english iii sample test items

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1 EOC ENGLISH III SAMPLE TEST ITEMS AND STUDENT WORK

2 INTRODUCTION The design and administration of the EOC English III test remains the same as it has been in previous administrations. The EOC English III test will continue to be administered to students who began high school before the 2017–2018 school year, although it will become a district- administered test starting in the 2019–2020 school year. For additional information about the high school assessment . program, see the 2017–2018 High School Assessment Frequently Asked Questions PURPOSE OF THIS DOCUMENT t o gauge student learning, guide Teachers are encouraged to use the samples in this document instruction , and develop classroom assessments and tasks. The se sample items come from each part will be assessed on and exemplify how the Loui siana Student Standards for ELA of the assessment the EOC English III test. A discussion of each item highlights the knowledge and skills the item is intended to measure. As teachers review the sample items, it is important to remember that the y represent only a portion of the knowledge and skills measured by the EOC English III test. The sample student work is included not only to help prepare students for the writing session of the EOC English III test , but also as a model of how to discuss student work that comes out of ongoing classroom activities, such as those found in the ELA Guidebooks 2.0 Units . EOC ENGLISH III TEST ADMINISTRATION Session task. s the writing s thre s 2 and Th e EOC English III tes t contain n 1 include e sessions. Sessio questions t passage- based readin g and vocabulary 3 include , plus a set of discret e questions tha e of the tes t the structur t and the addres s languag e and research skills . Additional informatio n abou n be found in the Assessment Guide for EOC English III online test system ca . The information that follows provides information by session and includes the following: Two sample writing prompts with annotated student work, along with scoring information • • Reading passages with annotated sample items • Language items with annotations Research items with annotations • 1 EOC English III Sample Test Items and Student Work

3 SESSION 1: WRITING Session 1 of the EOC English III test requires students to read two informational sources on a topic and write an essay that takes a position on the topic and uses evidence from both sources to develop the and sample work for two English III response . The foll owing section provides scoring information . writing tasks General Scoring Information —Content, Style, and Student responses to the writing prompt are scored on three dimensions Conventions. Below is a summary of the score points for the Writing session: Dimension Maximum Points Possible 4 Content 4 Style Sentence Formation 1 Usage 1 Mechanics 1 Spelling 1 Total Points 12 Responses that are blank, incoherent, insufficient, not written in English, a restatement of the prompt, -topic response will not be . An off or only copied text from the passage will receive a score of zero scored for Content or Style, but may be scored for Conventions, which means it could receive a maximum score of 4 points. 2 EOC English III Sample Test Items and Student Work

4 English III Scoring Dimensions and Writing Rubrics Content , or The dimension measures how well a student presents and develops his/her central idea position, including the use of evidence from both sources , and the organization of the ideas. ENGLISH III CONTENT RUBRIC Position , Development, and Organization CONTENT: Does the writer present a clear position and share insightful information related to the given task ? Does the Key Questions: ? Does the organizational structure writer’s use of the sources strengthen the position and show an understanding of both sources enhance the writer’s ideas and make the essay easier to read ? 1 4 2 3 Consistent, though not Little or no control of the Inconsistent control of the Reasonable control of the necessarily perfect, features; essay has traits’ features; a minimal traits’ traits’ features; attempt is made to develop an some strengths and some control of the traits’ weaknesses outweigh the features; many strengths weaknesses. essay. strengths. Score Point are present. A response in which there is evidence from only one of the two sources can receive no higher than a score of 2 in Content. A score of “3” or “4” cannot be assigned unless there is evidence from both sources. The • The writer’s position is • is writer’s position is writer’s position • The writer’s position is • The or absent unclear clear and generally focused. vague or superficial . . sharply focused. POSITION • The development • The development is he development is • The development is T is • adequate but may be uneven. minimal. There are little or no inadequate. Supporting thorough. Supporting ideas supporting ideas, and details Supporting ideas include include details that are ideas may be repetitive, list - details that are, for the most included are irrelevant and/or , or show gaps in like specific, relevant, and part, re levant and accurate. thinking. inaccurate. accurate. t and appropriate • Sufficien • The connection between • Well -chosen evidence from • There is evidence from only one source, or the BOTH sources strengthens evidence from BOTH ideas may be confusing. is used to support the the writer’s position and response merely sources m • There is no evidence fro summarizes the sources, writer’s position and shows shows a thorough either source or the evidence usually without explanation, understanding of the sources . an understanding of the shows a misunderstanding of or misrepresents the sources . • Information from both the source(s). sources. sources has been skillfully • The writer elaborates on • Essay is too brief to provide integrated. (The writer is the source information (does an adequate sample of writing: effective at handling more than summarize the minimal attempt. information from the source sources). DEVELOPMENT/USE OF SOURCES that may conflict with his or her position. ) The essay lacks an The organizational strategy • • There is an attempt at • The organizational strategy • organization, but there may organizational identifiable demonstrates evidence of is apparent with a strategy be digressions, repetition, or (random order). progression of ideas that planning and a logical allows the reader to move contradictory information. progression of ideas. • The lack of an introduction, through the text without • The introduction and • There is an effective conclusion, and/or progression confusion. introduction and conclusion conclusion are weak or may of ideas makes it difficult for • The introduction, and thoughtful transitions that be missing . There may be a ove through the the reader to m conclusion, and transitions s. lack of adequate transition convey a sense of wholeness. text . ORGANIZATION often work well. 3 EOC English III Sample Test Items and Student Work

5 The Style dimension evaluates the ways the student s hapes and controls the language and flow of the essay, which includes a student’s word choice; sentence fluency, including sentence structure and sentence variety; and the individual personality of the writing. ENGLISH III STYLE RUBRIC STYLE: Word Choice, Sentence Fluency, and Voice Key Questions: Would you keep reading this essay if it were longer? Do the words, phrases, and sentences enrich the content and allow the reader to move through the writing with ease? 4 1 2 3 Little or no control of Reasonable control of Consistent, though not Inconsistent control of the traits’ features; the the traits’ features; the traits’ features; the necessarily perfect, a minimal attempt is weaknesses outweigh control of the traits’ essay has some strengths and some rengths. made to develop an the st features; many Score Point weaknesses. strengths are present. essay. Language is simple • The use of language is • The use of language • The use of language is • and/or may be appropriate and generic and does nothing is purposeful and inappropriate to the task. to strengthen the writer’s communicates the reinforces the writer’s writer’s position. position. position. • Word choice is basic; words are used • Word choice is fitting; • Word choice is • Word choice is limited incorre ctly. precise, effective, and it includes some and/or repetitive . includes some interesting words and striking • Essay is too brief to ords are used • Many w words and phrases as phrases. provide an adequate incorrectly. WORD CHOICE appropriate to the task. sample of writing; minimal attempt. The sentences are • Sentences show little or • Sentences are generally • Sentences are fluent • and vary in length, varied in length and simple and lack variety, no variety in length and structure, and structure, and most and their construction structure and some may makes the response beginnings. be awkward or lack sentences have varied beginnings. fluency. Many sentences ult to read. diffic FLUENCY SENTENCE have the same beginnings. The writer’s voice is • • Voice is not evident. • The writer’s voice is The writer’s voice • present but may not be weak and/or inconsistent. (individual personality) is compelling and particularly compelling. VOICE engaging. 4 EOC English III Sample Test Items and Student Work

6 Conventions dimension measures student knowledge and control of not only grade- The specific Louisiana Student Standards but the key language skills in preceding grades based on the language skills . for ELA CONVENTIONS RUBRIC Each dimension and Spelling —is scored 1 point for acceptable or 0 —Sentence Formation, Usage, Mechanics, for unacceptable, for a total of up to 4 points. points for acceptable control based on the amount of Scorers look original in the response. (For example, in a response with very little original work by the student writing student, may signal unacceptable control in a dimension. However, for a longer response, it may one mistake take several errors to demonstrate a pattern of mistakes in a dimension.) Scorers also look for correct application of grade -level skills and skills mastered in preceding grades, Language Standards as detailed in the . Sentence Formation completeness and correct construction of different types of sentences : The response exhibits sentences are correct; there are control of sentence formation. Most acceptable 1 few, if any, fragments, run- on sentences, comma splices, or syntax problems. Sentences show the appropriate level of complexity for the grade level. The response exhibits unacceptable control of sentence formation. There are run -on sentences, 0 fragments, and/or poorly constructed sentences that indicate that the writer does not have adequate skill in sentence formation. Usage : agreement, verb tenses, and word choice correct antecedent t and b agreemen -ver pronoun- . Subject Th e respons e exhibit s acceptabl e control of usage agreement; forms of nouns, pronouns, adjectives, and adverbs; and word meaning are verb tenses; 1 correct. a pattern of are present, they do not appear to be part of generally usage errors. If errors unacceptable control of usage. There are errors in agreement; verb tenses; The response exhibits 0 forms of nouns, pronouns, adjectives, and adverbs; and/or word meaning. The pattern of errors is evidence of a lack of of the features of usage. control : correct punctuation and capitalization Mechanics capitalization are The response exhibits acceptable control of mechanics. Punctuation and 1 generally correct. If errors are present, they do not appear to be part of a pattern of mechanics errors. in punctuation and of mechanics. There are errors control unacceptable The response exhibits 0 The pattern of errors is evidence of a lack of control of the features of mechanics. capitalization. Spelling : correct spelling of high -frequency and grade -appropriate words High - acceptable control of spelling. The response exhibits -frequency words and the majority of grade 1 spelling errors. appropriate words are spelled correctly. There is no pattern of There are errors - in spelling high of spelling. control The response exhibits unacceptable 0 errors. spelling frequency and grade appropriate words. There is a pattern of - 5 EOC English III Sample Test Items and Student Work

7 Sample Writing Task Materials This section includes a copy of the English III Writer’s Checklist and two complete writing tasks with annotated student responses. English Language Arts Writer’s Checklist English III As you write your essa y, remember these important points. Content: and Read the instructions, the writing task, , and respond as both sources directed. Present a clear central idea (position) . e enoug Giv t and develop h detail s to suppor you r central idea , your position . y. Use well -chosen information from both sources in your essa Present your ideas in a logical order , and include an introduction and conclusion. Style: Use words that reinforce your position and express your meaning well. Write in complete sentences and use a variety of sentence types and lengths to make your writing easy to w. follo Sentence Formation: Write complete and correct sentences. Usage: using appropriate subject -verb agreement, verb tenses, word meaning, and word Write endings. Mechanics: Write using correct punctuation. Write using correct capitalization. Write using appropriate formatting. Spelling: using correct spelling. Write 6 EOC English III Sample Test Items and Student Work

8 Directions for Writing to help you write a successful essa y. the steps below Follow Step 1: Planning Read the instructions, the writing task, and both sources carefull y.   Think about what you will write before you begin.  As you read the sources , jot down notes that will help you create your essa y. Include relevant information from sources to support your central idea , your position. both  Use the paper provided by your test administrator for planning your composition and/or writing your rough draft. Step 2: Drafting and Revising  Type your essay in the space provided. ab key or the space bar to  T To begin a paragraph, use the Enter ke y. Then use the indent the paragraph. Review your essay to make sure you have covered all the points on the Write r’s  Checklist. Read through your essa  y.  Rearrange ideas or change words to make your meaning clear and improve your essa y. Step 3: Proofreading  Read your final draft.  Make any needed corrections. to Remember: Points  Only the final draft submitted online will be scored.  Your essay will be scored on content (central idea, development of ideas, use of both sources , and organization); style (word choice, expression of ideas, and sentence conventions of language (sentence formation, usage, mechanics, and variety); and spelling). 7 EOC English III Sample Test Items and Student Work

