Oklahoma School Testing Program: Grade 8 Writing

Oklahoma State Department of Education
Oklahoma School Testing Program

Oklahoma Core Curriculum Tests (OCCT)
Grade 8 Writing
PARENT, STUDENT, AND TEACHER GUIDE
20102011 Oklahoma State Department of Education
Testing Dates Writing Test February 23, 2011
Developed and published under contract with the Oklahoma State Department of Education. Copyright 2011 by the Oklahoma State Department of Education. All rights reserved. Only State of Oklahoma educators and citizens may copy, download, and/or print the document, located online at http://sde.state.ok.us/AcctAssess/testadmin.html. Any other use or reproduction of this document, in whole or in part, requires written permission of the Oklahoma State Department of Education and the publisher.
STATE SUPERINTENDENT OF PUBLIC INSTRUCTION STATE OF OKLAHOMA
Dear Parent/Guardian and Student: Soon students will be participating in the Oklahoma Core Curriculum Tests. These tests are designed to measure knowledge in Mathematics, Reading, Science, Social Studies, and Writing. Parents/guardians will receive a report on their childs performance on the tests. This report will indicate their childs areas of strength as well as areas needing improvement. This guide provides a list of test-taking tips, objectives covered in the test, a practice writing test, an example of a well-written paper, and writing prompts for classroom use. Parents/guardians are encouraged to discuss these materials with their child to help prepare them for the tests. During the test week, it is very important for each child to get plenty of sleep, eat a good breakfast, and arrive at school on time. If you have any questions about the Oklahoma Core Curriculum Tests, please contact your local school or the State Department of Education. Sincerely, Your State Superintendent of Public Instruction
OKLAHOMA STATE DEPARTMENT OF EDUCATION 2500 NORTH LINCOLN BOULEVARD, OKLAHOMA CITY, OK 73105-4599 (405) 521-3301, FAX: (405) 521-6205 http://sde.state.ok.us FIRST IN THE TWENTYFIRST
Table of Contents
THE OKLAHOMA CORE CURRICULUM TESTS ................................................................................... 1 TEST-TAKING TIPS ........................................................................................................................................ 2 General Test-Taking Tips ....................................................................................................... 2 Tips for the Writing Tests ...................................................................................................... 2 THE WRITING TEST....................................................................................................................................... 3 Priority Academic Student Skills (PASS) in Writing ............................................................. 3 Scoring Criteria....................................................................................................................... 7 Analytic Scores ....................................................................................................................... 7 Composite Score ................................................................................................................... 10 Composite Score and Performance Level ......................................................................... 10 Performance Level Descriptors .......................................................................................... 11 PRACTICE WRITING TEST ........................................................................................................................ 12 Student Directions................................................................................................................ 12 Writers Checklist ................................................................................................................. 12 Practice Writing Prompt ...................................................................................................... 13 Practice Planning Pages ................................................................................................ 1314 Practice Response Space................................................................................................ 1519 EXAMPLE OF A WELL-WRITTEN RESPONSE ...................................................................................... 20 Example Writing Prompt .................................................................................................... 20 Example Planning Pages ............................................................................................... 2021 Example Response ......................................................................................................... 2223 RELEASED WRITING PROMPTS FOR CLASSROOM USE ............................................................... 24
Oklahoma School Testing Program Core Curriculum Tests Grade 8 Writing: Parent, Student, and Teacher Guide
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The Oklahoma Core Curriculum Tests

