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 Grade 12 Writing Samples


Overall Level


Linguistic Vocabulary: (1)

Uses some utility words (countrees [countries], space, planes), descriptive words (cost, danger) and subject-specific words (rockits [rockets], pilots, astroids [asteroids]).

Linguistic Grammar: (1)

Uses familiar nouns (space, pilots), pronouns (we, their), adjectives, adverbs (still, sometimes), prepositions (to, in, of), articles (the) and verbs (raced, are flying, could get, works).

Linguistic Syntax: (1)

Writes declarative sentences (We need to explor [explore] space for scientist Science.), negative sentences (If the rockit doesn’t work the pilots could die.) and question sentences using sentence frames.

Strategic: (1)

Level 1: Uses copying, spelling from memory, words with similar sounds and sentence frames to write ideas.
Level 2: Uses familiar vocabulary, known phrases (when the, the path of) and common expressions (are expensive, gets rewards) to find appropriate words.

Socio-Linguistic: (2)

Level 1: Produces texts using familiar words, familiar phrases and sentence frames.
Level 2: Writes texts for specific purposes. (Responds to prompt.)

Discourse: (2)

Connects ideas using common conjunctions (but, and), time markers (last century, today) and sequence markers (no evidence).

Editing: (1)

Edits sentences for capitalization of names, words at the beginning of sentences (But), periods (.) and regular spelling of familiar words (are, the).


Overall Level 


Linguistic Vocabulary: (2)

Using more utility words (think, people, travel, learn, live, money), descriptive words (brave, adventurous, real, new, high, great) and subject-specific words (planets, space exploration, earth).

Linguistic Grammar: (2)

Uses regular plurals (methods, rewards, dangers), possessive pronouns (there = their), prepositional phrases (to go into), regular verbs in continuous (wanting) and simple past tenses (no evidence), and irregular verbs in continuous (going) and simple past tenses (didn’t).

Linguistic Syntax: (2)

Writes simple compound sentences (I think space is not an easy place to go and is expensive to go.) and detailed sentences (The costs might be expense because all travel included.).

Strategic: (2)

Uses familiar vocabulary, known phrases (really important, fix it, why not), common expressions (should [not] be anything stopping you, do what you love) and cognates.

Socio-Linguistic: (2)

Produces texts for specific purposes. (Writes in response to prompt.)

Discourse: (2)

Connects ideas in a basic paragraph using conjunctions (because, and, or), time markers (before) and sequence markers (intro, in my conclusion).

Editing: (2)

Edits and revises paragraphs for regular spelling (everything, experience, outside), end punctuation (.), commas in lists (,) and addition of detail (Like something wrong around of own planet and they can tell us. [Like if there is something wrong with our own planet Earth, the astronauts can see it from space.]).



Overall Level 


Linguistic Vocabulary: (3)

Uses a range of utility words (population, material products, factories), descriptive words (serious, substitute, comfortable, careful, many), subject-specific words (recycle, emmessions [emissions], energy) and academic words (seperate [separate], impact ,effects).

Linguistic Grammar: (3)
Uses negatives (not, don’t), irregular plurals (rubbish), object pronouns (us), prepositions (of, into, in, to, on, for), regular verbs in past (called, poluted [polluted]) and future continuous tenses (no evidence), and irregular verbs in past (was) and future continuous tenses (no evidence).
Linguistic Syntax: (3)
Writes a variety of compound sentences (They forget the oxygen is an important resource for life and they continue to cut the forests.) and complex sentences (We should start to pay more attention to the Earth needs if we want to live in a safe way.).

Strategic: (3)

Uses circumlocution (Also, the northpole melt away not completely but pieces of it. = Arctic sea ice cover is becoming thinner.) and word substitution (icebears = polar bears) to add descriptions to writing.

Socio-Linguistic: (3)

Produces expository and narrative texts using knowledge of culturally appropriate forms (Writes expository response in essay format.) and styles (Adopts persuasive style: We all need to be better friends to our world and nature.).

Discourse: (3)

Connects ideas in a three-paragraph narrative or descriptive composition using transition words (In the last years, For example, or, Also, On the other hand, Another things, However, To sum up) and subordinate conjunctions (because, if, before, after).

