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English 10

Training Package
2010/2011

Reading: Making Connections

Reading Passages…………………………………………………..…....Page 3
List of Possible Responses……………………………………………...Page 8
Holistic Scoring Rubric…………………………………………………Page 9
Training Papers…………………………………………………….…....Page 10
Rationales for Training Papers……………………………….………..Page 31

Writing

Writing Prompt………………………………………….…………….....Page 34
Holistic Scoring Rubric………………………………………………….Page 35
Training Papers………………………………………………….…….....Page 36
Rationales for Training Papers……………………..…………………...Page 53
Theme

People learn from


a variety of sources.

*Please note that these Training Papers were selected from an electronic examination session.
The samples have been copied from the original electronic responses.

English 10 Training Papers 2010/2011 Page 2


The poet relates his experiences teaching a college English class.

Students
by Tom Wayman

The freshman1 class first printouts


showed birthdates so recent
Wayman was sure the computer was in error.
One young man, however, was curious
5 about Wayman’s mention near the start of term
of his old college newspaper:
“You were an editor when? Wow,
that’s before I was born.”

The wisdom of the students


10 hadn’t altered, though.
Wayman observed many clung to
The Vaccination Theory of Education
he remembered: once you have had a subject
you are immune
15 and never have to consider it again.
Other students continued to endorse
The Dipstick Theory of Education:
as with a car engine, where as long as the oil level
is above the add line
20 there is no need to put in more oil,
so if you receive a pass or higher
why put any more into learning?

At the front of the room, Wayman sweated


to reveal his alternative.
25 “Adopt The Kung Fu Theory of Education,”
he begged.
“Learning as self-defence. The more you understand
about what’s occurring around you
the better prepared you are to deal with difficulties.”

1 freshman: first-year students

English 10 Training Papers 2010/2011 Page 3


30 The students remained skeptical.
A young woman was a pioneer
of The Easy Listening Theory of Learning:
spending her hours in class
with her tape recorder earphones on,
35 silently enjoying a pleasanter world.
“Don’t worry, I can hear you,”
she reassured Wayman
when after some days he was moved to inquire.

Finally at term’s end


40 Wayman inscribed after each now-familiar name on the list
the traditional single letter.
And whatever pedagogical2 approach
he or the students espoused3,
Wayman knew this notation would be pored over
45 with more intensity than
anything else Wayman taught.

2 pedagogical: relating to teaching and learning


3 espoused: adopt or support

English 10 Training Papers 2010/2011 Page 4


In this passage, the narrator recalls a childhood experience with her brother Matt.

Crow Lake
by Mary Lawson
My job—assistant professor, invertebrate ecology—has a number of components: carrying
out research, analyzing and writing up my findings, writing papers for publication, giving
papers at conferences, supervising graduate students, teaching undergraduates, plus a
ridiculous amount of administration.

The research I love. It calls for patience, precision, and a methodical approach, and all of those
I have. That makes it sound dull, but it is far from dull. On a pure level, it allows you to feel
that you have added your own tiny piece to the jigsaw of scientific knowledge. On a more
basic level, an understanding of the environment is essential if we are to avoid destroying it.
Research is the most important part of my job, and I never have enough time for it.

The writing of papers and articles I don’t mind. The exchange of ideas is vital, and I’m
prepared to do my bit.

I don’t much care for giving papers at conferences because I know I don’t speak terribly
well. I’m clear enough, I can present a well-structured paper, but my delivery lacks zip.

5 Teaching I don’t enjoy at all. This is primarily a research university, and I only have four
hours a week in front of a class, but it takes me almost a week to prepare each lecture and it
eats great chunks out of my research time. Also, I find it hard to relate to the students. Daniel1
enjoys them. He pretends not to, in the same way that he pretends not to work—he works all
the time, he just calls it something else. Secretly, he finds the students interesting and
stimulating. Secretly, I do not. I don’t understand them. They don’t seem to take anything
seriously.

Anyway, this “crisis,” if that isn’t too dramatic a name for it, came in the middle of a lecture.
It started as a minor hiccup. I’d been explaining the hydrophobic2 nature of the hair piles of
specific arthropods to a lecture hall filled with third-years, and I suddenly had such a vivid
flashback that I completely lost my train of thought. What I remembered was Matt and me,
in our usual pose, flat on our bellies beside the pond, our heads hanging out over the water.
We’d been watching damselflies performing their delicate iridescent3 dances over the water
when our attention had been caught by a very small beetle crawling down the stem of a

1 Daniel: the narrator’s husband


2 hydrophobic: water repellant
3 iridescent: glowing rainbow colours that appear to change

English 10 Training Papers 2010/2011 Page 5


bulrush. He was about six inches4 above the surface when we spotted him, trotting
purposefully downward. Where did he think he was going, we wondered, and what would he
do when he reached the water? Did he realize it was there? Matt said insects don’t have noses
as we do but they can smell and detect damp with their antennae, so probably he did.

In which case, what was he after? A drink? Matt said he’d thought insects got all the liquid
they needed from the plants they ate or the blood they sucked, but maybe he was wrong
about that. I said maybe the beetle was a she and was going to lay her eggs in the water as the
damselflies did. Matt said he didn’t think beetles did that, but he could be wrong about that
too. I said maybe the beetle was just thinking of other things, like what to have for dinner,
and wasn’t looking where he was going, and Matt said in that case he was in for a surprise.

But we were the ones who got the surprise. When he reached the water the beetle didn’t so
much as pause. He just kept on walking. The surface of the water dimpled for a moment as
his head butted into it, and then it wrapped itself around him and swallowed him up.

I was alarmed, I thought he’d drown, but Matt said, “No—look! Look what he’s done!”

10 I peered down into the water and saw that our beetle, still marching steadily downward, was
surrounded by a glistening silver bubble.

“It’s air,” Matt said, craning forward, shading the surface of the pond with his hands to cut
down on the reflection. “He’s got his own submarine, Katie. Isn’t that something? I wonder
how long he can stay down.”

I know how the beetle did it now of course—there’s no mystery about it. Many of the
creatures who live on the water–air boundary carry down an air bubble with them when they
submerge. The air is trapped in a velvety pile of hairs, so densely packed that they are
completely waterproof. As oxygen is used up, more diffuses in from the surrounding water.
As to the length of time our beetle could stay down, that would depend on the amount of
oxygen dissolved in the water and how rapidly he was using up his supply. Generally, the
more active the insect and the warmer the water, the less time he can remain submerged.

It was the composition of the hair pile that I was explaining to my third-year students when the
memory of that day suddenly floated across my mind, momentarily dispersing my thoughts
and causing me to stumble and come to a halt. I pretended to study my notes while I got
myself together and carried on with the lecture. The third-years, who had roused themselves
briefly in the hope that something interesting was going to happen, settled back in their seats.
In the front row a girl yawned so massively that she seemed in danger of dislocating her jaw.

