Gr 8 Writing

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Oklahoma School Testing Program

Oklahoma Core Curriculum Tests (OCCT)

Grade 8 Writing

PARENT, STUDENT, AND TEACHER GUIDE

O k l a h o m a St a t e D e pa r t m e n t o f Ed u c a t i o n

20102011

Oklahoma State Department of Education


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Testing Dates

Writing Test

February 23, 2011

Developed and published under contract with the Oklahoma State Department of Education. Copyright 2011 by the Oklahoma State Department of Education. All rights reserved. Only State

of Oklahoma educators and citizens may copy, download, and/or print the document, located online at http://sde.state.ok.us/AcctAssess/testadmin.html. Any other use or reproduction of this

document, in whole or in part, requires written permission of the Oklahoma State Department of Education and the publisher.


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STATE SUPERINTENDENTOF PUBLIC INSTRUCTION

STATEOF OKLAHOMA

Dear Parent/Guardian and Student:

Soon students will be participating in the Oklahoma Core Curriculum Tests.

These tests are designed to measure knowledge in Mathematics, Reading, Science,

Social Studies, and Writing.

Parents/guardians will receive a report on their childs performance on the tests.

This report will indicate their childs areas of strength as well as areas needing

improvement.

This guide provides a list of test-taking tips, objectives covered in the test, a

practice writing test, an example of a well-written paper, and writing prompts for

classroom use. Parents/guardians are encouraged to discuss these materials with

their child to help prepare them for the tests. During the test week, it is very

important for each child to get plenty of sleep, eat a good breakfast, and arrive atschool on time.

If you have any questions about the Oklahoma Core Curriculum Tests, please

contact your local school or the State Department of Education.

Sincerely,

Your State Superintendent of Public Instruction

OKLAHOMA STATE DEPARTMENTOF EDUCATION

2500 NORTH LINCOLN BOULEVARD, OKLAHOMA CITY, OK 73105-4599

(405) 521-3301, FAX: (405) 521-6205

http://sde.state.ok.us

FIRSTINTHE TWENTYFIRST


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Oklahoma School Testing Program Core Curriculum Tests Pagei

Grade 8 Writing: Parent, Student, and Teacher Guide

Table of Contents

THE OKLAHOMA CORE CURRICULUM TESTS ................................................................................... 1

TEST-TAKING TIPS ........................................................................................................................................ 2

General Test-Taking Tips ....................................................................................................... 2

Tips for the Writing Tests ...................................................................................................... 2

THE WRITING TEST....................................................................................................................................... 3

Priority Academic Student Skills (PASS) in Writing ............................................................. 3

Scoring Criteria ....................................................................................................................... 7

Analytic Scores ....................................................................................................................... 7

Composite Score ................................................................................................................... 10

Composite Score and Performance Level ......................................................................... 10

Performance Level Descriptors .......................................................................................... 11

PRACTICE WRITING TEST ........................................................................................................................ 12

Student Directions ................................................................................................................ 12

Writers Checklist ................................................................................................................. 12

Practice Writing Prompt ...................................................................................................... 13

Practice Planning Pages ................................................................................................ 1314

Practice Response Space ................................................................................................ 1519

EXAMPLE OF A WELL-WRITTEN RESPONSE ...................................................................................... 20

Example Writing Prompt .................................................................................................... 20

Example Planning Pages ............................................................................................... 2021

Example Response ......................................................................................................... 2223

RELEASED WRITING PROMPTS FOR CLASSROOM USE ............................................................... 24


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Oklahoma School Testing Program Core Curriculum Tests Pageii



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Oklahoma School Testing Program Core Curriculum Tests Page1


The Oklahoma Core Curriculum Tests

The Governor, state legislators, and other Oklahoma elected officials have committed themselves toensuring that all Oklahoma students receive the opportunity to learn the skills required to succeed inschool and in the workplace. To achieve this goal, schools must prepare every Oklahoma student forcolleges, universities, and jobs that require new and different skills.

Under the direction of the Legislature, Oklahoma teachers, parents, and community leaders met to agreeupon the skills that students are expected to master by the end of each grade. The results of their efforts,Priority Academic Student Skills (PASS), provide the basis for Oklahomas core curriculum.

