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Grade 11 Writing Samples


Overall Level


Linguistic Vocabulary: (2)

Uses more utility words (sun, stars, etc., earth, people), descriptive words (everything, outside, enjoyable) and subject-specific words (activities, exploration).

Linguistic Grammar: (1)

Uses familiar nouns (earth, people, space), pronouns (I, you, they, it), adjectives (some, any, many), adverbs (there, anywhere), prepositions (for, to, in, by), articles (a, the) and verbs (see, know, happen, use, think, will have).

Linguistic Syntax: (1)

Writes simple declarative sentences (Travel in space is good.), negative sentences (you do not take) and question sentences (Why).

Strategic: (1)

Uses copying (danger, rewards) and sentence frames (If people continue to travel into space) to write ideas.

Socio-Linguistic: (1)

Produces texts using familiar words (something, things), phrases (like, right time an [and] right place) and sentence frames (It’s good to know about …).

Discourse: (1)

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

Editing: (1)

Edits sentences for capitalization of words at the beginning of sentences (Some, They), periods (.) and regular spelling of familiar words (because, space, can, people, time, life).


Overall Level 


Linguistic Vocabulary: (2)

Uses more utility words (moon, sun, food, water), descriptive words (a lot, very famous, greatest) and subject-specific words (planets, meteorites, viruses, rocket).

Linguistic Grammar: (1)

Level 1: Uses familiar nouns (people, space, man), pronouns (we, that), adjectives (new, most important, good), adverbs (never), prepositions (into, to, in), articles (the, a) and verbs with tense errors and omissions (can, know, traveling, is, learned, are).
Approaching Level 2: Uses regular plurals, possessive pronouns, prepositional phrases, regular and irregular verbs in continuous and simple past tenses with tense and usage errors.

Linguistic Syntax: (2)

Writes simple compound and detailed sentences (There are more things but we didn’t know what dangers we can see or felt.).

Strategic: (2)

Uses familiar vocabulary (science, dangerous, traveling, space), known phrases (very important, happy memories), common expressions (in the hole [whole] world, to know what beauty the mother earth) and cognates.

Socio-Linguistic: (2)

Produces texts for specific purposes. (Writes personal opinion in response to prompt: I think people must continue traveling into space.)

Discourse: (1)

Level 1: Connects ideas using common conjunctions (and, because, but, or, that), time markers (no evidence) and sequence markers (no evidence).
Approaching Level 2: Connects ideas in a basic paragraph using conjunctions, time markers and sequence markers.

Editing: (2)

Edits and revises paragraphs for regular spelling (people, because, traveling), end punctuation (periods [.]), commas in lists (new planets, meteorites, universary [universes], space viruses) and addition of detail (about).



Overall Level 


Linguistic Vocabulary: (3)

Uses a range of utility words (travel, space, sun), descriptive words (many, some, enough), subject-specific words (radiation, space agencies, astronomers, oxygen, asteroids) and academic words (agree, statement, technology, prevent).

Linguistic Grammar: (3)

Uses negatives (no evidence), irregular plurals (people, money), object pronouns (it), prepositions (into, around, of, in, to, out), and regular and irregular verbs in past and future continuous tenses (no evidence).  However, there is evidence of present continuous tense (are dreaming, are working) and use of infinitives (to continue, to explore).
Linguistic Syntax: (3)
Writes a variety of compound sentences (First of all, it will cost lots of money for people to travel into space but it is good for developing science) and complex sentences (But in my own opinion I think it is important for people to continue traveling in space.).

Strategic: (3)

Uses circumlocution (save a little from others thinks = reallocate budget or prioritize budget) and word substitution (rush = eager, hurry) to add descriptions to writing and make better word choices.

Socio-Linguistic: (3)

Produces expository and narrative texts using knowledge of culturally appropriate forms (unlock the mysteries) and styles. (Writes a paragraph with a topic sentence, supporting detail and attempts concluding sentence.)
Discourse: (3)

Connects ideas in a three-paragraph narrative and descriptive composition using transition words (The next, Of course, Secondly, However, many reasons) and subordinate conjunctions (that, as).

