01 Ela 30-2 Examples of Students Writing 08 Final For Web

Examples of the Standards English Language
for Students’ Writing 2008 Arts 30–2
From the January 2008 Diploma Examination
• Personal Response to Texts Assignment

• Critical / Analytical Response to Literary Texts Assignment
This document was written primarily for:
Students 9
Teachers 9
Administrators 9
Parents 9
General Public 9
Others
Copyright 2008, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta
Education, Learner Assessment, 44 Capital Boulevard, 10044 108 Street NW, Edmonton, Alberta T5J 5E6,
and its licensors. All rights reserved.
Special permission is granted to Alberta educators only to reproduce, for educational purposes and on a
non-profit basis, parts of this document that do not contain excerpted material.
Excerpted material in this document shall not be reproduced without the written permission of the original
publisher (see credits, where applicable).
Contents
Acknowledgements ii
Introduction 1
English Language Arts 30–2 January 2008 Writing Assignments 3
Assignment I: Visual Reflection 4
Assignment II: Literary Exploration 6
Assignment III: Persuasive Writing in Context 9
English Language Arts 30–2 Part A: Written Response

Standards Confirmation 13
Background 13
Impressions of Standards Confirmers January 2008 14
Examples of Students’ Writing with Teachers’ Commentaries 16
English Language Arts 30–2 Visual Reflection Assignment,

January 2008 16
English Language Arts 30–2 Literary Exploration Assignment,

January 2008 27
English Language Arts 30–2 Persuasive Writing in Context

Assignment, January 2008 49
Scoring Categories and Criteria 60
i
Acknowledgements
Publication of this document would not have been possible without the permission of the
students whose writing is presented. The co-operation of these students has allowed us to
continue defining the standards of writing performance expected in connection with
diploma examinations and demonstrating approaches taken by students in their writing.
This document includes the valuable contributions of many educators. Sincere thanks
and appreciation are extended to the following Standards Confirmers: Claudia Hanevy,
Keri Helgren, Sandy Lee, Brian Lindstrand, Brianna Storey, Richard Wagner, and
Kjirsten Wilson.
We gratefully acknowledge the contributions made by members of the Humanities Unit

and the Document Design and Desktop Publishing Unit of Learner Assessment, Alberta
Education.
You can reach us with your comments and questions by e-mail to

Philip.Taranger@gov.ab.ca, Janet.Clark@gov.ab.ca, or Tim.Coates@gov.ab.ca,
or by regular mail at
Alberta Education
Box 43
44 Capital Boulevard
10044 108 Street NW
Edmonton, Alberta T5J 5E6
We would be pleased to hear from you.
ii
Introduction
The written responses in this document are examples of English Language Arts 30–2
Diploma Examination writing that received scores of Satisfactory (S), Proficient (Pf), or
Excellent (E). These sample responses are taken from the January 2008 administration.
Along with the commentaries that accompany them, they should help you and your
students to understand the standards for English Language Arts 30–2 Diploma
Examination writing in relation to the scoring criteria.
The purpose of the sample responses is to illustrate the standards that governed the
January 2008 marking session and that anchor the selection of similar sample responses
for subsequent marking sessions in 2008. The sample papers and the commentaries were
used to train markers to apply the scoring criteria consistently and to justify their
decisions about scores in terms of each student’s work and the criteria.
The sample responses included in this document represent a very small sample of
successful approaches to the assignments.
Selection and Use of Sample Papers

The teachers on the Standards Confirmation Committee for the January 2008 marking
session selected the examples of student responses included here. They also wrote the
commentaries that discuss the students’ writing in terms of the scoring criteria used for
marking.
During their preparation for the January 2008 marking session, markers reviewed and
validated the standards represented by these sample responses. Markers then used these
sample responses as guidelines for marking the written-response sections of the January
2008 English Language Arts 30–2 Diploma Examination.
Cautions
1. The commentaries are brief.
The commentaries were written for groups of markers to discuss and apply during the
marking session. Although brief, they provide a model for relating specific examples
from student work to the details in a specific scoring criterion.
2. Neither the scoring guide nor the assignments are meant to limit students to
a single organizational or rhetorical approach in completing any diploma
examination assignment.
Students must be free to select and organize their materials in a manner that they feel
will enable them to best present their ideas. In fact, part of what is being assessed is the
final effectiveness of the content, the form and structure, and the rhetorical choices that
students make.
1
The student writing in this document illustrates just a few of the many successful
organizational and rhetorical strategies in January 2008.
We strongly recommend that you caution your students that there is no preferred
approach to an assignment except the approach that best accomplishes the student
writer’s goal of effectively communicating his or her own ideas about the topic.
We advise you not to draw any conclusions about common patterns of approach taken
by students.
3. The sample papers presented in this document must not be used as models for
instructional purposes.
Because these papers are illustrations only, and because they are sample responses to
a set topic, students must be cautioned not to memorize the content of any of these
assignments and not to use them when completing classroom assignments or when
writing future diploma examinations. Examination markers and staff at Alberta
Education take any possibility of plagiarism or cheating seriously. The consequences
for students are grave.
The approaches taken by students at the standard of excellence, not their words or
ideas, are what students being examined in the future should consider emulating. In
fact, it is hoped that the variety of approaches presented here will inspire students to
experiment with diction, syntax, and form and structure as ways of developing an
individual voice and engaging the reader in ideas and forms that the student has
considered.
4. It is essential that you consider each of these examples of student writing in light
of the constraints of the examination situation.
Under examination conditions, students produce first-draft writing. Given more time,
students would be expected to produce papers of considerably improved quality,
particularly in the dimensions of Presentation, Matters of Correctness, and
Writing Skills.
2
English Language Arts 30–2 January 2008 Writing Assignments
January 2008
English Language Arts 30–2
Part A: Written Response
Grade 12 Diploma Examination
Description Instructions
Time: 2½ hours. This examination was • Complete all three assignments.
developed to be completed in 2½ hours;
however, you may take an additional • You may use the following print
½ hour to complete the examination. references:
–an English and/or bilingual dictionary
Plan your time carefully. –a thesaurus
–an authorized writing handbook
Part A: Written Response contributes
50% of the total English Language • Space is provided in this booklet for
Arts 30–2 Diploma Examination mark and planning and for your written work.
consists of three assignments.
• Use blue or black ink for your written
• Assignment I: work.
Visual Reflection
Value 10% of total examination mark
Additional Instructions for Students
• Assignment II:
Literary Exploration
Using Word Processors
Value 25% of total examination mark
• Format your work using an easy-to-read
• Assignment III: 12-point or larger font such as Times.
Persuasive Writing in Context
Value 15% of total examination mark • Double-space your final copy.
• Staple your final printed work to the