In addition, the Legislature established the criterion-referenced test component of the Oklahoma SchoolTesting Program to measure students progress in mastering the PASSstandards and objectives. Tests havebeen developed by national test publishers that specifically measure the Oklahoma PASSstandards andobjectives at Grade 8. Teachers from throughout Oklahoma have been involved in the review, revision,and approval of the questions that are included in the tests.

The Oklahoma Core Curriculum Tests (OCCT), a criterion-referenced testing program, compare astudents performance with performance standards established by the State Board of Education. Thesestandards, referred to as the Oklahoma Performance Index, or OPI, identify specific levels ofperformance required on each test. These standards are based upon reviews from groups of Oklahomaeducators and citizens who evaluated the tests and made recommendations.

In the content areas of Mathematics, Reading, Science, U.S. History, Constitution, and Government, andWriting, a students test performance is reported according to one of four performance levels: Advanced,Proficient/Satisfactory, Limited Knowledge, and Unsatisfactory.

This year, students in Grade 8 will respond to one writing prompt and take multiple-choice tests inMathematics, Reading, Science, U.S. History, Constitution, and Government.

This guide provides an opportunity for parents, students, and teachers to become familiar with howwriting will be assessed. It presents general test-taking tips, lists the PASSstandards and objectives thatare eligible for assessment in a statewide testing program, gives scoring criteria, the five analytic scorerubric, and composite score characteristics. A practice test is also provided, along with an example of agood paper.


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Test-Taking Tips

The following tips provide effective strategies for taking the Oklahoma Core Curriculum Tests. Test-takingskills cannot replace studying based on the PASSstandards and objectives, which serve as thefoundation for the tests.

General Test-Taking Tips:

DO read this guide carefully and complete the practice test.

DO make sure you understand all test directions. If you are uncertain about any of thedirections, raise your hand to ask questions before testing has started.

DONT wait until the last minute to prepare for the Writing Test.

DONT worry about the tests. Students who are calm and sure of themselves do better on tests.

Tips for the Writing Tests:

DO read the writing task carefully and be sure to write about that topic.

DO plan what you want to say before writing. Use the planning pages in the test book to helpyou plan. These pages will not be scored.

DO leave time to revise and edit your paper toward the end of the test.

DO use the Writers Checklist to remind yourself of what to look for as you revise and edityour paper.


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The Writing Test

Each February, students in Grade 8 take the state Writing Test. Students will be given one writing promptto complete. Students are given a specific writing prompt and write their responses in their test books.Students may choose from any of the writing modes and forms to demonstrate a clear awareness of theaudience and purpose for writing. The directions tell students to plan their composition, write a draft, andrevise and edit their work. For the writing prompt, they are given two practice planning pages, which arenot scored, five lined pages on which to write, and a Writers Checklist that provides reminders forrevising and editing.

The following sections of this guide:

list the Priority Academic Student Skills (PASS)that are covered in the Grade 8 Writing Test;

describe the criteria that are used to score the students papers;

reproduce student directions and a sample writing prompt;

present an example of a well-written response; and

provide three extra practice writing prompts.

Priority Academic Student Skills (PASS) in Writing

The Priority Academic Student Skillsmeasured by the Grade 8 Writing Test are based on the 2010 PASSrevision. They are listed below.

Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes foa variety of purposes and audiences.

Discuss and keep a list of writing ideas. Write clear, coherent, and focused papers progressing throughthe stages of the writing process. Work independently and in self-directed writing teams to edit andrevise.

Standard 1: Writing ProcessThe student will use the writing process to write coherently.

1. Use a writing process to develop and refine composition skills. Students are expected to usea variety of prewriting strategies such as brainstorming, outlining, free writing, discussing,clustering, webbing, using graphic organizers, notes, logs, and reading to generate ideas andgather information.

2. Develop a main idea/thesis through use of details, examples, reasons, anecdotes, and usepatterns as appropriate to purpose such as spatial, chronological, and climatic.

3. Blend paragraphs, with effective transitions, into larger texts.

4. Use precise word choices, including figurative language, that convey specific meaning andtone.

5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.


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6. Revise multiple drafts individually and with peers.

7. Edit for errors in Standard English usage, sentence structure, mechanics, and spelling.

Standard 2: Modes and Forms of WritingThe student will write for a variety of purposes andaudiences using narrative, descriptive, expository, argumentative, persuasive, and reflective

modes.

