any bumps, slopes, or curves in the road”, and then expresses
the narrator’s desire that “I always envisioned dancing would
be the savior that I required in order to rescue me from the
dead end job my parents had hand picked for me”.

Pf The student demonstrates thoughtful and considered ideas
as she explores both the narrator’s foresight “I kept
envisioning all the phenomenal things that could possibly
come from it. The judges being amazed by me, the crowd
cheering, and the praise I would acquire from my dance
friends” and the fear “At the same time, I had this fear of me
falling down, the crowd booing, and worst of all the reaction
of my parents if they found out I had went”. The support
found in “I figured I could either curl up in my room and
become the puppet they wanted me to be or I could face the
consequences, good or bad, which may come of my actions”
is specific and strengthens the student’s ideas and
impressions.

39



Presentation (Pf)

• The voice created by the The student creates a distinctive voice in “Plus, what teenage
student is distinct. girl really dreams of working in a bakery for the rest of her
• Stylistic choices are specific life?”, “Not even a spoiled child could be as stubborn as they
and the student’s creation of were”, and “Out of rage, spite, and pure rebellion I decided to
tone is competent. secretly try out for the school”.
The student’s stylistic choices are specific and create a
capably developed.
competent tone as in “Everyday I wake up to go to the same
job, where I do the same tasks, see the same people, and do

Pf
the same thing, day in and day out” and “At 12 o’clock I will
hear the chuckling of Mr. Dowly when he arrives in his beat
up old mini van to pick up the bread order for his store”. The
unexpected conclusion to the narrator’s audition for the dance
school is expressed succinctly: “After a long day, a lot of fun,
and mountainous amounts of stress, I found out I had not
made the cut”.

The unifying effect about the narrator’s struggle to confront
fear and pursue a dream is capably developed as she
concludes “It was not about whether or not I made it into the
school, it was about facing my fears and my doubts”.

40


Example 1 Scored Excellent (E)

(Page 1 of 7)

41



(Page 2 of 7)

42



(Page 3 of 7)

43



(Page 4 of 7)

44



(Page 5 of 7)

45



(Page 6 of 7)

46



(Page 7 of 7)

47


EXAMPLE PAPER—EXCELLENT−1

Ideas and Impressions (E)

• The student’s exploration of The student offers an insightful exploration of the topic
the topic is insightful. through a discerning comparison of Florentine’s predicament
• Perceptions and/or ideas are with that of the student: “Through my experience and
confident and discerning. Gabrielle Roy’s interpretation of a life changing move,
change is achieved only though and inner determination to
• Support is precise and aptly
overcome our fears and engage in the positive anticipation of
reinforces the student’s
what may come”.
The perception that Florentine “becomes trapped in the

E
mundane cycle of waiting on and smiling, waiting on again
and still smiling for customers that fail to provide any sense
of fulfillment for her” is both confident and discerning. The
understanding that with “nonchalant interest, Florentine looks
at Levesque and sees prosperity, dignity, elegance” articulates
Lévesque as a prospect and is crystallized in the statement
that Lévesque “in essence, personalizes her dream world into
one neat little package”.

The personal account of the student is precise and apt and
extends the analysis of the role of foresight to provide the
motivation for change. The analysis of Florentine and the
student’s own circumstances functions to show skillfully that
change is only accomplished through an “inner determination
to overcome our fears and engage in the positive anticipation
of what may come”.

48



Presentation (E)

• The voice created by the The voice created by the student is convincing as in “The
student is convincing. perpetuity of it all is what creates the excitement and
• Stylistic choices are precise motivation for any life-altering transformation. But with any
and the student’s creation of choice comes change, and change harbors a sense of fear”
tone is adept. and “Stuck in a job that is repetitive and redundant, lacking
any spice with which to engage her, Florentine becomes
obsessed with a particularly intriguing customer named Jean
skillfully developed.
Levesque”. Stylistic choices such as “the promise of a better
tomorrow turned out to be a flaky agreement” and a
“distorted and horrific reality, much like your reflection in a

E
fun house mirror” are precise. Likewise, lines such as
“Among the other patrons who Florentine views as greasy,
lip-smacking, gluttonous gaping mouths, Levesque captures
her eye” and “It is a struggle because we have no way of
predicting what may come about as a result of our choice”
display an adept tone. While errors do occur in the text of the
paper, the proportion of error in terms of the complexity
and length of the response are consistent with first-draft
writing.

The student skillfully develops the unifying effect of the
interplay between the nightmare of fear and the promise of
foresight in the moment of a life altering decision by creating
a clear parallel between Florentine’s apprehension about Jean
and the student’s anxiety in joining the softball team. The
student concludes: “At times fear may prevent of from
moving towards that change, but foresight overrules and
gives us that extra boost of motivation that allows us to step
over that line and change forever”.

