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2009 Oklahoma School Testing Program

Oklahoma Core Curriculum Tests

Grade 8 Writing

School Year 2008–2009

Oklahoma State Department of EducationOklahoma City, OK

GUIDE FOR PARENTS, STUDENTS, AND TEACHERS

Testing Dates

Writing Test

February 25, 2009

Multiple-Choice Test

April 10–24, 2009

Online Math and Reading Testing Window

April 10–May 1, 2009

Copyright © 2009 by Oklahoma State Department of Education

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording,

or any information storage and retrieval system, without permission in writing from the Oklahoma State Department of Education.

Portions of this work were published in previous editions.

Printed in the United States of America

Sandy Garrett State Superintendent of Public Instruction

State of Oklahoma

Dear Parents and Guardians:

Soon your child will be participating in the Oklahoma Core Curriculum Tests.

These tests are designed to measure knowledge in Mathematics, Reading, Science,

U.S. History, Constitution, Government, and Writing.

You will receive a report on your child’s performance on the tests. This report

will indicate your child’s areas of strength as well as areas needing improvement.

This guide provides a list of test-taking tips, objectives covered in the test, a

practice writing test, an example of a well-written paper, and writing prompts for

classroom use. Discuss these materials with your child ahead of time to encourage

test preparedness. During the test week, it is very important for students to get

plenty of sleep, eat a good breakfast, and arrive at school on time.

If you have any questions about the Oklahoma Core Curriculum Tests, please

contact your local school or the State Department of Education.

Sincerely,

Sandy Garrett

State Superintendent

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Sandy Garrett State Superintendent of Public Instruction

State of Oklahoma

Dear Student:

Soon you will be participating in the Oklahoma Core Curriculum Tests. These

tests are designed to measure knowledge in Mathematics, Reading, Science, U.S.

History, Constitution, Government, and Writing.

Your teachers and parents will receive a report on how you performed on the

tests. This report will indicate your areas of strength as well as areas needing

improvement.

This guide provides a list of test-taking tips, objectives covered in the test, a

practice writing test, an example of a well-written paper, and writing prompts for

classroom use. Talking about these materials with your parents will help you

prepare for the tests. During the test week, it is very important for you to get plenty

of sleep, eat a good breakfast, and arrive at school on time.

If you have any questions about the Oklahoma Core Curriculum Tests, please

contact your local school or the State Department of Education.

Sincerely,

Sandy Garrett

State Superintendent

sf

1907

GR

EA

T S

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F THE STATE OF OK

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Oklahoma School Testing Program Core Curriculum Tests Page iGrade 8 Writing Guide for Parents, Students, and Teachers

Table of Contents

THE OKLAHOMA CORE CURRICULUM TESTS ................................................................................... 1

TEST-TAKING TIPS ........................................................................................................................................ 2

General Test-Taking Tips ....................................................................................................... 2

Tips for the Writing Tests ...................................................................................................... 2

THE WRITING TEST ....................................................................................................................................... 3

Priority Academic Student Skills (PASS) in Writing ............................................................. 3

Scoring Criteria ....................................................................................................................... 7

Analytic Scores ....................................................................................................................... 7

Composite Score ................................................................................................................... 10

Composite Score and Performance Level ......................................................................... 10

Performance Level Descriptors ............................................................................................... 11

PRACTICE WRITING TEST ........................................................................................................................ 12

Student Directions ................................................................................................................ 12

Writer’s Checklist ................................................................................................................. 12

Practice Writing Prompt ...................................................................................................... 13

Practice Planning Page ........................................................................................................ 14

Practice Response Space ...................................................................................................... 15

EXAMPLE OF A WELL-WRITTEN RESPONSE ...................................................................................... 20

Example Writing Prompt .................................................................................................... 20

Example Planning Page....................................................................................................... 21

Example Response ............................................................................................................... 22

RELEASED WRITING PROMPTS FOR CLASSROOM USE ............................................................... 24

Oklahoma School Testing Program Core Curriculum Tests Page 1Grade 8 Writing Guide for Parents, Students, and Teachers

The Oklahoma Core Curriculum Tests

The Governor, state legislators, and other Oklahoma elected officials have committed themselves to ensuring that all Oklahoma students receive the opportunity to learn the skills required to succeed in school and in the workplace. To achieve this goal, schools must prepare every Oklahoma student for colleges, universities, and jobs that require new and different skills.