pages indicated for word-processed work
for each assignment. Hand in all work.
• Indicate in the space provided on the back

cover that you have attached word-
processed pages.
Do not write your name anywhere in this

booklet. Feel free to make corrections and
revisions directly on your written work.
3
ASSIGNMENT I: VISUAL REFLECTION
Suggested time: 30 to 40 minutes
A nine-year-old child stands in her home in a slum.
© Jonas Bendiksen/Magnum Photos
4
ASSIGNMENT I: VISUAL REFLECTION
Examine the photograph on page 2. Reflect upon the ideas and impressions suggested by
the photograph.
.
The Assignment
What ideas and impressions do the photograph suggest to

you? Consider the context, and develop your response by
referring to the photograph.
In your writing, you may respond personally, critically, and/or creatively.
You must
• select a prose form that is appropriate to the ideas you wish to express and that will
enable you to effectively communicate to the reader
• consider how you can create a strong unifying effect
Initial Planning
Additional space for planning is available in the examination booklet.
5
ASSIGNMENT II: LITERARY EXPLORATION
Read the following excerpt from a novel and complete the assignment that follows.
After all hope of rescue is gone, the survivors of an airplane crash in the Libyan desert
attempt to build a new airplane from the wreckage before their water runs out. Moran
is the first officer, and Towns is the pilot.
from THE FLIGHT OF THE PHOENIX
It was a long time before the first man spoke. Moran.

‘She looks like an aeroplane.’
The rising light defined the new shape that had been fashioned in the night, and they
were awed by its presence; because this machine might one day be capable of ferrying
them from this world to the other: from this world of sand, thirst and death to the
world of green trees, streams and loved faces. This machine had the power of bestowing
on them another thirty, fifty years of life. They could, a year from today, be represented
by a heap of bleached bones in this lost place, forgotten even by the vultures that had fed
on them; or they could be found in the other world, watching a cricket match under the
shady chestnuts, a glass of beer in their hand. This machine, alone, could cross the only
true frontier known to man and carry them with it. In whatever way these thoughts came
to them individually, their meaning was the same. Here was hope of life.
‘She looks like an aeroplane,’ Moran said again. . . .
The wing had been bolted home and winched level with the other, and a rigging-wire
was taut1 between the two, passing across the engine nacelle where the king-post would
go—and the shape was of an aeroplane: two spread wings and a three-bladed prop. They
could see it as an entity, standing apart from the wrecked hull and starboard boom.
Yesterday Towns had seen only a pile of wreckage made even more shapeless by the
wing they had removed and hauled across the top of the hull; now there was the
wreckage, and there was the aeroplane. He could not have put into words what he felt; it
was the feeling that a pilot has in him when his plane is motionless at the beginning of the
runway and the tower clears him for take-off. The heart is airborne before the aeroplane.
Elleston Trevor
1
taut—tight
Trevor, Elleston. The Flight of the Phoenix. London: Heinemann, 1970. Reproduced with permission
from the Spectrum Literary Agency. Copyright © 1964 by Elleston Trevor. Available in paperback from
HarperCollins.
6
The Assignment
In this excerpt, the author describes how, even in the most desperate of circumstances,
people need something that gives them hope because hope offers the possibility of
survival.
.
What is your opinion of the idea that hope is an important quality?
You must
• discuss a character from literature or film that you have studied in English Language
Arts 30–2. You may choose to discuss more than one character
• ensure the details you select support your opinion of the idea that hope is an important
quality
• present your ideas in prose
You should
• reflect upon your own knowledge and/or experience and/or the reading selection
provided
• use the Personal Reflection on Choice of Character(s) from Literary Text(s)

(see page 8) to help you select a character who is relevant to this assignment and
interesting to you from the short stories, novels, plays, poetry, nonfiction, or films that
you have studied in English Language Arts 30–2
• carefully consider your controlling idea or how you will create a strong unifying
effect in your response. Organize your discussion so that your ideas are clearly and
effectively presented
7
Assignment II: Literary Exploration
Initial Planning
Please use this space for your initial planning. This information assists markers in
identifying the text(s) and character(s) you have chosen. The markers who read your
composition will be very familiar with the literary texts you have chosen.
Literary Text(s) ______________________________________________________
Author(s) ______________________________________________________
Character(s) ______________________________________________________
Personal Reflection on Choice of Character(s) from Literary Text(s)

Suggested time: 10 minutes
Briefly explain why you chose this character to develop your opinion of the idea that
hope is an important quality. Markers will consider the information you provide here
when determining the effectiveness of your response.
Additional space for planning is available in the examination booklet.
8
ASSIGNMENT III: PERSUASIVE WRITING IN CONTEXT
Read the situation described below and use it to complete the assignment that follows.
The Situation
Campus Canada, a Canadian broadcasting company, has proposed a new reality-TV show
entitled Most Likely To Succeed and has selected Prosper High School to be featured on
the program. This seven-week program will feature 10 students, five males and five
females, as they reveal the life of typical Grade 12 students. Supporters of the proposal
cite the many benefits to the school and to the students, particularly those chosen for the
show. Those opposed have concerns ranging from the major disruptions in the school
year to the potential for emotional distress for all students.
In deciding whether to accept the proposal, the Prosper School Board has invited
concerned individuals to make their views known. You are Jan Freeland, a Grade 12
student at Prosper High School. You have considered information and opinions from a
variety of sources (see pages 22 and 23). After considering the advantages and
disadvantages of the proposal, you have reached a decision. You now need to write a
persuasive letter that clearly explains
• your decision on whether the school should participate in the reality-TV show
• the reasons why you believe your decision to be the best decision
The Assignment
Write a letter that will persuade the Prosper

School Board either to ACCEPT or REJECT the
proposal to participate in the reality-TV show.
In preparing your letter, BE SURE TO
• consider your purpose and audience