49



(Page 1 of 5)

50



(Page 2 of 5)

51



(Page 3 of 5)

52



(Page 4 of 5)

53



(Page 5 of 5)

54



Ideas and Impressions (E)

• The student’s exploration of The student’s narrative exploration of a young girl in Cape
the topic is insightful. Town caught between the inspiring “stories of beautiful
• Perceptions and/or ideas are prima ballerinas” of her grandmother and the hostile
confident and discerning. pragmatism of her father “it was a useless waste of time and
money” is insightful. The student deftly captures the
• Support is precise and aptly
interplay between fear and foresight in the young girl when,
reinforces the student’s
at the end of the response, she is asked by the woman with the
application: “‘Are you sure about this?’”. The young girl
pauses as the struggles and hopes of her life crystallize, “her
father and her grandmother fighting in her head, the bruises
forming from the practice she had just taught herself ached,

E the poster of the ballerina flashed briefly when she blinked”,
and then girl makes her choice: “a small brown hand gently
pulled the paper from the woman’s hand. ‘Yes’”.

The descriptions of the young girl’s circumstances of poverty
and purpose are embedded with confident and discerning
perceptions as in “The other lights had already burnt out, the
charred glass the only reminder of how wonderfully lit the
dance hall used to be”, “As she leapt into a spin, the shadows
morphing around her, her eyes caught on a small, glass jar
filled with bills and coins. She had been saving up for years”,
and “she stopped dancing to walk over and slide a plain
brown dress over the worn leotard”.

Support is precise and aptly reinforces the student’s
internalization of the photograph’s image and implication in
examples such as “In the middle of the darkened room the
young girl snapped to attention, her eyes focused on the
mirrored image in front of her. Shadows clung to her form”
and “Times had been tough, she mused, as her foot slid
forward, catching on the slivers of wood from the neglected
hardwood floor”.

55



Presentation (E)

• The voice created by the The voice created by the student is convincing and
student is convincing. compelling as in: “Shadows clung to her form, clad in tight
• Stylistic choices are precise grey leotard, born from the single light dangling solemnly
and the student’s creation of above her head” and “She knew he would say no before the
tone is adept. sound of cursing and ripping paper met her ears”.
Stylistic choices are precise as in the deliberately repeated
skillfully developed.
images of hair: “the elastic yanked out of brown curly locks,
sending the mass cascading down her back” and “she found

E
herself staring at an elegant knot of black hair”. As well, the
student’s early emphasis on the imagery of shadows and
greyness is pointedly and effectively contrasted by the
“flash of red, crimson and romantic,” worn by the woman
who pins up the flyer. The student’s creation of tone is
adept: “She stumbled blindly through the streets, her head
bowed against the torrent of rain and hail, and ducked under
the green and white striped awning for the local grocery
store”.

The student’s unifying effect, in the use of dance positions in
the first half of the response, in the repetition of the image of
a hand holding a pamphlet or paper, and in the reiteration of
the girl’s father and grandmother at the end, is skillfully
developed.

56

Critical / Analytical Response to Literary Texts Assignment, January 2008


(Page 1 of 5)

57



(Page 2 of 5)

58



(Page 3 of 5)

59



(Page 4 of 5)

60



(Page 5 of 5)

61



Thought and Understanding (S)

• Ideas are relevant and The student begins with the straightforward idea “Life
straightforward, demonstrating a is full of major decisions that are life altering and are
generalized comprehension of very important in one’s future”. Ideas linking the short
the literary text(s) and the topic. story “On The Rainy River” to the difficulty of making
• Literary interpretations are significant decisions are relevant: “Sometimes people
general but plausible. are faced with conflict or obstacles that they do not agree
with, but are obliged to go against their will”.

The student points to fear in the statement “Tim has

S
enormous amounts of fear when faced with question
whether to go to war or not” and foresight in “Tim
looked forward at the decision he made, but knew he still
did not believe in the war he was fighting for”. The
student demonstrates a generalized comprehension of
the topic and the interplay of fear and foresight in: “He
fears everything about the war and also feels terrible that
he will be deserting his country and hometown if he
leaves to Canada”.

The literary interpretations such as “Some people are
not exactly suited for war, and it can be very
demoralizing when faced with the fact that you could
easily die”, “When Elroy and Tim first met, Elroy knew
Tim was in trouble and was fleeing the war” and “He had
given Tim a whole new foresight on life, and made Tim
realize many things in life” are general but plausible.