It was the yawn that got me. I’d been yawned at before—all students are chronically short of
sleep and most lecturers have had the experience of looking out over a sea of snoring
bodies—but for some reason I suddenly found I couldn’t go on.

15 I stood speechless, staring out over my audience. Inside my head, my inner ear played back to
me the sound of my voice. The drone of it. The flat, monotonal delivery. And overlaid on top of
the drone, like a film joined up with the wrong soundtrack, I kept seeing my own introduction
to this subject: Matt and I, side by side, with the sun beating down on our backs. The beetle
sauntering along under the water, safe in his tiny submarine. Matt’s amazement and delight.

4 inch: 2.54 centimetres

English 10 Training Papers 2010/2011 Page 6


Matt thought it was miraculous—no, there is more to it than that. Matt saw that it was
miraculous. Without him I would not have seen that. I would never have realized that the
lives which played themselves out in front of us every day were wonderful, in the original
sense of the word. I would have observed, but I would not have wondered.

And now I was putting an entire class to sleep. How many of the students reclining in front
of me would have had the opportunity to see what I had seen, let alone in the company of
someone like Matt? Most of them were city kids; some had never seen a real pond in their
lives until they went on one of our field trips. This lecture was their first introduction to this
particular subject. And they were more unfortunate than they knew, because if things had
turned out differently, it would have been Matt standing in front of them instead of me. If
that had been the case, not one of them would have been yawning. I am not exaggerating this.
I am not glorifying him. It’s a fact. If Matt had been speaking to them, they would have
been riveted.

They had roused themselves again, curious now, aware that something was wrong. I looked
down at my lecture notes, moved the pages around, looked up at them again.

I said, “I’m sorry. I’ve been boring you.”

20 I packed up my notes and left the room.

English 10 Training Papers 2010/2011 Page 7


English 10
Provincial Examination — List of Possible Responses
This is a guideline only. Students may make direct or indirect reference to some of these ideas in their
response. Use the holistic rubric to assess the student response.

30. Compare and contrast the relationships between the students and their teacher in “Students”
and “Crow Lake.” In your response, you must discuss both passages.

In both passages the teachers reflect on the reactions of students to the lessons they present. In
varying ways the students demonstrate their indifference to the efforts to inspire them.
Wayman whimsically analyses the different reactions of many students while the narrator in
“Crow Lake” feels a sense of failure and isolation.

“Students” “Crow Lake”

• Wayman first points out the generation • The narrator prefers research over
gap as a barrier to forming a teaching and states this openly (par 5)
connection with his students (stanza 1) • She finds it hard to relate to her students
• Wayman says, “The wisdom of the because, unlike Wayman, she does not
students / hadn’t altered,” indicating understand their inability to take things
that this is the usual behaviour from seriously (par 5 and 6)
students (lines 9 and 10) • She resents the time teaching takes away
• Wayman is accepting of this situation from her research (par 5)
unlike the narrator in “Crow Lake” • She does recognize that teachers like
who takes student apathy personally Daniel and Matt are able to form
(stanza 2) connections with the students (par 5 and
• Wayman uses a series of humorous 17)
metaphors to describe his amusement • The narrator takes the students’ apparent
with the reactions of his students boredom personally and ultimately gives
(stanzas 2–4) up (par 13–20)
• Wayman concludes that no matter how • She does not understand why they would
hard he tries to inspire his students, not feel the excitement about the subject
they are most concerned about the that she feels (par 17)
marks they earn (stanza 5)

Note: Students who do not discuss both passages will receive a maximum scale point of 4.
However, students should not be penalized for focusing predominantly on one
passage.
Students should not be penalized if they only provide comparisons or only provide
contrasts.
Note: Other answers are possible.

English 10 Training Papers 2010/2011 Page 8


Making Connections Through Reading
Written-Response Rubric

6
The six response is superior in its depth of discussion and synthesis of ideas. Demonstrates an insightful
understanding of the texts at an interpretive level. May make inferences. May show understanding of literary
techniques appropriate to genre. Support from texts, explicit or implicit, is thoughtful and well-integrated.
Despite its clarity, response need not be error-free.

5
The five response is proficient in its depth of discussion and synthesis of ideas. Demonstrates a clear
understanding of the texts at an interpretive level. May show understanding of literary techniques
appropriate to genre. Support from texts, explicit or implicit, is convincing and relevant.

4
The four response is competent in its discussion of ideas. Demonstrates some understanding of the texts at
an interpretive level. Response is organized and straightforward, but may miss subtle or complex ideas.
Support from texts is relevant.

3
The three response is adequate. Demonstrates some understanding of the texts at a literal level. Response
may be unclear, incomplete or lack detail. Assertions are often simplistic or unevenly developed. Support
may consist of long references to the texts which are not clearly connected to the central idea.

2
The two response is inadequate. May demonstrate a misreading or misunderstanding of the texts or task.
Response may be incomplete or restatements of texts, or consist of underdeveloped, limited ideas. Support is
absent or flawed, with little evidence of relationships or connections. Does not meet the expectations of the
task.

1
The one response is unacceptable. Demonstrates a misreading or significant misunderstanding of the texts
or task. Response may be irrelevant. No evidence of support or connections between ideas. May be too short
to meet the requirements of the task.

0
Makes no attempt to address the task or simply restates the question.

Note: This is a first-draft response and should be assessed as such.


The response is to be assessed holistically.
Writing conventions are to be considered only to the extent that they impede meaning.
A variety of types of responses such as graphic representations, tables or lists are acceptable
and shall be assessed according to the rubric.
Students who do not discuss both passages will receive a maximum scale point of 4.

This scoring rubric is derived from the BC Performance Standards for Reading.

English 10 Training Papers 2010/2011 Page 9


Reading: Making Connections — Training Paper #1

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

“Adopt The Kung Fu Theory of Education,” “Learning as self-defence.


The more you understand about what’s occurring around you the better
prepared you are to deal with difficulties.” The Easy Listening Theory
of Learning: spending her hours in class with her tape recorder
earphones on, supervising graduate students, teaching undergraduates,
plus a ridiculous amount of administration. Research is the most
important part I’d been explaining the hydrophobic2 nature of the hair
piles of specific arthropods to a lecture hall filled with third-years
But we were the ones who got the surprise the more active the insect
and the warmer the water, the less time he can remain submerged. I
would have observed, but I would not have wondered They had roused
themselves again, curious now, aware that something was wrong. I
looked down at my lecture notes, moved the pages around, looked up at
them again.