9 Writing Task #1 Sources t hat presen t views on whether there sho uld be a f eder al l aw agai nst rces Here a re t wo sou no the use and comm unication tech o f i nfor mat ion logi es to har m others in a lying: cyberbul erat e, repea ted, and ho stile man delib ou rce 1 i s from a 2008 p roposed bill to amend ner. S Titl e 18 of nal code. Source 2 i s a r esponse to the bi ll. the U nited Stat es c rimi own views abou read th sou rces, reflect on your As you t whether cyberbul lying shou ld bo be a feder al crime. Sou rce 1— t he Megan Meier C ybe rbully ing Preven tion Act (HR 6 123) from Represen In 2008 nch ez of t he U ni ted S tat es House of . Sa tatives i ntr oduced a bill t o , Ms. Linda T amend T itle 18 o f the federal c riminal code t o i mpose criminal penal ties on pe rpetrat ors o f he bill cybe Below ar e t wo se ctions of t ing. : the f indi ng s on whi ch the b ill w as based and rbully the l anguage t he bill p roposed be added t o the United St at es cod e. Sec. 2. FINDINGS Congr ess f ind s t he follo wing: o 17 liv or me w here e ithe r they ho e i n a 1) Fo ur ou t of f ive o f United S tates ch ildr en a ged 2 t their pa rents a ccess t he Int ernet. ho c reate I nt ernet content and h w twor king s ites a re more lik ely t o be 2) Yout u se s ocial ne yberbull ying. targe ts o f c ymity to t roni cations pr ov ide anon c c ommuni he pe rpe trator and t he pot 3) Elect ential for wide spread publi c distribution, potentiall y making them severely dangerous and cruel to yout h. o ther psychol 4) O v ictimizations are ass ociated w ith e motional di stress and nline ogi cal pr obl ems, i ncludi ng dep ress ion. gatively i mpact 5) Cyberbull ying can cause ps ycho logi cal harm , includi ng depress ion; ne en i n school ; f orce academ ic pe rform ance, safety, and the w ell- being of ch ildr ge en t o chan childr cide. school i n s om e c ases l ead to e xtr eme viol ent beha vior , including m urde r and sui s; and iona 6) Sixt y pe f mental heal th pr of ess rcent o ls w ho r esponded t o t he S ur vey of Interne t epor Mental H ealth Issues r t one t ha ving treated a t leas pa tient w ith a pr obl ematic Interne t ts w ere 18 expe i n t he pr evious f ive years; 54 pe rcent o f these c lien rience years of age or youn ge r. Sec. 3. CYBERBUL LYING ing at t he end t he (a) In G eneral- Chapter 41 o f title 18, U ni ted S tates C ode, i s a mended by add ing: follow 8 EOC English III Sample Test Items and Student Work

10 Sec. LLYING 881 . CYBERBU foreign nt ent co mmuni cation, with t he i ansmits i n int erstate or (a) Whoever tr commerce any erce, int imidate, ha rass, or cause subs mot ional di stress t o a pe rson, us ing electroni c to co tantial e t o suppor t severe, repeat ed, and hos tile behav means ll be fined under t hi s t itle or ior , sha imprisoned not m two yea rs, or bot h... ore than rce 2— ing the r esponse t o the M egan Meier Cyberbully Sou Prevention Act from “C itizens to HR 6123” Opposed The First Amend ress shall make no law respe cting an es tablish ment ment states tha t “ Cong of religi on , or prohi bi ting t he free e xe rcise t hereof; or ab ridg ing the fr eed om o f speech , or of the press; or t he r igh t o f t he peo ly t o ass embl e, and t o petition t he gov ernm ent for a ple peaceab o f g atrix, .” The Supr eme C our t has w ritten t ha t t hi s freed om is “the m redr ess the rievances f fr spensab indi f nea rly e ve ry ot her f or m o le condi eedo m.” W ithout i t, ot he r f und ament al tion o right s w oul d w ither and perish. ying to be We he m enace of cyberbull ider t o f gr eat relevance to “ life, liberty, and cons pur suit of happi ness ,” especi ally f or young pe rsons. Cyberbull ying is a gr ave m atte r tha t warrants t hought ful a ttent ion and a t ho roughgoi ng so lut ion. H ow ever, it i s our belie f that t he tive ying in a w rongheaded and unp em of cyberbull obl roduc proposed bill se eks t o add ress t he pr way. We feel t hat H ill not p rov e an e ffective m eans for combating c yberbul lying, bu t R 6123 w ernment t that i rov ide t he m eans for t he f ede ral gov l p o pr osecu te ci tizens f or exe rcising t wil their right s to fr eed om of s peech i n a va riety o f context s and for a va riety of pur poses that have not hi ng t o do w lying. ith cyberbul t o suppor fines llying as “ using electroni HR 6123 de eans c yberbu t se ve re, r epea ted, and c m hos tile beha vior .” H oweve r, it is unc lear what “ seve re, r epea ted, and h ostile beha vior ” means. If a ne ws r eporter writes a num be r of scat hi ng articles c riticizing the m isconduc t o f an e lect ed t ha t be cons official, can vior ? W idered r epeated, hos tile beha e think t he l angua ge o f t he bill i s too v ague ot ect c itizens a ga inst such i nterpretations. to pr d not ons titutiona l freedo ms in order to stop cyberbull ying, especial ly We shoul waive our c he causes o f c yberbull ying cannot since t t hrough l egi slation. P erpetrators and be s topped victims o f cyberbull ying often s uffer fr om pr of ound soc ial, emot iona l, and psycho logi cal di stur bances t ha t can onl y be remedied t hrough s ocial, emotiona l, and ps ychol ogi cal so lut ions. es wi Propos a tta cking soc ial n etworking sites a re bo th w eak app roach ing l aws and th ne gative resu lts. Dr. Boyd, a f ellow at the B erkm an C enter f or Internet and S ociety at H arvard And rting bad they’re hu ly o ffline, Uni versity, says, “There are l ot s o f k ids hurt ing badl y online. 9 EOC English III Sample Test Items and Student Work

11 se i t’s m ore v isibl e onli ne , peopl too . Becau ogy rathe r t han trying t o so lve e a re b laming t echnol the u nde rlying probl ems o f t he kids t hat ar e hur ting.” Like D r. Boyd, w e t hi nk t he i ssue i s be tter addressed throu gh s tate and communi ty p rog rams. tatutes t hat deal w em of he probl ith t Indeed, a ll fifty s tates ha ve e xi sting harassment s e fforts t o s ce, no t lying. Let us buil d on those cyberbul tamp ou t cyberbull ying at t he sour hr ou gh t aw. f an thr ou gh censo rship nor t titut ional l he i ns titut ion o uncons Writing Prompt 1. After reading the sources, write a well -developed multiparagraph essay that discusses whether you think cyberbullying should become part of the United States criminal code. Use specific details from Source 1 Source 2 to support your response. and 10 EOC English III Sample Test Items and Student Work

12 Sample Student Work d to show ncluded set represent a range of scores designe this teach ers sever al The student essays i in of re spons es. kinds point e xplanations that follow each student response provide concrete The score- examples from the essay to show specific strengths and weaknesses in each of the three scoring dimensions: Content, Style, and Conventions. By providing examples at different score points, the student work not only illustrates expectations for the writing prompt on the EOC English III , but offers useful scoring models that teachers can use test when for classroom writing activities, such as those presented in assembling sample student work . ELA Guidebooks 2.0 Units the Citing Evidence As teachers continue to work with text -based prompts, they should consider the following when teaching students how to incorporate evidence into their essays: test prompt on the EOC English III • use , the the writing When students write a response to of formal parenthetical (source/author and page number) is not required. However, citations students should clearly that comes from the sources. T his can be done identify information by introducing the evidence (whether a direct quote or paraphrased details) or citing the source after presenting the evidence. • Students may certainly quote directly from the sources to support their ideas; however, select students should be taught to evidence carefully. Copying large portions of a source without purpose or a clear idea is not appropriate. Selecting connection to a student’s central specific, -chosen textual evidence that supports ideas developed in the essay is well appropriate. • nts go beyond summarizing the sources, it is important for students to To make sure stude connection evidence included in their essay so they can establish a clear explain the text their and the development of own ideas. between the source information 11 EOC English III Sample Test Items and Student Work

13 Stude se #1 nt R espon The United States, for whatever reason, tends to respond to threats of all kinds in a very reactionary e so gua rantee safety from som hat can rt o f new threat, t he If legi slator s can p rov ide a bill t way. along, o f the c onse w ill f ollow quenc es. One o f t he more r ecent e xa mpl es ge neral public rega rdl ess i s t he US ATRIO T Act, passed so me mon ths a fter t he a ttacks o f September 11t h. of thi s a tti tude A P ticians so ld i t as a gua rantee o f safety, and w e bough t i t. Amon g t he most da nge rous polit ical Poli hab its a na ha ve i s t he hab it of tr ading fre edom f or sec urity. Cyberbu lli ng is a new kind o f tion can to do abo hat ut it. H ow ever, legis lation , uni thr eat o thi s gener ation, and w e’re not quite sure w que t ndi against c y t o be da nge rous t o i is b ound not onl vidual fr eedom , but i s a lso bound t o yberbulling be i ne ffective. Sour ce 2 m akes an e xcellent poi nt r ega rdi ng t he da nger t hat t hi s b ill poses t o our cons titutional r he vagueness o f t he bill is a mon g its m ost da nge rou s q ualit ies, no t t o mention ight s. T ld be nf or cing such es, excer pt s, and ch ats cou fficul ty i n e t aken ou t of con text or , the di a b ill . Quot mention ed, have not hi ng at al l t o do w ith cy berbul lying. Lo oking at s our ce one r eveals as s our ce 2 te. One c oud be pr osecu ted f or cau sing se vere e motional s tress t o a a ano ther, equally v ague, mand a t person. H does one de fine se ve re e motional s tress? A nd one o f t he m ost pe rtinent q uestions ow tside o thi s poi is: doesn’ t t hi s jus tify t he s ame supp ress ion ou nt f the i nt ernet? I t m ay not be i n t hi s t ha t o t hi ngs ly say opl thers find bill , bu t t he i dea t ha t w e shoul d pr osecu te pe lle ged e who a emotiona lying can cause se vere e motional d istress, viol ence, ry. If c yberbul lly s tressful is rather sca ion, e tc., t hen i t follow s t hat f ace- to-face bu llying woul d do t he s ame thi ng. T here i s no de pr ess w reason rties on t he i nt ernet shoul d be restricted. E hy libe ially i n t he case o f childr en, pa rents spec ve a deg tually ha ildr ree o f con trol over the peop le t ha t t heir ch can ac en in teract w ith, whereas eal school ot he r bullies occu r in the ph ysical r or whatever m, are much m or e d ifficult t o yard bullies, she ns t o make a very ildr en from . T hat co mpa rison between o ffline and onlin e bulli es begi lter ch conv incing poi nt regardi ng how ineffective a bill such as H R 6123 w ou ld be. If we can see that ou tlawing bull b ring e can offli ne w ou he n w ying roa ch, t ld be bot h i mpos sibl e and t he w rong app the ha t can he i dea o f cyberbul lying. C yberbul c t o t ethi ng t same l ogi s impl y be s topped lying is not som by out lawing it. Sour ce 2 q uo tes a D r.B oyd from Harva rd w ho poi nt s ou t t hat simpl y out lawing lying cyberbull ying i gno res t he unde rlying probl ems t hat cause c yberbul lying. Out lawing cyberbul w here w e p rov ide a “solut ion” y w ou wou ld be a bi t lik e p laying w hack -a-mol e: eve ry i nstance ld onl em t of. T i ssu e so mewhere e lse. Bull ying i s not a probl an ha t w e can l egi slate our selves out cause o ying, stop bull we w ill have t o r ally pa rents, t eache rs, l awmakers, and m ore t o help, to t reat bo th the y-free w orld. teps t owards a bull victim and t he bull y, and t o take concrete s 12 EOC English III Sample Test Items and Student Work

14 Scores and Annotations Conventions Content/Style 1 Sentence Formation Content 4 Usage 1 Mechanics 1 Style 4 1 Spelling CONT ENT: 4 points The writer’s The student demons trates sharply purpose is consistent control dimension. in the Content but focused: “Legislation against cyberbulling is bound not only to be dangerous to individual freedom, be ineffective.” integrates The wri information from both sources to support is also bound to ter skillfully For example, the student states, “Source 2 makes an excellent or her assertions. his point regarding the danger that this with use of The writer’s poses to bill the source that conflicts our constitutional rights.” , “If advantage when he or she states, the writer’s even used to is also well integrated or her position his violence, cyberbullying can cause severe emotional distress, depression, etc., then it follows that face - to-face would do the same thing.” The writer elaborates on the sources in a way that exhibits bullying is especially evident in the writer’s discussion of “offline and online bullies.” The insight and skill. This a strong, The essay ends with wholeness. strong introduction and conclusion provide a sense of bullying, rally have to will we and more top statement: relevant to lawmakers, teachers, parents, “To s both the vict im and the bully, and to take concrete steps towards a bully -free world.” help, to treat STYLE: 4 points The student also de monstrates consistent control in the Style dimension. Per suasive and specific abular voc y,” “pertinent,” y (e.g. , “react ionar “suppression” ) and impressive images (“a bit like playing easily the writer’s position. ces vary in construction and flow whack -a-mole”) reinforce The senten em no reason why “There is very compelling: sentences is phatic The use of from beginning to end. thou ght -provoking questions is another The use of should be restricted.” on the internet liberties uestions such as, “How does one define and strength of the essay. T he writer asks q stress?” emotional Consequently, the internet?” the same suppression outside of voice is the writer’s “Doesn’t this justify and engaging. distinct, compelling, 4 points CONVENT IONS: of Conventions. trates consistent control The student demons Sentences are well constructed, and there errors in usage, mechanics, or spelling. are no patterns of 13 EOC English III Sample Test Items and Student Work

