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 Grade 8 Writing Samples


Overall Level


Linguistic Vocabulary: (1)

Uses some utility words (place, we, plants), descriptive words (many) and subject-specific words (recycle, fossil fuels, oil, gas) related to familiar topics and familiar experiences. Uses some words from prompt without understanding (we consumerism). 

Linguistic Grammar: (1)

Writes nouns (things), verbs in present tense (recycle, buy, grow) and simple past tense (no evidence), pronouns (we), prepositions (to) and articles (the) with usage errors and omissions.

Linguistic Syntax: (1)

Writes simple sentences (We try don’t use the aircons and cars.) and simple compound sentences (no evidence).

Strategic: (1)

Uses spelling that reflects learner’s own pronunciation (no evidence), capitals at the beginning of sentences (We) and periods (.).

Socio-Linguistic: (1)

Produces text using familiar words and phrases to complete writing prompt (We try use oil little.).

Discourse: (-)

Connects ideas in simple sentences using conjunctions (and), time markers (when) and sequence markers (no evidence).

Editing: (-)

Edits sentences for capitalization of names (no evidence) and words at beginning of sentences (We), periods (.) and spelling (the, we).


Overall Level 


Linguistic Vocabulary: (2)

Uses more utility words (city, here, grass, parks), descriptive words (very clean, big, small, poor) and subject-specific words (people, road) related to familiar objects, actions and topics.

Linguistic Grammar: (2)

Writes nouns (city, people), verbs in present (is, have), past (no evidence) and continuous (no evidence) tenses, object pronouns (no evidence), adjectives (clean, more, rich, gentil [gentle], many), adverbs (only, mostly) and prepositions (in, at) with agreement errors.

Linguistic Syntax: (1)

Level 1: Writes simple and compound sentences (My city is hot and desert but here is cold and snow [.] In here have big buildings and in my city there small.).
Approaching Level 2: Writes detailed simple sentences and sentences with clauses.

Strategic: (2)

Uses words with similar sounds and sentence frames to write ideas (My city is …, Here is …).

Socio-Linguistic: (2)

Answers questions and writes a personal response (This is a big city and my city is small.) in response to writing prompt.

Discourse: (1)

Level 1: Connects ideas in simple sentences using familiar conjunctions (and, but).
Approaching Level 2: Connects ideas in related sentences using conjunctions, time markers (morning, night) and sequence markers (no evidence).

Editing: (1)

Level 1: Edits for capitalization of names (no evidence) and words at beginning of sentences (The, Here), periods (.) and spelling (here, city, more).
Approaching Level 2: Edits sentences for end punctuation, commas in a list, tenses, spelling and addition of details.




Overall Level 


Linguistic Vocabulary: (2)

Uses a range of utility words (bags, ground, water), descriptive words (major, plastic, waste, paper, cloth, some), subject-specific words (planet earth, pollution, global warming, recycle, reuse, fossil fuels, oil, gas, coal) and academic words (threat, act) related to curricular content.

Linguistic Grammar: (3)

Uses regular plurals (bags, measures), possessive pronouns (our), prepositional phrases (in the bin, to be taken), regular verbs in continuous (using, shopping) and simple past tenses (no evidence), and irregular verbs in continuous (no evidence) and simple past tenses (no evidence) with more control of agreement and tense. (Writing contains modals and a variety of verbs in present perfect tenses.)
Linguistic Syntax: (3)
Writes simple, compound and complex sentences and ideas in logical sequence and detailed paragraphs (We should avoid using motorvechical [motor vehicle] if we can walk on foot or we can use bycycle [bicycle].).

Strategic: (3)

Uses known phrases (We should …), common expressions (As we all know …, It is our duty …, mother earth) and cognates (control).

Socio-Linguistic: (3)

Produces text for specific purposes. Writes explanation and includes related factors in response to prompt (The main reason responsible is pollution. To reduce global warming we should recycle and reuse.).
Discourse: (3)

Level 3: Connects ideas in a basic paragraph using conjunctions (and, but, because, so), time markers (when, once again) and sequence markers (no evidence).
Approaching Level 4: Uses transition words (insted [Instead]).