Under the direction of the Legislature, Oklahoma teachers, parents, and community leaders met to agree upon the skills that students are expected to master by the end of each grade. The results of their efforts, Priority Academic Student Skills (PASS), provide the basis for Oklahoma’s core curriculum.

In addition, the Legislature established the criterion-referenced test component of the Oklahoma School Testing Program to measure students’ progress in mastering the PASS standards and objectives. Tests have been developed by national test publishers that specifically measure the Oklahoma PASS standards and objectives at Grade 8. Teachers from throughout Oklahoma have been involved in the review, revision, and approval of the questions that are included in the tests.

The Oklahoma Core Curriculum Tests (OCCT), a criterion-referenced testing program, compare a student’s performance with performance standards established by the State Board of Education. These standards, referred to as the Oklahoma Performance Index, or OPI, identify specific levels of performance required on each test. These standards are based upon reviews from groups of Oklahoma educators and citizens who evaluated the tests and made recommendations.

In the content areas of Math, Reading, Science, Writing, U.S. History, Constitution, and Government, a student’s test performance is reported according to one of four performance levels: Unsatisfactory, Limited Knowledge, Satisfactory, and Advanced.

This year, students in Grade 8 will respond to one writing prompt and take multiple-choice tests in Math, Reading, Science, U.S. History, Constitution, and Government.

This guide provides an opportunity for parents, students, and teachers to become familiar with how writing will be assessed. It presents general test-taking tips, lists the PASS standards and objectives that are eligible for assessment in a statewide testing program, gives scoring criteria, the five analytic score rubric, and composite score characteristics. A practice test is also provided, along with an example of a good paper.


Test-Taking Tips

The following tips provide effective strategies for taking the Oklahoma Core Curriculum Tests. Test-taking skills cannot replace studying based on the PASS standards and objectives, which serve as the foundation for the tests.

General Test-Taking Tips:

DO… read this guide carefully and complete the practice test.

DO… make sure you understand all test directions. If you are uncertain about any of the directions, raise your hand to ask questions before testing has started.

DON’T… wait until the last minute to prepare for the Writing Test.

DON’T… worry about the tests. Students who are calm and sure of themselves do better on tests.

Tips for the Writing Tests:

DO… read the writing task carefully and be sure to write about that topic.

DO… plan what you want to say before writing. Use the “Planning” page in the test booklet to help you plan. This page will not be scored.

DO… leave time to revise and edit your paper toward the end of the test.

DO… use the “Writer’s Checklist” to remind yourself of what to look for as you revise and edit your paper.


The Writing Test

Each February, students in Grade 8 take the state Writing Test. Students will be given one writing prompt to complete. Students are given a specific writing prompt and write their responses in their test books. Students may choose from any of the writing modes and forms to demonstrate a clear awareness of the audience and purpose for writing. The directions tell students to plan their composition, write a draft, and revise and edit their work. For each writing prompt, they are given a blank page for planning, which is not scored, five lined pages on which to write, and a “Writer’s Checklist” that provides reminders for revising and editing.

The following sections of this guide:

• list the Priority Academic Student Skills (PASS) that are covered in the Grade 8 Writing Test;

• describe the criteria that are used to score the students’ papers;

• reproduce student directions and a sample writing prompt;

• present an example of a well-written response; and

• provide three extra practice writing prompts.

Priority Academic Student Skills (PASS) in Writing

The Priority Academic Student Skills measured by the Grade 8 Writing Test are based on the 2007 PASS revision. They are listed below.

Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.

Discuss and keep a list of writing ideas. Write clear, coherent, and focused papers progressing through the stages of the writing process and proofread, edit, and revise writing.

Standard 1: Writing Process—The student will use the writing process to write coherently.

1. Use a writing process to develop composition skills. Students are expected to use prewriting strategies, write and revise multiple drafts, edit, and share their compositions.

2. Use details, examples, reasons, and evidence to develop an idea. 3. Use spatial, chronological, and climactic organizational patterns as appropriate to purpose. 4. Use precise word choices, including figurative language, that convey specific meaning and

tone. 5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest. 6. Edit for errors in Standard English usage, sentence structure, mechanics, and spelling.


Standard 2: Modes and Forms of Writing—The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes.

