Grades 10–12 Level 3 Writing Assessment Exemplar

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In some countries, teenagers have jobs while they are still students. Do you think this is a good idea? Write to explain why this is a good idea or why this is not a good idea.

Student Example

Student writing assessment exemplar:

In my country, teenagers do not have jobs. They need to focus on their studies. Being the an, an excellent student is the most important goal for teenagers and making money as a teenager is not important. It’s important to make parents proud and so we compete for good universities and good jobs.

Families and parents think that children should study very hard, very long and they believe that children should not take breaks. They want their children to get top placements in school. There are many people in my country, so only some can go to university. There are only a few spaces available. The students are at the top of their classes, so they go to university. Students attend the best universities, and they often get the best jobs. It’s so important to get into the best university, and then you can relax after.

It’s very important to make yourself parents proud. Our country was at war in the 1950s. Our parents worked very hard to get around over above it. The country had nothing. Working hard brings honor to the family. Top scores are very important, and parents feel proud of their children’s hard work.

Teenagers’ in my culture do not have to make money and parents pay for the teenagers shelter, food, and clothing. Working would take time away from studying. Parents have the job to make money and teenagers have the job to study very hard.

To concluding, teenagers should not work period, they should do their very best in school so they will make their parents very proud.

 

Level 3: Uses some low-frequency subject-specific words (goal, universities, placements, spaces, war, honor, scores, culture, shelter), descriptive words (excellent, most important, proud, few, often, best, nothing, period), instructional words (focus, compete, attend), and words with multiple meanings (study, hard, breaks, top, work)

Level 3: Uses a variety of simple (It’s very important to make yourself parents proud.) and familiar compound sentence types (Parents have the job to make money and teenagers have the job to study very hard.)

Level 2: Uses more high-frequency connector words, markers (sequence), and phrases to organize ideas (and, so, then) and add detail (In my country, to concluding [conclude])

Use the checkboxes below to display the corresponding Benchmarks 2.0 indicators.

 
 3
 
 3
 
 2
Writing Benchmark Level
3

Next Steps

After determining English proficiency levels, teachers can refer to the Supporting Competency Indicators found in Benchmarks 2.0 for strategies to inform programming and instruction of EAL learners in all subjects. Once a student demonstrates Level 3 indicators, the teacher refers to Level 4 for planning instruction.

Example: Providing support on how to change word order for effect and how to vary sentence structures (Writing Supporting Competency: Strategic Writing Characteristics).


How to Use This Writing Assessment Exemplar

This collection of writing assessment exemplars provides teachers of English as an additional language (EAL) learners with examples of student writing at each English proficiency level and grade range.

Teachers can use these interactive exemplars to build their understanding of Benchmarks 2.0 competencies (vocabulary, sentence structure, and connections and transitions) and proficiency levels in writing.

  1. Click on “View full size” to see the original student writing.
  2. Select the competency you wish to view. Boxes in the corresponding colour will highlight the text in the exemplar and display an explanation of the competency below.
  3. Click on one or more competencies to view at a time.
  4. Review “Next Steps” for examples of how to use the Benchmarks 2.0 writing assessment to inform programming and instruction in all subject areas.

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