15 se #2 Stude nt R espon ying i s a new age app Cyberbull inf orm ation and roach to an age old proble m. It is define d as the use of ies to harm others in a delibe ed, an d hos tile manne r. As time cation technolog communi rate, repeat s of bul lying has progressed. Yes, c yberbul lying s houl d become a part of the progr esse s, the mean gerous, w ide spread , and extremely relevant in because cyberbul lying is dan United States criminal code Peopl e on s to protect victims in all wa America toda ine and offline . y. T he justice system need ys, onl either side of the argumentative fence can agree on one ; cyberbul lying is dan gerous . Cong ress thing that cyberbull ance, and gical harm, negatively i mpact acade mic perform finds ying c an cause psycholo to murder or suicide (sourc critics of the cyberbul even lead lying criminal code e 1). Even dments claim that perpetrators and victims of cyberbull ying o ften suffer from profound social , ammen emotional , and physcholo gical di sturban ces (sourc e 2). There are multitude s of news repo rts and l edi how casing the harm that cyberbul lying al read y has inflicted. Thou gh it is too late for torial s s specia , there is still hope ms from happening i n the future. If these victims for preventing s imilar proble l action is not taken , these heinous crimes will continu nationa ger A merica’s peo pl e and e to endan youth. In the twenty first century, is it unu sual to cross paths with anyone over the age of twelve who doe s not have a lap top, sm art phon e, table t, or o ther form of internet-capabl e device. The internet is bot and horr ifying because i t truly doe s conne ct the entire nation. Fou r out of five of U nited h great States children aged 2 to 17 liv e in a hom e where either they or thei r parents acce ss the Internet (sourc e 1). C yberbull ying w ill never be a cont ained proble m. Th e internet is nation wide , therefore the laws in matter if it happens no . Cyberbul lying, to ba nationwide protecting peopl e from the internet need Loui siana, lifornia must be puni shabl e by the same laws. Indeed , al l fifty New York, Alabam a, or Ca with the p e 2) . The m of c yberbul lying (sourc ent statutes that deal states have exi sting harassm roble time. ce or the crime is the same, no matter the pla m of cyberbul lying i s not going Sad his is a r eal , relev ant ly, the proble to go away on its own. T e that begs to be add resse d in the justice system. E veryday peo pl e a re faced with the hor rors of issu g mistreat sed by mean s of technolog y. S ixty percent of mental heal th professional s w ho ed and abu bein d to the Su rvey of Internet Mental Health Issue s repo rt having t reat ed at leas t one patien t with responde matic Internet ex perien ce in the previous five y ears ; 54 percent of these clients a proble were 18 y ears of s explo er (sourc e 1). Over a shor t amount of time, cyberbul lying ha de d into one age or young of the nation ’s most talke d abou ted hot topi cs. Moreov er, cyberbul lying has wed ged its way into t and deba of the most dangerous, realistic threat e t oda peopl one y. C ritics of the Mega n Meier s facing y oung ed to H Cyberbul lying Prevention Act (Citizens Oppos cons ide r the menac e of c yberbul lying t o R 6123) e 2). (sourc g persons youn d purs uit of happine , e specially for rty, an ance to ‘life, libe relev be of great ss’ It is the dut ress and the Supr eme Cour ts to have the mean s to puni sh thos e respons ibl e y o f Cong for c ommi ttin g wrong doings in this countr y. Calling cyberbul lying a “wrong doi ng” is an unde rstatement; cyberbull ying i s dan gerous , wide spread , and extremely real . By allo wing e of America c cyberbul lying t o become part of the United States criminal code , the peopl an rest y know efull peac ing that they are protected and safe 14 EOC English III Sample Test Items and Student Work

16 Scores and Annotations o C n t en t /S ty le C o n v en t i o ns 1 m t Sen Fo r on at i ence Cont 4 ent 1 Usage Mech anics 1 Style 4 1 Spelling CONT ENT: 4 points approach trates consistent control in the Content dimension, but takes a different The student demons than the student who wrote the previous high- scoring essay. T he f irst essay is more concise and easily obvious opinions. In this essay, the approach relies on a more the sources and the writer’s integrates organizational strategy presented early in the position statement: “Yes, cyberbullying should become a part of the United States criminal code because cyberbullying is dangerous, widespread, and extremely few students were Thi s writer today.” in America relevant which embraces the statistical information, presented in This is especially important when taking the position the first do successfully. able to relies on so many statistics. This “piling up” of statistics adds to the persuasiveness of source since it position. The writer the writer’s of instead source differently; approaches the conflicting also acknowledging the opposite opinion, he or she carefully source 2 chooses only the information from that supports his “Indeed, all fifty stat es have existing harassment statutes that deal or her position: the problem of cyberbullying (source 2).” The e ssay progresses logically, moving through the with the position statement a strong emphatic statement: and ends with “By three points presented in can America code, the people of States criminal the United become part of allowing cyberbullying to rest peacefully knowing that they are protected and safe.” STYLE: 4 points de monstrates consistent control in the Style dimension. The student also word choice and The writer’s the writer’s position. Word choices, phrasing are purposeful and reinforce including “multitudes,” “inflicted,” and “internet - capable devices,” add sophistication to the essay. Careful crafting is apparent in the sentence structure: “Calling cyberbullying a ‘wrongdoing’ is an understatement; cyberbullying is his dangerous, widespread, and extremely real.” T is not only voice that the writer’s shows example also present, but compelling. CONVENT IONS: 4 points The writer maintains consistent control of the conventions. There are a couple of minor mechanics (a missing comma in one sentence and a missing period at the very end), but there is errors clearly no likely pattern of The one misspelling ba for be ) is more errors. a typing error. ( 15 EOC English III Sample Test Items and Student Work

17 se #3 Stude nt R espon ibes be ing hu man i s t o he lp each and t o pr otect t he m isfor tuna te. One thi ng that I be lie ve descr d be ot se i f they di d no t, t hen t here w oul lie ve thi s too becau no w heel chai rs, pr ostetics, Many hers be s, hea ring a ids, or any p rogr ams t ha t gi eye gl asse o ot hers. If we follow ed t he sa ying ve a id t “survival of t”, the n none o f these t hi ngs woul d e xist. As an i ntelligent s pec ies, one o f the the fittes ld he hi ngs first t nv ent w ere de vices t hat wou w e be lp peopl e w ith pr obl ems a nd handi caps gan to i make t not d i woul hi s in mind, . With t and no he “ fitt est” inue ont to c the w eak a llow and t j ust t t o t s top c yberbull ying as much as w e can? sense ry and f bull ying has a lways been a round, but w ith t he r ise of the i nt ernet and i nc reases The act o i n comput logy, ch ildr en can bul ly each o the r m er t echno e asier with c yberbull ying. Also, as s tated uch in sect ion 2 o f t he C yberbull ying Prevention Act ( HR 6123 ), the se new methods o f communi cat ions s m pr ov ides and t hi s can l ead t o bull ying that i ymity t o a ny one, uch m ore c ruel and dan ge rous. anon Cyberbull ying can be j ust as de structive as regul ar bu llying. It may not be as ph ysical as bul lying, alks bu t so logi cal r epr ucus ions metimes t he p sycho In se ction two o f the H R 6123, it t a re far w or se. emic pe can t o even l ead rformance, and about how cyberbul lying their acad cau se dep ress ion, a ffect murder or su en can cau se their pee rs t o kill t he mselves or drive t hem The fact t hat our childr icide. thers shoul d be enough t o make anyone want to s top c yberbull ying. to kill o then yberbull me pa rt o f the U ni ted S tates criminal code, ying were t o beco i t would a llo w If c ion more reprucus cases for it, and t hi s shou ld make there be l ess for their t o be o f cyberbull ying. We Even w ith pr en, we do need to be c areful l and t ry not t o l eav e l oophol es. ot ecting our childr shoul d m ake cyberbull ying a pa rt of t he U ni ted S tates criminal code w ithout a dou bt , but w e w ou ld R need t o m ake H R 6123 mor e speci fic t han i t is. As sa id i n second pa ragraph o f the response t o H ugh t t o be v ery effective and 6123, t he act i s no t specific eno ti p roduc ve, and ay a lso be used i n i t m the w rong way and t o prosecu te c itizens w ho ha ve not done an ythi ng lik e c yberbull ying. t o stop Cyberbul and w e need to do a ll w e can lying is w rong it, bu t I w oul d not want t o cause It shoul mor e h arm i n t he a tte pt to stop it. and d be pa rt of t he cr iminal code we shou ld fine peopl e o i who do c ly, but the act shoul d be sp ecific enough t t o no t allow anyon e to abuse i t. S yberbul f we les and can jus t r evise H R 6123 t he poi nt were i t is w ithout loopho o t does not se em like i t can be ems obl abuse d, t hen w e shoul d pass i t t hen, bu t not be for e t hen b ecause i t m ay just cause m ore pr i t i s ab than le to fix. 16 EOC English III Sample Test Items and Student Work

18 Scores and Annotations C o n t en t /S ty le C o n v en t i o ns 1 r Fo at ence t Sen m on i Cont ent 3 Usage 1 anics Mech 1 Style 3 Spelling 1 CONT ENT: 3 points The student demons trates reasonable control in the Content dimension. The writer’s position is clear, but not fully explained until later in the essay: “ should code and we the criminal It should be part of enough to should be specific people who do cyberbully, but the act fine e it.” abus anyone to not allow here is ed positio n is interest ing but need s mor e developm ent throughout the essay. T This mor e nuanc sufficient evidence from Source 1 to support the first part of the position, the seriousness of the writer mentions a line but the handling of cyberbullying, uneven. For instance, the second source is but doesn’t follow and productive,” act is not specific enough to be very effective from Source 2, “the that idea. with the writer struggles an extension of how to introduce the evidence: up with At times, section 2 of the Cyberbullying Prevention Act (HR 6123) . . . As said in second “Also, as stated in paragraph of the response to n organizational HR 6123.” A is apparent, but the conclusion is strategy planning, which as the introduction. writer would benefit from not as interesting careful This more could consider a more bal anced approach to the two parts of the student’s position. STYLE: 3 points The student also riate, e is approp The languag dimension. de monstrates reasonable control in the Style repercuss ions , psychological , and anonymity . To rece ive a higher inclu din g som e interest ing words : precise language that would more clearly express the writer’s the essay needs to include more score, in length and structure. The senten ces are generally varied The writer’s voice is present, position. particularly in the introduction where the student writes, “As an intelligent species, one of the first problems and handicaps and allow things we began to invent were devices that would help people with voice the weak to continue and not just the ‘fittest’.” Extending this compelling use of throughout the the response. essay would improve CONVENT IONS: 4 points a few This writer maintain s reasonable control of all four areas, misspelled words and some despite the ir here t for and the student uses t errors agreemen Even though there are a couple of usage issues. not a pattern of there is , errors, where given the length of were and especially the response. for 20 EOC English III Sample Test Items and Student Work