The Governor, state legislators, and other Oklahoma elected officials have committed themselves to ensuring that all Oklahoma students receive the opportunity to learn the skills required to succeed in school and in the workplace. To achieve this goal, schools must prepare every Oklahoma student for colleges, universities, and jobs that require new and different skills. Under the direction of the Legislature, Oklahoma teachers, parents, and community leaders met to agree upon the skills that students are expected to master by the end of each grade. The results of their efforts, Priority Academic Student Skills (PASS), provide the basis for Oklahomas core curriculum. In addition, the Legislature established the criterion-referenced test component of the Oklahoma School Testing Program to measure students progress in mastering the PASS standards and objectives. Tests have been developed by national test publishers that specifically measure the Oklahoma PASS standards and objectives at Grade 8. Teachers from throughout Oklahoma have been involved in the review, revision, and approval of the questions that are included in the tests. The Oklahoma Core Curriculum Tests (OCCT), a criterion-referenced testing program, compare a students performance with performance standards established by the State Board of Education. These standards, referred to as the Oklahoma Performance Index, or OPI, identify specific levels of performance required on each test. These standards are based upon reviews from groups of Oklahoma educators and citizens who evaluated the tests and made recommendations. In the content areas of Mathematics, Reading, Science, U.S. History, Constitution, and Government, and Writing, a students test performance is reported according to one of four performance levels: Advanced, Proficient/Satisfactory, Limited Knowledge, and Unsatisfactory. This year, students in Grade 8 will respond to one writing prompt and take multiple-choice tests in Mathematics, Reading, Science, U.S. History, Constitution, and Government. This guide provides an opportunity for parents, students, and teachers to become familiar with how writing will be assessed. It presents general test-taking tips, lists the PASS standards and objectives that are eligible for assessment in a statewide testing program, gives scoring criteria, the five analytic score rubric, and composite score characteristics. A practice test is also provided, along with an example of a good paper.
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Test-Taking Tips
The following tips provide effective strategies for taking the Oklahoma Core Curriculum Tests. Test-taking skills cannot replace studying based on the PASS standards and objectives, which serve as the foundation for the tests.
General Test-Taking Tips:

DO DO DONT DONT read this guide carefully and complete the practice test. make sure you understand all test directions. If you are uncertain about any of the directions, raise your hand to ask questions before testing has started. wait until the last minute to prepare for the Writing Test. worry about the tests. Students who are calm and sure of themselves do better on tests.
Tips for the Writing Tests:

DO DO DO DO read the writing task carefully and be sure to write about that topic. plan what you want to say before writing. Use the planning pages in the test book to help you plan. These pages will not be scored. leave time to revise and edit your paper toward the end of the test. use the Writers Checklist to remind yourself of what to look for as you revise and edit your paper.
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The Writing Test

Each February, students in Grade 8 take the state Writing Test. Students will be given one writing prompt to complete. Students are given a specific writing prompt and write their responses in their test books. Students may choose from any of the writing modes and forms to demonstrate a clear awareness of the audience and purpose for writing. The directions tell students to plan their composition, write a draft, and revise and edit their work. For the writing prompt, they are given two practice planning pages, which are not scored, five lined pages on which to write, and a Writers Checklist that provides reminders for revising and editing. The following sections of this guide: list the Priority Academic Student Skills (PASS) that are covered in the Grade 8 Writing Test; describe the criteria that are used to score the students papers; reproduce student directions and a sample writing prompt; present an example of a well-written response; and provide three extra practice writing prompts.
Priority Academic Student Skills (PASS) in Writing