At Grade 8, write narrative (story), expository (informational), persuasive, reflective, and descriptive papers of at least 500 to 750 words and introduce technical documents. Demonstrate a command of standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

1. Write biographical or autobiographical narratives or short stories that: a. tell about an incident, event, or situation by using well-chosen details. b. reveal the significance of, or the writer’s attitude about the subject. c. use narrative and descriptive strategies, such as relevant dialogue, specific action,

physical description, background description, and comparison or contrast characters. Example: Write an autobiographical account of one of your most memorable first days of school. Describe the day and its importance clearly enough so the reader can see and feel the day from your perspective.

2. Write research reports that: a. define a thesis (a statement of position on the topic). b. include important ideas, concepts, and direct quotations from significant information

sources, including print reference material and the Internet, and paraphrase and summarize all perspectives on the topic, as appropriate.

c. identify a variety of primary and secondary sources and distinguish the nature and value of each.

d. organize and display information on charts, tables, maps, and graphs. e. document sources with reference notes and a bibliography.

Example: Research the topic of the benefits and drawbacks of public transportation in Oklahoma. Conduct research to learn why some experts argue that we should use more public transportation. Survey parents and friends to find out how often they use public transportation for school, business, or pleasure travel. Summarize the findings and write a report on the pros and cons of public transportation in Oklahoma, including charts and graphs to support your findings.

3. Write persuasive compositions that: a. include a well-defined thesis that makes a clear and knowledgeable appeal. b. present detailed evidence, examples, and reasoning to support effective arguments and

emotional appeal. c. provide details, reasons, and examples, arranging them effectively by anticipating and

answering reader concerns and counter arguments. Example: Using the research completed on public transportation, write a persuasive letter to the mayor on why the community should or should not invest more resources into public transportation.

4. Write technical documents that: a. identify the sequence of activities needed to design a system, operate a tool, or explain

the bylaws or rules of an organization’s constitution or guidelines. b. include all the factors and variables that need to be considered.


c. include formatting techniques, such as heading and changing the fonts (typeface) to aid comprehension. Example: Write a report of a science experiment that was conducted in class describing both the process and the scientific conclusion. Describe the steps clearly, using precise scientific vocabulary, so that another reader could follow exactly what the experiment involved and could understand the reasoning behind the conclusion. Add graphics and text design to make the content clearer and easier to follow.

5. Write reflective papers that: a. express the individual’s insight into conditions or situations. b. compare a scene from a work of fiction with a lesson learned from experience. c. complete a self-evaluation on a class performance.

Example: Write a reflective paper that discusses reasons for selections used in a portfolio of works that demonstrate skills in different subjects.

6. Use appropriate essay test-taking and time-writing strategies that: a. address and analyze the question (prompt). b. use organizational methods required by the prompt.

7. Write responses to literature that: a. demonstrate careful reading and insight into interpretations. b. connect responses to the writer’s techniques and to specific textual references. c. make supported inferences about the effects of a literary work on its audience. d. support judgments through references to the text, other works, other authors, or to

personal knowledge. Example: After reading a novel, write a final chapter to the book, describing what happens to the main character after the point where the book ends. Then, plan a class presentation explaining the new ending, and how it is supported by the rest of the book.

8. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting. Example: Write stories and reports, showing a variety of word choices, or review a favorite

book or film. 9. Write friendly letters and business letters and continue to produce other writing forms

introduced in earlier grades. 10. Use handwriting/penmanship to copy and/or compose text, in manuscript or cursive, using

correct spacing and formation of letters.

Standard 3: Grammar/Usage and Mechanics—The student will demonstrate appropriate practices in writing by applying grammatical knowledge to the revising and editing stages of writing.

1. Standard English Usage—Demonstrate correct use of Standard English in speaking and writing. a. Use the principal parts of verbs and progressive verb forms. b. Make subject and verbs agree. c. Use nominative, objective, and possessive pronouns correctly. d. Make pronouns agree with their antecedents.


e. Use correct pronoun reference. f. Correctly form and use the comparative and superlative forms of adjectives. g. Identify and use appositives and appositive phrases. h. Use infinitives, gerunds, and participles to vary sentence structure in writing. i. Correctly use conjunctions for coordination and subordination. j. Distinguish commonly confused words (e.g., there, their, they’re; two, to, too; accept,

except; affect, effect). 2. Mechanics and Spelling—Demonstrate appropriate language mechanics in writing.

a. Apply the capitalization rules appropriately in writing. b. Punctuate correctly in writing, including:

i. Commas ii. Quotation marks iii. Apostrophes iv. Colons v. Conventions of letter writing

c. Distinguish correct spelling of commonly misspelled words and homonyms. 3. Sentence Structure—Demonstrate appropriate sentence structure in writing.

a. Correct sentence run-ons and fragments. b. Correct dangling and misplaced modifiers. c. Differentiate between dependent and independent clauses. d. Write simple, compound, complex, and compound-complex sentences.