19 se #4 Stude nt R espon bul lying is a ve ssue i n America t oda y. It i s a v ery bi g issu e because o f t he Cyber ry pi vot al i s. Mos t of t he peopl youn c yber bull ying are e igh teen or e i t a ffect ger. The re are peopl e a ffected by e belie pl etely di yber bull ying, som e peopl om ve that c yber bull ying f alls two c fferent views on c r t he catego ry of fr unde f speach a nd tha t can not be t aken a way because i ts a righ t. Ot he rs eedom o believe t hat c bull ying is not freed om of spe ach beca use i ts di rect ed i n a ha rm ful w yber ther ay t o ano e that cyber d not shoul ying bull ing and treated l ike that. I belie v d not be e shoul that peopl hu man be be a llow ed and t ha t severe cases o f it shou ld be pa rt o f the c riminal code. I be lie ve t hi s f or two reasons, c yber ying can des troy t he m ental s tate of young peopl e w ho ha ve been exposed t o i t bull t away wi eno and also, long f peopl e t hi nk t hey can ge ugh th t hi s k ind of stuff online t hey m ay that i try to do i t i n pe rson. Cyber bul lying can really be ha rmful t o young childr en. As I saw in s our ce t wo t he s tatistics show ifty four pe rcent of peopl e t hat are be ing cyber bullied a re under e igh teen. Thi s i s a v ery that f dan ge rous riod mber beca use, f or e xa mpl e, if a t welve year ol d goes t hr ough a reall y s tressful pe nu d, t hey pr esse bullied ld cou of be ing c yber me de i t cou ld r ui ne hi s or her l ife. Tha t pe rson cou ld beco start to fear for thi er safety, thi er g rades c oul d s they cou ld e ven beco me su icidal. We tart t o d rop, or nnocent t welve year ol d m also ha ve to thi nk lon g t erm, t hat i ay ne ver reco ve r. They may s tart nt o gangs be cause gangs a re al ways say ing that t hey wil l “ pr ot ect you i f you joi n” . S o, ge tting i o f t ha t one act o llying we now because have a new gang m embe r walking t he s treet s. f cyber bu can le seem t lways tr y and test what they Peop push t he li mits o f the l aw to. Heres an o a exa mpl e, a per son deci des he i s goi ng t o b ull y so meone online one day and then ge ts a way w ith i t. he Once gets a way wi th i t a few more times he s tarts to do i t in pe rson a nd he gets a way wi th t ha t as well. He li kes t he feeling o efying t he l aw so much t ha t he makes a pl an t o r ob a s tor e and kill t he f d th c ust t t away with i t. N ow because he go t away wi clerk j yber bu llying it set off a chai n o try to ge react ion and l ed to a pl an for mur der. bull In concl hat cases o f c yber thi nk t ying shoul d be i n t he U ni ted S tates criminal usion, I I e. I be lie ve that I ga ve you the r ead er eno ugh reasons a lso l oo k i nt o s top ping cyber bull ying. cod bul a ga ins t cyber you t o put lying. hope t ha t t he two scene rios I gave you are eno ugh 21 EOC English III Sample Test Items and Student Work

20 Scores and Annotations C o n t en t /S ty le C o n v en t i o ns m Fo ence t Sen 0 r on at i Cont 2 ent 1 Usage Mech anics 0 Style 3 1 Spelling CONT ENT: 2 points The student demons trates inconsistent in the Content dimension. Ins tead of focu sing on the control hy peop le shou issue of cyberbullying being a pa rt of the c riminal co de, the essay f ocuses ld be on w the end against The st udent finally states a position near cyberbullying. of the essay, “I believe that cyber de.” bu llying sh ould not be allo wed and that severe cases of it sho uld be part of the criminal co little of it is text-based: “I b elieve this for two How is supe rfi cial and cyber ever, the support reasons, osed bu llying ent al state of young pe ople who ha ve b een exp the m to it long enough and can d estroy of stuff think they can get away with this ki nd to do onl ine they may try also, that if people it in person.” represents ics, the s tatist to use ven a ttempts bu t mis a source references udent The st the and e two in source I saw informatio n: “As of people that are fty four percent that fi the statis tics show being cyber from the cor . For ressions e issue also hinder the suc cess of the essay e ighteen.” Dig are under bu llied instance, the student veers into gang activity and robbery as potential outcomes of cyberbullying . This a popular issue; they get essay represents a common trap that students fall when responding to into stuck on their emotio nal response to the topic and do not st ay focused on the task. STYLE: 3 Points The style of this ess ay is better than the content. T here are s ome interesting words and phrases: “directed way,” “that innocent twelve year old may never recover,” and “the feeling of in a harmful The sentences show variety and flow well from one to the next. For instance, this defying the law.” uld become depressed, they could start to sentence shows complexity and fluency: “That person co fear y could even become suicidal.” for safet y, thier grades could start to drop, or the thier The student’s passion for the issue adds to the voice of the essay. Overall, the student demonstrates reasonable in the Style dimension. control IONS: CONVENT 2 points and mechanics. This writer demons trates inconsistent control T here ar e spliced - in sentence formation sentences throughout the essay : “There are two completely different views on cyber bullying, together some people believe that cyber bullying falls under the category of freedom of speech...” In the area of mechanics, the writer apostrophes in introductory to use commas after fails contractions, omits clauses, are words Although several closed quotation marks. and incorrectly places a period after errors. ine misspelled ( speach , ru ), there is no pattern of the ir , 22 EOC English III Sample Test Items and Student Work

21 nt R espon Stude se #5 our 1 and 2 , cyberbull ying shoul d beco me part of t he U ni ted S tates eadi ng S ces After r f t he sour criminal code. B eason w hy c yberbul lying shoul d be i n t he U ni ted oth o ces g ave a good r Cyberbull ying is w rong, States c riminal code. shoul d be a crime. The re’s conse quences f or and regul ying, so w hy not f or c yberbul lying? ar bull w hy c yberbul ce 1 any good r easons Sour lying shoul d be a c riminal code i n the U nited gave m States. In section 2 of source 1, and num be r 2 i n the f acts part, it s tates t hat i f the yout h has i nt ernet access and ial networ ks are more lik ely to get cyberbull ying. I agree co mpl etely, because t he use soc n sour can up f or t hemselves yet. Anot he r e xa mpl e I found i young ce 1 w as, in t he facts part ’t stand aga in, bu t instead i t w as num ber 5 . That fact states tha t cyberbull ying can cause ps ychol ogi cal harm. or ch ildr en take there li ves because o f someone eop le , I t hi nk i Thi s f act s t he most i mport ant f act. P cyberbull ying t hem. d be he U ni ted i n t a c riminal code lying shoul Sour ce 2 gave m any good r easons w hy c yberbul States. In so rargraph i t states t ha t in e very 50 s tates there w as a repo rt o f n the last pa ur ce 2 i ying. Its not j ust a coupl e o f states dea ling with peopl e cyberbull ying, it’s e veryone and cyberbull isn’t decr em ing. Ano easing i t’s i nc reas the p robl ther reas on why cyberbul lying s houl d be a crimina l code peop le a ren;t doi ng anythi ng about crberbull ying is because in paragr aph 4, which s tates how le se t hey are b laming t he i nt erne t and not t he peop becau rrect, the beh ind t he keyboa rd. Which i s co or kids, i lf, but because becuase o o f reason w hy the i nt ernet i s a bad pl ace f it se s not f t he i nt ernet e w ho had made i t t hat away. the peopl in any w Cyberbul lying is w rong l ater. ay you l ook at i t. I t ne eds t o be s topped sooner then e r ash o f yberbu Peop le a re hurt ing and d ying, because o f o the r peopl one w or ds. C d be llying shoul It w ill m the U ni ted S tates c riminal code to pr ot ect poepl e and there liv es. tte r and e a be ake our hom safer p lace to liv e i n. 23 EOC English III Sample Test Items and Student Work

22 Scores and Annotations C o n t en t /S ty le C o n v en t i o ns at r Fo ence t Sen 0 m on i Cont 2 ent 0 Usage Mech anics 1 Style 2 1 Spelling ENT: 2 points CONT The student demons trates inconsistent control in the Content d imension. The stu dent does present a position, but it is vague given the task, which is to discuss “whether you think cyberbullying should did the opposite of become part of the United many other what States criminal The student code.” a summary of the essay then becomes just students did and focused only on the sources. Unfortunately, “Source 2 gave many the sources, and not always an accurate summary . For example, the writer says, good reasons why cyberbullying should be a criminal code, ” but S ource 2 rejects that idea. Even : though the student is careful to reference the sources, the use of those sources is very awkward nd in number 5.” The “Another example I fou in the facts part again, but instead it source was 1 was, details are not carefully very little development chosen, and there is . The student makes some attempt at organization, the strengths in this essay. but the weaknesses outweigh the To address some of weaknesses, the writer should focus on how to better develop the ideas presented by the text evidence. STYLE: 2 points The student also de monstrates inconsistent generic control choice is The word dimension. in the Style and simple, with such as “people are hurting and dying,” “a bad place for kids,” and “is statements any way you look at it.” I n addition, many of the sentences are awkward and rambling: wrong paragraph 4, because in code is cyberbullying should be a criminal “Another reason why which states and not g the internet y are blamin because the doing anything about cyberbullying how people aren;t a weak voice and a somewhat monotonous the peopl e behind the keyboa rd.” These problems create reading. CONVENT IONS: 2 points in the Conventions dimension. T writer demons trates inconsistent control here are numerous This sentence formation errors, ranging from awkward syntax to comma splices and misplaced modifiers. In agreement errors the area of usage, there are subject -verb : “ There’s consequences for regular bullying ” access and use social and “. . . it states that if to get likely are more networks the youth has internet along is another usage error, This last example also has an omitted word or idea, which cyberbullying.” for for with the use of and some mechanics errors ew . A f he ir t t there , and people’s hen han, people t for errors misspellings do not suggest a pattern of in those areas. 24 EOC English III Sample Test Items and Student Work

23 se #6 Stude nt R espon em lying, gh a grow Cyberbul probl althou in t he U ni ted S tates, shoul d no t be cons idered a c rime ing on a feder al l evel i f even on a state l evel. Due t o t he na tur e o f the c rime, c yberbull ying occur s s w hi ch w oul mos tly wi age gr oup o f minor thi n an d m ake pe rsecu tion o f the c rime v irtually due he v iol ent t o t imposs ible. Fu rtherm or e, t he federal justice s ystem i s a lready ov er f looded crimes a lready ring. occu hough t he sev lying can be the c rime v aries case by case, as a generalit y c yberbul Alt v iewed erity of as a r athe r non- viol ent crime. Cases r esu lting in s ui cide or m ur de r shoul d be v iewed d ifferently and d m woul ost likely br eak ha rassment laws. Cyberbu llying between pee rs shou ld not be accep ted their be st t withi n school pa rents shoul d do s and o make su re t heir childr en a re p rotected at h om e on for m or another unl are t hey ess the i nterne t, but childr en will always undoubt edly be bullied i n one parents be re to sh su are w ith their taught ot iety t ha t he rwise; t herefore, it i s nece ssa ry for o ur soc eous childr of being k ind and co urt tance t o peopl e and t o treat a ll peopl e t he s ame. en t he i mpor Persecution o f a c rime co mmitted mostly by m inor s w oul d be i mposs ibl e. C ommitt ing minor s t o al p federal p or , i n t urn, spendi ng t ax doll ars t o bui ld feder risons risons f or minor s sound s absu rd. lying, c The j urisdiction for “ crimes” such as bul d be yberbul lying, etc. shoul l eft for pa rents and ot t teache ding adu lts i n a ch ilds life. N the s urroun he p oli ce. As m entioned be fore, sev ere rs and cases shoul d be v iewed not as c yberbull ying but ment. The pr obl em needs t o be addresse d, as h arass but t ing lut ion does no t lie i n federal p rosecution. The s ol ut ion t o c yberbully ing is educat he so o t t o d ng the m how hi ng. he r ight t childr en on the e ffects of t heir actions and p rope rly showi 25 EOC English III Sample Test Items and Student Work

24 Scores and Annotations C o n t en t /S ty le C o n v en t i o ns at r Fo ence t Sen 1 m on i Cont 1 ent 1 Usage Mech anics 1 Style 3 1 Spelling CONTENT: 1 point essay, although This well -written, does not address the task of using specific details from both cannot receive sources, which the allude to I t seems to a score higher than a 1. means that it but without are the sources at those d whether it is not clear specific references, etails more times, -based fro m the sour ces. Becaus e wr student’s ideas or come g prompts focu s on evid ence itin writin g, it is essential that students use specific references to the sources. T hough the student’s evidence from of the task the — citing personal ideas are well -developed, a critical element missing, results — is reading passages in a score of 1 in Content. which STYLE: 3 Points r, demonstrates reasonable control in the Style dimension. Vocabular y such as The student, howeve he sentences are varied . T e t o the task ropriat is app “committ tion” ” and “jurisdic ing and flow voic smoothly one to the next. The writer’s from e is pre sent and well -defin ed, particul arly in sen tences suc h as the followin g: “Committi ng minors to federal prisons or, in turn, spending tax dollars prisons for minors sounds absurd.” to build federal CONVENT IONS: 4 Points The student demons reasonable control of conventions. The writer includes a fragment , trates . There are a few mistakes: a missing apostrophe (“a childs but it looks intentional for effect life”), an omitted comma in a compound sentence, and a misspelling of the word occurring . for persecution Although there are some usage issues ( e of and awkward us prosecution gener ality ), overall, the essay does not demonstrate a pattern of errors in any and overflooded of the language features. 26 EOC English III Sample Test Items and Student Work