• study the information on the following pages
• use an appropriate tone
Remember that you must clearly and directly choose either to accept or reject the
proposed development.
You might want to reflect on your own knowledge and/or experience.
9
What is the proposal to participate in the reality-TV show?
In the first week, a panel of judges

chosen by the producers of the show
will select 10 students from the
Grade 12 class based on the students’
public speaking abilities, their grades,
their talents, and their involvement in
school and community activities. In the
second to sixth weeks, students will be
filmed during various daily activities,
with special emphasis being placed on
those qualities and activities each
student feels are most likely to make
him or her successful in life. The
producers will create daily surprise
scenarios to test the abilities and
character of the contestants. In the seventh week, the edited shows will be shown to the
entire student body, which will then vote on which male student and which female
student are “most likely to succeed.” The winners will each receive $20 000 toward post-
secondary pursuits, and the runners-up will each receive $2 000.
Statement from the producers of Most Likely To Succeed
Even though this show will have only two big winners, no one will lose. As we film our
contestants in their daily activities, all students will see the assets of their school and
possibly see themselves on national television. The school will gain upgraded air
conditioning, electrical systems, and a renovated cafeteria and gymnasium, all of which
are required for our filming. In addition, the school will gain national acclaim for its
excellent offerings for students who are on the way to being the best they can be.
Statement from the president of the Prosper High School Council
Our Grade 12 students are busy enough without being distracted for nearly two months
from their primary task of successfully completing their Grade 12 studies. And we all
know that the distraction created by this show will detract from other important school
activities and constitute a major invasion of privacy. This show also emphasizes the
worst form of competition. Along with the very real potential for disappointment and
envy, the emotional stress of auditioning, competing, and gossiping seem to preclude
anyone from being the best they can be.
10
Opinions on the proposal to participate in the reality-TV show
I vividly recall going with a friend to Calgary to audition for

Canadian Idol. The trip consisted of two awful days of
exhausting line-ups, and rude and humiliating commentary.
I guess we learned that we weren’t as good as we thought we
were, which I suppose was, ultimately, good for us. But do
we want that sort of demoralizing experience for almost an
entire Grade 12 class? I think not. They can be “the best they
can be” simply by continuing to do their best.
Cody Dempster, student teacher, music
I think this is a wonderful opportunity for our young people to test their mettle, so to
speak. After all, they’ll be going out into the real world next year and could use this
experience to get a taste of both self-preservation and self-presentation. I intend to
encourage my twins to audition. Even if I weren’t their parent, I’d have to acknowledge
their many fine accomplishments in academics, athletics, music, and volunteerism. They
have been successful so far, and I know that they will continue to be.
Edwina Hanford, parent
I enjoy watching some reality-TV shows and can

get really involved in the contestants’ lives. In
fact, sometimes I imagine I am them or imagine
what I might do if I were in their position. This
kind of freaks me out. Like the point that came
up in ELA while we were watching an episode of
Survivor—does our society know what reality is?
Is reality real? So will this pilot be real reality?
I’d say I’m against the proposal. With my part-
time job, I don’t have time to be one of the
contestants and I don’t want to watch my friends
being mean to each other.
Grady Bjornson, Grade 12 student
When I was in high school, I was voted “Student Most Likely To Succeed” by my
classmates. While some people deemed it to be simply a popularity contest, I have used
my title throughout my life to remind myself that I, too, had high expectations for myself.
I think all our young people could benefit from the same vision. The school can use this
opportunity to act toward achieving major goals for education; for example, exploring
strategies for lifelong learning and inspiring students to think outside the box.
Desta Tolstoy, psychiatrist
11
If you are using a word processor, staple your Assignment III finished work here.
You may make corrections directly on your printed page(s).
Assignment III: Persuasive Writing in Context
Written Work
January 15, 2008
Prosper School Board

1864 Reliant Blvd.
Prosper AB T1F 1A1
Dear Members of Prosper School Board:
Additional space is available in the examination booklet.

12
English Language Arts 30–2 Part A: Written Response
Standards Confirmation
Background
For all diploma examination scoring sessions, Learner Assessment staff use a process
called Standards Confirmation to establish and illustrate expectations for students’ work
in relation to the scoring criteria, as well as to ensure scoring consistency within and
between marking sessions. Because there are several diploma examination
administrations and scoring sessions each school year, the standards must remain
consistent for each scoring session in the school year and, similarly, from year to year.
Standards for student achievement start with the demands of the Program of Studies for
Senior High School English Language Arts and with the interpretation of those demands
through learning resources and classroom instruction. These agreed-upon standards are
also exemplified in the kinds of tasks and the degree of independence expected of
students. All of these complex applications of standards precede the design,
development, and scoring of each diploma examination.
The Standards Confirmation Committee comprises experienced teachers from

representative regions of the province. These teachers work with the Learner Assessment
staff responsible for the development, scoring, and results-reporting for each diploma
examination. Teacher-members participate over a two-year period and are required to
serve as group leaders or markers during at least one of the subsequent marking sessions.
There are two essential parts to applying standards at the point of examination scoring:
the expectations embedded in the scoring criteria and the examples of students’ work that
illustrate the scoring criteria within each scoring category. The scoring categories and
scoring criteria are available to teachers and students via the 2007–2008 English
Language Arts 30–2 Information Bulletin. During each of the January and June marking
sessions, example papers selected by members of the Standards Confirmation Committee
are used to train markers. Subsequent to each marking session, the example papers that
received scores of Satisfactory (S), Proficient (Pf), and Excellent (E) are posted on the
Alberta Education website at www.education.gov.ab.ca in the documents entitled
Examples of the Standards for Students’ Writing.
The standards confirmation process