The Priority Academic Student Skills measured by the Grade 8 Writing Test are based on the 2010 PASS revision. They are listed below. Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences. Discuss and keep a list of writing ideas. Write clear, coherent, and focused papers progressing through the stages of the writing process. Work independently and in self-directed writing teams to edit and revise. Standard 1: Writing ProcessThe student will use the writing process to write coherently. 1. Use a writing process to develop and refine composition skills. Students are expected to use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, and reading to generate ideas and gather information. 2. Develop a main idea/thesis through use of details, examples, reasons, anecdotes, and use patterns as appropriate to purpose such as spatial, chronological, and climatic. 3. Blend paragraphs, with effective transitions, into larger texts. 4. Use precise word choices, including figurative language, that convey specific meaning and tone. 5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.
Oklahoma School Testing Program Core Curriculum Tests Grade 8 Writing: Parent, Student, and Teacher Guide Page 3
6. Revise multiple drafts individually and with peers. 7. Edit for errors in Standard English usage, sentence structure, mechanics, and spelling. Standard 2: Modes and Forms of WritingThe student will write for a variety of purposes and audiences using narrative, descriptive, expository, argumentative, persuasive, and reflective modes. At Grade 8, write creative, narrative, expository, argumentative, persuasive, reflective, and descriptive papers of at least 500 to 750 words and introduce technical documents. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. 1. Compose narrative text to include short stories, fictional, biographical, or autobiographical narratives that: a. create and develop a plot or sequence of events using well-chosen details that reveal the significance of each event. b. create and develop a character(s), including comparisons, that show the characters (s) beliefs and qualities. c. create and develop an appropriate point of view (e.g., third person limited or first person point of view). d. create and maintain a setting that enhances the narration. e. adjust tone and style to make writing more interesting and engaging to the audience. f. use a range of narrative devices including dialogue, internal monologue, suspense, specific action, physical and background descriptions, and foreshadowing. g. reveal the writers attitude about the subject. h. use sensory details and precise word choice. Example: Write an autobiographical account of one of your most memorable first days of school. Describe the day and its importance clearly enough so the reader can see and feel the day from your perspective. 2. Compose expository texts including research reports, technical documents, and other informational texts that: a. define a research thesis (a statement of position on the topic). b. integrate important ideas, concepts, or direct quotations from significant information sources. c. identifies a variety of primary and secondary sources and distinguish the nature and value of each. d. organizes and displays information on charts, tables, maps, and graphs. e. document sources as appropriate to style. f. create technical documents using appropriate style and format that identify the necessary sequence or process. Example: Using research compiled on public transportation in Oklahoma, compose a documented paper with illustrations and bibliography (works cited).
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3. Compose persuasive/argumentative compositions that: a. include a well-defined thesis that makes a clear and knowledgeable appeal. b. present detailed evidence, examples, and reasoning to support effective arguments and emotional appeal. c. provide details, reasons, and examples, arranging them effectively by predicting, identifying, and addressing reader concerns and counterarguments. Example: Using the research completed on public transportation, compose a persuasive letter to the mayor on why the community should or should not invest more resources into public transportation. 4. Compose reflective papers to: a. express the individuals insight into conditions or situations. b. compare a scene from a work of fiction with a lesson learned from experience. c. complete a self-evaluation on a class performance. Example: Write a reflective paper that analyzes reasons for selections used in a portfolio of works that demonstrate skills in different subjects. 5. Compose responses to literature, including poetry, that: a. demonstrate careful reading and insight into interpretations. b. connect responses to the writers techniques and to specific textual references. c. make supported inferences about the effects of a literary work on its audience. d. support judgments with references to the text, other works, other authors, or to personal knowledge. Example: After reading a novel, compose an essay describing the different ways the characters speak (slang words or regional dialect) and analyze how this enhances or detracts from the narrative. 6. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting. Example: Write stories, poetry, and reports, showing a variety of word choices, or review a favorite book or film. 7. Write friendly, formal letters, emails, memos, proposals for change, and continue to produce other writing forms introduced in earlier grades. 8. Use appropriate essay test-taking and time-writing strategies that: a. budget time for prewriting, drafting, revising, and editing. b. prioritize the question/prompt. c. identify the common directives from the prompt (Identify command verbs: explain, compare, evaluate, define, and develop, etc.). d. analyze the question or prompt and determine the appropriate mode of writing. e. apply appropriate organizational methods to thoroughly address the prompt. f. utilize an editing checklist or assessment rubric, if provided. 9. Use legible handwriting/penmanship to copy and/or compose text, in manuscript or cursive, using correct spacing and formation of letters.
Standard 3: Grammar/Usage and MechanicsThe student will demonstrate appropriate practices in writing by applying grammatical knowledge to the revising and editing stages of writing. 1. Standard English Usage Demonstrate correct use of Standard English in speaking and writing as appropriate to eighth grade. a. Use the principal parts of verbs and progressive verb forms. b. Use nominative, objective, and possessive pronouns correctly. c. Identify and correctly use linking verbs. d. Make subjects and verbs agree. e. Identify personal, reflexive, and intensive pronouns. f. Use nominative, objective, and possessive nouns and pronouns correctly. g. Use correct pronoun reference and make pronouns agree with their antecedents. h. Identify and use abstract, concrete, and collective nouns. i. Correctly form and use the positive, comparative, and superlative forms of adjectives. j. Identify and use appositives and appositive phrases. k. Use verbals (infinitives, gerunds, and participles) to vary sentence structure in writing. l. Correctly identify and use independent, dependent, restrictive (essential) and nonrestrictive (nonessential) clauses and phrases. m. Correctly use all conjunctions. n. Distinguish commonly confused words (e.g., there, their, theyre; two, to, too; accept, except; affect, effect). 2. Mechanics and Spelling- Demonstrate appropriate language mechanics in writing. a. Apply the capitalization rules appropriately in writing. b. Punctuate correctly in writing, including: i. Commas ii. Quotation marks iii. Apostrophes iv. Colons and semicolons v. Conventions of letter writing vi. Hyphens, dashes, parenthesis c. Distinguish correct spelling of commonly misspelled words and homonyms. 3. Sentence Structure Demonstrate appropriate sentence structure in writing. a. Correct sentence run-ons and fragments. b. Correct dangling and misplaced modifiers. c. Differentiate between dependent, independent restrictive (essential) and nonrestrictive (nonessential) clauses. d. Simple, compound, complex, and compound-complex sentences. e. Compose sentences with simple, complete, and compound predicates.