At Grade 8, write creative, narrative, expository, argumentative, persuasive, reflective, and descriptivepapers of at least 500 to 750 words and introduce technical documents. Demonstrate a command ofStandard English and the research, organization, and drafting strategies outlined in the writing process.Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

1. Compose narrative text to include short stories, fictional, biographical, or autobiographicalnarratives that:

a. create and develop a plot or sequence of events using well-chosen details that reveal thesignificance of each event.

b. create and develop a character(s), including comparisons, that show the characters (s)beliefs and qualities.

c. create and develop an appropriate point of view (e.g., third person limited or first personpoint of view).

d. create and maintain a setting that enhances the narration.

e. adjust tone and style to make writing more interesting and engaging to the audience.

f. use a range of narrative devices including dialogue, internal monologue, suspense,specific action, physical and background descriptions, and foreshadowing.

g. reveal the writers attitude about the subject.

h. use sensory details and precise word choice.

Example: Write an autobiographical account of one of your most memorable first days ofschool. Describe the day and its importance clearly enough so the reader can see andfeel the day from your perspective.

2. Compose expository texts including research reports, technical documents, and otherinformational texts that:

a. define a research thesis (a statement of position on the topic).

b. integrate important ideas, concepts, or direct quotations from significant informationsources.

c. identifies a variety of primary and secondary sources and distinguish the nature andvalue of each.

d. organizes and displays information on charts, tables, maps, and graphs.e. document sources as appropriate to style.

f. create technical documents using appropriate style and format that identify the necessarysequence or process.

Example: Using research compiled on public transportation in Oklahoma, compose adocumented paper with illustrations and bibliography (works cited).


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3. Compose persuasive/argumentative compositions that:

a. include a well-defined thesis that makes a clear and knowledgeable appeal.

b. present detailed evidence, examples, and reasoning to support effective arguments andemotional appeal.

c. provide details, reasons, and examples, arranging them effectively by predicting,identifying, and addressing reader concerns and counterarguments.Example: Using the research completed on public transportation, compose a persuasiveletter to the mayor on why the community should or should not invest more resourcesinto public transportation.

4. Compose reflective papers to:

a. express the individuals insight into conditions or situations.

b. compare a scene from a work of fiction with a lesson learned from experience.

c. complete a self-evaluation on a class performance.Example: Write a reflective paper that analyzes reasons for selections used in a portfolio

of works that demonstrate skills in different subjects.5. Compose responses to literature, including poetry, that:

a. demonstrate careful reading and insight into interpretations.

b. connect responses to the writers techniques and to specific textual references.

c. make supported inferences about the effects of a literary work on its audience.

d. support judgments with references to the text, other works, other authors, or to personalknowledge.

Example: After reading a novel, compose an essay describing the different ways thecharacters speak (slang words or regional dialect) and analyze how this enhances ordetracts from the narrative.

6. Write for different purposes and to a specific audience or person, adjusting tone and style asnecessary to make writing interesting.

Example: Write stories, poetry, and reports, showing a variety of word choices, or reviewa favorite book or film.

7. Write friendly, formal letters, emails, memos, proposals for change, and continue to produceother writing forms introduced in earlier grades.

8. Use appropriate essay test-taking and time-writing strategies that:

a. budget time for prewriting, drafting, revising, and editing.

b. prioritize the question/prompt.

c. identify the common directives from the prompt (Identify command verbs: explain,compare, evaluate, define, and develop, etc.).

d. analyze the question or prompt and determine the appropriate mode of writing.

e. apply appropriate organizational methods to thoroughly address the prompt.

f. utilize an editing checklist or assessment rubric, if provided.

9. Use legible handwriting/penmanship to copy and/or compose text, in manuscript or cursive,using correct spacing and formation of letters.


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Standard 3: Grammar/Usage and MechanicsThe student will demonstrate appropriate practices inwriting by applying grammatical knowledge to the revising and editing stages of writing.

1. Standard English Usage Demonstrate correct use of Standard English in speaking andwriting as appropriate to eighth grade.

a. Use the principal parts of verbs and progressive verb forms.b. Use nominative, objective, and possessive pronouns correctly.

c. Identify and correctly use linking verbs.

d. Make subjects and verbs agree.

e. Identify personal, reflexive, and intensive pronouns.

f. Use nominative, objective, and possessive nouns and pronouns correctly.

g. Use correct pronoun reference and make pronouns agree with their antecedents.

h. Identify and use abstract, concrete, and collective nouns.

i. Correctly form and use the positive, comparative, and superlative forms of adjectives.

j. Identify and use appositives and appositive phrases.k. Use verbals (infinitives, gerunds, and participles) to vary sentence structure in writing.

l. Correctly identify and use independent, dependent, restrictive (essential) andnonrestrictive (nonessential) clauses and phrases.

m. Correctly use all conjunctions.

n. Distinguish commonly confused words (e.g., there, their, theyre; two, to, too; accept,except; affect, effect).