62



Supporting Evidence (S)

• Support is general, adequate, and Support is general as in “When Tim receives his draft
appropriately chosen to reinforce letter back in Worthington, Minnesota he is absolutely
the student’s ideas in an petrified about the fact that he has to go to war in
acceptable way but occasionally Vietnam” and “Tim spent quite a few days there helping
may lack persuasiveness. Elroy, and just letting time pass while he thought about
• A reasonable connection to the his decision to run away from his hometown”.
student’s ideas is suitably The student’s choice to include the quotation from the
maintained. short story “All of us, I suppose, like to believe that in a
moral emergency we will behave like [heroes]” is
appropriately chosen to reinforce the recognition that
“Some people are not exactly suited for war, and it can

S be very demoralizing when faced with the fact that you
could easily die”. Thus, a reasonable connection
between the ideas “He just knew that Tim was in trouble
and he was there to help” and “Elroy Berdahl was one of
the greatest things that happened to Tim” and “Tim
decided not to desert his country and people. Though, he
decided to go to war for something he did not believe in”
is suitably maintained. The student’s presentation of
such details as “The fact of going to war and killing
resembles Tim’s job at the pig factory, and how the pigs
are slaughtered every day” and “Elroy finally starts of the
Evinrude engine, and heads back for the Tip Top Lodge”,
while appropriate to the discussion, lacks
persuasiveness as there is little development or
connection to the student’s subsequent ideas.

63



Form and Structure (S)

• A straightforward arrangement A straightforward arrangement of ideas and details
of ideas and details provides such as “The life altering decisions are evident when Tim
direction for the discussion that O’Brien decides to flee to Canada, stopping at the Tip
is developed appropriately. Top Lodge, and deciding to go to war”, “He is unsure
• The unifying effect or with what he should do, because he does not even believe
controlling idea is presented and in why his country is fighting in this war”, and “Tim’s
maintained generally; however, most drastic life changing decision came when he
coherence may falter. decided to go to war” provides direction for the
discussion that is developed appropriately.

The controlling idea that “Sometimes people are
obliged to go against their wills, when faced with conflict

S
or obstacles” is presented and maintained generally.
The student creates a unifying effect by establishing the
challenge facing Tim, “Tim has enormous amounts of
fear when faced with question whether to go to war or
not”, examining the nature of his dilemma, and
suggesting that Elroy helps Tim to come to a conclusion,
“He had given Tim a whole new foresight on life, and
made Tim realize many things in life”; however,
coherence does falter regarding how exactly Elroy is
“one of the greatest things that happened to Tim”.

64



Matters of Choice (S)

• Diction is adequate. Diction is adequate as demonstrated in “we are shown
• Syntactic structures are the interplay between making these life altering
straightforward, but attempts at decisions”, “Tim has enormous amounts of fear”, and
complex structures may be “This is a big decision that impacts Tim’s life
awkward. enormously”.
• Stylistic choices contribute to the
Syntactic structures are straightforward as in “Elroy
creation of a conventional
was an intelligent man, and was going to see if Tim
composition with an appropriate
really was going to flee the war and go to Canada” and
voice.
“As Tim keeps on thinking about this enormous decision,
he becomes very emotional”. Attempts at complex
structures are occasionally awkward as in “Elroy

S
stopped the boat and started fishing, while Tim started to
contemplate whether to jump out and swim to Canada, or
to stay and end up going to a war he didn’t believe in
fighting” and “Sometime’s in life you have to go against
in what you believe, just to live a successful life”.

Stylistic choices contribute to the creation of an
appropriate voice as in “These great decisions help
develop a person internally and help shape them for the
real world” and “The decision to stop at the Tip Top
Lodge has not seemed to be a difficult one, though it sure
proved to be life altering”.

65

English Language Arts 30–1 June 2007


Matters of Correctness (S)

• This writing demonstrates The writing demonstrates control of the basics of
control of the basics of correct correct sentence construction, usage, grammar, and
sentence construction, usage, mechanics: “At this time in Tim’s life he is working at a
grammar, and mechanics. pig factory and has just become a young adult” and “It is
• There may be occasional lapses important to look at all the different positives and
in control and minor errors; negatives when faced with life altering decisions”.
however, the communication
remains clear. Occasional lapses in control appear in sentences such as
“Tim decided to spend a few days there, and met an
amazing man eighty one year old man, Elroy Berdahl”;
however, communication remains clear.

S

66


Example Scored Proficient (Pf)

(Page 1 of 6)

67



(Page 2 of 6)

68



(Page 3 of 6)

69



(Page 4 of 6)

70



(Page 5 of 6)

71



(Page 6 of 6)

72


EXAMPLE PAPER—PROFICIENT

Thought and Understanding (Pf)

• Ideas are thoughtful and The student offers the thoughtful idea that characters
considered, demonstrating a fear “deciding what they will do with the future” and fear
competent comprehension of the their “remorse from decisions of past”. The overarching
literary text(s) and the topic. idea that “Fear limited Willy to what he could
• Literary interpretations are accomplish and his lack of foresight caused him to make
revealing and sensible. many poor decisions” is considered. From this
perspective, the student examines Willy’s decisions in
terms of past, present and future elements.

