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Grade 9 Writing Samples


Overall Level


Linguistic Vocabulary: (1)

Uses utility words (students, cars, trucks, hair), descriptive words (anybody, many, good, cold, long, too much, no) and subject-specific words (same, health, different, weather, homeless) related to familiar topics and personal experiences.

Linguistic Grammar: (-)

Writes nouns (tree, flower, hair), verbs in present (is, have, hope, isn’t) and simple past tenses (no evidence), pronouns (no evidence), prepositions (in, to) and articles (no evidence) with usage errors and omissions.

Linguistic Syntax: (1)

Writes simple and compound sentences (A people like to swim but B people play ball.).

Strategic: (1)

Uses spelling that reflects learner’s own pronunciation (no evidence), capitals (See) and periods (.).

Socio-Linguistic: (1)

Uses familiar words, phrases and sentence frames (So many people is in here. So many car and bus.).

Discourse: (-)

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

Editing: (-)

Edits sentences for capitalization of names (no evidence), words at beginning of sentences (No), periods (.) and regular spelling (football here.).


Overall Level 


Linguistic Vocabulary: (2)

Uses utility words (city, moon, air, things, knowledges [knowledge], space, world), descriptive words (space exploration, upcoming, too much hot) and subject-specific words (exploration, discoveries, fuel, earth, scientists, necessity) related to familiar objects, actions and topics.

Linguistic Grammar: (2)

Uses nouns (space, science, air), verbs in present (is, travel, has, need, make, get, are, know, go, means, gets, goes), past (finished) and continuous (travelling, starting, searching, going) tenses, object pronouns (them), adjectives (new, cold, good, single), adverbs (there, in) and prepositions (into, about, to, for, on) with agreement errors.

Linguistic Syntax: (2)

Writes detailed simple sentences and sentences with clauses (the other dangers are we always have to carry clothes which can survive.).

Strategic: (3)

Uses known phrases (for even, major advantage) and common expressions (learn new things, the danger of, in case).

Socio-Linguistic: (2)

Uses new words, models and writing plan templates to write a personal response. (Uses words from the prompt (dangers) and follows a basic paragraph format of topic sentence, supporting information and concluding sentence.)

Discourse: (2)

Connects ideas in related sentences using common conjunctions (and, but, so that), time markers (As) and sequence markers (the other, then).

Editing: (2)

Edits sentences for end punctuation (.), commas in a list (no list), simple tenses (is, need, would need, could live; errors: It is cleared [clear], as we exploration [explore]), regular spelling and addition of details (nobody can save).



Overall Level 


Linguistic Vocabulary: (3)

Uses a range of utility words (home town, everyone, fights, policemen, city, money), descriptive words (ghetto, rude, corruptible, undescribable [indescribable], reckless, disorganise [disorganized], primitive, illiterate, gradually, well developed, good, insecurity, poor), subject-specific words (crisis, conflicts, power shortage, water supply, employement [employment], government, transportation, medical facilities) and academic words (similar, compared, situation, programs) related to curricular concepts.

Linguistic Grammar: (3)

Writes regular plurals (streets, drivers, robbers), possessive pronouns (my), prepositional phrases (for a way, from you), regular verbs in continuous (looking, trying) and simple past tenses (compared), irregular verbs in continuous (no evidence) and simple past tenses (no evidence) with more control of agreement and tense. 
Linguistic Syntax: (2)
Level 2: Writes detailed simple sentences and sentences with clauses (Comparing the city of A with my home town is very astonishing because there is no similarity between these two places there a lot of differences take for example.). (Writes run-on sentences and needs to learn how to formulate a detailed thought in one sentence.)
Approaching Level 3: Writes a variety of simple, compound and complex sentences, ideas in logical sequence and detailed paragraphs.

Strategic: (3)

Uses known phrases (gut-wrenching, social amenities, breaking down, less fortunate, cos [because], take you), common expressions (every man for himself, like a jungle, from what I’ve noticed) and cognates.

Socio-Linguistic: (3)

Level 3: Produces text for specific purposes. Writes a comparative paragraph.
Approaching Level 4: Produces texts with knowledge of culturally appropriate forms and styles. (Needs to work on developing the academic format of a paragraph, including topic sentence introduction, clearly organized statements with support in the form of examples and explanation, and a conclusion.)
Discourse: (3)

Connects ideas in a basic paragraph using conjunctions (because, and, but), time markers (no evidence) and sequence markers (also, as well as).