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Scoring Criteria
Scoring criteria are based on standards and objectives. In regard to Standard 2: Modes and Forms of Writing, the student may choose from any of the modes and forms to demonstrate a clear awareness of the audience and purpose for writing. Writing Test papers receive two types of scores: a composite score and a series of analytic scores for specific writing skills. The composite score reflects how well the student can integrate writing techniques to produce a good paper. The analytic scores each focus on a specific aspect of the students writing. Papers that do not meet certain criteria cannot be scored. Papers receive a score value of unscorable if they meet any of the following conditions: No response or just a restatement of the task Response in a language other than English Response that is illegible or incomprehensible Response about a topic different from the assigned task
Analytic Scores
Each piece of student writing is scored on five analytic characteristics that indicate specific writing skills. These scores range from 4 (the highest score) to 1 (the lowest score). Taken together, these scores provide a profile of the specific strengths and weaknesses of the students writing. The following are the actual scoring rubrics used to assign the five analytic scores.
Score 4 Ideas and Development 30% The content is well suited for the audience and purpose The main idea or thesis is clear Ideas are fully developed and elaborated using details, examples, reasons, or evidence The writer expresses an insightful perspective towards the topic The content is adequate for the audience and purpose The main idea is evident but may lack clarity Ideas are developed using some details, examples, reasons, and/or evidence The writer sustains his/her perspective toward the topic throughout most of the composition
The content is inconsistent with the audience and purpose The main idea is not focused and leaves the reader with questions and making inferences to understand the main idea Ideas are minimally developed with few details May simply be a list of ideas The writer has difficulty expressing his/her perspective toward the topic The content is irrelevant to the audience and purpose The composition lacks a central idea Ideas lack development or may be repetitive The writer has little or no perspective on the topic
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Score 4
Organization, Unity, and Coherence 25% Introduction engages the reader Sustained or consistent focus on the topic Logical and appropriate sequencing and balanced with smooth, effective transitions Order and structure are strong and move the reader through the text Conclusion is satisfying Evident introduction to the topic Adequate focus Adequate sequencing Stays on topic with little digression Uses limited but effective transitions Order and structure are present Conclusion is appropriate May lack a clear organizational structure Weak evidence of unity Little or limited sequencing and/or transitions Details may be randomly placed
Lacks logical direction No evidence of organizational structure Word Choice 15% Appropriate word choice which conveys the correct meaning and appeals to the audience in an interesting, precise, and natural way The writing may be characterized by, but not limited to: lively verbs vivid nouns imaginative adjectives figurative language dialogue No vague, overused, repetitive language is used (a lot, great, very, really) Words that evoke strong images such as sensory language Words generally convey the intended message The writer uses a variety of words that are appropriate but do not necessarily energize the writing The writing may be characterized by: attempts at figurative language and dialogue some use of lively verbs, vivid nouns, and imaginative adjectives few vague, overused, and repetitive words are used Word choice lacks precision and variety or may be inappropriate to the audience and purpose May be simplistic and/or vague Relies on overused or vague language (a lot, great, very, really) Few attempts at figurative language and dialogue Word choice is unimaginative and colorless with images that are unclear or absent Word choice indicates an extremely limited or inaccurate vocabulary No attempts at figurative language General, vague words that fail to communicate meaning Text may be too short to demonstrate variety
Score 4
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Score 4
Sentences and Paragraphs 15% Writing clearly demonstrates appropriate sentence structure Writing has few or no run-on or fragment errors Writing has a rich variety of sentence structure, types, and lengths Ideas are organized into paragraphs that blend into larger text Evidence of appropriate paragraphing Writing adequately demonstrates appropriate sentence structure Writing may contain a small number of run-on or fragment errors that do not interfere with fluency Writing has adequate variety of sentence structure Ideas are organized into paragraphs Writing demonstrates lack of control in sentence structure Writing contains errors such as run-ons and fragments that interfere with fluency Writing has limited variety of sentence structure Writing may show little or no attempt at paragraphing Inappropriate sentence structure Many errors in structure (run-ons, fragments) No variety in structure No attempt at paragraphing Grammar, Usage, and Mechanics 15% The writer demonstrates appropriate use of correct: spelling punctuation capitalization grammar usage Errors are minor and do not affect readability The writer demonstrates adequate use of correct: spelling punctuation capitalization grammar usage Errors may be more noticeable but do not significantly affect readability The writer demonstrates minimal use of correct: spelling punctuation capitalization grammar usage Errors may be distracting and interfere with readability The writer demonstrates very limited use of correct: spelling punctuation capitalization grammar usage Errors are numerous and severely impede readability
Score 4
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Composite Score
A students composite score on the Writing assessment, in part, is derived by assigning various weights to the five analytic traits. The averaged analytic score for each category is multiplied by the appropriate weight (percentage) and summed. The sum is then multiplied by 15 to place the score on the appropriate scale. A transformation formula to adjust for prompt difficulty and scorer effect is applied, and the score is then rounded up to the nearest whole number. The weights are assigned based on the importance of each trait and are supported by empirical evidence. Each students composite score will range from 60 (the highest score) to 15 (the lowest score). The weights attributed to each analytic score are given in the table below. Composite Score
Percentage 30% 25% 15% 15% 15% Analytic Score Category Ideas and Development Organization, Unity, and Coherence Word Choice Sentences and Paragraphs Grammar, Usage, and Mechanics
Composite Score and Performance Level