• confirms the appropriateness of the standards set by the examination in relation to
students’ work
• selects student responses that clearly illustrate the standards in the scoring
categories and the scoring criteria to be used when training markers
• writes rationales that explain and support the selection of sample papers in terms of
the scoring categories, scoring criteria, and students’ work
13
Impressions of Standards Confirmers
January 2008
Assignment I: Visual Reflection
The photograph of the nine-year-old girl elicited strong writing from students, including a
variety of creative narrative responses. Many students developed “global” ideas that
included discussions of the plight of people in developing countries, the economic
disparity that exists between North America and parts of Asia, and the harsh realities that
many children face in the “modern” world. Written work included discussions of the
physical reality experienced by the girl in the photograph, a reality that was often
contrasted with the student’s own. Students also frequently identified the responsibility
that people in developed countries have to people in the developing world and the
necessity of using our good fortune to help others. Some students observed that, despite
her humble surroundings, the girl had created a home and seemed to be healthy and
happy. Such responses often included discussion of ideas such as the human will to
survive and thrive in a diverse range of physical and economic environments. Students’
determination of the geographical locale of the photograph varied with references, for
example, to “suffering cold temperatures.” Such observations did not affect the quality
of the responses.
Assignment II: Literary Exploration
The reading selection from Elleston Trevor’s The Flight of the Phoenix proved
accessible, and the writing assignment addressing the importance of hope proved
engaging for student writers. Students discussed their ideas on the topic in relation to
personal observations, their own experiences, and literature and film studied in
ELA 30–2. Unifying effects were varied: some students chose to focus primarily on the
literature, while others developed responses that focused on the significance of hope in
the lives of individuals and related it to personal experience and to characters from
literature or film. In addition, many students explored the converse of the topic to
develop ideas that focused on the consequences of a lack of hope (or of hopelessness).
Markers were reminded that the focus of this assignment is on the idea that the student
develops in relation to the topic and on how effectively the student explores and supports
this idea. While the literary example is essential, it is only one component of the
response as a whole. Because literary examples are often brief and tightly focused on a
particular situation or character, markers were reminded to read the information provided
by students in the Personal Reflection on Choice of Character(s) from Literary Text(s)
and to ensure that they were familiar with the literature or films chosen. Popular literary
selections included Fallen Angels, A Streetcar Named Desire, Night, Tuesdays with
Morrie, One Flew Over the Cuckoo’s Nest (both the novel and the play), and The Bean
Trees. Students also used films such as Coach Carter, The Shawshank Redemption,
Finding Forrester, Brokedown Palace, and The Pianist.
14
Assignment III: Persuasive Writing in Context
The reality TV show Most Likely to Succeed received mixed reviews from student critics.
Students chose to either accept or reject staging the show at Prosper High and provided a
variety of details in support of their position. Students drew key details from the source
material and occasionally supplemented their arguments with references to their own
personal observations and experiences. Many students discussed the questionable
wisdom of subjecting already busy Grade 12 students to months of disruption that would
potentially compromise their ability to gain access to post-secondary education. Others
responded strongly to the spectre of public humiliation and unhealthy competition.
Students who supported the proposal frequently identified the benefits of such a process,
including the opportunity that students would have to showcase their talents. Others felt
that the competitive environment created would better prepare students for the challenge
of the “real world.” Some students also chose to acknowledge and refute positions from
the opposing side. Most students were well aware of their purpose in persuading the
Prosper School Board and maintained an appropriate tone.
15
Examples of Students’ Writing with Teachers’ Commentaries
Visual Reflection Assignment, January 2008
Example Scored Satisfactory (S)
(Page 1 of 2)
16
(Page 2 of 2)
17
SCORING CRITERIA RATIONALE SCORE

Ideas and Impressions (S)
• The student’s perceptions The student’s perceptions that “this girl has a very
are appropriate but may be low standard of life,” and that the government and
generalized. citizens “could help out” are appropriate but
general.
• Support is adequate and

generally connected to the
Support is adequate and generally connected:
“She is living in the slums,” “She is dirty,” “Many
S
student’s ideas and people go without food and shelter and that could
impressions. all change if the Government cut back on the war’s
and put money into helping the poor,” and “people
could help out by making small donations.”
Presentation (S)
• The student’s voice is The student’s voice is matter-of-fact, as in “This

matter-of-fact and the tone nine year old girl is living in poverty,” “Millions
is appropriate. of dollars are spent on warfare,” and “I would
want help from those willing to help me out.” The
tone is appropriate.
• Stylistic choices are Stylistic choices are adequate and occasionally

adequate and occasionally effective, as in “The home she is living in is very
effective. messy, filthy and dirty” and “Bombs, bullets and
death machines are created instead of helping S
poor, starving young children.”
• The writing is generally The writing is generally clearly developed from

clearly developed, and the the initial observations about the girl’s “very low
unifying effect is standard of life,” through the discussion of the
appropriately sustained. government’s poor spending choices, and the
individual’s responsibility to assist the homeless.
The unifying effect is appropriately sustained.
18
Example Scored Proficient (Pf)
(Page 1 of 2)
19
(Page 2 of 2)
20

Ideas and Impressions (Pf)
• The student’s perceptions The student’s perception that “There are many
are thoughtful and people in the world that have everything and still
considered. find emptiness, and in contrast there are many
people who have barely anything and are grateful”
is thoughtful and considered.
• Support is relevant, detailed,

and clearly connected to the
student’s ideas and
Support is relevant, detailed, and clearly
connected to the student’s ideas and impressions:
“The walls are decorated and although the small
Pf
impressions. area is cluttered, it is tidy,” “There are many
people that I know who have huge houses and they
never use all the space,” “They’ll have paintings
on the wall of what is widely accepted as ‘good
art,’” and “a Nokia bag is hung on the wall
because its not considered worthless by the girl.”
Presentation (Pf)
• The student’s voice is The student’s voice is distinct and the tone is well
distinct and the tone is well considered, as in “But who am I to assume that
considered. this girl isn’t as happy as the rest of us?” and “Both
the have’s and the have-not’s are people, we have
cultures and beliefs, the only things that seperate us
are our possessions and outlook on life.”
• Stylistic choices are specific Stylistic choices—“they would never admit to

and frequently effective. having bought something at a second hand store,”
“Is a cell phone or computer absolutely necessary Pf
for a good life?” and “This girl has almost nothing
expensive or impressive but we can see that she
still values what she has”—are specific and
frequently effective.
• The writing is coherently The writing is coherently developed, and the

developed, and the unifying unifying effect is capably sustained.
effect is capably sustained.
21
Example Scored Excellent (E)
(Page 1 of 2)
22
(Page 2 of 2)
23

Ideas and Impressions (E)
• The student’s perceptions The student’s perception that “The part that we
are insightful and carefully don’t think about is that the same people we saw
considered. that day don’t have a home or family to turn to
after a rough day” is insightful and carefully
considered.
• Support is precise,
purposefully chosen, and
strongly connected to the
Support, as in “We all know that there will
always be a meal on the table, family members
to talk to, and a warm bed inviting you to sleep
E
student’s ideas and in” and “Imagine yourself living as they are, not
impressions. having a shirt to stain, not having water to drink
or to bathe in, and not having a meal for days,”
is precise, purposefully chosen, and strongly
connected to the student’s ideas and
impressions.
24

Presentation (E)
• The student’s voice is The student’s voice is engaging (“Not a day

engaging and the tone is goes by that we don’t see someone who is forced
confident. to live their life in complete destitution”) and the
tone is confident (“The people who help others
are aware that poverty will never diminish, but
that if we all contribute to helping people, we
can make someone’s day a little brighter”).
• Stylistic choices are Stylistic choices, such as “we notice someone

precise and effective. crying out for help and we don’t even give them
a second glance,” “constantly cast aside,” and
“The next time we stain our brand new shirt, or
step in a puddle, or even skip lunch because we
don’t have the time, stop and imagine yourself in
someone else’s shoes,” are precise and
E
effective.
• The writing is skillfully The writing is skillfully developed, and the

developed, and the unifying effect is confidently sustained from
unifying effect is the assertion that “We are constantly reminded
confidently sustained. of how we take what we have for granted, yet
we forget that there are people out there who are
worse off than us” to the concluding statement
that “Although we can never actually prevent his
issue, we can all do our part in helping someone
who really needs it and make a difference in
society.”
25
Literary Exploration Assignment, January 2008
This example (page 26) is unavailable for posting.
26
27
28
29
30
31
32
33
34
(Page 1 of 2)
35
(Page 2 of 2)
36