Editing: (2)

Level 2: Edits for end punctuation (.), commas in a list (oil, gas, coal), simple tenses (go, are, make), regular spelling (should, careful, such as) and addition of details.
Approaching Level 3: Edits for apostrophes, quotation marks, tenses and common irregularly spelled words.



Overall Level 


Linguistic Vocabulary: (4)
Selects from a greater range of utility words (air, country, world, smoke, sun ray’s [sun rays]), descriptive words (harmful, new, plastic, more, other, global), subject‑specific words (ozone layer, deforestation, fossil fuels, industries, fuel-efficient), academic words (effect, balance, cause) and words with multiple meanings with increased understanding of curricular concepts.

Linguistic Grammar: (3)
Level 3: Uses regular plurals (trees, things, fuels, countries, vehicles), possessive pronouns (no evidence), prepositional phrases (all over the ...), regular verbs in continuous (causing, warming) and simple past tenses (burned), irregular verbs in continuous (no evidence) and simple past tenses (did) with more control of agreement and tense. (Writes in present tense using a variety of verbs: protect, get, clean, reduce, cut, maintain, buy, make, find)
Approaching Level 4: Uses negatives, irregular plurals, object pronouns, prepositions, regular and irregular verbs in past and future continuous tenses with occasional errors.

Linguistic Syntax: (4)
Writes connected complex sentences and cohesive, well-developed text with supporting detail (If we use everything the proper way, we can reduce global warming and Earth will be saved.).

Strategic: (4)
Uses circumlocution (We must reduce the things we buy, recycle the garbage we make and not use so much things = We need to limit consumerism) and word substitution (energies = energy) to make better word choices in writing.

Socio-Linguistic: (4)

Produces expository and narrative texts with knowledge of culturally appropriate forms and style. In response to prompt (Writes what citizens can do to reduce the effects of global warming: we need to …).
Discourse: (4)
Connects ideas in a three-paragraph composition using transition words (The first reason, The second reason, The last reason) and subordinate conjunctions (which, cause, instead).

Editing: (3)

Level 3: Edits for apostrophes, quotation marks, tenses (leads, replant, burn, needs) and common irregularly spelled words (serious, nuclear, fuels).
Approaching Level 4: Edits and revises texts for capitalization of proper nouns, apostrophes, quotation marks, hyphens, dashes, commas, regular and irregular spelling, spelling of homophones and homonyms, subject–verb agreement, appropriate word choice and addition of supporting details.



Overall Level 


Linguistic Vocabulary: (5)
Selects from a broad range of words (space exploration, universe, invent machines, discover, dangers, important, countless, priceless, easier, costly).
Linguistic Grammar: (5)

Uses phrasal expressions (dwells within, run out, drift into), conditional structures (no use of “if” as a conditional), a range of tenses (is, make, can be lost, can occur), passive (Space exploration can be dangerous to the explorer because the space lacks of gravity and oxygen for humans to breathe.) and active voice (Scientists can be lost in space or run out of fuel and drift into the empty space forever.).
Linguistic Syntax: (5)

Writes a variety of sentence structures to express relationships of time and condition (Although space exploration is costly and may mean harm to our environment, the rewards may help us avoid or prevent even natural disasters that will mean harm to humans and animals.).

Strategic: (5)
Uses a variety of strategies to make effective word choices (protect = avoid, dan [dangers] = dangerous).

Socio-Linguistic: (4)

Level 4: Produces expository text using culturally appropriate form and style (Writes paragraph with topic sentence, supporting detail and concluding sentence.).
Approaching Level 5: Produces expository texts with a developing sense of audience, genre, voice and degree of formality.

Discourse: (4)
Level 4: Connects ideas in a three-paragraph narrative using transition words (although) and subordinate conjunctions (other than, that, because).
Approaching Level 5: Connects ideas in a cohesive, well-developed five-paragraph academic composition using a variety of cohesive devices.
Editing: (4)

Level 4: Edits and revises texts for capitalization of proper nouns (no evidence), apostrophes, quotation marks, hyphens, dashes, commas (,), regular (exploration) and irregular spelling (ourselves), subject–verb agreement (rewards are of knowledge are), appropriate word choice (awaits us) and addition of supporting details.
Approaching Level 5: Edits and revises text for most punctuation conventions, appropriate word forms, content, organization, verb tense, and active and passive voice.