Editing: (3)

Level 2: Edits and revises paragraphs for regular spelling (to know the possibility of people trying to live there), end punctuation (.), commas in a list (oxygen, asteroids and sun) and addition of detail (developing space science, NASA).
Level 3: 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: (4)
Selects from a greater range of words, including utility words (planets, dangers, human beings), descriptive words (new, several, better), subject-specific words (gravity, technology, communication), academic words (costs, reasons, problem) and words with multiple meanings (board, mission, job, end).

Linguistic Grammar: (3)
Level 3: Uses negatives (lack, no, don’t), irregular plurals (people, oxygen, equipment), object pronouns (it, you, us), prepositions (of, in, to, out, into, on, at, over), regular verbs in past (killed, used, produced) and future continuous tenses (will be amazing), and irregular verbs in past and future continuous tenses (no evidence).
Level 4: Uses phrasal expressions, conditional structures and a range of tenses in active and passive voice with increasing accuracy. (Attempts complex grammar with significant word order and tense errors.)

Linguistic Syntax: (4)
Uses sentence structures to express relationships of time (For example when humans first landed on the moon they discovered that there isn't gravity, and oxygen, and that objects weightless.) and condition (Even any second the spaceship might explode into tiney [tiny] pieces and you die, also going up there and not being able to come back down to earth due to a failure.).

Strategic: (3)
Level 3: Uses circumlocution (things such as provision of opportunity = provides the opportunity, gravity difference = difference in gravitational exposure) and word substitution (people = government, use = spend, to = for) to add descriptions to writing and make better word choices.
Level 4: Makes effective word choices and uses correct punctuation.

Socio-Linguistic: (4)

Produces expository and narrative texts with a developing sense of audience, genre, voice (However traveling into space is very dangerous and risky, it’d be cool to) and degree of formality. (Writes an essay that includes an introductory paragraph, body paragraphs and a concluding paragraph.)
Discourse: (4)
Connects ideas in a cohesive, well developed five-paragraph academic composition using a variety of cohesive devices (however, in fact, or, furthermore, because, according to, but despite, as).

Editing: (3)
Level 3: Edits and revises text for capitalization of proper nouns, apostrophes (that’s), quotation marks, hyphens, dashes, commas (such as,), regular and irregular spelling (species, lives), spelling of homophones and homonyms (there, their), subject–verb agreement (I’m, It is), appropriate word choice (adapt, awful) and addition of supporting detail (30% of people).

Level 4: Edits and revises essays for most punctuation conventions, appropriate word forms and word choice, content, organization, verb tense, and active and passive voice.



Overall Level 


Linguistic Vocabulary: (5)
Selects from a broad range of words to convey precise meaning in complex and abstract contexts (essential, universe, associated, dominate, composition, withstand, probes, evolve, renewable, non-renewable, profitable, toxic, space craft, monitoring, habitat).
Linguistic Grammar: (5)
Uses many grammatical features in abstract structures, such as conditional structures (if there is, if), passive voice (Aliens and extra-terrestrial beings occupy the imaginations of millions of people.) and relative clauses (when, that) with accuracy.
Linguistic Syntax: (5)

Selects sentence structures appropriate to the purpose, audience and style of writing (Therefore, if someone was to discover something useful and a way to mine it and transport it back to earth, they could do that.).

Strategic: (5)
Selects most accurate words (brilliance, captured, pioneer), uses sophisticated punctuation (-) and revises content for tone, voice, audience and purpose (get tired of, stuck onboard, invested, residents).

Socio-Linguistic: (5)

Produces a variety of texts appropriate to the socio-cultural context attending to audience, genre, voice and degree of formality (Space travel and exploration will be a part of the human story for years to come.  We won’t know how long it will take before aliens are discovered, resources are mined and utilized on earth or if we will truly ever live in space. Money will continued to be invested in space and some lives will be lost, but the rewards and excitement will be worth it.).

Discourse: (5)
Organizes ideas in a variety of extended texts that reiterate, emphasize and show proof and exception using transitional devices (in order to, finally, of course, also, so that, because of, as far as we know, while, however, one of the, nowadays).
Editing: (5)

Proofreads and revises reports and extended texts for coherence, audience, purpose, voice and standard grammatical forms (Consumption is a huge concern and so some people focus on using renewable resources and recycling what we do have and others look to finding new sources of energy. One of the places that scientists are exploring for resources is space.).