Thought and Support (Pf)
• A well-considered A well-considered understanding of the topic is

understanding of the topic demonstrated through the student’s exploration of the
is demonstrated. many dimensions of hope and its ability to “play out all
your dreams.”
• The student’s ideas are The student’s ideas are thoughtfully explored in the
thoughtfully explored. discussion that hope is an “excellent way to dream and to
imagine something great happening,” that “hope can
change someone’s life” and that “Every single person
• The literary example is

walking this earth has millions of hopes and dreams.”
The exploration of The Kite Runner and Amir’s “hope

Pf
related competently to the that one day he will be accepted” as his father’s son is
student’s ideas. related competently to the student’s ideas.
• Support is specific and Support, such as “one day I can look out of my living
relevant. room window and see a beautiful lake with white
swans,” Amir’s “glorious day” when his father told him
“the exact words Amir had desired to hear all of his life”
and the description of hopes that “vary with every
person” is specific and relevant.
37

Form and Structure (Pf)
• A controlling idea or The controlling idea that “Hopes come in every shape
unifying effect is and size” is sustained throughout the response.
sustained throughout the
response.
• Development of ideas and Development of ideas is coherent through the student’s

explanations is coherent. discussions of the value of hope in an individual’s life,
the joy of hope in The Kite Runner and the diversity of
hope in the lives of “Millions of people.”
Pf
• The response moves to an The response moves to an appropriate closure in the
appropriate closure. student’s summation that you have to “put in your all to
make sure that some day that dream will come true and
you can look back and say, ‘I made that hope into a
reality.’”
38

Matters of Choice (Pf)
• Diction is specific and Diction, such as “upbeat,” “strive profusely,”

generally effective. “betray his feelings,” and “amazing wonders,” is
specific and generally effective.
• Many sentences appear to Sentences, such as “That is a dream that might

have been purposefully come true, one day, if I have hope” and “A little
structured for effect. girl might hope that on Christmas morning, she will
get a pink Barbie convertible for her new doll,
while on the other side of the world, an old, wise
scientist might be hoping for a cloudy, rainy day Pf
tomorrow so he can finish his last experiment
before his retirement” have been purposefully
structured for effect.
• Stylistic choices contribute Stylistic choices, such as “open arms and heavy
to the creation of a praise,” “vary with every person,” and “Many
competent voice. hopes and dreams have been crushed,” contribute to
the creation of a competent voice.
Matters of Correctness (Pf)
• This writing demonstrates The writing demonstrates competent control of

competent control of correct correct sentence construction (“If a person has hope
sentence construction, in their life, then nothing is stopping them from
usage, grammar, and doing everything they ever wanted to do”), usage
mechanics. (“an effect”), grammar (“father’s approval”), and
mechanics.
Pf
• Minor errors in mechanics, Minor errors in mechanics, grammar, and complex
grammar, and/or complex language structures are understandable considering
language structures are the circumstances.
understandable considering
the circumstances.
39
40
41
(Page 1 of 3)
42
(Page 2 of 3)
43
(Page 3 of 3)
44

Thought and Support (E)
• An insightful An insightful understanding of the topic is

understanding of the topic demonstrated through the exploration of the idea
is demonstrated. that “Individuals in this world can overcome
challenges and trials in their own lives when they
can have hope and faith to guide them.”
• The student’s ideas are The student’s ideas are perceptively explored
perceptively explored. through the discussion of Moran and Towns’s trust
in hope as a “means of escape from a barren
wasteland,” Elie’s reliance on “hope and patience
which eventually led to his freedom and rescue,”
and the student’s own confidence in “hope for my
parents and me.”
• The literary example is The literary example is related effectively to the

related effectively to the student’s ideas through such statements as “True
student’s ideas. faith and hope are tested by time and patience” and
“Survival came to him because he held on to a hope
that help would come.”
E
• Support is precise and The student’s support is precise and effective in
effective. the acknowledgement, “‘The heart is airborne
before the aeroplane’”; in the recognition, “In order
to create a successful result there must be
a hope that it can be accomplished”; and in the
assertion, “Though my parents may never love each
other the way they once did, I still have a hope and
the faith that everything will work out for them in
the end. I know that my relationship with them will
always be the same and that their love for me will
never change.”
45

Form and Structure (E)
• A focused controlling idea A focused controlling idea is skillfully sustained

or unifying effect is throughout the student’s discussion of The Flight of
skillfully sustained the Phoenix, Night, and personal experience.
throughout the response.
• Development of ideas and The development of ideas and explanations—

explanations is smooth and “Before anything can be done there must be a
coherent. hope,” “Without this quality of hope he surely
would not have survived the concentration camps E
and lived the rest of his life in peace,” and “This
hope is one of the greatest attributes to my
character which will encourage a successful
future”—is smooth and coherent.
• The response flows to an The response flows to an effective closure.

effective closure.
46

Matters of Choice (E)
• Diction is precise and Diction, as in “desperate and challenging

effective. circumstances,” “barren wasteland,” and
“extinguished and abused,” is precise and
effective.
• Many sentences have been Many sentences have been successfully

successfully structured for structured for effect (“In today’s society there are
effect and are sometimes always challenges and barriers that people face
polished. and must overcome with two things, which are
hope and faith,” “The people who were being
persecuted were not only faced with death but with
the unyielding tortures of concentration camp
E
life,” and “When there is no hope, it is less likely
that people will find a peace within their lives”)
and are sometimes polished (“This does not
devour their hopes of freedom”).
• Stylistic choices contribute Stylistic choices contribute to the creation of a

to the creation of a convincing voice.
convincing voice.
47

Matters of Correctness (E)
• This writing demonstrates This writing demonstrates confident control of

confident control of correct correct sentence construction, usage, grammar,
sentence construction, and mechanics.
usage, grammar, and
mechanics.
• The relative absence of The relative absence of error is impressive

E
error is impressive considering the complexity of the response and the
considering the complexity circumstances.
of the response and the
circumstances.
48
Persuasive Writing in Context Assignment, January 2008
(Page 1 of 2)
49
(Page 2 of 2)
50
SCORING CRITERIA RATIONALE SCORES