Pf Literary interpretations are revealing in the student’s
observations regarding Willy’s flawed belief that “it was
not about liking what you do for yourself but what others
think of you”. Similarly, such statements as “If Willy
would have used his foresight to the best of his abilities
he would have pursued a career that involved labor
because in that area he had natural talent”, and “Willy
was a builder not a seller” represent a competent
comprehension of the relationships between the literary
text and the topic. Literary interpretations are sensible
when the student suggests that Willy “is lost and afraid
that Biff will not accept him or follow the plans Willy
has laid out for him”. The student’s statement “He knows
that he has failed his life so far and that his only chance
of a good future is through Biff’s life” demonstrates a
competent comprehension of Willy’s attempt to live
vicariously through Biff’s possible successes.

73



Supporting Evidence (Pf)

• Support is specific, and well Support is specific and reinforces the student’s ideas
chosen to reinforce the student’s in a persuasive way: “Willy tries to teach them the way
ideas in a persuasive way. to live in life. ‘Be liked and you will never want’”. The
• A sound connection to the student anchors this idea in statements such as “he
student’s ideas is capably wanted to be a salesman just like Dave ‘That’s when I
maintained. knew. At the age of 84 he could go into any city pick up
the phone and be loved and respected by so many
different people’”. Furthermore, the detail “He decided
he would not go to Alaska with his brother, instead he

Pf would try to become an influential salesman like his
friend Dave” is well chosen to support Willy’s stubborn
commitment to his choices, “Once Willy made a decision
he never looked back”.

A sound connection to the student’s ideas is capably
maintained through the descriptions of Willy’s
crumbling ability to cope: “To show how truly desperate
Willy was for a good future and to redeem his past he
tells his boys ‘The woods are burning boys…now tell me
some good news’”. Furthermore, the student’s
observations are capably maintained when saying that
Willy “has fears that his plan will not work shown
through Ben’s dialogue ‘Don’t make a fool of yourself
Willy’” and are supported by quoting Charlie “‘He’s a
man way out there in the blue riding on a smile and
shoeshine but when the world starts not smiling back,
that’s an earthquake’”.

74



Form and Structure (Pf)

• A purposeful arrangement of The purposeful arrangement of this critical/analytical
ideas and details contributes to a response is chronological and organic, paying particular
controlled discussion that is attention to Willy’s attempt to reconcile his living in the
developed capably. past with the demands of the present and the need to
• The unifying effect or address the ever ethereal future. This format is set out in
controlling idea is coherently the introductory controlling idea: “The character Willy
sustained and presented. Loman, who is constantly saying things and then
contradicting himself later, has to make important
decisions, some that he regrets from the past, some that
will influence the present and others that will form the
future. Remembering past mistakes can influence

Pf foresight and fear when making decisions for the future”
and is developed capably by such statements as “These
first few decisions set Willy on a path of one bad choice
after another” and “Willy starts thinking about things in
the future and this is when you see fear influence all his
decisions”. This train of thought is pursued in the
statement, “Willy lived his life in fear of being rejected
and when it finally happened he did not have enough
foresight to see that he was making terrible decisions”.

The unifying effect that “Remembering past mistakes
can influence foresight and fear” is coherently sustained
and presented through Willy’s desperate fear of
rejection and his growing awareness that Biff is rejecting
Willy’s plans for him and culminates in “although you
can dream and look to the future you also have to make
sure that your dreams line up with your abilities”.

75



Matters of Choice (Pf)

• Diction is specific. Diction in such phrases as “form the future”, “lost in the
• Syntactic structures are generally past”, and “let go of the artificial hopes” is specific.
effective.
Syntactic structures are generally effective as in the
periodic sentence: “his life was just as Charley said it,
creation of a considered
worthless” and the parallel phrasing, “Poor foresight led
composition with a capable
to Willy being unhappy with himself and being unhappy
voice.
with Biff”. The use of the appositive in “he will be
giving his son a good future, a diamond” is also effective
especially given the emphasis on the diamond being
“hard and rough to touch”.

Pf Stylistic choices contribute to the creation of a
considered composition in alliterative phrases like “his
sons are his most precious possession”, “Singleman, a
successful salesman, and “living the lie of his life”. The
student also effectively employs figurative language in
the use of “he has not planted anything that will blossom
in the future” and in “Willy ended his life because his
greatest fears were personified when people stopped
smiling back”.