25 Writing Task #2 Sources As you read both sources, reflect on your own views about social networking websites. Networking Sites and —from the essay “Social Isolation,” written in Source 1 the Culture of 2010 A site is typically defined as a website that enables individuals with common social networking form relationships or build networks with other users of the same site interests or social ties to . Th e popularit y of social through email, instant messaging, and other integrated communication networking site s suc h as Facebook, MySpace, LinkedIn, and Twitte r has surge d in recen t years . t in thi Man m all ove r the worl d hav e take n par e fro s social -technolog y trend . In 2009, peopl e y peopl e e tim e the y spen t on socia l networking site s compare d wit h 2008. A 2009 study b y Th tripled th g site and bloggin l networks total time spent s accounted for 17% of Nielse n Compan y indicate d socia l medi on the be concerned abou t the growin g impac t of socia Nonetheless, there is reason to a Internet. our societ y and culture. use on Social networking is an unfortunate term since the data actually indicates that social networking sites weaken our social lives and keep us from authentic human interaction by providing showy yet Thomas of the Yahoo! Contributor shallow communication alternatives. In an online poll, Joe Network found “social networking has led to a reduction in face time between friends, as users perceive themselves to be socially connected despite the absence of personal encounters.” Thomas keeps users aware of the recent activities concluded, “The news feed feature on Facebook and Twitter n for deepe ” Indeed , r interaction. of close friends and famil y, in many cases eliminating the motivatio a 2010 d Universit y stud y, “How the Internet is Changing Daily Life,” shows a negative Stanfor [1] n correlatio between time spent on social networking sites and time in offline social activities. The cultural shift from face -to-face human interaction to online social communication has serious A study found that consequences for individuals and the quality of their interpersonal relationships. nearly 70% of college students have read posts from someone close to them that seemed like a cry for students of fered support in some wa y, fewer than half made a emotional help, and while most personal visit. Furthermore, while 84% of students say they prefer to resolve conflicts with friends in person, nearly 70% report that they have had arguments exclusively via text messages ( Katonda News Network ). As a result, responsible, empathetic communication is a casualty of social media, as illustrated by the increasing incidences of cyber bullying and cyber ranting. ________________________________________ [1] A relationship between two variables in which one variable increases as the other decreases, and vice versa. 27 EOC English III Sample Test Items and Student Work

26 written —an article from the magazine ech Talk , “Study Redeems Social Source 2 T Networking,” in 201 1 Much has been made lately of the assertion that social networking sites (SNS) discourage social interaction and deteriorate interpersonal relationships. Howeve r, according to a new study by the Pew Internet and exploring the links between American Life Project, the SNS skeptics may be wrong. By use of SNS technologies and the social traits of tolerance, social support, and civic engagement, the study attempted to test the hypothesis that technology causes people to hole up in their pajamas and lose their a bility to interact e ffectively when communicating in person. The study redeems the value of Facebook by indicating its users are more than 43% as likel y as most “I feel that people can be trusted.” othe r Interne t user s to respond affirmativel y to the question, Facebook users are significantly more likely to attend a political rally and The study also found that to state an intention to vote than other Internet users. Additionall y, Facebook users are more likely to volunteer for local organizations or visit parks and cafés. Facebook users were also found to receive more emotional support, companionship, and instrumental aid (help doing something) than other Internet users. The study concluded that Facebook users have an average of 9% more close personal confidants than other Internet users. l What ’s more, as use of SNS has increased, the average number of Americans wit h clos e persona s has als e up, 1. This finding confidant in 2008 to 2.16 in 201 o gon l confidants fro m 1.93 clos e persona stands in direct opposition to the prevailing wisdom that SNS lead to superficial and fewer deep relationships among users. Writing Prompt 1. After reading the sources, write a well -developed multiparagraph essay that discusses how you think social networking websites have affected the quality of people’s social lives. Use specific details from Source 1 Source 2 to support your response. and 28 EOC English III Sample Test Items and Student Work

27 se #1 Stude nt R espon T ’s world is universal and inner -connected. As the world grows, the method i n whic h we oday communicat e is expanded. Internationa l calling , emails , instant messaging; those are some of the incarnations to name a fe w, howeve r, with the massive rise of the internet, much more than that is possible. The most recent of these “communication catalyst” are social networking websites. Social networking sites are disgned to connect users to other people and various social parties, while at the same time, stimulate poeple life. While ’s awarness of current even ts, thus improving their quality of social networking has succeeded in some of fforts, it has also similarly a ffected people ’s social those e lives in a negative light. Social networking sites such as Facebook and Twitter has allowed people to form new friendships and develop existing friendships through the ease and swiftness of chatting options. At the press of a button, you can be informed on family relations or the current news. With the populartiy surging in recent years, social networki ng provides a sure -fire way to contact someone. According to the magazine article “Study Redeems Social Networking”, “Facebook users are significantly more likely to attend a political rall y...volunteer for local organizations” and are “also found to receive more (Source 2). This increased relationship to the social and emotional support...than other internet users.” ’s social life and are owed in part to political world improves the quality of people the increase of social networking. While the use of social netwroking websites have demonstrated great potential in connecting people to each other and the world around them, it e fforts are hindered when considering the adverse e arise effects. As people spend more time on these social networking sites , ther s a stron g “absence of persona l encounters.”(Sourc e 1). Social networks are typically designed to enable users to build relationships on a deeper , personal level. Howeve r, computers are incapable of feeling emotions; a text message or chat cannot capture the essence of a laugh or voice. These social networks do not measure empathy or sarcasm, anger or passion while they are simutaneously “eliminating the motivation for deeper interaction”(Source 1). Relationships without feelings, information without emotions, it is all a dangerous correlation. “A negative correlation”(Source 1). Instead of carryout out its planned role, social networking websites decrease the quality of people ’s lives as it can create a void between face -to-face interaction and produce negative results such as cyber bullying and onllne arguments. a purpose in which it half Social networking websites are designed for a certain purose - -heartily fulfills. While social networking sites have a ’s social lives for the bette r, ffected the quality of people uniting a wide network of friends with the political and social world and providing a fast and reliable form of communication that is conducive to the growing population, it has failed to stimulate true, deep relatinships betwe en people. In turn, they ruin the quality of people ’s social lives; becoming the accepted and natural form of communication and weakening the r eal, direct impact of voice and happens to , and that be conversation. The loss of tangible relationship is the opportunity cost of it all a cost too great. 29 EOC English III Sample Test Items and Student Work

28 Scores and Annotations C o n t en t /S ty le C o n v en t i o ns at r Fo ence t Sen 1 m on i Cont 4 ent 1 Usage Mech anics 1 Style 4 1 Spelling : 4 points CONTENT The student demonstrates consistent control dimension. The central idea is clear and of the Content logically elaborated over several paragraphs. Although there is not a lot of evidence from the sources, the details are well the second paragraph that support the pro- (such as the quotes in and relevant -chosen network social analyzing and balancing the opposing student does a good job of and the argument), a unique and personal conclusion. The student quotes mostly from the first come up with arguments to for deeper connections,” and source (“absence of personal encounters,” “eliminating the motivation “negative correlation”), which makes sense given the position the student takes in the essay. The between body paragraphs response is well organized, with a fairly strong introduction, transitions points of the main the use...”), and a thoughtful conclusion that both restates (“While the two articles and the student’s position. articulates clearly STYLE : 4 points . y in lengt h and Sentence s var of t control s consisten the Style dimension demonstrate e student Th g text o runnin d int y s are skillfull m the source s fro , and quote structure l vocabular e overal . Th y inserte e strikin s som y include onl e essa is impressive. Th level s , it also ha ” “tangible”) (“catalyst, g words y not e canno e the essence o e or chat f a laug h or voice”) t captur t messag a tex y (“... d imager e vivi som . Ther , but the h h to overloo g enoug e is stron s styl essay’ k suc -heartily”) d (“half d wor n occasiona is a l misuse t min d lapses . Th e student’ s voice i s clear and engaging ; ther e is a stron g sens e of an intelligen grappling wit ideas. h complex CONVENTIONS : 4 points e student demonstrate . With t control of Conventions Th the exceptio n of a coupl e of comm a s consisten splice s and a sentence fragment , most sentences are wel l constructe d and structure d in a variet y of t errors ways . Ther e are a few agreemen (“sites...has”, “people’ s social life” ) an d som e word choic e t errors (“inner -connected”, “incarnations”) tha t the student y tha g for vocabular is reachin t sugges hasn’ e been mastered ; overall , however, th e respons t quit s acceptabl e control of usage . Th e e show student has goo d control of punctuation and capitalizatio n rules , particularl y give n the lengt h and enoug complexit e are quit e a few misspelle d words — . Ther h to mak e thi s a borderlin e y of sentences score. However s appear to be careless typo s rather tha n a patter n of spellin g errors. , the misspelling 30 EOC English III Sample Test Items and Student Work

29 Stude nt R espon se #2 Several weeks ago, I watched a commercial that kept me thinking. It wasn‘t the puropose , which was to sell cars, but the content of the advertisement that was provoking. In the commercial, a college girl was complaining that she set up a facebook up for her parents and after several weeks, they only gained 9 friends. She muttered that they h ad no life while the commercial shifts to show her parents mountain biking with their friends in the wild. The commercial concluded with the college girl sitting alone in a large room, staring at puppies on facebook, stating, “this is living”. Of course, this commercial is just a screenplay to promote the vehicle that brought the parents to the Wild, but in real life, like the commercial, social networking isn‘t exactly “living”. The fact that the creators of the commercial played on this idea indicates th at many people life. Social networking does help believe that social networking does not improve the quality of people connect more easil y, but in another sense it also isolates people. By interacting via social networks, people spend less time actually in teracting face to face Contributor Network, “The news with other people. According to Joe Thomas of the Yahoo! feed feature on Facebook and the recent activities of close friends keeps users aware of Twitter cases eliminating the motivation for deeper interaction” (Social Networking y, in may and famil Sites). These people believe that just internet, impersonal interactions is enough to sustain a great social life. Howeve r, in a study involving college students, 84% prefer to re solve conflicts in person (Social Networking Sites). A online confrontation may just as well worsen the relationship. cyberbullying to occu Because social networking is so impersonal, it is easy for r. People easily insult their friends without giving it a second thought. This ruins many relationships that decrease the quality of people’ s social lives. Though social networks are becomming more and more predominant, not everyone will have an account at a site. Because most interactions nowdays occur one such sites, many non- users are left out of the loop. As social networks become even more important, the quality of the non- users‘ social lives will decrease even more. Social networking, howeve r, does facilitate communication between people, but communication through the internet is more impersonal than in person communication. There seems to be a positive correlation between Social Networking Users and positive personalities, ausation. it may be that i.e. volunteering (Study Redeems), but correlation does not imply c people with positive personalities are more likely to use Social Media because they can connect more easily with others. An personal (face to face) relationship can never be replaced by an online one. Social ’s social lives. Networking debilitates the quality of people 31 EOC English III Sample Test Items and Student Work