Thought and Support (S)
• A sufficient but generalized A sufficient but generalized understanding of

understanding of the issue the issue is demonstrated in “As you can tell I
is demonstrated. think that this reality show would be a very bad
idea.”
• The student’s arguments The student’s arguments (“Although this show

are appropriate and may increase students confidence and make
straightforward. them work harder for what they want, can you
imagine how it would make other students feel
who don’t make it on the show” and “do you
think that grade twelve students really have time
for a reality-TV show”) are appropriate and
straightforward. S
• Support is relevant but Support is relevant but general: “it could
general, and may be cause some serious emotional problems,” “They
occasionally lacking in should be focussing on their studies and getting
persuasiveness and ready for their diplomas so that they can
consistency. graduate,” and “It would take so much time
away from the students and make other students
feel lower.”
• Awareness of audience is Awareness of audience is generally sustained.

generally sustained.
51
Writing Skills (S)
• The selection and use of The selection and use of words and structures
words and structures are are occasionally effective: “I have considered
occasionally effective. everyones opinions and now I would like to give
mine” and “I would like to thank you for taking
• This writing demonstrates

the time and consideration to read my opinion.”
This writing demonstrates basic control of

S
basic control of correct correct sentence construction, usage, grammar,
usage, grammar, and
mechanics.
52
(Page 1 of 1)
53

Thought and Support (Pf)
• A thoughtful and A thoughtful and competent understanding of

competent understanding the issue is demonstrated by the student’s
of the issue is acceptance of the proposal based on what will be
demonstrated. gained by the school population through its
participation in the reality-TV show.
• The student’s arguments The student’s arguments are well considered

are well considered and and sound: “our school will benefit from the
sound. new renovations,” “this proposal will make
parents realize how much work grade 12
students really do nowadays,” “students may
have more incentive to do their homework and
studying,” and “having this show will help fund
there post secondary education.”
• Support is accurate and

occasionally purposefully
chosen to reinforce the
Support is accurate and occasionally
purposefully chosen: “the school is getting a
little bit run down,” “the school board will not
Pf
student’s ideas in a logical be paying for any of the new renovations and I
and clear way. believe that it will also increase student morale,”
“parents would be more understanding towards
what they go through at school,” “the grade
point average of the school would go up
dramatically,” and “which is a huge benefit
today since the price of tuition has risen
dramatically.”
• Awareness of audience is Awareness of audience is sustained from “My

sustained. name is Jan Freeland and I am a grade 12
student at Prosper High School” to “Thank you
for taking the time to read my letter and
considering the outcomes of this situation, and I
hope the right decision will be made.”
54

Writing Skills (Pf)
• The selection and use of The selection and use of words and structures
words and structures are are frequently effective: “to voice my opinion
frequently effective. on the proposal,” “In order to get more
supportive parents they ultimately must know
what exactly their children are doing in school,”
“and therefore could provide more funding,” and
“since the price of tuition has risen
dramatically.” Pf
• This writing demonstrates This writing demonstrates competent control of
competent control of correct sentence construction, usage, grammar,
correct sentence and mechanics.
construction, usage,
grammar, and mechanics.
55
(Page 1 of 2)
56
(Page 2 of 2)
57

Thought and Support (E)
• A perceptive and thorough A perceptive and thorough understanding of

understanding of the issue the issue is demonstrated through the student’s
is demonstrated. assertions that “It would just be to much of a
distraction to the students, invade students
privacy and could be potentially humiliating to
the students/contestants involved.”
• The student’s arguments The student’s arguments are adept and

are adept and convincing. convincing, as in “I don’t think this is a good
way to showcase our students or our school to
the rest of the world,” “we don’t need cameras to
show how great our students are,” and “If having
the TV company paying for the renovations to
the school gym, cafeteria, air conditioning and
electrical systems is the main motive; you are
truly considering doing this for the wrong
reasons.” E
• Support is well defined and Support—“We can show off the abilities of our
purposefully chosen to student athletes by the performance of out sports
reinforce the student’s teams,” “The band can show what it has to offer
ideas in a deliberate and in concerts,” “The great leadership of the
judicious way. students can be shown when we hold activity
days,” “students would be trying to poke their
face on the camera,” and “When the producers
put $20,000 on the line things are going to get
very competitive”—is well defined and
purposefully chosen to reinforce the student’s
ideas.
• A precise awareness of A precise awareness of audience is effectively

audience is effectively sustained throughout the response.
sustained.
58

Writing Skills (E)
• The selection and use of The selection and use of words (“showcase,”
words and structures are “potentially humiliating,” “students/contestants,”
effective. and “back-stab and manipulate”) and structures
(“Most high schools have enough drama
anyways,” “How can students write a test when
all they can hear from the hallways is ‘And
E
action…!?’” and “Is that a price you are willing
to pay?”) are effective.
• This writing demonstrates The writing demonstrates confident control of

confident control of correct correct sentence construction, usage, grammar,
usage, grammar, and
mechanics.
59
Scoring Categories and Criteria
Scoring Categories and Ideas and Impressions (5% of total examination mark)
Scoring Criteria for Cross-reference to the Program of Studies for Senior High
2007–2008 School English Language Arts 2.1 2.2 2.3 4.1
Assignment I:
Visual Reflection When marking Ideas and Impressions, the marker should consider
• the quality of the ideas generated by the student to explore the visual
text(s) and the impressions that the student has formed to reflect
upon the visual text(s)
• the effectiveness and consistency of the support provided
Excellent (E) The student’s perceptions are insightful and

carefully considered. Support is precise,
purposefully chosen, and strongly connected to the
student’s ideas and impressions.
Proficient (Pf) The student’s perceptions are thoughtful and

considered. Support is relevant, detailed, and clearly
connected to the student’s ideas and impressions.
Satisfactory (S) The student’s perceptions are appropriate but may be

generalized. Support is adequate and generally
connected to the student’s ideas and impressions.
Limited (L) The student’s perceptions are superficial or

ambiguous. Support is imprecise, unclear, and/or
vaguely connected to the student’s ideas and
impressions.
Poor (P) The student’s perceptions are underdeveloped or

incomprehensible. Support is lacking, inappropriate,
or unrelated to the student’s ideas and impressions.
Insufficient • The marker can discern no evidence of an