The student demonstrates a capable voice through
descriptive and colloquial phrases like “everyone likes a
joker and big talker” and “Willy was a builder not a
seller”.

76

English Language Arts 30–1 June 2007


Matters of Correctness (Pf)

• This writing demonstrates Given the complexity and length of the response and
competence in control of correct considering the circumstances, minor errors in complex
sentence construction, usage, language structures are understandable. Competence
grammar, and mechanics. and control of correct sentence construction, usage,
• Minor errors in complex grammar are evident in “The character Willy Loman,
language structures are who is constantly saying things and then contradicting
understandable considering the himself later, has to make important decisions, some that
circumstances. he regrets from the past, some that will influence the
present and others that will form the future”, “One of
them was that he had to decide first of all, before his
children were born, whether or not he would face his

Pf
fears and risk all he had ever known to go with his
brother to Alaska or to stay and find another career”, and
“He realizes what has to be done to gain the respect of
people around him but he fails to take his own advice”.
Correct use of a semi-colon is demonstrated in “Willy
made many mistakes in the past; these are shown through
flashbacks throughout the play” and “‘A salesman’s got
to dream boy’ is one of the last lines of the play; it really
shows that although you can dream and look to the future
you also have to make sure that your dreams line up with
your abilities”.

77


Example Scored Excellent (E)

(Page 1 of 6)

78



(Page 2 of 6)

79



(Page 3 of 6)

80



(Page 4 of 6)

81



(Page 5 of 6)

82



(Page 6 of 6)

83


EXAMPLE PAPER—EXCELLENT

Thought and Understanding (E)

• Ideas are insightful and carefully The controlling idea for the student’s response,
considered, demonstrating a predicated upon a distinction between the animal and the
comprehension of subtle human, “Yet the single dividing detail, the constant
distinctions in the literary text(s) reminder of our separation from all other known forms of
and the topic. life is our ability of foresight. Our gift, and curse, to be
• Literary interpretations are able to plan into the future – instead of simply living
perceptive and illuminating. from day to day, is what sets us apart. However, what if
one’s fear of the future compels them to avoid making
life-altering decisions?”, is insightful. This carefully
considered idea provides the foundation for the

E
discussion of Nora’s fear that “she will be forever caged
in her doll’s house lest she take action” and subsequent
foresight that she must “leave her oppressive marriage
and society behind”.

Literary interpretations are perceptive as in “The fact
that she is completely dependent on Torvald, not allowed
to work, do as she wishes or even simply take a loan
without his express consent is signal that she is living in
an unfair society” and “Having been raised and lived her
entire life in society’s acceptance to now be shunned and
disregarded by society would have been truly horrible for
Nora”.

84



Supporting Evidence (E)

• Support is precise, and astutely Support is precise as in “The marriage appears to be a
chosen to reinforce the student’s happy one, with Torvald lovingly calling Nora his
ideas in a convincing way. ‘skylark’ or ‘squirrel’, which are in actuality belittling
• A valid connection to the comments; however it is soon revealed that their
student’s ideas is efficiently marriage is only a superficial one where Nora is treated
maintained. as a child”. The student’s analysis of the symbolic
function of the Christmas tree demonstrates astutely
chosen support that reinforces the student’s ideas in a
convincing way: “The Christmas tree, initially so

E beautiful and immaculate, represents the Helmer’s
marriage; however as the play progresses into the second
Act, the tree becomes disheveled and hideous as Nora
realizes that her marriage isn’t a thing of beauty after
all”.

To demonstrate the contribution of Christine Linde to
Nora’s struggle, the student comments: “It seems that
Nora will never be strong enough to leave Torvald and
forge her own path towards freedom, until the timely
arrival of Christine Linde”. A valid connection to the
student’s idea is efficiently maintained in “Christine is
Nora’s character foil and whereas Nora is childish and
dependent, Christine is mature and independent”.

85



Form and Structure (E)

• A judicious arrangement of ideas The student demonstrates a judicious arrangement of
and details contributes to a fluent ideas and details related to the dilemma facing Nora and
discussion that is developed how she ultimately resolves her conflicted mind. The
skillfully. student makes the unusual but judicious and skillfull
• The unifying effect or choice early in the paper to focus on Nora’s “life altering
controlling idea is effectively decision” at the end of the play. The student uses that
sustained and integrated. pivotal moment as the organizing centre to control a
fluent discussion of the factors that contribute to Nora’s
decision to leave her home: “Her departure, despite her
fears, is thought to be one of the most famous exits in a
play ever”.

E The unifying effect or controlling idea is effectively
sustained and integrated in the student’s recognition
that Nora’s fears are many, both within her marriage and
at the prospect of an independent life: “Nora’s numerous
fears prevent her from leaving Torvald and finding
freedom and she must overcome them if she is to find
fulfillment”. The student’s argument builds to the
assertion of the crucial role that Christine Linde plays in
inspiring Nora to “make the life-altering decision to
leave everything she knew behind because her
determination, due in no small part to Christine Linde,
was powerful enough”.