English 10 Training Papers 2010/2011 Page 10


Reading: Making Connections — Training Paper #2

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

In these two story's, the teachers are really smart and teaching there
kids something. I think the kids are learning something and there all
smart, all the kids in the class are really smart. The teacher are
really smart and teaching something to there kids and there really
smart. There teaching them lots of kind of stuff like how to write in
handwriting and read storys to them. The storys thats named STUDENTS
that a really nice story and the book that called CROW LAKE, that a
good book to. In these both storys both of the book it means that the
teacher are really nice and the students are learning something from
them. The kids are learnign something from them and getting goood
grades in class. I think studentts are learning something from there
teachers, understand whats going on in the class. In both of these
storys the teachers are smart and there teaching good.

English 10 Training Papers 2010/2011 Page 11


Reading: Making Connections — Training Paper #3

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

In the poen of student there is a teacher called wayman.In the


other story there is a assistant professor.In the story of students
Wayman saw that his computer was in error. One young man was
curious.In the other story there was not a such thing like an error in
a computer. The professor had a number of components such as carrying
out research,analyzing etc...He loved the reasearch.In the ohter story
the wisdom of the students had not altered. Wayman remembered once you
have had a subject you are immune.

In the story crow lake the writhing of papers and articled he says i
dont mind. The exchange of ideas is vital. He also says that he does
not like taching at all. The ohter story he says as with a car engine,
where as long as the oil level is above the add line there is no need
to put in more oil. He adopt the kung fu theory of education.Learing
as self-defence.There was a a young women who was a pioneer.In the
story of crow lake all student were putting an entire class to
sleep.At the end of that story the student packed up his notes and
left the room. In the story of the students Wayman inscribed after
each now-familiar name on the list the traditional single letter.
Wayman knew this notation would be pored over with more intensity than
anything else Wayman taught.

English 10 Training Papers 2010/2011 Page 12


Reading: Making Connections — Training Paper #4

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

"Students" by Tom Wayman and "Crow Lake" by Mary Lawsonm, show us


the bad relationship between teachers and their students. The bad
relationship between teachers and students is shown in the passage
"Students". In line 7 and 8 it shows the students are making fun out
of their teacher."You were an editor when? Wow, that was before I was
born."Another example of this was when the girl was sitting and
listening to her earphones. That was making the teacher wonder if the
girl was really listening to him or just wasting his time.

In "Crow Lake", the teacher realizes that none of the students care.
The teacher saw "A girl yawn so massivly that she seemed in danger of
dislocating her jaw." She had been yawned before but she couldn't go
on any longer. The teacher ended up making the dission of leaving.
Therefore, both teacher had a bad relationship between their students
and one teacher even made the choice of leaving.

English 10 Training Papers 2010/2011 Page 13


Reading: Making Connections — Training Paper #5

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

In the "Students" by Tom Wayman and the "Crow Lake" by Mary


Lawson, the two teachers both have difficulties communicating with
their students, so that they find it hard to give efficient lessons or
the kind of lessons they expect. However, there are some differences
between the two situations.

First of all, the teacher Wayman in "Students" can't communicate


well with his students probably because of the great difference in age
between he and his students. The students now think differently from
students in the past.

On the other hand, the teacher in the "Crow Lake" can't give
attractive lessons because of her flat speech skills. Secondly, the
teacher in "Students" trys to explain his thoughts to his students,
but the teacher in "Cross Lake" simply gives up. Another difference is
about the students. The students in the first work disagree with the
teacher but they are not bored, and they are still learning even
though in different ways. The students in the second work are bored by
their teacher, and are not interested in that lesson.

Above all, although the teachers and students in both literary


works face similar problems(communication problems), there are some
differences betwwen the two situations.

English 10 Training Papers 2010/2011 Page 14


Reading: Making Connections — Training Paper #6

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

In the poem "Students", the teacher is trying to motivate the


students to learn things. He knows that if they learn these things it
is for their own good. He wants them to learn more and he wants their
knowledge to grow. He cares about his students. The students, on the
other hand, only want to get the course finished as soon as possible
and get it over with. Wayman, their teacher, wants them to learn so
they can use their knowledge as self-defence and be better prepared
"to deal with difficulties." The students find his teaching very dull
but they listen anyways. And, like the final part of the poem says,
they are more concerned about their grade in the class than about
what they've learned.

The teacher in the story "Crow Lake" finds it very difficult to


connect with her students. She hates teaching and lecturing and is
very awkward in front of her students. She is very passionate about
it herself, but she finds it difficult to convey her passion to her
students. They are extremely bored and she hates that so in the end,
she just gives up and leaves her students.

In both the stories, the teacher is frustrated with their students


because they cannot connect and inspire them. They know the students
are only doing this to get it done. Wayman, though, really tries to
motivate his students, while Mary Lawson is too awkward to even try
so she just gives up. The relationship the teachers have with their
students is very distant and they both wish that they could motivate
them to be more interested.

English 10 Training Papers 2010/2011 Page 15


Reading: Making Connections — Training Paper #7

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

Both passages "Students" and "Crow Lake" express a relationship


between teachers and students. They show how learning is often more
important than the students realize, and that learning is more
effective when the teachers can connect with their students. Both
passages have different teachers and students, but very similar
situations.

In "Students", the relationship between the teacher and the


students is expressed right from the start, when he is looking at the
age difference. He then learns the mentality of his students and
they're ways of learning and attemps to connect with them to help
them learn better. In the other passage "Crow Lake" the teacher just
can't seem to connect with her students at all. She is very
interested in what she is learning and can't understand why her
students aren't. It is when she has a flashback from childhood about
her and her brother watching a beetle that she realizes the lack of
enthusiasm and passion she has while teaching. She finds why it is
impossible to connect, and gives up and walks out.

In "Students", the teacher describes the different learning methods


used by his class. However, all of them are wrong. Each method shows
a bit of carlessness and lack of understanding of the importance of
learning. The teacher tries to persuade the class to take things more
seriously, and not to settle for a low mark when they could be

English 10 Training Papers 2010/2011 Page 16


getting higher. Though the students may not fully understand this, the
teacher is trying to help them and prepare them for futer obsticals.
There is a similar situation in "Crow Lake". The teacher is very
interested in what she's teaching but the students seem to find it
boring. To her they don't seem to be paying attention or listening,
and she describes them as people who "just don't take things
seriously". What she lacks is the motivation and determination that
the other teacher of the passage "Students" has in trying to help her
students realize the value of learning. It has been made obvious that
learning is more effective when the teachers can connect with their
students. In both passages, both teachers realize this. However, the
teacher from "Students" is able to connect in the end and help his
students, where as the teacher from "Crow Lake" is not. It is all
simply personality differences, and some people are cut out to do it,
and others are not.

Both passages express the relationship teachers and students, and


the importance of connecting with eachother. They've made obvious the

importance of learning, and that how well the students learn is


actually largly based on the teacher itself.