Editing: (2)

Level 2: Edits and revises paragraphs for regular spelling (categories, bottles, environment), end punctuation (.), commas in lists (,) and addition of detail (I could ride my bicycle instead of taking car.).
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 utility words (engineer, opportunities, proof), descriptive words (harder, carefully, difficulty, reluctantly), subject-specific words (culture, career information, dilemma, dream), academic words (explaining, recommend, apply, agree) and words with multiple meanings (deal, path, mark).

Linguistic Grammar: (4)
Uses phrasal expressions (have a say, journey of life), conditional structures (no evidence), a range of past tense (talked, moved, brought), present tense (provide, follow, choose), future tense (no evidence) and perfect tense (I’ve been, have watched) in active and passive voice.

Linguistic Syntax: (4)
Writes a variety of sentence structures to express relationships of time (At first, I was at a lost for what might even interest me but over the months I have begun recognize that I enjoy helping people.) and condition (Ever since I’ve begun to think I might have to say about what I want in the world I’ve been so unhappy.).

Strategic: (4)
Uses planning tools and grammatical references to confirm meaning of words, make more effective word choices (Genetically, traditional expectations) and use correct punctuation (parents’, …).

Socio-Linguistic: (4)

Produces expository and narrative texts with a developing sense of audience, genre, voice (I just don’t get the numbers.) and degree of formality (My culture believes that parents choose your path in life.).
Discourse: (4)
Connects ideas in a cohesive, well-developed, five-paragraph academic composition using a variety of cohesive devices (Back, Then, where, but, at first, Despite, others, so that).

Editing: (3)

Level 3: Edits and revises texts for capitalization of proper nouns (English), apostrophes (counsellor’s), quotation marks (“other possibilities”), hyphens (no evidence), dashes (no evidence), commas (,), regular (registration) and irregular spelling (pursue), spelling of homophones and homonyms (goals, based, well), subject–verb agreement (he has, my mother is), appropriate word choice (struggling, set) and addition of supporting details (I counsel all of my friends and read many books on philosophy, new age perspectives, and psychology.).
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 (conflict, decades, pessimistic, particularly, considered, condemned, radical extremist group).
Linguistic Grammar: (5)

Uses many grammatical features (has been involved, was forced to run, fought back against) in abstract structures, such as conditional structures (if), passive voice (The country was invaded by a super power.) and relative clauses (that, who) with accuracy.
Linguistic Syntax: (5)

Selects sentence structures appropriate to the purpose, audience and style of writing (Once the radical extremists had been overthrown an interim government was set up.  Dr. X returned from her place of safety to take cabinet post in an Interim Administration.).

Strategic: (5)
Selects most accurate words (crush, persecuted, harassed), uses sophisticated punctuation, and revises content for tone, voice, audience and purpose (In this new country she opened a clinic to help refugees who lived in terrible misery, particularly women.).

Socio-Linguistic: (5)

Produces a variety of texts appropriate to the socio-cultural context attending to audience, genre, voice and degree of formality (Dr. X is not only my hero but she is recognized internationally for her courage and commitment. She has received many awards for her work with the human rights and democracy. A few years ago, she received a very prestigious international award. I can only hope to face adversity with bravery she has shown during her life. I follow her life and her work because it is inspiration for me when I read about darkness disasters across the world.).

Discourse: (5)
Organizes ideas in a variety of extended texts that reiterate, emphasize and show proof and exception using transitional devices (in fact, and most specifically, When, between, moreover, but, never seen again, however, because).
Editing: (5)

Proofreads and revises reports and extended texts for coherence, audience, purpose, voice and standard grammatical forms (the strong spirit of my people, once invaders left, She was forced to resign). Note: Although at Level 5, the student can improve his writing by editing for errors with articles, by using adjective clauses and phrases (individuals what have acted/individuals who have acted, the group who/the group that), by using word choice (hundreds of years/centuries, loss of hope/hopelessness, meanness/maliciousness/spitefulness) and by using word form (darkness/dark).