Using the five analytic trait scores, a composite score is generated using a mathematical linear transformation. The composite score is devised, in part, by weighting the analytic trait scores. The composite score is used to categorize a students performance as Advanced, Satisfactory, Limited Knowledge, or Unsatisfactory, using the composite score ranges shown in the table below. Performance Level Composite Score Ranges
Score 5460 3653 2535 1524 Unscorable Performance Level Advanced Satisfactory Limited Knowledge Unsatisfactory Unsatisfactory
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Performance Level Descriptors

Advanced. Responses are fully developed using specific and detailed examples. The main idea is clear and gives an insightful perspective towards the topic. Organization is strong and logical moving the reader through the text using smooth transitions. The introduction and conclusion are satisfying. Word choice is rich and appeals to the audience. Writing demonstrates a variety of sentence structures, and ideas are organized into paragraphs. Grammar, usage, and mechanics are appropriate, and errors do not affect readability. Satisfactory. Responses are adequately developed using some details and examples. The main idea is evident but may lack clarity. A perspective is sustained throughout most of the composition. Organization is evident and stays on topic using limited but effective transitions. The introduction and conclusion are appropriate. Word choice is varied but may not energize the writing. The writer uses a variety of sentence structures and small errors do not interfere with fluency. Ideas are organized into paragraphs. Grammar, usage, and mechanics are adequate. While errors may be noticeable, they do not affect readability. Limited Knowledge. Responses are minimally developed using few details. A perspective is not clearly expressed. Organization lacks appropriate structure, and details may be randomly placed. Limited transitions are evident. Word choice is simplistic or vague and is unimaginative. Sentence structure lacks control, and errors interfere with fluency. Little or no paragraphing is attempted. Errors with grammar, usage, and mechanics distract from the readability. Unsatisfactory. Responses lack development and show little or no perspective to the topic. Organizational structure is not evident. Word choice is extremely limited and fails to communicate meaning. Sentence structure contains many errors, and no sentence variety or paragraphing is attempted. Errors with grammar, usage, and mechanics severely impede readability. Students who score in this range should be given comprehensive writing instruction.
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Practice Writing Test