30 Scores and Annotations Content/Style Conventions Formation 1 Sentence 3 Content Usage 0 Mechanics 0 Style 4 Spelling 1 CONTENT: 3 points The student demonstrates reasonable control of the Content dimension. The central idea is fairly clear, but the supporting evidence is repetitive than cumulative. The student brings in a few more s of the sources and quotes from details e is som e unevennes s in the analysi both sources . , but ther Th e essay starts off really well, with an excellent first paragraph that establishes the main arguments by recounting a thematically appropriate television commercial. However, the organization breaks down when the essay discusses cyberbullying and social non -users. By network placing (and only partly refuting) the counterargument near the end of the essay (“Social networking, however, does facilitate communication between people...”), the student weakens the impact of the strong position taken in the final two sentences. STYLE: 4 points h a , wit w well s flo t control Th e student demonstrate s consisten e dimension. Sentence of the Styl are strikin nic x structures. Wor d choices d and comple g— provoking , e of compoun e balanc , debilitates —and ther e are som e impressiv e phrases , suc h as “correlatio n doe s not predominant t mos Th e is clear and conversational , eviden s voic t in th e introduction , e student’ imply causation.” h create s an engagin g ton e throughout the essay. whic CONVENTIONS: 2 points The student demonstrates inconsistent control of Conventions. Sentences are well constructed throughout the essay. However, there are enough errors —agreement errors (“interactions in usage verb shifts (“muttered...shifts”), and two is”), errors (“A online” and “An personal”) —to article suggest some lack of control of this dimension. There is also a pattern of capitalization errors: the initial word of a sentence and the proper noun “facebook” are not capitalized, while the common There are a few nouns “Wild,” “Social Networking Users,” and “Social Media” are capitalized. but not enough to suggest a pattern, especially given the length of the response words, misspelled . 32 EOC English III Sample Test Items and Student Work

31 se #3 Stude nt R espon these Today majority of teens are actively involved in social networking websites. Some of r. Just a few years ago, social networking was not nearly websites include Facebook and Twitte ffected the quality of y. In many ways, social networking websties have a as popular as it is toda ’s lives. people There are several ways, in which social networking has improved the quality of people ’s , many people are connecting to long distance friends. The reason for this is because lives. Now social communication is much easier compared to several years ago, before the growth of Acc ording to the Tech Talk article, people of closer relationships because of networking websites. This is because it is easier to communicate with friends. Friends can now stay social networking. up to date with each othe r, because all they have to do is check their social networking pages. By looking at their pages, they can learn who their friends are, and what they are interested in. Another posititve aspect of social networking is that now people are becoming more active in their commmunites. According to the Talk article, “Facebook users are more likely to Tech This is because many people want volunteer for local organizations.” to be involved in their friends’ lives. If their friends want to participate in community activities, then other people are well. This is also true because information is spread around more quickl more likely to as y, than before social networking. It is easy to post information about upcoming events. As a result, people can easily respond and show up for events, and fun activites. Althoug h social networkin g doe s improve the qualit y of lif e in som e ways , it als o has som e , peopl negativ . Accordin g to the essa y in sourc e one e effects e are les s likel y to engag e in fac e to , tha ’s wall y comment on a person n to fac e conversations . Man y peopl e fin d it easier to quickl peopl s in e one als o claim s tha t many . Sourc e woul d rathe r resolv e conflict y tal k to them personall person , but sevent y percen t say tha t the conflict s bega n wit h a tec t message . Anothe r seriou s . concer n wit h social networking, i s tha t a new typ e of bullyin g has evolved , calle d cybe r bullying r, peopl . Thi g bullie s is No w mor e tha n eve websites e are bein l networking d throug h thes e socia t peopl because, to writ e mean thing s online . Mos i t is easier e woul d not say thes e thing s to their . It has becom faces to bull e easier y peopl e throug h the interne t interaction. In some ways, social networks are making a positive di fference in people ’s lives, but some ways are negatively af fecting the quality of people ’s lives. Social networking is bringing people closer together , but it is also tearing relationships apart. Social networking is changing the many years to do so for come. quality of people ’s lives, and will continue to 33 EOC English III Sample Test Items and Student Work

32 Scores and Annotations Conventions Content/Style Sentence Formation 0 Content 3 Usage 1 Mechanics 1 Style 3 Spelling 1 CONTENT: 3 points Th e student demonstrate s reasonabl e contro l of th e Content dimension. The essay contains a clear central idea, networking sites are both positive and negative. While this one that explains how social fairly general, it does include adequate evidence from each source and does a good job of essay is incorporating the quotes (“According to source one...”, “Source one also claims...”). A the essay in key strength of this essay can be found in the explanations that follow the quotes, which show the student’s understanding of the sources (“This to be involved in their is because many people want friends’ lives...”). Although the wording may be a bit repetitive (“This is because”), the explanations in the essay illustrate how students can go beyond summary and provide the elaboration required for the higher score points. STYLE: 3 points the wor e dimension. Eve n though e d choic Th e student demonstrate s reasonabl e contro l of th e Styl is not especiall , it i s appropriat e y striking the tas to the writer’s position. Ther e k and communicates are som e interesting sentences , suc h as “Social networking is bringin g peopl e together , but it is e is als g relationship s apart. ” Th e sentence s are generall y varied , and the student’ s voic o tearin apparen t although no t engagin g enoug h to meri t a higher styl e score. CONVENTIONS: 3 points . Ther e are no serious Th e student demonstrate s acceptabl e contro l of Conventions s of pattern e usag or errors in mechanics or spelling . However, th e essa y doe s show unacceptabl e errors contro l of sentence formation . Throughout th e essa y the studen t interrupts the flo w of the s (“Ther sentence s wit h unnecessary comma e are severa l ways , in whic h social networking...” , “Another seriou s concer n wit h social networking , is tha t a new typ e of bullyin g has evolved...” , e lac k of understanding “Thi s is because , it i s easier to writ e mea n things online” ) that sugges t som of sentence structure. 34 EOC English III Sample Test Items and Student Work

33 se #4 Stude nt R espon In recent people using social networking sites has skyrocketed. More years, the number of and more people everyday log in to Facebook and Twitter so they can see what all of their friends are up to. The increased use of social networking is starting to affect the so cial skills of people by decreasing the time they spend face to face with peers, greatly impairing the amount of time they spend on social interaction offline, and making them more apathetic to human emotions and interaction. many Toda y, it is very easy to make a friend without ever even seeing t heir face. There are ways to require no facetime at all. If someone wanted to communicate through the internet that know what their friends are doing, who they are with, and where they are, they just simply need to log on to Facebook and click on their profile. The fact that a person can see what is going on around them online makes them believe that they have a great social life when in fact they just have a great social networking life. People waste more time o n the internet than in any other area of their lives. They would rather just sit on the computer all day talking to their friends than go and meet them somewhere to hang out. Online games can even take the place of athletics and recreation for some people. When everything needed to have a sort of relationship with a person is right at your fingertips, ffect then why go outside and talk to someone in person? Social networking can even a ff to do pencil and they will not log o schoolwork because people are so addicted to the sites that ffecting more than just social interactions that take place offline. paper work. These sites are a Then ability to e ffectively communicate with other human beings is also being hurt by the social networking sites. People are losing their ability to read human emotions and their fering. people to have a conversation over text it is much easier for personal relationships are suf messages, Facebook chat, and subtweets today than it is to go meet someone and talk to them face to face. Th e ability to read human emotion is very hard when talking to someone over the person, it is internet and there has been an increase in incidents of cyberbullying because of it. In ell and people are no way to t very easy to tell when and if someone is joking, but online their is it. If one pe rson makes a rude comment about someone on Facebook, getting hurt because of either serious or joking, people can begin to chime in and since they can not see the person they know when enough is enough. are making fun o f’s face, they do not Social networking is an easy way to create superficial relationships with other people but it is no way to form deep and meaningful personal relationships with others. Human interaction in today ’s day and age is seriously lacking and part of that could easily be linked to the increased If they were not around, people would still be having one on one use of social networking sites. yone to conversations face to face with their friends instead of putting their life out there for ever by the decrease in personal realtionships. ffected see. Human compassion is also being directly a Social networking is not evil though, it just needs to be used in moderation. 35 EOC English III Sample Test Items and Student Work

34 Scores and Annotations Content/Style Conventions 1 Sentence Formation Content 2 1 Usage Mechanics 1 Style 4 1 Spelling CONTENT: 2 points The student demonstrates inconsistent control of the Content dimension. This essay is an example of that a good writer ignoring an essential element of the task: incorporation of the sources. It is clear argue for a strong opinion about the topic, student has a this using the sources to but instead of the student focuses on his or her point of position, particular view and makes only occasional mention of source details view. The essay seems to allude to the first source in a that support that point of couple of places (mentioning the idea of to face” connections), but there are no clear references “face to the second source. Although this addresses it only partially follow, thoughtful and easy to essay is content score should remind the task. students to make sure that they do not ignore the The low when they have strong opinions about the provided topic. sources, especially STYLE: 4 points e student t control t demonstrate It i s obvious Th tha e dimension. the Styl of t this studen s consisten is a ver y competen t writer. Whil e control of Conten t is lacking , the control of Styl e is clear , d use of t passionat especiall y whe n the writer focuse s on his or her mos e belief s (“Th e increase l skills y spen networkin g is startin g to affec t the socia social of peopl e by decreasin g the tim e the d n fac e to fac e wit h peers , greatl y impairin g the amount of time the y spen d on socia l interactio c to huma y good g the m mor e apatheti , and makin n emotionsan d interaction”) . Ther e is ver offline e w to the writing , and th e studen t use s a nic e variet y of sentence and makin g the m mor flo interaction”) . Ther e is ver y good flo w to the writing , and the apatheti n emotionsand c to huma use structures d choices few exceptions, wor student are s a nic e variet y of sentence . With a e and appropriat effectiv e to th e task . Th e and conversational s student’ s voic e is clear h make , whic the essa y engaging. CONVENTIONS: 4 points The student demonstrates consistent control of Conventions. Sentences are well constructed and There are a few odd word choices, but usage overall is show an appropriate level of complexity. one problems in capitalization error, there are no significant mechanics Aside from controlled. well the essay. but no pattern of errors. words, misspelled There are a couple of 36 EOC English III Sample Test Items and Student Work

35 nt R espon se #5 Stude Truthfully I don’t think that social networking sites really a ffect anyone, or at least they shouldn’t. From personal experience, I really only use my social networks whenever I am bored. They keep you entertained and actually help you get to know other people who really don’t express themselves. in person. Sure there are some downfalls to this. Some people get themselves into bullying situations and others like to talk a big game, but no one should let those people a ffect themselves. It is discussed that social networking sites harm your actual social life. That may In source 1, some people, but not all. Honestl be true for indoors sometimes and y, some people rather stay surf the web. So? That doesn’t mean that all of those people don’t have a life of their own, now see a person would really like to does it’? I find it quite judgemental. Or maybe stereotypical. If of a social networking site, they should personally undergo having one of their own fect the af and see how much their life would really change. In source 2, the author somewhat favors social networking sites. Facebook to be exact. I agree with this source. Seeing other people post statuses and pictures of what they’re doing really does make the person seeing the posts want to do something of the sort. Social networking sites don’t discourage you from having a life. They encourage you to go out there and do And maybe they this reason. these sites were purposely created for something. It ’s as if s ome of were. I enjoy the idea of seeing what people are up to. It gives me an idea of doing something productive. And I very much enjoy the idea of people voicing and stating their opinions. I find that life has been better since social networking sites have entered my life. In some ways it has been negative, but that ’s only if you let it happen that wa y. I’ve found myself doing y, more productive useful things with my time, connecting with long distance friends and famil and just a lot more entertained than l used to be. I’m thankful to those who have created social networking sites. And I’m sure I’m not the only one who feels this wa y, either . 37 EOC English III Sample Test Items and Student Work

36 Scores and Annotations Content/Style Conventions Formation 0 Sentence Content 2 0 Usage 1 Mechanics 2 Style Spelling 1 CONTENT: 2 points s positio e student’ Th . n is contro s inconsistent demonstrate e student Th e Content dimension l of th t supporte d wit t ways . Th e , bu clear t it’s no e so much a s restated in several differen h evidenc e article d ide h the large e wit t to engag t attemp doesn’ s but r of th a from each student pull s on e broa . Th her eithe arguments in e studen y ignore s the source s and focuse s on hi t essentiall s or r source d t in th s is especially eviden . Thi y persuasive e secon not r but h are clea , whic feelings ver t rathe r tha n a successfu l argument . paragraph, wher e the student’ s idea s com e acros s as a ran no n of ideas. progressio c organization, but e basi e is som Ther STYLE: 2 points e student d alternatio e is goo n of Ther e dimension. e Styl l of th contro s inconsistent demonstrate Th y wel l overall . However , the phrasin g ofte n shorte r and longe r sentence s and the writing flow s prett t (“Sur s to this... too informal fo r thi s writin g contex becomes e ther e are som e downfall . So ? That s it?”). Th e student’ s voic e t hav r own, doe doesn’ t mea n tha t all o f thes e peopl e don’ e a life of thei , whic is clear and conversational , but s s the student’ h weaken als r defensive throughout o rathe position. CONVENTIONS: 2 points sentences are fairly well of Conventions. control The student demonstrates inconsistent Most constructed, but there are two sentence fragments and one compound sentence that is missing a The level There are several grade level is a little of complexity overall. subject and predicate. below usage errors, including shifts in address (“whenever I am bored. They keep you entertained”), faulty those people affect themselves”), and incorrect word choice (“see the agreement (“no one should let a couple of punctuation errors, affect of a social networking site”). There are but mechanics are with well controlled. Spelling word. is also well controlled, generally only one misspelled 38 EOC English III Sample Test Items and Student Work