Editing: (2)

Level 2: Edits sentences for end punctuation (.), commas in a list (crisis, conflicts), simple tenses (omitted “is” or “are” at times, “is/are” corrected in last sentence), regular spelling (people, home town, source) and addition of details (people are always willing to help you out).
Approaching Level 3: Edits sentences for placement of apostrophes, quotation marks, a variety of tenses and common irregularly spelled words.



Overall Level 


Linguistic Vocabulary: (4)
Selects from a greater range of utility words (money, cost, rocket, clothing, flames, rock), descriptive words (dangerous, millions, space rocket, too little, too much, hot, cold, healthy), subject-specific words (space exploration, environment, gravity, pollution, space shuttle, expeditions), academic words (cause, reason, benefits, experiments, different) and words with multiple meanings (waste, still, space, save, keep, more) with increased understanding of curricular concepts.

Linguistic Grammar: (4)
Uses negatives (not, without), irregular plurals (people, air, smoke), object pronouns (It), prepositions (on, to, in, of, into, about, for, from), regular verbs in past (involved, complicated, carried) and future continuous tenses (no evidence), irregular verbs in past (spent, made) and future continuous tenses (present continuous used) with occasional errors.

Linguistic Syntax: (4)
Uses connected complex sentences in cohesive, well-developed texts with supporting details (Space exploration is the traveling on space to explore the things in space through the use of special machines such as rockets, space ships etc.).

Strategic: (4)
Uses circumlocution (plants and animals = living things, learning about the moon and different planets = astronomy) and word substitution (worth wild [while]) to add description to writing (… or with too much air in your lungs is probably very complicated to breathe.) and to make better word choices (endangering the lives of …).

Socio-Linguistic: (4)

Produces expository texts using knowledge of culturally appropriate forms and styles. (Writes a simple paragraph containing a simple thesis statement in an introductory paragraph, and body paragraphs in a logical sequence.)
Discourse: (4)
Connects ideas in a three-paragraph descriptive composition using transition words (also, for example, and, or, but, Other, Maybe, That’s all) and subordinate conjunctions (that, because, thereby).

Editing: (3)

Level 3: Edits sentences for placement of apostrophes (there’s, it’s), quotation marks (no evidence), a variety of tenses (is/are, would cause/can cause, going to be) and common irregularly spelled words (enough, astronauts, exploration).
Approaching Level 4: Edits and revises expository text for capitalization of proper nouns, apostrophes, quotation marks, hyphens, dashes, commas, regular and irregular spelling, spelling of homophones and homonyms, subject–verb agreement, word choice and addition of supporting details.



Overall Level 


Linguistic Vocabulary: (5)
Selects from a broad range of words (global warming, industrial revolution, machines, automobiles, factories, educate, certain, petroleum products, non-renewable materials, fossil fuels, environment, environmentally friendly products, toxic).
Linguistic Grammar: (5)
Uses phrasal expressions (Quite a discussed topic, one of the major, all around, on our environment, eco-friendly goods), conditional structures (if), a range of past tense (raised), present tense (is, need, cutting, save, buying, throwing), future tense (will also start …) and perfect tense (has become) in active (It is changing the world) and passive voice (Use of toxic materials such as plastic and others which are hard to recycle are one of the reasons for global warming.).
Linguistic Syntax: (5)

Writes a variety of sentence structures to express relationships of time and condition. Time: (Over the past few decades global warming has become a serious threat to our planet.) Condition: (If we don’t start to take care of the environment we won’t have a planet anymore.)

Strategic: (5)
Uses a variety of strategies to make more effective word choices. (Approximation: admit = emit; Circumlocution: regular vehicle oil check = regular vehicle maintenance.)

Socio-Linguistic: (5)

Produces texts with a developing sense of audience (so take care of it because it’s our next generation that’s going to suffer), genre (selected persuasive essay), voice and degree of formality.

Discourse: (5)
Connects ideas in a cohesive, well-developed, five‑paragraph academic composition using a variety of cohesive devices (this means, which, instead of, as, another, in order, other, furthermore, also, when, and so on, for example, thus, conclusion). (Writes an essay and is able to use an introductory paragraph; however, does not include a clear topic sentence or thesis statement.)
Editing: (5)

Edits and revises essays for most punctuation conventions (commas (,), commas between papers, cans, water bottles), appropriate word forms and word choice (Increasing for production = increased production), content (reuse, renew, reduce, recycle, fossil fuels, harmful gases, consumerism), organization (sequenced paragraphs), verb tense (has been damaging, have also been introduced), active voice (Some people do not stop to think about items that can be recycled or reused.) and passive voice (both sides of a sheet of paper can be used for taking notes).