Scoring Criteria

Scoring criteria are based on the standards and objectives. In regard to Standard 2: Modes and Forms of Writing, the student may choose from any of the modes and forms to demonstrate a clear awareness of the audience and purpose for writing. Writing Test papers receive two types of scores: a composite score and a series of analytic scores for specific writing skills. The composite score reflects how well the student can integrate writing techniques to produce a good paper. The analytic scores each focus on a specific aspect of the student’s writing.

Papers that do not meet certain criteria cannot be scored. An Unscorable is given to papers that fall into the following categories:

• No response or just a restatement of the task

• Response in a language other than English

• Response that is illegible or incomprehensible

• Response about a topic different from the assigned task

Analytic Scores

Each piece of student writing is scored on five analytic characteristics that indicate specific writing skills. These scores range from 4 (the highest score) to 1 (the lowest score). Taken together, these scores provide a profile of the specific strengths and weaknesses of the student’s writing. The following are the actual scoring rubrics used to assign the five analytic scores.

Score Ideas and Development 30%

4 • The content is well suited for the audience and purpose• The main idea or thesis is clear• Ideas are fully developed and elaborated using details, examples, reasons, or evidence• The writer expresses an insightful perspective towards the topic

3 • The content is adequate for the audience and purpose• The main idea is evident but may lack clarity• Ideas are developed using some details, examples, reasons, and/or evidence• The writer sustains his/her perspective toward the topic throughout most of the composition

2 • The content is inconsistent with the audience and purpose• The main idea is not focused and leaves the reader with questions and making inferences to

understand the main idea• Ideas are minimally developed with few details• May simply be a list of ideas• The writer has difficulty expressing his/her perspective toward the topic

1 • The content is irrelevant to the audience and purpose• The composition lacks a central idea• Ideas lack development or may be repetitive• The writer has little or no perspective on the topic


Score Organization, Unity, and Coherence 25%

4 • Introduction engages the reader• Sustained or consistent focus on the topic• Logical and appropriate sequencing and balanced with smooth, effective transitions• Order and structure are strong and move the reader through the text• Conclusion is satisfying

3 • Evident introduction to the topic• Adequate focus• Adequate sequencing• Stays on topic with little digression• Uses limited but effective transitions• Order and structure are present• Conclusion is appropriate

2 • May lack a clear organizational structure• Weak evidence of unity• Little or limited sequencing and/or transitions• Details may be randomly placed

1 • Lacks logical direction• No evidence of organizational structure

Score Word Choice 15%

4 • Appropriate word choice which conveys the correct meaning and appeals to the audience in an interesting, precise, and natural way

• The writing may be characterized by, but not limited to: − lively verbs − vivid nouns − imaginative adjectives − figurative language − dialogue• No vague, overused, repetitive language is used (a lot, great, very, really)• Words that evoke strong images such as sensory language

3 • Words generally convey the intended message• The writer uses a variety of words that are appropriate but do not necessarily energize the writing• The writing may be characterized by: − attempts at figurative language and dialogue − some use of lively verbs, vivid nouns, and imaginative adjectives − few vague, overused, and repetitive words are used

2 • Word choice lacks precision and variety or may be inappropriate to the audience and purpose• May be simplistic and/or vague• Relies on overused or vague language (a lot, great, very, really)• Few attempts at figurative language and dialogue• Word choice is unimaginative and colorless with images that are unclear or absent

1 • Word choice indicates an extremely limited or inaccurate vocabulary• No attempts at figurative language• General, vague words that fail to communicate meaning• Text may be too short to demonstrate variety


Score Sentences and Paragraphs 15%4 • Writing clearly demonstrates appropriate sentence structure

• Writing has few or no run-on or fragment errors• Writing has a rich variety of sentence structure, types, and lengths• Ideas are organized into paragraphs that blend into larger text• Evidence of appropriate paragraphing