2. Mechanics and Spelling- Demonstrate appropriate language mechanics in writing.

a. Apply the capitalization rules appropriately in writing.

b. Punctuate correctly in writing, including:

i. Commasii. Quotation marksiii. Apostrophesiv. Colons and semicolonsv. Conventions of letter writingvi. Hyphens, dashes, parenthesis

c. Distinguish correct spelling of commonly misspelled words and homonyms.

3. Sentence Structure Demonstrate appropriate sentence structure in writing.

a. Correct sentence run-ons and fragments.

b. Correct dangling and misplaced modifiers.c. Differentiate between dependent, independent restrictive (essential) and nonrestrictive

(nonessential) clauses.

d. Simple, compound, complex, and compound-complex sentences.

e. Compose sentences with simple, complete, and compound predicates.


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Scoring Criteria

Scoring criteria are based on standards and objectives. In regard to Standard 2: Modes and Forms ofWriting, the student may choose from any of the modes and forms to demonstrate a clear awareness ofthe audience and purpose for writing. Writing Test papers receive two types of scores: a composite score

and a series of analytic scores for specific writing skills. The composite score reflects how well thestudent can integrate writing techniques to produce a good paper. The analytic scores each focus on aspecific aspect of the students writing.

Papers that do not meet certain criteria cannot be scored. Papers receive a score value of unscorable ifthey meet any of the following conditions:

No response or just a restatement of the task

Response in a language other than English

Response that is illegible or incomprehensible

Response about a topic different from the assigned task

Analytic Scores

Each piece of student writing is scored on five analytic characteristics that indicate specific writing skills.These scores range from 4 (the highest score) to 1 (the lowest score). Taken together, these scores providea profile of the specific strengths and weaknesses of the students writing. The following are the actualscoring rubrics used to assign the five analytic scores.

Score Ideas and Development 30%

4 The content is well suited for the audience and purpose The main idea or thesis is clear

Ideas are fully developed and elaborated using details, examples, reasons, or evidence The writer expresses an insightful perspective towards the topic

3 The content is adequate for the audience and purpose The main idea is evident but may lack clarity Ideas are developed using some details, examples, reasons, and/or evidence The writer sustains his/her perspective toward the topic throughout most of the composition

2 The content is inconsistent with the audience and purpose The main idea is not focused and leaves the reader with questions and making inferences to

understand the main idea Ideas are minimally developed with few details May simply be a list of ideas

The writer has difficulty expressing his/her perspective toward the topic1 The content is irrelevant to the audience and purpose

The composition lacks a central idea Ideas lack development or may be repetitive The writer has little or no perspective on the topic


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Score Organization, Unity, and Coherence 25%

4 Introduction engages the reader Sustained or consistent focus on the topic Logical and appropriate sequencing and balanced with smooth, effective transitions

Order and structure are strong and move the reader through the text Conclusion is satisfying

3 Evident introduction to the topic Adequate focus Adequate sequencing Stays on topic with little digression Uses limited but effective transitions Order and structure are present Conclusion is appropriate

2 May lack a clear organizational structure Weak evidence of unity

Little or limited sequencing and/or transitions Details may be randomly placed

1 Lacks logical direction No evidence of organizational structure

Score Word Choice 15%

4 Appropriate word choice which conveys the correct meaning and appeals to the audience in aninteresting, precise, and natural way

The writing may be characterized by, but not limited to: lively verbs vivid nouns

imaginative adjectives figurative language dialogue

No vague, overused, repetitive language is used (a lot, great, very, really) Words that evoke strong images such as sensory language

3 Words generally convey the intended message The writer uses a variety of words that are appropriate but do not necessarily energize the writing The writing may be characterized by:

attempts at figurative language and dialogue some use of lively verbs, vivid nouns, and imaginative adjectives few vague, overused, and repetitive words are used