English 10 Training Papers 2010/2011 Page 17


Reading: Making Connections — Training Paper #8

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

"Students"

- students and teachers had a major age difference

- students and teachers were dumbfounded by the age difference

- students' wisdom may have changed

- some students changed thier learning theories

-some students stuck with thier original learning theories

- teahcer wanted students to learn a new theory to learning

- students were skeptical to the teachers request

- student reassurred teacher that she was paying attention to him

- at end of term teacher is familiar with students

- teacher knows that any other material students learn or inquire,


nothing will stick with them like the things this teacher taught

"Crow Lake"

- teacher is not good at public speaking

- teach does not enjoy teaching

- teacher is not that interesting to listen to

- teacher prefers to do research

- one particular students enjoys learning and working

- this student is interested by the other students while the teacher

is not

English 10 Training Papers 2010/2011 Page 18


- teacher has a flashback in the middle of her lesson the distracts
her

- students get exciting thinking that something is going to happen

- teacher was aware that students were losing interst in the topic

- teacher knew that many students were city kids

- teacher realzed that she was not influencing the students at all and
they were not interested so she left the room

English 10 Training Papers 2010/2011 Page 19


Reading: Making Connections — Training Paper #9

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

Relationships between teachers and students can be delicate at


times. Some listen and respect there teachers, while others choose to
ignore them and there values. In the two stories "Students" and "Crow
Lake", the students both similar and different feelings towards there
teacher. The teaches relationship with the students is different in
the two stories.

In "students" the teacher enjoys his job, and tries to adopt a idea
of The Kung Fu Theory of Education. This shows that he wants to help
his students, even if they are relucdent to change there ideals. He
has different opinions on different ideals, but his relationship with
his students seems to be pretty good. In comparison to "Crow Lake",
the teacher doesn't enjoy doing it. She's nervous speaking to the
students and doesn't seem to have a good relationship with them. She
even says that she finds it hard to relate with the students. She says
she doesn't understand them, and that they don't seem to take anything
seriously. These all show a poor relationship with the students. The
students also have a relationship with the teacher, and in some way
are the same and in some are different. The students in "Students"
have a mixed relationship with the teacher depending on there ideals.

Some show interest in there teacher, as one student asks him about
his time as a newspaper editor. Others like the young lady seems to
show no interest in the class or teacher. This is shown by her always
having those earphones in her ears. The same could be said by students

English 10 Training Papers 2010/2011 Page 20


that use the Dipstick Theory of Education, however there isn't much
shown to 100% proof that.

The students in "Crow Lake" don't seem to have much of an interest


in what the teacher is saying. They seem to fallow the Easy Listening
Theory of Education. They only became curious when they were aware
something was wrong with the teacher. Other then that, they didn't
seem to have much of a relationship. Both stories show different
relationships with students and teachers. Both show how important it
can be and both show what happens when there isn't a good
relationship.

English 10 Training Papers 2010/2011 Page 21


Reading: Making Connections — Training Paper #10

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

Teachers can only teach if they are able to share the passion they
have for the subject to their students. In both classes from,
"Students," by Tom Wayman, and, "Crow Lake," by Mary Lawson, the
students are dull and indifferent. This is because they are bored of
their teachers. Wayman, the author of "Students" and the teacher in
the poem, could not get his students to grasp the importance of
learning, as he observed that his class remained skeptical. Katie, the
teacher from "Crow Lake", had also observed her class to be tired of
her droning voice, which ignited her self-awareness and recognize what
she had been doing all along; boring them. Through observations, both
teachers were able to understand their students a bit more and made
them both aware of how they were teaching.

Some differences between the teachers though, are that Wayman put
more effort in teaching the students than Katie ever did. Wayman tried
winning himself with the freshman class while Katie realized what she
was doing and just gave up knowing she wouldn't do any good for the
class. Katie didn't like teaching, where as Wayman did. To put it
simply, Wayman is a more passionate teacher than Katie would ever be.
The factor that would support this statement is the variety of
students in both classes. Katie's students were basically just
listening, getting bored, and falling asleep due to her monotonous
voice where as in Wayman's class, there are different kinds of
students; those who take the subject then never take it again, those
who are just find the class boring, those who are satisfied when they
learn enough, and so on.

English 10 Training Papers 2010/2011 Page 22


The effort the teachers put into their work may or may not reach the
students. When it doesn't, teachers have to learn how to make it so
because after all, it is the inspiration that teachers give to
students that spark up the interest and make the class enjoyable and
educational.

English 10 Training Papers 2010/2011 Page 23


Reading: Making Connections — Training Paper #11

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

the students in CROW LAKE were dull and were tired of listening
to awkward lessons by a teacher who wasn't really gifted at giving
lectures anyways. She loves teaching but, when she realizes that she
is boring the class instead of exciting them by being passsonate about
her lectures she packs up her hings and leaves. the teacher and
students in STUDENTS, had a better relationship with the teacher then
in crow lake . The teacher in students was much more focused on
teaching the students about different ways to 'absorb' information as
well as different ways to educate ones self

English 10 Training Papers 2010/2011 Page 24


Reading: Making Connections — Training Paper #12

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

crown lake

English 10 Training Papers 2010/2011 Page 25


Reading: Making Connections — Training Paper #13

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

In the poem "Students" and the story "Crow Lake" there are many
similarties and differences considering the relationship of the
students and teachers. The relationships vary from connecting to non
connecting to boring and more.In this essay i will expalin the
similarities of the relationships, and the differences, in the poem
"Students and the story "Crow Lake".

In the poem "Students", the relationships have different levels


of connectivity to the teacher. It starts from the Vaccination Theory
of Education which means that, those are students who took the subject
just so they never have to take the subject agian. Next, there is the
Dipstick Theory of Education, where those are the students wo are fine
with just a passing mark in the class. For example:51% or higher. Then
there is the Adopt the Kung Fu Theory of Education, which is all the
A/B students trying to achieve more in the class and develop the
learning to a more higher level where they use it to be prepared for
obstacles in their life. Last, there is the Easy Listening Theory of
Learning. Those are the students who are pretending to listen but are
really more listening to their ipods and stuff in class rather then
the teacher. This is the different levels of connectivity in the poem
"Students".

In the story "Crow Lake" the relationship of the teacher and the
students is rather more at one kind of connectivity level. The level

English 10 Training Papers 2010/2011 Page 26


of where the teacher is talking but the students are bored and trying
to pay attention but are not paying attention. This is on the basis
that the teacher is not teaching in a more enjoyable manner and that
she gets lost in though of a old memory, of when she was young. She
gets distracted by her memory so, that she stops her lecture and the
students think they are in for something entertaining wherein she only
stops to remeber her memory and then comes under the allusion that she
is a horrible teacher thus leaving the class. This is the level of
connectiviy,between the teacher and student in the story "Crow Lake".
Both the poem "Students" and the story "Crow Lake" have many
similarites of relationships between student and teacher. They both
have students who are barely paying attention. They both question
themselves as teachers if they are teaching properly or not. Also,
they both have a little level of connectivity between their students
and themselves as teachers. These are the many similarites, of
relationships, between student and teacher in "Students" and "Crow
Lake".