3 • Writing adequately demonstrates appropriate sentence structure• Writing may contain a small number of run-on or fragment errors that do not interfere with

fluency• Writing has adequate variety of sentence structure• Ideas are organized into paragraphs

2 • Writing demonstrates lack of control in sentence structure• Writing contains errors such as run-ons and fragments that interfere with fluency• Writing has limited variety of sentence structure• Writing may show little or no attempt at paragraphing

1 • Inappropriate sentence structure• Many errors in structure (run-ons, fragments)• No variety in structure• No attempt at paragraphing

Score Grammar, Usage, and Mechanics 15%4 • The writer demonstrates appropriate use of correct:

− spelling − punctuation − capitalization − grammar − usage• Errors are minor and do not affect readability

3 • The writer demonstrates adequate use of correct: − spelling − punctuation − capitalization − grammar − usage• Errors may be more noticeable but do not significantly affect readability

2 • The writer demonstrates minimal use of correct: − spelling − punctuation − capitalization − grammar − usage• Errors may be distracting and interfere with readability

1 • The writer demonstrates very limited use of correct: − spelling − punctuation − capitalization − grammar − usage• Errors are numerous and severely impede readability


Composite Score

A student’s composite score on the Writing assessment, in part, is derived by assigning various weights to the five analytic traits. The averaged analytic score for each category is multiplied by the appropriate weight (percentage) and summed. The sum is then multiplied by 15 to place the score on the appropriate scale. A transformation formula to adjust for prompt difficulty and scorer effect is applied, and the score is then rounded up to the nearest whole number. The weights are assigned based on the importance of each trait and are supported by empirical evidence. Each student’s composite score will range from 60 (the highest score) to 15 (the lowest score). The weights attributed to each analytic score are given in the table below.

Percentage Analytic Score Category

30% Ideas and Development

25% Organization, Unity, and Coherence

15% Word Choice

15% Sentences and Paragraphs

15% Grammar, Usage, and Mechanics

Composite Score and Performance Level

Using the five analytic trait scores, a composite score is generated using a mathematical linear transformation. The composite score is devised, in part, by weighting the analytic trait scores. The composite score is used to categorize a student’s performance as Advanced, Satisfactory, Limited Knowledge, or Unsatisfactory, using the composite score ranges shown in the table below.

Performance Level Composite Score Ranges

Score Performance Level54–60 Advanced36–53 Satisfactory25–35 Limited Knowledge15–24 Unsatisfactory

Unscorable Unsatisfactory


Performance Level DescriptorsAdvanced. Responses are fully developed using specific and detailed examples. The main idea is clear and gives an insightful perspective towards the topic. Organization is strong and logical moving the reader through the text using smooth transitions. The introduction and conclusion are satisfying. Word choice is rich and appeals to the audience. Writing demonstrates a variety of sentence structures, and ideas are organized into paragraphs. Grammar, usage, and mechanics are appropriate, and errors do not affect readability.

Satisfactory. Responses are adequately developed using some details and examples. The main idea is evident but may lack clarity. A perspective is sustained throughout most of the composition. Organization is evident and stays on topic using limited but effective transitions. The introduction and conclusion are appropriate. Word choice is varied but may not energize the writing. The writer uses a variety of sentence structures and small errors do not interfere with fluency. Ideas are organized into paragraphs. Grammar, usage, and mechanics are adequate. While errors may be noticeable, they do not affect readability.

Limited Knowledge. Responses are minimally developed using few details. A perspective is not clearly expressed. Organization lacks appropriate structure, and details may be randomly placed. Limited transitions are evident. Word choice is simplistic or vague and is unimaginative. Sentence structure lacks control, and errors interfere with fluency. Little or no paragraphing is attempted. Errors with grammar, usage, and mechanics distract from the readability.

Unsatisfactory. Responses lack development and show little or no perspective to the topic. Organizational structure is not evident. Word choice is extremely limited and fails to communicate meaning. Sentence structure contains many errors, and no sentence variety or paragraphing is attempted. Errors with grammar, usage, and mechanics severely impede readability. Students who score in this range should be given comprehensive writing instruction.


Practice Writing Test

Presented on the following pages is a practice Writing Test. This may be used as a classroom activity to help students prepare for the state assessment.