Presented on the following pages is a practice Writing Test. This may be used as a classroom activity to help students prepare for the state assessment.
Student Directions
In this section of the Oklahoma School Testing Program, you will be asked to write a composition on an assigned topic. You will be scored based on how fully you develop the topic and on how well you organize and express your ideas. As you work, keep in mind these three stages of the writing process: Planning: Take time to organize your writing by listing, outlining, or organizing your ideas in the space provided. Writing: Write about the topic in a clear and logical manner on the five lined pages following the planning pages. You do not need to use all of the pages, but make sure your composition is as complete as possible. Be sure to include a beginning, a middle, and an ending for your composition. Editing/Revising: Take time to reread what you have written, and decide if you need to add more details or change the organization of your composition. At the same time, look for and correct any errors in grammar, punctuation, capitalization, and spelling. You may use the Writers Checklist to help you revise your writing. Your score will be based on your writing composition, not on your planning pages. Note to teacher: Read the prompt aloud to your students as they follow along.
Writers Checklist
Is the topic addressed in my writing? Are my ideas expressed in complete sentences? Do I explain or support my ideas with enough details? Are the details I included directly related to my topic? Are my ideas arranged in a clear order for the reader to follow? Do my paragraphs have topic sentences when appropriate? Do I start each sentence with a capital letter and capitalize other appropriate words? Have I used correct punctuation at the end of each sentence and within each sentence? Is my spelling correct throughout my writing? Will the reader be able to read my handwriting?
In the space below, you may PLAN your composition. You might consider using a web, cluster, list, story map, or any other method to help you organize your writing. Do not write your final draft on this page. Any writing on this page will not be scored. Write your composition on the lined pages that follow.
Practice Writing Prompt: Everyone has had a memorable teacher at one time or another. Think about this teacher. Explain what characteristics made this teacher memorable. Be sure to support your writing with details.
Practice Planning Page
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Practice Planning Page
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Practice Response Space
Practice Writing Prompt: Everyone has had a memorable teacher at one time or another. Think about this teacher. Explain what characteristics made this teacher memorable. Be sure to support your writing with details.
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Practice Response Space (continued)
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Example of a Well-Written Response

Presented in this section is an example of a well-written paper.
Example Writing Prompt: Everyone has had a memorable teacher at one time or another. Think about this teacher. Explain what characteristics made this teacher memorable. Be sure to support your writing with details.
Example Planning Page
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Example Planning Page
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Example Response
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Example Response (continued)
Scorers Comments Ideas and Development The main idea is evident in this essay. Details, examples, and anecdotes develop the idea and retain the focus of this teacher making learning enjoyable. Organization, Unity, and Coherence An organizational sequence is clear. A simple introduction and use of transitions (Every day, Another thing, One time) sustain focus on the topic. The conclusion is effective. Word choice Vivid, imaginative vocabulary (flowing from her cd player, her face would turn red and tears would flow, ran out of ink) add interest and energy to the essay. Sentences and Paragraphs A rich variety of sentence structures, types, and lengths are demonstrated in this essay. Paragraphing is correct and appropriate. Grammar, Usage, and Mechanics The writer demonstrates appropriate and correct spelling, punctuation, capitalization, and grammar.
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Released Writing Prompts for Classroom Use

Writing Prompt: Think about your daily routine during the summer and your daily routine during the school year. How are they the same? How are they different? Write an essay that compares and contrasts your daily routine during the summer months and your daily routine during the school year. Writing Prompt: Some school districts require students to do community service as a part of the school curriculum. Do you agree with this requirement? Write an essay that explains why you think required community service is or is not a good idea. Writing Prompt: You have been assigned to help a new student at your school. Think of what is important that this student know about your school. Write an essay that will guide him or her through a typical day.
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Oklahoma State Department of Education

Oklahoma School Testing Program

20102011 Oklahoma State Department of Education

Testing Dates Writing Test February 23, 2011

STATE SUPERINTENDENT OF PUBLIC INSTRUCTION STATE OF OKLAHOMA

The Oklahoma Core Curriculum Tests

General Test-Taking Tips:

Tips for the Writing Tests:

The Writing Test

Priority Academic Student Skills (PASS) in Writing

Composite Score and Performance Level

Performance Level Descriptors

Practice Writing Test

Practice Planning Page

Practice Planning Page

Practice Response Space

Practice Response Space (continued)

Practice Response Space (continued)

Practice Response Space (continued)

Practice Response Space (continued)

Example of a Well-Written Response

Example Planning Page

Example Planning Page

Example Response (continued)

Released Writing Prompts for Classroom Use

Printed in the USA

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