In conclusion, these are the many similarites and differences


considering the poem "students" and the story "Crow Lake". There are
more similarites,or differences, in them both, but i feel these ones i
told, are the major ones. The relationships between students and
teachers, I feel, should be at a firm level of understanding and
enjoyable enough to be keen to learn it and process tons of
information from it too.

English 10 Training Papers 2010/2011 Page 27


Reading: Making Connections — Training Paper #14

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

A positive attitude is more important than good marks. What I


learn is more impotant than the mark I receives. If I get good marks,
good for me. If I don't get good mark, it doesn't mean that I haven't
put any effort in it, maybe I just can't get it or I lack of luck.
Just like the Dipstick Theory of Education, there is no need to put in
more oil if I receive a pass or higher. The car won't move faster when
you keep adding oil which the leval is actually above the add line.
It's just wasting time. Sometimes the effort I put into learning
doesn't determine my level of satisfaction. I have tried but I can't
stiil arrive there, maybe it's not the right time or maybe I need more
skill or even I need some fortune.

English 10 Training Papers 2010/2011 Page 28


Reading: Making Connections — Training Paper #15

30. Compare and contrast the relationships between the students and their teachers in
“Students” and “Crow Lake”. In your response, you must discuss both passages.

Wayman was correct; the "wisdom of the students" does not change
from generation to generation. There will always be students who take
a course only to never think about it again. There will always be
students who disregard the need to "put in more oil" as long as they
receive a passing grade. There are always the students who listen,
but prefer to enjoy a "pleasanter world" with earphones blocking out
the sound of a teacher's lecturing voice. These perspectives of
learning are represented by the students in "Students" and "Crow
Lake."

The students in Crow Lake "don't seem to take anything seriously"


and one girl is described to have even yawned wide enough to be "in
danger of dislocating her jaw." A young woman in Students is named a
"pioneer of the Easy Listening Theory", where she listens only out of
respect and not out of enjoyment. Their teacher also notes, that the
mark they receive would be "pored over with more intensity" than any
of the lessons he had taught. This cycle of striving for a higher
mark with less work is continued by the students in Crow Lake, who
live not for the lesson but for the passing grade. This lack of
interest in learning, a predominant similarity between the two texts,
is connected by the main contrast. The disinterest stems from the
teaching that they as students endure, and draws back to the
principal theme between these two stories - that teachers are more
effective when they can relate to their students.

English 10 Training Papers 2010/2011 Page 29


In Students, Wayman tries to help his pupils take their education
and his lessons seriously by using what he knows. He understands
that, as with when he was a student, people cling to a specific
"Theory of Education", from Vaccination to Dipstick. He begs his
students to adopt a "Kung Fu" Theory of Education, to realize that
understanding the world around us is like a form of self-defence.

This differs from how the narrator in Crow Lake teaches. She does
not pass on her love for research and invertebrate ecology to her
students in the same respect that Wayman tries to pass on his passion
for learning to his students. She does not use what she knows to
spark the students' interest but actually lets it dissuade her from
continuing teaching. She describes her childhood encounter with a
beetle submerging underwater, vividly remembered during her lesson,
as a "minor hiccup." She understands that she was "putting an entire
class to sleep" but she does not venture to change that. She
apologizes and walks out of the classroom, essentially giving up on
the students because she could not rivet them the same way her
brother could have. Their boredom continues and therefore pulls
together the connection between them and the students from
"Students"; merely functioning through their lessons using methods of
learning that in no way include enjoyment for the subject.

English 10 Training Papers 2010/2011 Page 30


Rationales for Reading: Making Connections Training Papers

Training Paper #1 — Mark: 0

• Makes no attempt to address the task


• Student has simply cut and paste original poem and short story

Training Paper #2 — Mark: 1

• Response is irrelevant
• Demonstrates misreading and misunderstanding of texts and task
• No evidence of support

Training Paper #3 — Mark: 2

• Demonstrates a misreading of the texts


• Support is flawed
• Restatement of texts
• Clear ‘2’
• Did attempt to address the task (poorly)

Training Paper #4 — Mark: 3

• Adequate response
• Clear understanding, literal
• Assertions are simplistic
• Many lifts from the text

Training Paper #5 — Mark: 4

• Competent response
• Demonstrates some understanding at an interpretive level
• Response is organized and straightforward
• Glimmer of interpretation, especially at the end – “communications problems” last sentence

English 10 Training Papers 2010/2011 Page 31


Training Paper #6 — Mark: 5

• A proficient response
• Proficient synthesis of ideas and interpretations
• Use of author’s name does not distract from response

Training Paper #7 — Mark: 6

• Superior depth of discussion and synthesis of ideas


• Support is thoughtful and well-integrated
• Classic ‘6’
• Clear and straightforward

Training Paper #8 — Mark: 3

• Response is adequate
• Demonstrates some understanding of texts at a literal level
• Assertions are simplistic
• No synthesis or interpretation

Training Paper #9 — Mark: 5

• Response is proficient
• Clear understanding at an interpretative level
• Support is convincing and relevant

Training Paper #10 — Mark: 6

• Support is thoughtful
• An insightful response
• Tons of insight; many inferences

English 10 Training Papers 2010/2011 Page 32


Training Paper #11 — Mark: 2

• Misunderstands texts
• Limited ideas
• Support is absent
• Teacher in Crow Lake does not love teaching etc.
• Teacher in "Students" was not teaching "different ways to absorb information"

Training Paper #12 — Mark: 0

• Makes no attempt to address the task


• Not a ‘NR’ as the student has written two words

Training Paper #13 — Mark: 4

• A competent discussion of ideas


• Some understanding at an interpretive level
• Organized and straightforward response
• Some repetition

Training Paper #14 — Mark: 1

• Response is irrelevant
• Misunderstanding of the task (significant)
• Student has written a personal response rather than addressing the task

Training Paper #15 — Mark: 6

• Superior response with depth of discussion and synthesis of ideas


• Demonstrates an insightful understanding of texts at an interpretive level
• Shows inferences
• Superior ‘6’

English 10 Training Papers 2010/2011 Page 33


PART C
Writing
1 written-response question
Value: 37% Suggested Time: 50 minutes

• Write a multi-paragraph composition on the writing prompt below.


• Your writing may be persuasive, narrative and/or descriptive.
• You may agree or disagree with the writing prompt.
• You may use ideas based on your own experience, the experience of others, your reading,
your imagination, or from any aspect of your life.
• Plan your ideas in the space provided on the following page.
• Write your response in the Response Booklet using blue or black ink.

Getting Ready to Write

People are constantly learning. Sometimes they learn in formal ways, through classes or courses;
sometimes they learn from other people or personal experiences.