Student Directions

In this section of the Oklahoma School Testing Program, you will be asked to write a composition on an assigned topic. You will be scored based on how fully you develop the topic and on how well you organize and express your ideas. As you work, keep in mind these three stages of the writing process:

• Planning: Take time to organize your writing by listing, outlining, or organizing your ideas in the space provided.

• Writing: Write about the topic in a clear and logical manner on the five lined pages following the Planning Page. You do not need to use all of the pages, but make sure your composition is as complete as possible. Be sure to include a beginning, a middle, and an ending for your composition.

• Editing/Revising: Take time to reread what you have written, and decide if you need to add more details or change the organization of your composition. At the same time, look for and correct any errors in grammar, punctuation, capitalization, and spelling. You may use the Writer’s Checklist to help you revise your writing.

Your score will be based on your writing composition, not on your planning page.

Note to teacher: Read the prompt aloud to your students as they follow along.

Writer’s Checklist

Is the topic addressed in my writing?

Are my ideas expressed in complete sentences?

Do I explain or support my ideas with enough details?

Are the details I included directly related to my topic?

Are my ideas arranged in a clear order for the reader to follow?

Do my paragraphs have topic sentences when appropriate?

Do I start each sentence with a capital letter and capitalize other appropriate words?

Have I used correct punctuation at the end of each sentence and within each sentence?

Is my spelling correct throughout my writing?

Will the reader be able to read my handwriting?

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In the space below, you may PLAN your composition. You might consider using a web, cluster, list, story map, or any other method to help you organize your writing. Do not write your final draft on this page. Any writing on this page will not be scored. Write your composition on the lined pages that follow.

Practice Writing Prompt:

Everyone has had a memorable teacher at one time or another. Think about this teacher. Explain what characteristics made this teacher memorable. Be sure to support your writing with details.

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Practice Planning Page


Practice Planning Page


Practice Response Space

Practice Writing Prompt:



Practice Response Space (continued)Practice Response Space (continued)


Example of a Well-Written Response

Presented in this section is an example of a well-written paper.

Example Writing Prompt:


Example Planning Page


Example Planning Page


Example Response


Example Response (continued)Example Response (continued)

Scorers’ CommentsIdeas and DevelopmentThe main idea is evident in this essay. Details, examples, and anecdotes develop the idea and retain the focus of this teacher making learning enjoyable.

Organization, Unity, and CoherenceAn organizational sequence is clear. A simple introduction and use of transitions (“Every day,” “Another thing,” “One time”) sustain focus on the topic. The conclusion is effective.

Word choiceVivid, imaginative vocabulary (“flowing from her cd player,” “her face would turn red and tears would flow,” “ran out of ink”) add interest and energy to the essay.

Sentences and ParagraphsA rich variety of sentence structures, types, and lengths are demonstrated in this essay. Paragraphing is correct and appropriate.

Grammar, Usage, and MechanicsThe writer demonstrates appropriate and correct spelling, punctuation, capitalization, and grammar.

Scorers’ CommentsIdeas and DevelopmentThe main idea is evident in this essay. Details, examples, and anecdotes develop the idea and retain the focus of this teacher making learning enjoyable.

Organization, Unity, and CoherenceAn organizational sequence is clear. A simple introduction and use of transitions (“Every day,” “Another thing,” “One time”) sustain focus on the topic. The conclusion is effective.

Word choiceVivid, imaginative vocabulary (“flowing from her cd player,” “her face would turn red and tears would flow,” “ran out of ink”) add interest and energy to the essay.

Sentences and ParagraphsA rich variety of sentence structures, types, and lengths are demonstrated in this essay. Paragraphing is correct and appropriate.

Grammar, Usage, and MechanicsThe writer demonstrates appropriate and correct spelling, punctuation, capitalization, and grammar.


Released Writing Prompts for Classroom Use

Writing Prompt:

Think about your daily routine during the summer and your daily routine during the school year. How are they the same? How are they different? Write an essay that compares and contrasts your daily routine during the summer months and your daily routine during the school year.

Writing Prompt:

Some school districts require students to do community service as a part of the school curriculum. Do you agree with this requirement? Write an essay that explains why you think required community service is or is not a good idea.

Writing Prompt:

You have been assigned to help a new student at your school. Think of what is important that this student know about your school. Write an essay that will guide him or her through a typical day.

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