86



Matters of Choice (E)

• Diction is precise. Diction is precise as in “unfair and repressive”, “his
• Syntactic structures are effective precious reputation”, and “outside the house the winter
and sometimes polished. weather rages and storms”.
Syntactic structures are effective and polished, such as
creation of a skillful composition
“At this moment, Nora Helmer realizes that all along she
with a convincing voice.
has been living in an unequal marriage in an unequal
society”, “The simple fact that Torvald has forbidden
Nora to eat macaroons, her favorite treat, is an indication
of Torvald’s possessive nature” and “The doors always

E
remain closed to her in the same way that society is
closed off to her as well; however her one opportunity
for freedom, the window, is to leave her oppressive
marriage and society behind and to venture out alone into
the world”.

Stylistic choices contribute to the creation of a skillful
composition with a convincing voice evident in “We
feel hunger, fear, attraction and longing in much the
same way as other animals. We watch over and nurse our
young as other mammals do and even reproduce in much
the same way” and “Nora Helmer will forever be
remembered as the woman who was strong enough to
leave her warm doll’s house and depart into the cold
winter night of society’s disapproval with her head held
high”.

87



Matters of Correctness (E)

• This writing demonstrates In such sentences as, “To use Christianity as an example,
confidence in control of correct man was created in the likeness of God to shepherd and
sentence construction, usage, watch over the animals that surrounded him”, “When
grammar, and mechanics. honored for his dedication to women’s rights, Henrik
• The relative absence of error is Ibsen simply stated ‘I am not fighting for women’s
impressive considering the rights, but for human rights’”, and “Mrs. Linde’s inner
complexity of the response and strength to work in a society that frowns upon working
the circumstances. women, to be childless in a society that considers the
only true occupation of women to be motherhood and to
be unmarried in a society that strongly encourages
marriage gives Nora the strength to overcome her fear of
independence and to leave Torvald, her children and

E even the society to which she has become accustomed all
behind”, the writing demonstrates confidence in
control of correct sentence construction, usage,
grammar, and mechanics.

Considering the complexity of the response, the
relative absence of error is impressive.

88

Scoring Categories and Criteria
Scoring Categories and Ideas and Impressions (10% of total examination mark)
Scoring Criteria for Cross-Reference to the Program of Studies for
2007–2008 Senior High School English Language Arts 2.1 2.2 2.3 4.1
Personal Response to
Texts Assignment When marking Ideas and Impressions, the marker should consider
the quality of
• the student’s exploration of the topic
Because students’ responses to
the Personal Response to Texts
• the student’s ideas and reflection
Assignment vary widely—from • support in relation to the student’s ideas and impressions
philosophical discussions to
personal narratives to creative The student’s exploration of the topic is insightful.
approaches—assessment of the
Excellent
Personal Response to Texts
Perceptions and/or ideas are confident and discerning.
Assignment on the diploma
examination will be in the context
E Support is precise and aptly reinforces the student’s ideas
and impressions.
of Louise Rosenblatt’s suggestion:
Proficient The student’s exploration of the topic is purposeful.
. . . the evaluation of the answers Perceptions and/or ideas are thoughtful and considered.
would be in terms of the amount
of evidence that the youngster has Pf Support is specific and strengthens the student’s ideas and
impressions.
actually read something and
thought about it, not a question Satisfactory The student’s exploration of the topic is generalized.
of whether, necessarily, he has Perceptions and/or ideas are straightforward and relevant.
thought about it the way an adult
would, or given an adult’s
“correct” answer.
S Support is adequate and clarifies the student’s ideas and
impressions.

Rosenblatt, Louise. “The Reader’s Limited The student’s exploration of the topic is vague.
Contribution in the Literary Perceptions and/or ideas are superficial and/or ambiguous.
Experience: Interview with Louise
Rosenblatt.” By Lionel Wilson.
English Quarterly 14, no.1 (Spring,
L Support is imprecise and/or ineffectively related to the
student’s ideas and impressions.
1981): 3–12.
Poor The student’s exploration of the topic is minimal.
Markers will also consider Perceptions and/or ideas are underdeveloped and/or
Grant P. Wiggins’ suggestion
that we should assess students’
P irrelevant. Support is lacking and/or unrelated to the
student’s ideas and impressions.
writing “with the tact of
Socrates: tact to respect the Insufficient Insufficient is a special category. It is not an indicator
student’s ideas enough to enter of quality. Assign Insufficient when
them fully—even more fully
than the thinker sometimes—
and thus, the tact to accept apt
INS • the student has responded using a form other than prose
OR
but unanticipatable or unique • the student has written so little that it is not possible to
responses.” assess Ideas and Impressions OR
Wiggins, Grant P. Assessing Student • there is no evidence that the topic presented in the
Performance: Exploring the assignment has been addressed OR
Purpose and Limits of Testing. San • there is no connection between the text(s) provided in
Francisco: Jossey-Bass Publishers,
1993, p. 40. the assignment and the student’s response