2 Word choice lacks precision and variety or may be inappropriate to the audience and purpose May be simplistic and/or vague Relies on overused or vague language (a lot, great, very, really) Few attempts at figurative language and dialogue Word choice is unimaginative and colorless with images that are unclear or absent

1 Word choice indicates an extremely limited or inaccurate vocabulary No attempts at figurative language General, vague words that fail to communicate meaning Text may be too short to demonstrate variety


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Score Sentences and Paragraphs 15%

4 Writing clearly demonstrates appropriate sentence structure Writing has few or no run-on or fragment errors Writing has a rich variety of sentence structure, types, and lengths

Ideas are organized into paragraphs that blend into larger text Evidence of appropriate paragraphing

3 Writing adequately demonstrates appropriate sentence structure Writing may contain a small number of run-on or fragment errors that do not interfere with

fluency Writing has adequate variety of sentence structure Ideas are organized into paragraphs

2 Writing demonstrates lack of control in sentence structure Writing contains errors such as run-ons and fragments that interfere with fluency Writing has limited variety of sentence structure Writing may show little or no attempt at paragraphing

1 Inappropriate sentence structure

Many errors in structure (run-ons, fragments) No variety in structure No attempt at paragraphing

Score Grammar, Usage, and Mechanics 15%

4 The writer demonstrates appropriate use of correct: spelling punctuation capitalization grammar usage

Errors are minor and do not affect readability

3 The writer demonstrates adequate use of correct: spelling punctuation capitalization grammar usage

Errors may be more noticeable but do not significantly affect readability

2 The writer demonstrates minimal use of correct: spelling punctuation capitalization

grammar usage Errors may be distracting and interfere with readability

1 The writer demonstrates very limited use of correct: spelling punctuation capitalization grammar usage

Errors are numerous and severely impede readability


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Composite Score

A students composite score on the Writing assessment, in part, is derived by assigning various weightsto the five analytic traits. The averaged analytic score for each category is multiplied by the appropriateweight (percentage) and summed. The sum is then multiplied by 15 to place the score on the appropriate

scale. A transformation formula to adjust for prompt difficulty and scorer effect is applied, and the scoreis then rounded up to the nearest whole number. The weights are assigned based on the importance ofeach trait and are supported by empirical evidence. Each students composite score will range from 60(the highest score) to 15 (the lowest score). The weights attributed to each analytic score are given in thetable below.

Composite Score

Percentage Analytic Score Category

30% Ideas and Development

25% Organization, Unity, and Coherence15% Word Choice

15% Sentences and Paragraphs

15% Grammar, Usage, and Mechanics

Composite Score and Performance Level

Using the five analytic trait scores, a composite score is generated using a mathematical lineartransformation. The composite score is devised, in part, by weighting the analytic trait scores. Thecomposite score is used to categorize a students performance as Advanced, Satisfactory, Limited

Knowledge, or Unsatisfactory, using the composite score ranges shown in the table below.

Performance Level Composite Score Ranges

Score Performance Level

5460 Advanced

3653 Satisfactory

2535 Limited Knowledge

1524 Unsatisfactory

Unscorable Unsatisfactory


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Performance Level Descriptors

Advanced. Responses are fully developed using specific and detailed examples. The main idea is clearand gives an insightful perspective towards the topic. Organization is strong and logical moving thereader through the text using smooth transitions. The introduction and conclusion are satisfying. Word

choice is rich and appeals to the audience. Writing demonstrates a variety of sentence structures, andideas are organized into paragraphs. Grammar, usage, and mechanics are appropriate, and errors do notaffect readability.

Satisfactory. Responses are adequately developed using some details and examples. The main idea isevident but may lack clarity. A perspective is sustained throughout most of the composition.Organization is evident and stays on topic using limited but effective transitions. The introduction andconclusion are appropriate. Word choice is varied but may not energize the writing. The writer uses avariety of sentence structures and small errors do not interfere with fluency. Ideas are organized intoparagraphs. Grammar, usage, and mechanics are adequate. While errors may be noticeable, they do notaffect readability.

Limited Knowledge. Responses are minimally developed using few details. A perspective is not clearlyexpressed. Organization lacks appropriate structure, and details may be randomly placed. Limitedtransitions are evident. Word choice is simplistic or vague and is unimaginative. Sentence structure lackscontrol, and errors interfere with fluency. Little or no paragraphing is attempted. Errors with grammar,usage, and mechanics distract from the readability.

