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Grade 10 Writing Samples


Overall Level


Linguistic Vocabulary: (1)

Uses some utility words (yes, people, there), descriptive words (important, lots) and subject-specific words (space, goverment [government], dengers [dangers], moon, star, asterods [asteroids]).

Linguistic Grammar: (1)

Uses familiar nouns (problems, money), pronouns (it, they, everything), adjectives (hard), adverbs (no evidence), prepositions (of, about, by, to), articles (the) and verbs (are, go, cost, get, is).

Linguistic Syntax: (1)

Writes simple declarative, negative and question sentences using sentence frames (The things the don’t know the goverment [government] needs to know.).

Strategic: (-)

Spells familiar words (space), writes ideas (Answers the question and writes a simple paragraph response, ...), completes patterned sentences and uses basic punctuation (It’s ...), (.).

Socio-Linguistic: (-)

Produces familiar words (government, that), phrases (need to know) and sentence frames (… have to know, … good to know).

Discourse: (1)

Connects ideas using common conjunctions (because, but, so, and), and time and sequence markers (no evidence).

Editing: (-)

Edits sentences for capitalization of names, words at the beginning of sentences (People, It), periods (.) and regular spelling of familiar words (pay, go, about).


Overall Level 


Linguistic Vocabulary: (2)

Uses more utility words (car, weather, summer, winter), descriptive words (new, very hot, very cold) and subject-specific words (Global warming, fossil fuels, reuse, recycle, carbon dioxide, ozone layer).

Linguistic Grammar: (2)

Uses regular plurals (rules, plastics, projects), possessive pronouns (our), prepositional phrases (to the nurture [to nature], on earth), and regular and irregular verbs in continuous (making) and simple past tenses (no evidence).

Linguistic Syntax: (2)

Writes compound and simple detailed sentences (More and more people are buying economic cars which use a little of fuel.).

Strategic: (2)

Uses familiar vocabulary (human beings, planet), known phrases (we should, harm very badly [badly harm]), common expressions (help our planet, throw a garbage in dustbin, stop global warming) and cognates.

Socio-Linguistic: (2)

Produces text for specific purposes. (Writes personal response to academic prompt.)

Discourse: (2)

Connects ideas in a basic paragraph using common conjunctions (so, because, and), time markers (when) and sequence markers (also).

Editing: (2)

Edits and revises paragraphs for regular spelling (warm warming), end punctuation (.), commas in a list (,) and addition of detail ...it's may stop to made a thing from factorys [… it may reduce the need for new things made in factories]).



Overall Level 


Linguistic Vocabulary: (3)

Uses a range of utility words (student, money, teenager, jobs, parents, families, children, school, places, country, war, study), descriptive words (excellent, most important, proud, good, really, top, best, very hard, honour), subject-specific words (role, shelter, clothing) and academic words (compete, attend, placements, scores, culture).

Linguistic Grammar: (3)
Uses negatives (should not work), irregular plurals (univesities [universities]), object pronouns (it), prepositions (for, at, in, to, of, from), regular and irregular verbs in past (was, worked, had) and future continuous tenses (no evidence).
Linguistic Syntax: (3)
Writes a variety of compound sentences (There are many many people in my country so only some can but there are only few spaces at the universities.) and complex sentences (Our culture does not think teenagers should have to make money.).

Strategic: (3)

Uses circumlocution (study very hard, very long, no breaks) and word substitution (around over above) to add descriptions and make better word choices.

Socio-Linguistic: (3)

Produces expository and narrative texts using appropriate forms and styles (Writes five-paragraph essay with topic sentence and concluding paragraph.)
Discourse: (2)

Level 2: Connects ideas in a paragraph using conjunctions (because, so, and), time markers and sequence markers (then).
Level 3: Connects ideas in a three-paragraph descriptive composition using transition words and subordinate conjunctions (no evidence).