89

Scoring Categories and Presentation (10% of total examination mark)
Personal Response to
Texts Assignment When marking Presentation, the marker should consider the
(continued) effectiveness of
• voice in relation to the context created by the student in the
chosen prose form
• stylistic choices (including quality of language and expression)
and the student’s creation of tone
• the student’s development of a unifying effect
Consider the proportion of error in terms of the complexity and
length of the response.

Excellent The voice created by the student is convincing.
Stylistic choices are precise and the student’s creation
E of tone is adept. The unifying effect is skillfully
developed.

Proficient The voice created by the student is distinct. Stylistic
choices are specific and the student’s creation of tone
Pf is competent. The unifying effect is capably
developed.

Satisfactory The voice created by the student is apparent. Stylistic
choices are adequate and the student’s creation of tone
S is conventional. The unifying effect is appropriately
developed.

Limited The voice created by the student is indistinct.
Stylistic choices are imprecise and the student’s
L creation of tone is inconsistent. The unifying effect
is inadequately developed.

Poor The voice created by the student is obscure. Stylistic
choices impede communication and the student’s
P creation of tone is ineffective. A unifying effect is
absent.

90

Scoring Categories and Thought and Understanding (7.5% of total examination mark)
Critical / Analytical
Response to Literary When marking Thought and Understanding, the marker should
Texts Assignment consider
• how effectively the student’s ideas relate to the assignment
• the quality of the literary interpretations and understanding
Because students’ responses to
the Critical / Analytical Response Excellent Ideas are insightful and carefully considered,
to Literary Texts Assignment vary
demonstrating a comprehension of subtle distinctions
E
widely—from philosophical
discussions to personal narratives in the literary text(s) and the topic. Literary
to creative approaches— interpretations are perceptive and illuminating.
assessment of the Critical /
Analytical Response to Literary Proficient Ideas are thoughtful and considered, demonstrating a
Texts Assignment on the diploma competent comprehension of the literary text(s) and
examination will be in the context
of Louise Rosenblatt’s suggestion: Pf the topic. Literary interpretations are revealing and
sensible.
. . . the evaluation of the answers
would be in terms of the amount Satisfactory Ideas are relevant and straightforward, demonstrating a
of evidence that the youngster has generalized comprehension of the literary text(s) and
actually read something and
thought about it, not a question
of whether, necessarily, he has
S the topic. Literary interpretations are general but
plausible.
thought about it the way an adult
would, or given an adult’s Limited Ideas are superficial or oversimplified, demonstrating
“correct” answer. a weak comprehension of the literary text(s) and the
Rosenblatt, Louise. “The Reader’s
Contribution in the Literary
L topic. Literary interpretations are incomplete and/or
literal.
Experience: Interview with Louise
Rosenblatt.” By Lionel Wilson.
English Quarterly 14, no.1 (Spring, Poor Ideas are largely absent or irrelevant, and/or do not
1981): 3–12. develop the topic. Little comprehension of the
Markers will also consider P literary text(s) is demonstrated.
Grant P. Wiggins’ suggestion
that we should assess students’ Insufficient Insufficient is a special category. It is not an
writing “with the tact of indicator of quality. Assign Insufficient when
Socrates: tact to respect the
student’s ideas enough to enter
INS • the student has written so little that it is not possible
them fully—even more fully to assess Thought and Understanding and/or
than the thinker sometimes— Supporting Evidence OR
and thus, the tact to accept apt
but unanticipatable or unique • no reference has been made to literature studied OR
responses.”
• the only literary reference present is to the text(s)
Wiggins, Grant P. Assessing Student provided in the first assignment OR
Performance: Exploring the
Purpose and Limits of Testing. San • there is no evidence of an attempt to fulfill the task
Francisco: Jossey-Bass Publishers,
1993, p. 40.
presented in the assignment

91

Scoring Categories and Supporting Evidence (7.5% of total examination mark)
Response to Literary
When marking Supporting Evidence, the marker should consider
Texts Assignment
(continued) • the selection and quality of evidence
• how well the supporting evidence is employed, developed, and
synthesized to support the student’s ideas
Consider ideas presented in the Personal Reflection on Choice of
Literary Text(s).