(INS) attempt to fulfill the assignment OR
• The writing is so deficient in length that it is not
possible to assess Ideas and Impressions.
60
Scoring Categories and Presentation (5% of total examination mark)
Assignment I:
Visual Reflection When marking Presentation, the marker should consider
(Continued)
• the effectiveness of voice and its appropriateness to the intended
audience of the prose form that the student has chosen
• the quality of language and expression
• the appropriateness of development and unifying effect to prose
form
Consider the proportion of error in terms of the complexity and
length of the response.
Excellent (E) The student’s voice is engaging and the tone is

confident. Stylistic choices are precise and
effective. The writing is skillfully developed, and
the unifying effect is confidently sustained.
Proficient (Pf) The student’s voice is distinct and the tone is well
considered. Stylistic choices are specific and
frequently effective. The writing is coherently
developed, and the unifying effect is capably
sustained.
Satisfactory (S) The student’s voice is matter-of-fact and the tone is

appropriate. Stylistic choices are adequate and
occasionally effective. The writing is generally
clearly developed, and the unifying effect is
appropriately sustained.
Limited (L) The student’s voice is inconsistent and/or the tone

is inappropriate. Stylistic choices are inappropriate,
imprecise, and often ineffective. The writing is
unclearly or incoherently developed, and the
unifying effect is not sustained.
Poor (P) The student’s voice is confused and/or there is no

discernible attempt to address the intended
audience. Stylistic choices are ineffective and/or
impede communication. The writing is
ineffectively developed, and/or a unifying effect
is absent.
61
Scoring Categories and Thought and Support (10% of total examination mark)
2007–2008 School English Language Arts 2.1 2.3 3.2 4.1 4.2
Assignment II:
Literary Exploration When marking Thought and Support, the marker should consider
how effectively
• the student’s ideas reflect an understanding of the topic
• the literary example relates to the student’s ideas
• the support explains and/or clarifies the response
Consider ideas presented in the Personal Reflection on Choice of
Character(s) from Literary Text(s).
Excellent (E) An insightful understanding of the topic is

demonstrated. The student’s ideas are
perceptively explored. The literary example is
related effectively to the student’s ideas. Support
Because students’ responses to is precise and effective.
the Literary Exploration Proficient (Pf) A well-considered understanding of the topic is
Assignment vary widely—from
philosophical discussions to
personal narratives to creative thoughtfully explored. The literary example is
approaches—assessment of the related competently to the student’s ideas.
Literary Exploration Support is specific and relevant.
Assignment on the diploma A defensible understanding of the topic is
examination will be in the
Satisfactory (S)
context of Louise Rosenblatt’s
suggestion: appropriately and straightforwardly explored.
The literary example is related adequately to the
… the evaluation of the answers student’s ideas. Support is relevant but tends
would be in terms of the amount to be general.
of evidence that the youngster
has actually read something Limited (L) An understanding of the topic may be evident but
and thought about it, not a is only partially demonstrated or is not always
question of whether, defensible or sustained. The student’s ideas may
necessarily, he has thought be incompletely or unclearly explored. The
about it the way an adult would, literary example is lacking or does not relate
or given an adult’s “correct” adequately to the student’s ideas. Support may be
answer. deficient, vague, redundant, or marginally
Rosenblatt, Louise. “The Reader’s relevant.
Contribution in the Literary Poor (P) An implausible conjecture concerning the topic
Experience: Interview with Louise
Rosenblatt.” By Lionel Wilson. may be suggested. The student’s ideas, if present,
English Quarterly 14, no.1 (Spring, are irrelevant, incomprehensible, or unexplored.
1981): 3–12. The literary example is absent or unrelated to the
student’s ideas. Support, if present, is
overgeneralized or of questionable relevance.
Insufficient • The marker can discern no evidence of an
(INS) attempt to fulfill the assignment OR
possible to assess Thought and Support.
62
Scoring Categories and Form and Structure (5% of total examination mark)
Assignment II:
Literary Exploration When marking Form and Structure, the marker should consider how
(Continued) effectively the student’s organizational choices result in
• the development and maintenance of a controlling idea or unifying
effect
• the creation of a coherent, shaped, and concluded discussion in
response to the assignment
Excellent (E) A focused controlling idea or unifying effect is

skillfully sustained throughout the response.
Development of ideas and explanations is smooth
and coherent. The response flows to an effective
closure.
Proficient (Pf) A controlling idea or unifying effect is sustained

throughout the response. Development of ideas
and explanations is coherent. The response moves
to an appropriate closure.
Satisfactory (S) A controlling idea or unifying effect is evident, but

unity may falter on occasion. Development of
ideas and explanations is generally clear and
coherent. The response moves to a functional
closure.
Limited (L) A controlling idea or unifying effect may be

evident, but the response lacks unity.
Development of ideas and explanations is
uncertain, inadequate, or incoherent. The response
may not arrive at an appropriate closure.
Poor (P) A controlling idea or unifying effect is absent.

Development of ideas and explanations is unclear
and ineffective. The response closes ineffectively.
63
Scoring Categories and Matters of Choice (5% of total examination mark)
2007–2008 School English Language Arts 4.2
Assignment II:
Literary Exploration When marking Matters of Choice, the marker should consider how
(Continued) effectively the student’s choices enhance communication. The
marker should consider
• diction, including connotative language, imagery, idiomatic
expressions, and dialect
• syntax, including such choices as parallelism, balance, inversion,
sentence length, and variety
• the contribution of stylistic choices to the creation of voice
Excellent (E) Diction is precise and effective. Many sentences

have been successfully structured for effect and are
sometimes polished. Stylistic choices contribute to
the creation of a convincing voice.
Proficient (Pf) Diction is specific and generally effective. Many

sentences appear to have been purposefully
structured for effect. Stylistic choices contribute to
the creation of a competent voice.
Satisfactory (S) Diction is appropriate but may be general rather

than specific. Sentence structures are generally
straightforward and clear. Stylistic choices
contribute to the creation of a clear voice.
Limited (L) Diction is imprecise and/or inappropriate.

Sentence structures are frequently ineffective
and/or awkward. Inadequate stylistic choices
contribute to the creation of an uncertain or unclear
voice.
Poor (P) Diction is inaccurate and/or overgeneralized.