Editing: (3)

Edits and revises texts for capitalization of proper nouns (Japan), apostrophes (It’s, 1950’s, son’s), quotation marks (no evidence), hyphens (no evidence), dashes (no evidence), commas (,), regular (important, proud, teenagers) and irregular spelling (universities, their), subject–verb agreement (It’s important, schools are, students who are), appropriate word choice (relax, take time away) and addition of supporting details (Parents have the job to make money. Teenagers have the job to study very hard.).



Overall Level 


Linguistic Vocabulary: (4)
Selects from a greater range of utility words (notes, traveled, action, flat), descriptive words (strong, secretly, excited, few), subject-specific words (dilemmas, duty), academic words (reporting, discussed, understand) and words with multiple meanings (touch, set, even).

Linguistic Grammar: (4)
Uses phrasal expressions (two of us, dream had come true, skipped classes), conditional structures (if) and a range of tenses in active voice (My world crashed) and passive voice (The friendships I had in my country were so strong and important to me.) with increasing accuracy.

Linguistic Syntax: (4)
Uses a variety of sentence types to express relationships of time (We would go in two month, during the summer so that I could begin grade ten in the new country.) and condition (If a boy was in a friend’s classroom the friend had the duty of reporting his every action to the friend.).

Strategic: (4)
Makes effective word choices (interrupts, admired, criticized).

Socio-Linguistic: (4)

Produces expository and narrative texts with a developing sense of audience, genre, voice and degree of formality (Friends are forever. Or so they say. They say that difficult times help us mature.).
Discourse: (4)
Writes a cohesive, well-developed five-paragraph academic composition using a variety of cohesive devices (this last year, who, because, then it happened, the next day, but always, the next two months, when, after, even though, but).

Editing: (4)

Edits and revises texts for most punctuation conventions, word forms (friendships, friends, friend), word choice (argued, worse off), content, organization, verb tense (took, could, get, had to go), active voice (I had to start figure out this big change in my life.) and passive voice (To accept this change of path in my life was the hardest thing I ever had to do.).



Overall Level 


Linguistic Vocabulary: (5)
Selects from a broad range of words (impact, fossil fuels, global warming, major contributor, pollute the environment, release carbon monoxide, ozone layer) to convey precise meaning in complex and abstract topics.
Linguistic Grammar: (4)
Level 4: Uses phrasal expressions (mixed up, the general population), conditional structures (if) and a range of tenses in active voice (is mined, requires) and passive voice (use, makes, burning) with increasing accuracy.
Approaching Level 5: Uses many grammatical features in abstract structures, such as conditionals, passive voice and relative clauses with accuracy.
Linguistic Syntax: (4)

Level 4: Uses a variety of sentence types to express relationships of time (From the beginning of when we find oil to when we throw an oil product away we are adding to global warming.) and condition (If they are “mining” the oil then large amounts of the land is destroyed and will take man, many years to grow again.).
Approaching Level 5: Selects sentence structures appropriate to the purpose, audience and style of writing.

Strategic: (5)
Selects most accurate words (dependent should be dependence), uses sophisticated punctuation and revises content for tone, voice, audience and purpose (The machinery pollutes the air because the carbon monoxide is given off from the machines goes into our atmosphere.).

Socio-Linguistic: (5)

Produces a variety of texts appropriate to the socio-cultural context. (Writes persuasive essay with topic sentence and concluding paragraphs.)

Discourse: (5)
Organizes ideas in a variety of extended texts that reiterate, emphasize and show proof and exception using transitional devices (to begin with, when, again, in addition, this means, all of this, of course, while, as a result).
Editing: (4)

Level 4: Edits and revises texts for most punctuation conventions, word form (lifes should be lives), content, organization, verb tense (belief should be believe), active voice (Natural gas is used to heat our homes and run some transportation.) and passive voice (When natural gas is looked for, the process to look for it as pollution in the air because people drive around looking for where to find the natural gas.).
Approaching Level 5: Proofreads and revises reports and extended text for coherence, audience, purpose, voice and standard grammatical forms.