Excellent Support is precise, and astutely chosen to reinforce
the student’s ideas in a convincing way. A valid
E connection to the student’s ideas is efficiently
maintained.

Proficient Support is specific, and well chosen to reinforce the
student’s ideas in a persuasive way. A sound
Pf connection to the student’s ideas is capably
maintained.

Satisfactory Support is general, adequate, and appropriately chosen
to reinforce the student’s ideas in an acceptable way
S but occasionally may lack persuasiveness. A
reasonable connection to the student’s ideas is suitably
maintained.

Limited Support is inadequate, inaccurate, largely a
restatement of what was read, and/or inappropriately
L chosen to reinforce the student’s ideas and thus lacks
persuasiveness. A weak connection to the student’s
ideas is maintained.

Poor Support is irrelevant, overgeneralized, lacks validity,
and/or is absent. Little or no connection to the
P student’s ideas is evident.

92

Scoring Categories and Form and Structure (5% of total examination mark)
When marking Form and Structure, the marker should consider
Texts Assignment
how effectively the student’s organizational choices result in
(continued)
• a coherent, focused, and shaped arrangement and discussion in
response to the assignment
• a unifying effect or a controlling idea that is developed and
maintained

Excellent A judicious arrangement of ideas and details
contributes to a fluent discussion that is developed
E skillfully. The unifying effect or controlling idea is
effectively sustained and integrated.

Proficient A purposeful arrangement of ideas and details
contributes to a controlled discussion that is
Pf developed capably. The unifying effect or
controlling idea is coherently sustained and
presented.

Satisfactory A straightforward arrangement of ideas and details
provides direction for the discussion that is developed
S appropriately. The unifying effect or controlling idea
is presented and maintained generally; however,
coherence may falter.

Limited A discernible but ineffectual arrangement of ideas
and details provides some direction for the discussion
L that is underdeveloped. A unifying effect or
controlling idea is inconsistently maintained.

Poor A haphazard arrangement of ideas and details
provides little or no direction for the discussion, and
P development is lacking or obscure. A unifying effect
or controlling idea is absent.

93

Scoring Categories and Matters of Choice (5% of total examination mark)
2007–2008 Senior High School English Language Arts 4.2
When marking Matters of Choice, the marker should consider how
Texts Assignment
effectively the student’s choices enhance communication. The
(continued)
marker should consider
• diction
• choices of syntactic structures (such as parallelism, balance,
inversion)
• the extent to which stylistic choices contribute to the creation of
voice

Excellent Diction is precise. Syntactic structures are effective
and sometimes polished. Stylistic choices contribute
E to the creation of a skillful composition with a
convincing voice.

Proficient Diction is specific. Syntactic structures are generally
effective. Stylistic choices contribute to the creation
Pf of a considered composition with a capable voice.

Satisfactory Diction is adequate. Syntactic structures are
straightforward, but attempts at complex structures
S may be awkward. Stylistic choices contribute to the
creation of a conventional composition with an
appropriate voice.

Limited Diction is imprecise and/or inappropriate. Syntactic
structures are frequently awkward or ambiguous.
L Inadequate language choices contribute to the
creation of a vague composition with an undiscerning
voice.

Poor Diction is overgeneralized and/or inaccurate.
Syntactic structures are uncontrolled or unintelligible.
P A lack of language choices contributes to the creation
of a confused composition with an ineffective voice.

94

Scoring Categories and Matters of Correctness (5% of total examination mark)
2007–2008 Senior High School English Language Arts 4.2
When marking Matters of Correctness, the marker should consider
Texts Assignment
the correctness of
(continued)
• sentence construction (completeness, consistency,
subordination, coordination, predication)
• usage (accurate use of words according to convention and
meaning)
• grammar (subject-verb/pronoun-antecedent agreement,
pronoun reference, consistency of tense)
• mechanics (punctuation, spelling, capitalization)
Consider the proportion of error in terms of the complexity and
length of the response.

Excellent This writing demonstrates confidence in control of
correct sentence construction, usage, grammar, and
E mechanics. The relative absence of error is
impressive considering the complexity of the
response and the circumstances.

Proficient This writing demonstrates competence in control of
Pf mechanics. Minor errors in complex language
structures are understandable considering the
circumstances.

Satisfactory This writing demonstrates control of the basics of
S mechanics. There may be occasional lapses in control
and minor errors; however, the communication
remains clear.

Limited This writing demonstrates faltering control of correct
sentence construction, usage, grammar, and
L mechanics. The range of errors blurs the clarity of
communication.

Poor This writing demonstrates lack of control of correct
sentence construction, usage, grammar, and
P mechanics. Jarring errors impair communication.

95

Examples Student Writing January 2008

More Related Content

Similar to Examples Student Writing January 2008

Examples Student Writing January 2008