37 Stude nt R espon se #6 Social networking websites have a ffected the quality of people‘s social lives because, it has a big impact on teenagers an they lose focus of the school work an it cause bad outcome on their grades. Source 1 says that social networking ha s led to a reducation in facetime with friends, as users perceive themselves to be socially connected despite the absence of personal encounters. The news feed feature on Facebook an of Twitter keeps users aware of the recent activites The close friends and famil y, in many cases eliminating the motivation for deeper interaction. f the social network is sometimes a good thing because you can get very useful information of web. nflicts with other teens on the The social network is soemtimes a problem teens get into co the social network. The social network also has alot of cyber bullying. Source 1 says that cultural shift from face to face human interaction to online social communication has serious consequences for indiviuals and the qua lity of their interpersonal relationships. a study found y, fewer than half made a fered support in some wa that nearly 70% of college students of personal visit. social networking has a ’s This is some of the reasons that people ffected the quality of social lives. 39 EOC English III Sample Test Items and Student Work

38 Scores and Annotations Content/Style Conventions 0 Sentence Formation Content 1 0 Usage Mechanics 1 Style 1 0 Spelling 1 point CONTENT: of the Content control The student demonstrates little dimension. There is an attempt to establish a that position, the personal position in the first sentence, but rather than construct an argument for student largely copies or paraphrases details from the first source. The student doesn’t reference the second source at all. STYLE: 1 point of the Style The student demonstrates little dimension. Words are used incorrectly (“an” for control and the awkward “and”), sentence structure makes the essay difficult to read. The only clearly phrased segments of the response are copied directly from Source 1. CONVENTIONS: 1 point e Th e student demonstrate s littl e contro l of Conventions . Th e sentence s not copie d fro m the sourc x errors . Severa t contai n a variet y of synta documen l , agreement errors n errors d formatio , and wor , ther s are misspelled. However -frequenc high y word and e of punctuation y a coupl e are onl for mechanics. n errors, earnin g a point capitalizatio 40 EOC English III Sample Test Items and Student Work

39 SESSIONS 2 AND 3: MULTIPLE-CHOICE QUESTIONS Sessions 2 and 3 of the EOC English III test include passage -based reading and vocabulary questions, plus a set of discrete questions that address language and another set that addresses research skills. Included in this section are multiple -choice items selected to illustrate the type of skills and knowledge students need in order to demonstrate understanding of these three areas (Reading, Language, and Research) . The following information is included for each item: the reading passage the item references (if applicable) • • the ELA Louisiana Student S tandard(s) each item measures • the correct answer commentary on the skills and knowledge measured by the item • Reading Passage Set The Reading portions of Sessions 2 and 3 are designed to measure reading comprehension with a and evaluation. The passage focus on analysis -based questions on the test help determine the student’s ability to theme determine two or more s or central ideas of a text and analyze their development; • • analyze the author’s choices (structure, point of view, purpose, vocabulary, etc.), how they interact, and how they relate to the meaning of the text; • analyze and evaluate the effectiveness of the author’s arguments; and • provide strong and thorough textual evidence to support analysis of a text. Four reading passages (literary and informa tional), representing a range of American literature from the Colonial period through the early twentieth century, will appear in these two sessions. The reading sections emphasize a student’s ability to show understanding of a text, not what a student knows about American literary periods, which means that answering the items does not require prior knowledge. The passage set that follows represents a typical set that might appear on the EOC English III test. 41 EOC English III Sample Test Items and Student Work

40 Sample Reading Passage excerpt from an autobiography published in 1922. Although the author calls Here is an the passage, the full identity is never revealed. herself Mary in of the author Lady: Log- The Cabin An Autobiography Anonymous I was born in a log cabin. I my pioneer mother in one of Wisconsin’ s bitterest came to winters. e firs t thin g I remember is bein Th l for windows . I wa s three year s old. My g gratefu mothe r had set me to pla y on a mattres s carefull y placed in th e one ray of sunlight streamin g throug h the one s window of our log cabin . Bab y as I was , I had ache d in the agonizing glas t blesse d of a pionee r. Lyin g there, warmed by tha col d sunshine , I wa s suddenl y awar e r winte of wonde r and joy and gratitude . It wa s gratitud e for glass , whic h coul d keep out the bitin g col m sun. d and let in the war My father was a schoolteacher from New England, where his family had taught the three Rs and the American Constitution since the days of Ben Franklin. My mother was the daughter of a hardworking Scotch immigrant. Fathe r’s family set store on ancestr y. Mothe r’s side was more practical. e schoone n a prairi est i The year before my birth, these two young people had started W r to Histor stak r’s ches t held a dictionar y, Bancroft ’s . Fathe y of the Unite d claim e a homestead [1] of mathematics, Plutarch’ s Lives , States , several a history of Massachusetts, a leather - books [2] Thackeray ’s V anity Fair , bound file of Civil W ar records, Shakespeare in two volumes, and The Legend of Sleepy Hollow . My mother took a Bible. , I saw no 5 I can still quot e page s fro m ever y one of thos e books . Unti l I was fourteen , excep d containe r, homemade others r t a prime y Fai , to teach me my letters . Becaus e Vanit simple n the others, s tha r word s give n me first , so at the age of seven I wa s spellin g out it wa [3] My mother did not approve, but father laughed and protested s of the immorta l Beck y. page that the child might as well begin with good things. After r’s eighth and last bab y, she lay ill for a yea r. The care of the children fell mothe principally on my young shoulders. One day I found her crying. [1] a collection of biographies of famous Greeks and Romans, originally written in Latin during the late first century [2] a satirical and very popular British novel, first published in 1848 [3] Vanity Fair Becky Sharp, the heroine of 42 EOC English III Sample Test Items and Student Work

41 “Mar was rare, “if I die, you must take care of all your y,” she said, with a tenderness that You will be the only woman within eighteen miles. ” brothers and sisters. I was ten years old. 10 night and many other nights I lay awake, trembling at the possibility of being left the That only woman within eighteen miles. But mother did not die. I must have been a sturdy child, for , with the little help father and his homestead partner could spare, I kept that home going until she was strong again. , fo r last r place Every fall the shoemaker made his rounds through the countr y, reaching ou beyond y untame d fores t an d wil d beasts. us lay onl His visit thrilled us more than the arrival of any king toda y. W e had been cut of f from the The shoemaker brought news from neighbors eighteen, fort world for months. y, sixt y, even a hundred and fifty miles awa treasured afterward for y. Usually he brought a few newspapers too, months. He remained a royal guest, for many days, until all the family was shod. Up to y, we could not a fford the newspaper subscription. But after that, my tenth birthda r, and the ranscript Boston T began to come at irregular intervals. It times were a little bette formed our only tie with civilization, except for the occasional purely personal letter from “back home.” By the time I was fourteen, three tremendous events had marked my life: sunlight through a windowpane, the log- our cabin, and the rolling on the river when father added two rooms to night I thought mother would die and leave me the only woman within eighteen miles. But there was a fourth event that was the most tremendous. One night father hurrie d in 15 . He handed even waitin g to unloa d or water his horses r. Our my mother a lette without Great - Aunt Martha had willed father her household goods and personal belongings and a modest sum to us was a fortune. Someone back East “awaited his instructions.” Many discussions that followed, but in the end my mother gained her wa y. Great -Aunt Martha ’s household goods were sold at auction. Fathe r, howeve r, insisted that her “personal belongings” be shipped to Wisconsin. daybreak and rode thirty After a long, long wait, one day father and I rose at -six miles in a k h a trun g wit springless wagon, over ranchmen’ , returnin s roads to the nearest expres s station o packin g cases . It wa s a solemn moment when the first box was opened. Then mother and tw gave a cry of delight. Sheets and bedspreads edged with lace! Real linen pillowcases with s and brigh crocheted edgings . Sof t woole n blanket t handmade quilts. n napkins Two heav tablecloth s and tw o doze y, lustrous , one whit e set hemmed , and one t fringe. d wit h a sof red -and -white , bordere 43 EOC English III Sample Test Items and Student Work

42 What the world calls wealth has come to me in after years. Nothing ever equaled in my eyes the priceless value of Great -Aunt Martha ’s “personal belongings.” I was in a seventh heaven of delight. My father picked up the books and began to read, paying no attention to our exclamations over dresses and ribbons, the boxful of lac es, or the little shell -covered case holding a few ornaments in gold and silver and jet. We women did not stop until we had explored every corner of that trunk and the two packing boxes. Then I picked up a napkin. are these for?” I y. asked 20 “What curiousl My father slammed his book shut. I had never seen such a look on his face. “How old are you, Mary?” he demanded suddenl y. I told him that I was going on fifteen. “And you never saw a table napkin?” Father began to 25 His tone was bitter and accusing. I didn’t understand—how could I? talk, his justice y. Toda y, I know that words growing more and more bitte r. Mother defended herself hotl was on her side. But in that first adolescent self -consciousness, my sympathies were all with —she had not taught us to use table napkins! Becky Sharp used father . Mother had neglected us People in history used them. them. From that time on, we used napkins and a tablecloth on Sundays. 44 EOC English III Sample Test Items and Student Work

43 s and Annotations Reading Item Sample Reading Item #1 Anchor Standard Text, Key Ideas and Details : Reading Informational Louisiana Standard RI.11- 12.2 : Determine two or more central ideas of a text and Student analyze their development over the course of the text, including how they interact and build on one another to provide an objective summary of the text. provide a complex analysis; This excerpt is best summarized as A. a collection of anecdotes about pioneers. B. a young girl ’s ideas about cultural values. C. a critique of nineteenth- century customs. a narrative of events in a young girl ’s life. D. Correct Answer : D This item requires students to identify an objective summary of the text. Option A is too broad; while the excerpt does depict pioneer life, it is focused solely on the age of experiences of a single pioneer family and on the coming of so “a its narrator, collection of anecdotes” is B is too narrow; although some of the narrator’s not an accurate description. Option ideas about cultural values are mentioned, that is not a primary focus of the excerpt. Option C is not supported by the passage: there is no explicit or implied critique of nineteenth- century customs evident in this excerpt. The passage is clearly of events in Mary’s young life. a recollection Option D is the correct answer. 45 EOC English III Sample Test Items and Student Work

44 Sample Reading Item #2 Anchor Standard : Reading Informational Text, Craft and Structure Louisiana Student RI.11- 12.4 : Determin e the meanin g of word s and phrase s as the y are Standard use d in a text , including figurative , connotative , and technical meanings ; analyz e how an autho r use s and refine g of a key ter m or terms ove r the cours e of a tex t (e.g., how Madison define s s the meanin factio n in Federalis t No . 10). Read these sentences from paragraph 3. on was more ’s side . Mother ancestry Fathe r’s family set store practical. does set store on mean in this context? What valu ed A. negotia B. ted C. left behind D. traded for Correct Answer : A This item requires students to identify the meaning of a figurative expression based on context clues. Options B, C, and D are all contextually inappropriate. A is Option answer. the correct To set store on means to value or consider important, a meaning that is contextually suggested by the narrator’s comment that her father’s family had taught Franklin.” the days of Ben school in New England “since 46 EOC English III Sample Test Items and Student Work