Sentence structures are misused to such an extent
that clarity suffers. A lack of stylistic choices
contributes to the creation of an ineffective voice.
64
Scoring Categories and Matters of Correctness (5% of total examination mark)
Assignment II:
Literary Exploration When marking Matters of Correctness, the marker should consider
(Continued) the correctness of
• sentence construction (completeness, consistency, subordination,
coordination, predication)
• usage (accurate use of words according to convention and meaning)
• grammar (subject-verb/pronoun-antecedent agreement, pronoun
reference, consistency of tense)
• mechanics (punctuation, spelling, capitalization)
Excellent (E) This writing demonstrates confident control of

correct sentence construction, usage, grammar,
and mechanics. The relative absence of error is
impressive considering the complexity of the
response and the circumstances.
Proficient (Pf) This writing demonstrates competent control of

and mechanics. Minor errors in mechanics,
grammar, and/or complex language structures are
understandable considering the circumstances.
Satisfactory (S) This writing demonstrates control of the basics of

and mechanics. There may be occasional lapses
in control of sentence construction and usage,
and/or minor errors in grammar and mechanics.
The communication, however, is clear.
Limited (L) This writing demonstrates faltering control of

and mechanics. The range of sentence
construction problems and errors in usage,
grammar, and/or mechanics blur the clarity of
communication.
Poor (P) This writing demonstrates lack of control of

and mechanics. The unclear and incorrect
sentence constructions and jarring errors in usage,
grammar, and mechanics impede communication.
65
Scoring Categories and Thought and Support (10% of total examination mark)
2007–2008 School English Language Arts 2.1 2.2 2.3 4.1 4.2
Assignment III:
Persuasive Writing When marking Thought and Support, the marker should consider
in Context • how effectively the student has addressed the significance and
complexity of the issue
• the persuasiveness and consistency of the argument(s) presented
• how well the supporting evidence is integrated, synthesized, and/or
developed to support the student’s arguments
• awareness of audience and effectiveness of voice
Excellent (E) A perceptive and thorough understanding of the issue
is demonstrated. The student’s arguments are adept
and convincing. Support is well defined and
purposefully chosen to reinforce the student’s ideas in
a deliberate and judicious way. A precise awareness of
audience is effectively sustained.
Proficient (Pf) A thoughtful and competent understanding of the issue
is demonstrated. The student’s arguments are well
considered and sound. Support is accurate and
occasionally purposefully chosen to reinforce the
student’s ideas in a logical and clear way. Awareness
of audience is sustained.
Satisfactory (S) A sufficient but generalized understanding of the issue
is demonstrated. The student’s arguments are
appropriate and straightforward. Support is relevant
but general, and may be occasionally lacking in
persuasiveness and consistency. Awareness of
audience is generally sustained.
Limited (L) An incomplete, vague, or confused understanding of
the issue is demonstrated. The student’s arguments are
oversimplified and/or inconsistent. Support is
superficial, unclear, contradictory, inappropriate, or
merely a restatement of what is provided in the
examination. Awareness of audience may be apparent
but is not sustained.
Poor (P) An inaccurate or minimal understanding of the issue is
demonstrated. The student’s arguments are of
questionable logic or are unrelated to the issue under
discussion. Support is irrelevant, overgeneralized, or
lacking. Little awareness of audience is apparent.
Insufficient • The marker can discern no evidence of an attempt to
(INS) fulfill the assignment OR
possible to assess Thought and Support.
66
Scoring Categories and Writing Skills (5% of total examination mark)
Assignment III:
Persuasive Writing When marking Writing Skills, the marker should consider the extent
in Context to which the writing demonstrates control of
(Continued)
• syntax
• diction
• grammar
• mechanics
Excellent (E) The selection and use of words and structures are
effective. This writing demonstrates confident
control of correct sentence construction, usage,
Proficient (Pf) The selection and use of words and structures are
frequently effective. This writing demonstrates
competent control of correct sentence
construction, usage, grammar, and mechanics.
Satisfactory (S) The selection and use of words and structures are
occasionally effective. This writing demonstrates
basic control of correct sentence construction,
usage, grammar, and mechanics.
Limited (L) The selection and use of words and structures are
frequently ineffective. This writing demonstrates
faltering control of correct sentence construction,
usage, grammar, and mechanics.
Poor (P) The selection and use of words and structures are
ineffective. This writing demonstrates lack of
control of correct sentence construction, usage,
67

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Examples of the Standards English Language

for Students’ Writing 2008 Arts 30–2

From the January 2008 Diploma Examination

• Personal Response to Texts Assignment

English Language Arts 30–2 January 2008 Writing Assignments 3

Assignment I: Visual Reflection 4

Assignment II: Literary Exploration 6

Assignment III: Persuasive Writing in Context 9

English Language Arts 30–2 Part A: Written Response

Impressions of Standards Confirmers January 2008 14

Examples of Students’ Writing with Teachers’ Commentaries 16

English Language Arts 30–2 Visual Reflection Assignment,

English Language Arts 30–2 Literary Exploration Assignment,

English Language Arts 30–2 Persuasive Writing in Context

Scoring Categories and Criteria 60

We gratefully acknowledge the contributions made by members of the Humanities Unit

You can reach us with your comments and questions by e-mail to

We would be pleased to hear from you.

Selection and Use of Sample Papers

• Staple your final printed work to the

• Indicate in the space provided on the back

Do not write your name anywhere in this

A nine-year-old child stands in her home in a slum.

© Jonas Bendiksen/Magnum Photos

What ideas and impressions do the photograph suggest to

In your writing, you may respond personally, critically, and/or creatively.

• consider how you can create a strong unifying effect

Additional space for planning is available in the examination booklet.

from THE FLIGHT OF THE PHOENIX

It was a long time before the first man spoke. Moran.

What is your opinion of the idea that hope is an important quality?

• present your ideas in prose

• use the Personal Reflection on Choice of Character(s) from Literary Text(s)

Literary Text(s) ______________________________________________________

Personal Reflection on Choice of Character(s) from Literary Text(s)

Additional space for planning is available in the examination booklet.

Write a letter that will persuade the Prosper

In preparing your letter, BE SURE TO

• consider your purpose and audience

You might want to reflect on your own knowledge and/or experience.

In the first week, a panel of judges

Statement from the producers of Most Likely To Succeed

Statement from the president of the Prosper High School Council

I vividly recall going with a friend to Calgary to audition for

Cody Dempster, student teacher, music

Edwina Hanford, parent

I enjoy watching some reality-TV shows and can

Grady Bjornson, Grade 12 student

Desta Tolstoy, psychiatrist

Assignment III: Persuasive Writing in Context

January 15, 2008

Prosper School Board

Dear Members of Prosper School Board:

Additional space is available in the examination booklet.

The Standards Confirmation Committee comprises experienced teachers from

The standards confirmation process

Assignment II: Literary Exploration

Example Scored Satisfactory (S)

Example Scored Satisfactory (S)

Example Scored Satisfactory (S)

SCORING CRITERIA RATIONALE SCORE

• Support is adequate and