Writing Prompt

31. People learn from a variety of sources.

English 10 Training Papers 2010/2011 Page 34


Writing Rubric

6
Ideas are fully developed and supported. Accomplishes the purpose with some originality, individuality or
maturity. Effective word choice and sentence variety. Voice and tone engage the audience throughout.
Structure is logical and the writing as a whole may appear effortless. Errors are not distracting.

5
Ideas are well-developed and supported. Has a clear sense of purpose. Appropriate word choice and
sentence variety. Voice and tone generally engage the audience. Structure is logical and the writing
demonstrates control. Errors are not distracting.

4
Ideas are generally straightforward and clear, with some support and sense of purpose. Basic vocabulary,
some sentence variety. Attempts to engage the audience, but lacks a consistent voice. Structure may be
formulaic. Errors generally do not impede meaning.

3
Ideas are often listed or developed unevenly, with little support or sense of purpose. Limited vocabulary and
sentence variety. Lacks a sense of audience and voice. Structure may be weak. Errors may distract and
impede meaning.

2
Ideas are often broad generalizations with little support, and no clear purpose. Colloquial vocabulary, weak
sentence structure. Writing reflects little understanding of language conventions. Inappropriate tone or
language for audience. Structure may seem illogical. Frequent noticeable errors interfere with meaning.

1
Ideas are not developed. Has no discernible purpose. May be too brief to accomplish the task. Lacks
structure. Frequent serious errors.

0
No attempt to address the topic or is a restatement of the topic.

Note: This is a first-draft response and should be assessed as such.


The use of paragraph structure should be assessed holistically with reference to the clarity
of organization and expression.
The connection to the topic may be explicit or implicit.
The students are writing to a PROMPT and considerable leeway can be given before a paper should be deemed
“off-topic.”
This scoring rubric is derived from the BC Performance Standards for Impromptu Writing.

English 10 Training Papers 2010/2011 Page 35


Writing - Training Paper #1

31. People learn from a variety of sources.

Thailand is a nice country. In Thailand have a lot of fruites and


food. In Thailand have nice beaches and nice view. In Bangkok we have
a lot of big building. We have a lot of people lives in Bangkok and
have a lot of Mall to shopping. In Bangkok we have a lot of traaffic
jams. In Thailand we eat a lot of spicy food and we have a lot of
seafood in Thailand. In Thailand we have a king. The most famouse food
in Thailand are tomyumkeung, somtum and seafood. The foreigner love to
eat seafood because some of the Eupore conutries doesn't have a lot of
seafood. In Thailand we have a big building name's MBK. It's a mall
for shopping we have everythings. In MBK have a lot of foreigner. They
come to shopping because in here it have a lot of things and it's
cheap. Thalind people they love to smile. When they see who they will
smile and say "Sawaddee" to them.

English 10 Training Papers 2010/2011 Page 36


Writing - Training Paper #2

31. People learn from a variety of sources.

Learning may take form in any way that the mind is consuming
information to take note for later use in life, whether being from
school, at home, personal experience, or life and death situations.

English 10 Training Papers 2010/2011 Page 37


Writing - Training Paper #3

31. People learn from a variety of sources.

Did ur leared at your teachers can help you? Did that classes or
courses can help help you someday? or your experienses should help
you? maybe they are both can help you in the future. Your have a lot
of experiece that can help u to change your life or to make your life
better. Although, your personal experieces, like your experieces at
school or at your teachers. You can use those experieces and learners
to improve your life. Experieces is part of your life, its really
important because if you dont have experieces and you don't know what
to do because you don't have any those experieces that can make your
life better or can guide to better life. For example, you help the old
man/women cross the street, carrying their bags, and guiding them.
Helping people is really great because it can make you proud, and can
meke you happy, and specially can make them happy. However if you have
a personal experieces like you lose someone important to you and can't
move on and you don't want to go outside or anywhere because you
remember him/her, but you still have families, relatives, and your
friends to cheer you up, so stop doing nonsense and start doing a
things that can make you happy and be proud that you still have a lot
of friends and always in your side and never let you down. Learning is
also part of your life, it can cause you into a better future.
Learning is important because if don't learn and you don't know
anything about you, how can you find a better job into a better
future? if you learn something important and can help you, don't just
seat and do nothing, maybe you can use it in the better way, or in the
better job. But don't over do it, for example, you use it to make some
money, like they paying for some advice, or into violence, like
bullying other people that weaker than you. But if use those skill
into that, it make no sense to you and cant help you to improve your

English 10 Training Papers 2010/2011 Page 38


life. So if your good in Woodwork, Metalwork, or Automotive. Although
in Art, why dont you improve those skills and find what is fit to you.
For exmaple you really good at Woodwork then improve your skill at
Woodwork. So, did your experieces and lessons help you a lot? did it
usefull? or its not enough? But if you use those things correctly and
it can make your dream into reality. So don't waste your time and do
nothing, go find yourself and make your life better. So don't forget
the experieces and lessons you have that can make your life easy but
better.

English 10 Training Papers 2010/2011 Page 39


Writing - Training Paper #4

31. People learn from a variety of sources.

According to me, people do learn from variety of sources. But some


people in this world learn sometimes good and then sometimes bad
things from a variety of sources. People can learn to be good through
a variety of good sources like camps, parents, grandparents and/or
good friends. Some people can learn bad thing like taking drugs, being
racist, being sexist and listening to bad music with provacative
language in it. Sometimes people learn a variety of things through
classes or courses by reading, writing and probably even talking to
others or the teacher or even a friend. Some people learn about
science, while some people learn about the history they did not even
know about. People learn about differnt tricks in math. Some people
learn from either friends or pesonal experiences like for example I
did not know all about this smoking before because i was new to this
country, but now i know what they were talking about and so i stooped
hanging out with them So,my thought is that people do learn a lot of
variety of things from other people, personal experiences or even
learn them in school.

English 10 Training Papers 2010/2011 Page 40


Writing - Training Paper #5

31. People learn from a variety of sources.

If a person is trying to find a short cut home one day because the
way they've been walking takes thirty minutes, and they go down a dark
back alley, end up getting mugged, then they've learned not to go that
way. I would call this source of learning, "Learning from our own
mistakes".

People can learn from all kinds of different sources for learning.
Especially since there is no limit to education, there is always room
for more. People will always be discovering new ways to learn, there
is no end to it. There are unlimited ways for a person to learn. we
can learn from school in classes that we take, our family and friends,
or ourselves. we can learn about math, science, history, mainly in
school but also from museums, our parents, and our ancestors. There is
so much to learn and there are higher levels of learning that people
can get. Everything you look at, you can learn from wether you're
watching T.V. and a narrating voice is telling how forests are being
cut down but trees are a key species in our world. Or a radio
broadcaster is letting people know ways they can help give away
clothes to a villiage in need. Sources of learning are everywhere and
we can just tap into it if we need to know about something.