45 Sample Reading Item #3 Anchor Standard : Reading Informational Text, Craft and Structure : Analyze and evaluate the effectiveness of the structure Louisiana Student Standard RI.11- 12.5 tion or argument, including whether the s tructure makes points an author uses in his or her exposi clear, convincing, and engaging. Read paragraph 9. I was ten years old. The author placed this sentence in a paragraph by itself most likely to A. emphasize how young Mary was to have taken on such responsibilities . B. provide a time frame to make it easy to follow the sequence of events. C. illustrate how calm Mary remained concerning her mothe r’s illness. D. make clear for modern readers the greater maturity of pioneer children. Correct Answer : A e made b l choic s ite y the author. Thi structura m require s student s to evaluat e the effec t of a Optio t be reasonabl e if the narrato r use d a simila r technique throughout the passage to n B migh keep track of other significant events, but that is not how the rest of the passage is organized. Options C and D are contradicted in the next paragraph of the passage; the narrator admits that she by the prospect of was extremely frightened just losing her mother to illness, as a modern girl would be. Optio n A is the correc t answer . Presentin g thi e in a paragraph by itself , surrounde d by whit s sentence y youn d at a ver g age. r face space, emphasizes the star k and terribl e reality tha t the narrato 47 EOC English III Sample Test Items and Student Work

46 Sample Reading Item #4 Informational Text, Key Ideas and Details Anchor Standard : Reading : Analyze a complex set of ideas or sequence of events Standard RI.11- 12.3 Louisiana St udent and explain how specific individuals, or events interact and develop over the course of the ideas, text. What connection can be drawn between the narrato “the immortal r’s memories of Becky” in paragraph 5 and the “seventh heaven of delight” she recalls in paragraph 18? A. They both depict occasions when the narrator had to overcome her mothe r’s disapproval. r’s tendency to exaggerate her emotional B. They both illustrate the narrato reactions as a child. C. They both represent moments when the narrator ’s understanding of the world expanded. D. They both reflect how few pleasures the narrator enjoy as a child. was able to Correct Answer : C This item requires students to recognize how events interact over the course of the text and deepen the reader’s understanding of the meaning of those events. y be tru l e is no textua e of the second. Ther tru Optio n A ma y not e of the firs t memory , but it is clearl evidenc t Optio n B; the narrato r is mor e ofte n stoic tha n exaggerate d in her recollectio n of e to suppor the hardships her famil y faced . Optio n D ma y see m tru e fro m our contemporar y perspective, but it is s to hav not supporte d by the text; the narrato r seem e in simple e found grea t pleasur thing s lik e warm sunlight through a window of the shoemaker. and the annual visit Optio n C is the correct answer . Readin g the books tha t her parent s carried with them to Wisconsin and rummaging through her aunt’s personal belongings wer e bot h critica l event s wher e the s of a wide r and mor d world. e culture narrator’s life on the frontie r opene d up to th e possibilitie 48 EOC English III Sample Test Items and Student Work

47 Sample Reading Item #5 Texts, Key Ideas and Details Anchor Standard : Reading Informational evidence to strong , thorough, and relevant textual : Cite 12.1 Louisiana St udent Standard RI.11- the text says explicitly as well as inferences drawn from the text, including support analysis of what where determining leaves matters uncertain. the text Louisiana Student Standard RI.11 : Analyze a complex set of ideas or sequence of events -12.3 and explain how specific individuals, ideas, or events interact and develop over the course of the text. best capture the contrast in the values of Mary Which two details in the passage arents? ’s p A. their preparations for moving W est and response to family illnesses B. their cultural background and choice of reading materials C. the shoemaker and reaction to Aunt Martha’ s belongings their treatment of Aunt Martha D. ’s napkins and regard for newspapers their discussion about Correct Answer : B Thi s ite m require s student s to identif y textua l evidenc e tha t support s a complex set of ideas about key individuals in a text. Eac h option include s on e plausibl e detail e onl y one option contains two correct details . Th , but e the passage mention r s the mothe t thing s the differen firs t detai l in Option A is plausibl e becaus , bu and father h might sugges t wha t the y value) d (whic t the secon d detai l is not discusse d in packe the passage . Option C i s not correc t becaus e the parent s don’ t disagre e about th e shoemaker , so n D als ther t in values eviden t in tha t detail. Optio contras o contain s a simila r distracto r by e is no includin g the detai l about readin g newspapers , whic h did no t represen t a differenc e in th e parents’ t the newspaper values ; the passag e mentions tha s wer e “treasured afterward fo r months.” w the contras Optio e correct answer . It i s th e onl y option tha t include s two details tha t sho s th t n B i in th e parents ’ values . Paragrap h 3 mentions their cultural background (father “from New England” and mother “the daughter of a hardworking Scotch immigrant”) an d ho w their families e practical. shape r values : “Father’ s famil y set stor e on ancestry . Mother’s sid e wa s mor d thei ” Paragraph s 4 and 6 discus s the differenc e in thei r readin g preference s and the mother’ s disapprova l of the books e to Mary. r gav the fathe 49 EOC English III Sample Test Items and Student Work

48 Sample Reading Item #6 Text, Craft and Structure Anchor Standard : Reading Informational an author’s point of view or purpose in a text : Determine -12.6 Louisiana Student Standard RI.11 in which considered particularly effective, analyzing how style and content contribute the rhetoric is to the student interpretation of power, persuasiveness, or beauty of the text. What do paragraphs 18 through 26 convey about the narrator ’s point of view in this passage? A. fully understand what was Her memory of this event is suspect because she didn’t the time. happening at She recounts this event both as she remembers it as a child and as she perceives it B. as an adult. C. She tells this story both from her mothe r’s perspective and from her fathe r’s to show how di fferent they were. D. The story reveals more about her feelings toward her parents than it does about her growing knowledge of the world. Correct Answer : B requires students to how the author’s point of influences the structure and view determine This item effectiveness of the text. Option A is not supported by the text; while the narrator admits to imperfect understanding of the much better at the time, she clearly understands it Option as an adult. situation C is obviously not true, as the entire text is written from the narrator’s first -person perspective. Option D is not the best answer because—although we do learn something about the narrator’s feelings about her parents and how they have changed over time —we learn more about how the narrator’s knowledge of the world experience. is expanded through this s of thi y tha answer . Muc h of the richnes n B is the correct s excerp t is due to the wa Optio t the s a child’ narrato r combine s perspectiv e on frontie r life — her gratefulnes s for windows , for t life on the frontie and austerit r example— wit h her matur e perspectiv e on the hardships y tha required. 50 EOC English III Sample Test Items and Student Work

49 Language Items and Annotations the application of grammar and usage skills through test measures This part of the EOC English III multiple -choice questions that ask students to revise sentences with possible errors or to identify the errors in short passages. Students advancing through the grades are expected to meet grade -specific language standards as well as retain or further develop skills and understandings mastered in preceding grades. The two items that follow represent the type of items that might appear in this section of the EOC . test English III 51 EOC English III Sample Test Items and Student Work

50 #1 Sample Language Item Standard English Anchor Standard : Language, Conventions of command of the : Demonstrate Standard conventions of Louisiana Student Standard L.7.1c English grammar and usage when writing or speaking. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Read this section of ’s essay about his experience working on the school newspape r. a student After listening to the club My first day on the newspaper staff was rather productive. sponso r, the chairs were moved so the staff could start working on their assignments. I received a pretty simple task; I d be takin g pictures of the homecomin g woul activities. Which is the correct way to revise the underlined sentence? A. No change. B. So the sta ff could start working on their assignments, th e chair s wer e move d after listenin g to the clu b sponsor . C. After listening to the club sponsor and moving the chairs, the assignments were started on by the sta ff. , the sta Afte d the ff move D. b sponsor r listenin g to the clu chair d star t y coul s so the working on the assignments. Answer : D Correct This item requires students to recognize and correct a dangling modifier . Optio n A is incorrect becaus e the underline d sentenc e contains a dangling modifier , whic h mus t be ” addressed . Optio n B is no t correct becaus e moving th e phras e “afte r listenin g to the clu b sponsor to th g modifyin e is still e end of th e sentenc e does not fix the problem ; in thi s location , the phras e addin e introductory phras C i s no t correct becaus Option g “movin g the chairs ” to th “chairs.” e doe s not fix the problem ; “movin g the chairs ” canno t logicall y modify “th e assignments,” either. to the club sponsor and moving the chairs. is listening Option D is the correct answer. The staff 52 EOC English III Sample Test Items and Student Work

51 Sample Language Item #2 Anchor Standard Standard English : Language, Conventions of the conventions of : Demonstrate command of Standard 12.2a Louisiana Student Standard L.11- when writing. English capitalization, punctuation, and spelling hyphenation conventions. a. Observe Which sentence is punctuated correctly? A. For low priced, used clothes, Jenna likes to shop at a store that is a bit out of the wa y. B. The vintage dress Jenna is wearing comes from an out of the way store she happened to find. C. Jenna likes to shop at an out -of-the -way store that sells low -priced, used clothes. D. Jenna ’s favorite store has really low prices, but it ’s so out -of-the -way that I never go with he r. Correct Answer : C hyphenatio y the correct n of compound adjectives. Thi s ite m require s student s to identif compound Optio becaus e “lo w priced ” is a correct adjectiv e in this sentence and is not n A is not hyphenated . Optio n B is not correct becaus e “ou t of the way” i s a compound adjectiv e in thi s sentenc e becaus and shoul d be hyphenated . Optio n D is not correct e “out -of-the -way ” is servin g as a complemen s sentence an d doesn’ t appea r befor e a noun, so it shoul d not be hyphenated. t in thi Optio n C i in e correct answer . Bot h “out -of-the -way ” and “low -priced ” are used as adjectives s th d be hyphenated. thi y shoul , so the s sentence 53 EOC English III Sample Test Items and Student Work

52 Items and Annotations Research test , students will answer multiple -choice questions that measure the following In this section of the research skills: • Researching to answer a question or solve a problem The narrowing or broadening of a topic of inquiry • multiple The synthesis of sources on a subject • Gathering relevant information • • Assessing the strengths and limitations of sources from sources • Integrating information • Following a standard citation format The two of the EOC English this section appear in items that follow represent the type of items that might III test . 54 EOC English III Sample Test Items and Student Work

53 1 Sample Research Item # Anchor Standard : Writing, Build and Present Knowledge Research to Louisiana Student Standard W.11- 12.7 : Conduct short as well as more sustained research projects to or broaden the inquiry answer a question (including -generated question) or solve a problem; narrow a self when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Jonas is writing down ideas for a research paper on the Civil Rights Movement. Which is the best him to ask to guide his research? question for When and where did t he Freedom Rides take place? A. B. How many people participated in the March on W ashington? C. What were the methods and goals of civil rights activists? D. What was the most important event in the Civil Rights Movement? Answer Correct : C y a suitabl s ite m require s student s to identif Thi e self -generated research question. Options t a A and B are no t correct becaus e the y are too simpl e and easily answered ; the y wil l no t suppor t the bes d t researc sustaine d researc h project . Optio n D is no l depen r wil h questio n becaus e the answe mor e on perspective and opinion tha n on objectiv e analysi s and evidence. n C i d meaningful h Optio rich an s th e correct answer . Thi s questio n is mos t likel y to lea d to a researc project. 55 EOC English III Sample Test Items and Student Work

54 2 Sample Research Item # Writing, Research to Build and Present Knowledge Anchor Standard : : Gather relevant information from multiple authoritative Louisiana Student Standard W.11 -12.8 sources, using advanced searches effectively; of each source in terms assess the strengths and limitations of the task, information into the text selectively to maintain the flow of purpose, and audience; integrate and overreliance on any one source and following a standard format for ideas, avoiding plagiarism citation. Terre g a repor t on crim e and punishmen ll is writin m colonies . Which set of result s t in early pilgri fro m a librar y catalog search wil l likel y suppl y the mos t relevant title s for his research? A. pilgrims (New Plymouth Colony) —religious practices [8 titles] pilgrims (New Plymouth Colony) — genealogy and lineage [4 titles] B. [5 —society and customs pilgrims (New Plymouth Colony) titles] C. D. —history [7 titles] pilgrims (New Plymouth Colony) Answer : C Correct This item requires students to assess the strengths and limitations of a list of possible sources in terms of their relevance to a particular research task. and The titles in Option A might provide some interesting information (since at least some crime to religious and behaviors), these but the focus of punishment in Pilgrim society would be related beliefs will probably be on matters less relevant to his research topic than other collections of titles . The titles titles in Option B ar e not likel y to provid e any informatio n abou t crim e and punishment in pilgrim colonies. Option are likely to be too general for Terrel l’s purposes. D is not the best answer because these titles Option to provide answer. Titles focused on pilgrim society and customs are most likely C is the correct relevant information to his research topic. Terrel l with 56 EOC English III Sample Test Items and Student Work

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