Grades 7–9 Level 4 Writing Assessment Exemplar

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Do you think it is important for people to continue to travel into space? Why or why not? You may want to think about issues, such as

  • costs
  • dangers
  • rewards
Student Example

Student writing assessment exemplar:

I agree with the statement that it
is important for people to continue to
travel into space. Many people around
and astronomers around the globe are
dreaming of travelling in space. First of all,
it will cost lots of money for people
to travel into space but it is good
for developing science. The next mission of
man is to explore the while universe
and, to unlock the mysteries of space.
Every government could save a little
from other thinks and out of that
money to developing space science. Of course,
there are some issues that we should
worry about from as the expense and
dangers the could place. Secondly, People
could face some problems as need of
oxygen, asteroids and sun radiation.
However, today we have enough technology
to prevent that kind of problems. There
are many reasons whie rush oo, to
discove what’s in it, to know the dangers
it could bring in the earth and to know
the possibility of people trying to live
there. NASA and other space agencies are
working hard on this project But in
my own opinion, I think it is important
for people to continue traveling in
space.

 

Level 4: Uses more low-frequency subject-specific words (astronomers, science, universe, government, asteroids, radiation, space agencies), descriptive words (important, many, dreaming, other, enough), academic words (statement, continue, developing, explore, issues, technology, prevent, possibility), words with multiple meanings (space, mission, face, project), idioms (-), and figurative language (-)

Level 4: Uses 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.) Attempts complex sentences (I agree with the statement that it is important for people to continue to travel into space.)

Level 4: Uses more low-frequency connector and transition words and phrases to express an opinion (I agree with, in my own opinion), emphasize (first of all, of course, secondly), show cause and effect (however, but), and express a condition (as)

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

 
 4
 
 4
 
 4
Writing Benchmark Level
4

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 4 indicators, the teacher refers to Level 5 for planning instruction.

Example: Supporting the student in accessing dictionaries, thesauri, multilingual sources, and translation tools (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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