Another source for learning is learning from other people. A


grandson could be having trouble with his math homework and asks his
grandpa how he used to do it. He probably has tips and pointers on how
to do it easier or better for the kid. When i got hired for my job at
a resturaunt, my first day I had to watch other people do my job so I
could learn how to do it quickly, and properly.

English 10 Training Papers 2010/2011 Page 41


Different sources for learning are all around us and some we don't
even know about. There just waiting for us to discover them, and you
wonder why they call it learning.

English 10 Training Papers 2010/2011 Page 42


Writing - Training Paper #6

31. People learn from a variety of sources.

Remember when you were little and were fascinated by shiny things
and just wanted to take them home with you? You couldn't however, do
what you wanted because your parents got in the way. Why? Were they
just being mean? The answer is no. Actually they were just trying to
teach you something. They wanted you to learn abou the various aspects
of life.The first being that you couldn't always get what you want.
What does learning even mean? It can be defined as getting to know
more about something and we learn from many sources. Not only our
parents, but our school and the events in our life teach us. They make
us who we are and even shape the future ahead of us. We teach
ourselves too. The decisions we take or the actions we do teach us
make us learn more about life.

We all know about the lessons we got from our parents when we way
too young to understand what the world was about. Our parents taught
us about the different values of life. They made sure that we could
differentiate between our 'needs' and 'wants' because not everyone in
this world is lucky enough to have everything they want. Not only this
but they taught us about the things that help us in the life and are
important in every step of our way. For instance, "Honesty is the best
policy" is one saying that all of us have heard almost about 98726354
times in our lives from our parents. Why do they keep on telling us to
be truthful all the time? Because they know that once we say a lie, to
cover it up we have to tell 100 others and so on. It makes us liars
and our parents do not want that. We know that sometimes we get away
with the lies we speak but when we do get caught we lose all the trust
people have in us. That makes our life miserable because we are guilty

English 10 Training Papers 2010/2011 Page 43


and keep on thinking about it all the time. Therefore, our parents
wanted us to learn about it, because our actions have the ability to
make or break our lives.

Our personal experiences teach us the most. Aesop once said


that,"appearances can be quite deceiving". We come across so many
people in our lives and we do not necessarily know them well. Those
people soon become aqauintances which in turn become our friends. Over
the time some of them remain loyal to us while the others show their
true forms and we learn that just by looking at someone, we can't know
who they are. We learn that trust is a big word and not everyone
deserves it. On top of that it makes us paranoid that we have told
them some secret of ours and now they are going to tell everyone. So
we learn to trust only the people who are trustworthy enough. The
decisions we make are very important in our lives. If we make the
correct judgement we know that we are going to do good. On the other
hand if we decide to abandon who we actually are and follow others, we
lose our individuality. For example, following the 'cool' crowd of the
school is an experience most of us have. We tend to think that we are
not good enough and need changing. But sooner or later we understand
that making ourselves a wannabe won't take us anywhere. We are who we
are and we need to stop pitying ourselves and lead our lives. That is
primarily how our experiences teach us about life.

School. The word that almost every teenager in this world


despises. It is a place where we learn to read and write. We all know
that it is good for us but still hate it. We like to think that school
life is all about fun. After all that is then only time when we get to
be ourselves and learning new things is boring. However, the truth is
that in order to succeed in life we need to learn each and every

English 10 Training Papers 2010/2011 Page 44


single thing our teachers tell us in school. This is the formal way of
learning and is very important in life. Our teachers are our gurus and
they lead us to the point where we know everything and are ready to
face the challenges of life.

Time is a great teacher. Over the time, we learn so many things. A


famous quote from the movie Forrest Gump says that, "Life is like a
box of chocolates, you never know what you are gonna get". It is true
because we have so many experiences in our lifetime and we have no
idea sometimes about how to handle them. They teach us so much and
leave foot-prints on our minds so we remember all of them forever. The
people in our lives influence us because they teach us the good and
bad things in our lives. In conclusion, we always keep on learning new
things and there are various sources from which we do.

English 10 Training Papers 2010/2011 Page 45


Writing - Training Paper #7

31. People learn from a variety of sources.

The day had turned out horrible. After an hour-long fight with my
mother, I had been forced to stay home while my parents went out to a
movie. To top that off, they had asked my grandfather to look after
me, which made me feel a little sick inside. I hate having to be
around my grandfather; the man still believes that he is in the middle
of the second world war, in which he had lost his leg. The man was a
mess, and I had to babysit him more than he had to babysit me.

As my parents left for the movies, I walked to the kitchen table


and sat in a chair, pulling my legs up to my chest. I snort in
annoyance as I relive my fight with my mother; I am nine years old,
and definitely old enough to stay home by myself. Chugging down my mug
of warm milk, I stare at the old geezer as he snores in the rocking
chair. Deciding it safe, I wander over to the couch and flick on the
T.V., trying not to breathe with my nose. The man seriously smelt like
disinfectant and that peculiar old-person smell. I guess that smell
comes to you with age, just like liver-spots and bad breath.

Turning around when I hear him shift, I can see him staring right
at me. He smiled at me, showcasing horrible yellow teeth. My nostrils
flare as they try to get rid of the stench wafting off of him. Soon
the man is asleep again in his chair, and I flick through the T.V.
channels. As I do, I stop at a show on the Discovery channel; it was a
documentary of the second world war. I shuffle around until I'm
comfortable, then I relax as I watch what happened to the young
soldiers from D-Day all the way to VE-Day.

English 10 Training Papers 2010/2011 Page 46


When the documentary was done, the door opened and my parents
walked in to see my crying on the couch. My mother coddles me as I cry
for what I didn't understand before, why my grandfather was still lost
in a world of blood and fear and loss. When we walked him to his car,
I hugged him as tightly as I could, tears still streaking down my
cheeks. As he looked down at me, confused, I smiled and told him he
was a hero. MY grandfather laughed at me then, patted my head, and got
into his car. Before he drove away he told me that he only ran
alongside heroes, and that the men who were either left behind or died
were the heroes; he only survived.

English 10 Training Papers 2010/2011 Page 47


Writing - Training Paper #8

31. People learn from a variety of sources.

people learn from a variety of different places for example, i


learn3d this morning that if u dont get up when your mom tells you to
you get yelled at. if your parents tewll u not to go out one night an
u decide to sneak out anyways , i bet u they find out about it the
next day or their sitting up beside the door when u get home. another
way you learn is by people being to rash, or by people telling you all
the negative things about you. when you hear pieces of information, it
really depends on who the information is coming from to determine
wether or not you are going to do anything about it or wether you
aren't. it really depends on the situation as well for example, if
someone walks up to you and calls you an idiot, your probably going to
get eithe3r annoyed or angry and that willl depend on how you react
about the infomation given . You can choose to change it or you can
chose to keep it.