Unsatisfactory.Responses lack development and show little or no perspective to the topic.Organizational structure is not evident. Word choice is extremely limited and fails to communicatemeaning. Sentence structure contains many errors, and no sentence variety or paragraphing isattempted. Errors with grammar, usage, and mechanics severely impede readability. Students who score

in this range should be given comprehensive writing instruction.


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Practice Writing Test

Presented on the following pages is a practice Writing Test. This may be used as a classroom activity tohelp students prepare for the state assessment.

Student Directions

In this section of the Oklahoma School Testing Program, you will be asked to write a composition on anassigned topic. You will be scored based on how fully you develop the topic and on how well youorganize and express your ideas. As you work, keep in mind these three stages of the writing process:

Planning: Take time to organize your writing by listing, outlining, or organizing your ideas in thespace provided.

Writing: Write about the topic in a clear and logical manner on the five lined pages following theplanning pages. You do not need to use all of the pages, but make sure your composition is as

complete as possible. Be sure to include a beginning, a middle, and an ending for yourcomposition.

Editing/Revising: Take time to reread what you have written, and decide if you need to add moredetails or change the organization of your composition. At the same time, look for and correctany errors in grammar, punctuation, capitalization, and spelling. You may use the WritersChecklist to help you revise your writing.

Your score will be based on your writing composition, not on your planning pages.

Note to teacher: Read the prompt aloud to your students as they follow along.

Writers Checklist

Is the topic addressed in my writing?

Are my ideas expressed in complete sentences?

Do I explain or support my ideas with enough details?

Are the details I included directly related to my topic?

Are my ideas arranged in a clear order for the reader to follow?Do my paragraphs have topic sentences when appropriate?

Do I start each sentence with a capital letter and capitalize other appropriate words?

Have I used correct punctuation at the end of each sentence and within each sentence?

Is my spelling correct throughout my writing?

Will the reader be able to read my handwriting?


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In the space below, you may PLAN your composition. You might considerusing a web, cluster, list, story map, or any other method to help youorganize your writing. Do not write your final draft on this page. Anywriting on this page will not be scored. Write your composition on thelined pages that follow.

Practice Writing Prompt:

Everyone has had a memorable teacher at one time oranother. Think about this teacher. Explain what characteristicsmade this teacher memorable. Be sure to support yourwriting with details.

Practice Planning Page


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Practice Planning Page


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Practice Response Space

Practice Writing Prompt:

Everyone has had a memorable teacher at one time or another.Think about this teacher. Explain what characteristics madethis teacher memorable. Be sure to support your writing withdetails.


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Practice Response Space (continued)


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Example of a Well-Written Response

Presented in this section is an example of a well-written paper.

Example Writing Prompt:

Everyone has had a memorable teacher at one time or another.Think about this teacher. Explain what characteristics madethis teacher memorable. Be sure to support your writing withdetails.

Example Planning Page


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Example Planning Page


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Example Response


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Example Response (continued)

Scorers Comments

Ideas and DevelopmentThe main idea is evident in this essay. Details, examples, and anecdotes develop the idea and retain the focus of this teacher making learning enjoyable.

Organization, Unity, and Coherence

An organizational sequence is clear. A simple introduction and use of transitions (Every day, Another thing, One time) sustain focus on the topic. The conclusion iseffective.

Word choice

Vivid, imaginative vocabulary (flowing from her cd player, her face would turn red and tears would flow, ran out of ink) add interest and energy to the essay.

Sentences and Paragraphs

A rich variety of sentence structures, types, and lengths are demonstrated in this essay. Paragraphing is correct and appropriate.

Grammar, Usage, and Mechanics

The writer demonstrates appropriate and correct spelling, punctuation, capitalization, and grammar.


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Released Writing Prompts for Classroom Use

Writing Prompt:

Think about your daily routine during the summer and yourdaily routine during the school year. How are they the same?How are they different? Write an essay that compares andcontrasts your daily routine during the summer months andyour daily routine during the school year.

Writing Prompt:

Some school districts require students to do community serviceas a part of the school curriculum. Do you agree with thisrequirement? Write an essay that explains why you thinkrequired community service is or is not a good idea.

Writing Prompt:

You have been assigned to help a new student at your school.Think of what is important that this student know about yourschool. Write an essay that will guide him or her through atypical day.


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Documents

Gr 8 Writing