English 10 Training Papers 2010/2011 Page 48


Writing - Training Paper #9

31. People learn from a variety of sources.

People learn everyday. Most of the learning comes form the


classroom. This kind of learning will help you when you get into
higher grades. When we learn form our parents, grandparents we are
learing life lessons. Life lessons help you through out your whole
life. It shows what is right and what is wrong. When I was little my
grandma used to tell me stories that has moral lessons. Some were
about never stealing and respecting everyone. I will always treasure
these stories because these are the fundaments of a good person. The
lessons we learn ate school are about studies. Such as math, science
and english. These will help you when you are in colledge. Math shows
how to solve problems and science shows us how stuff works. English is
very important because it teaches to read and write. Every one should
learn one thing everyday. It can be a fact or a life lesson. Each
lesson we learn helps us become a better person.

English 10 Training Papers 2010/2011 Page 49


Writing - Training Paper #10

31. People learn from a variety of sources.

I was eight years old when my father first taught me how to ride
a bike. I was terrified, completely unsure of my abilities or if my
father would really be able to protect me from hurting myself. I
looked at him nervously from underneath my heavy, too-big helmet.

"Dad, are you sure about this?" I asked him, the uncertainty clear
in my voice. It made my stomach flip to hear the fear in my own tones.
My father laughed his care-free, relaxed laugh, and it made me feel a
little less scared inside.

"Of course. You have to learn some time." He patted me on the back
as I trembled on my new red bicycle. My fingers tested out the brakes
anxiously; would they really be able to stop me at such high speeds?
"I'm sure you'll do great." He reassured me, and I tried to crack a
smile at him to show him I wasn't afraid.

"All right, let's go then." I gulped, knowing that I had to start


somewhere. He smiled, and began walking ahead of me. "Okay then, I
want you to try pedaling." He said in a slow, smooth voice. The voice
of a father. My feet tentatively pushed forward on the pedals, and the
bike slowly crawled ahead.

"Okay, that's good. Now go a little faster." My legs pushed harder


on the little black squares, and the bike started moving slowly
forward. My knees shook as the ground seemed to pull me in the road's
direction. "Now try to keep your legs going smoothly. Try not to jump
ahead too much." The more my legs pushed the pedals, the more

English 10 Training Papers 2010/2011 Page 50


confident I grew. The bike was wobbling a little on its two tires, but
I didn't notice. A smile creeped across my face, and I was sure that I
had done it.

"Look, Dad! I've learned already!" I grinned from ear to ear, but I
could see the concern painted on his face. He was having to walk
briskly to keep up with me now.

"Slow down! You're going too fast." He called out to me, but I
ignored him. Slow down? Why would I have to slow down? I was in
control of the road; I was its master. No harm could come to me now.
THe road was slipping by faster anf faster beneath my wheels.

When the bike began to wobble a little too much, the beaming smile
on my face began to wear away. I realized my father may be right; I
was going a bit too fast. The wall at the end of our block was rushing
up to meet me, and I was so scared, I didn't have time to even give
the brakes a second thought. I cried out, and the world was spinning
when I collided with the cement partition. I could hear my father
shouting to me as I crashed to the cement.

While I was on the ground, biting my lip in pain, I felt my


father's strong, protective arms pick me back up. He sat me down on
the curb, looking over my injuries carefully. Little drops of rubies
were pooling out of the scapes on my knees. Burning hot tears were
stinging to my eyes, but I blinked them back with disdain. I looked up
at my father with big wet eyes. "Are you all right?" He asked me, and
the best I could manage was a nod. He stood back up from where I was
sitting, and retrieved my bike from the concrete ground.

English 10 Training Papers 2010/2011 Page 51


"Is it broken?" I asked him, and he shook his head. I pouted a
little, still upset over my small wounds.

"Do you want to try again?" He asked me gently, and I shook my head
back to him. I bit my lip again, replaying the crash over in my mind.
It was so pitiful how I'd lost control so quickly.

"No. I don't think I can do it. Did you see me crash? I can't do
it." I told him, the tears springing back into my eyes. My father gave
a quiet chuckle, and stood me back up.

"You were doing great. If you don't get back up on that bike, and
try again, then you're right- you can't do it. If you want to be able
to succeed, you have to take the pain, and keep on going." He told me,
his blue eyes staring into mine. I sniffled a little, and looked back
at my bicycle. It didn't look so daunting now. Perhaps my father was
right. Maybe I could manage it.

As I look back now, when I got back on that bike, I didn't know
then. I had thought my father was just teaching me how to ride a bike,
like any child. But now, in reflection, I know he taught me much more
than that. That man taught me how to perservere, and how to succeed.

English 10 Training Papers 2010/2011 Page 52


Rationales for Writing Training Papers

Training Paper #1 — Mark: 0

• No attempt to address the topic

Training Paper #2 — Mark: 1

• Too brief to accomplish the task


• Response is one sentence only

Training Paper #3 — Mark: 2

• Writing reflects little understanding of language conventions


• Frequent noticeable errors interfere with meaning
• Colloquial tone and poor vocabulary
• Very conversational

Training Paper #4 — Mark: 3

• Limited vocabulary and sentence variety


• Ideas are listed and developed unevenly
• Errors are distracting
• Simplistic response
• Repetitive

Training Paper #5 — Mark: 4

• Generally straightforward and clear


• Some sense of purpose
• Basic vocabulary
• Some sentence variety
• Attempts to engage the audience

Training Paper #6 — Mark: 5

• Ideas are well-developed and supported


• Writing demonstrates control
• Clichéd conclusion

English 10 Training Papers 2010/2011 Page 53


Training Paper #7 — Mark: 6

• Accomplishes the task with originality


• Voice and tone engage throughout
• Effective word choice
• Effective use of imagery

Training Paper #8 — Mark: 2

• Writing reflects little understanding of language conventions


• Lack of sentence structure
• Frequent noticeable errors
• Colloquial vocabulary
• No capitalization
• Use of ‘texting’ language is not appropriate in an exam situation

Training Paper #9 — Mark: 3

• Ideas are developed unevenly with limited support


• Errors distract from meaning
• Weak structure
• Limited vocabulary
• Limited development – first, second and third person used

Training Paper #10 — Mark: 6

• Ideas are fully developed


• Voice and tone engage throughout
• Accomplishes the task with some originality, individuality and maturity
• An excellent personal narrative with good use of dialogue and specific details

English 10 Training Papers 2010/2011 Page 54


Acknowledgments

“Crow Lake,” by Mary Lawson. Alfred A. Knopf Canada (a division of Random House). Toronto, ON.
©2002. pp. 197–200.

“Students,” by Tom Wayman. Excerpt of The Face of Jack Munro by Tom Wayman. Harbour
Publishing.

English 10 Training Papers 2010/2011 Page 55