Study Guide

Field 055: World Languages—French
Sample Writing Assignment

The following materials contain:

Directions for the Writing Assignment

This section of the test consists of one writing assignment to which you must respond in the target language. You are to prepare a written response on the assigned topic. You should use your time to plan, write, review, and edit your response to the assignment.

Read the assignment carefully and think about how you will organize your response before you begin to type.

Please note that special characters (such as letters with accents or other diacritical marks) cannot be entered using the keyboard but are available for insertion in the on-screen response box. To access these characters, click on the ash symbol button that appears in the upper left corner of the screen. Using the mouse, click on the character you wish to include in your response and then select "Insert." The character will be inserted where the cursor is positioned in the response box.

Your score will depend on the extent to which you effectively communicate a whole message, in the target language, to the specified audience for the stated purpose. You will be assessed on your ability to express, organize, and support opinions and ideas, not on the position you take. Your response to the assignment will be evaluated according to the following criteria:

You are to prepare a written response to this assignment of approximately 300–400 words. Be sure to write about the assigned topic. You may not use any reference materials. Your response must be your original work, written in your own words, and not copied or paraphrased from some other work. Remember to review what you have written to ensure that you address all aspects of the assignment and make any changes you think will improve your response.

Sample Writing Assignment

Objective 0007
Presentational and Interpersonal Communication Skills (Standard 4)

Complete the exercise that follows.

Imagine that you just received an e-mail from a French teacher who is coming to teach for a year in your school. The teacher will be accompanied by family members and is asking for information about suitable living accommodations in your region. Writing in French, compose an e-mail of approximately 300–400 words to the teacher in which you give details about living accommodations suitable for families in your region. In your e-mail, you must include, but are not limited to, the following information:

Sample Strong Response to the Writing Assignment

Bonjour Jean-Louis,

D’abord je dois dire que je suis très contente de vous avoir comme collègue l’année prochaine. Voici quelques conseils au sujet du logement pour votre famille ici à Bloomington.

Puisque Bloomington est une ville universitaire, il y a pas mal d’appartements à louer. Vous trouverez des appartements avec 1 à 4 chambres. La cuisine sera tout équipée, mais il est rare de trouver un appartment meublé. La grande difficulté, c’est que dans les appartements les plus faciles à trouver et à louer, la majorité des habitants sont étudiants, et ces endroits sont rarement assez calmes pour une famille, surtout le week-end quand il y a souvent des boums assez bruyantes chez les étudiants.

Si vous préférez habiter une maison, il y a des possibilités, parce que les professeurs à l’université prennent quelquefois un congé sabbatique. Il y a un service de logement à l’université, et je crois que vous pourriez leur demander de mettre votre nom sur la liste des gens qui cherchent un logement. Un grand avantage avec cette approche est la chance de trouver une maison meublée. J’imagine que vous préférez n’être pas obligé d’acheter des lits, tables, commodes, etc.

Une autre chose que vous voudriez considérer peut-être est la question du transport. C’est difficile de vivre ici sans voiture. Il y a beaucoup d’endroits et d’activités intéressants pour le week-end—parcs naturels, villages historiques, foires agricoles, événements sportifs. Le transport public est très limité. Alors, la situation de votre maison ou appartement sera un aspect important de votre expérience ici.

Je recommande que vous commenciez avec le service de logement à l’université, et puis sur l’Internet vous trouverez les agences qui spécialisent en locations et aussi les petites annonces du journal local.

J’espère que ces idées vous aideront. N’hésitez pas à me contacter encore. Je suis certaine que vous passerez une très bonne année dans notre jolie région.

Amitiés

Performance Characteristics for the Writing Assignment

The following characteristics guide the scoring of responses to the writing assignment.

Purpose Extent to which the response addresses the assignment and is appropriate for the given context
Coherence Clarity of the relationship among ideas
Development Extent to which ideas are elaborated and supported
Grammar Command of grammar and syntax
Vocabulary Command of vocabulary and idiomatic expressions
Mechanics Accuracy of spelling, character formation, diacritical marks, punctuation, and capitalization

Scoring Scale for the Writing Assignment

Scores will be assigned to each response to the writing assignment according to the following scoring scale.

Score Point Score Point Description
4 The "4" response demonstrates a strong level of skill in presentational writing.
  1. The response fully addresses the assignment and is appropriate for the given context despite some reliance on features of oral communication.
  2. Relationships among ideas are clear. Multiple cohesive devices are used to connect sentences and combine them into paragraphs.
  3. Ideas are fully elaborated through narration or description. Support includes specific details.
  4. The response demonstrates consistent command of basic grammar and syntax and some control of more complex constructions. Control of tense and aspect across different time frames is largely maintained. Minor errors do not affect overall comprehensibility.
  5. The response demonstrates broad command of vocabulary and idiomatic expressions. Word choice is precise, with few, if any, errors.
  6. There are few, if any, errors in spelling, character formation, diacritical marks, punctuation, and capitalization.
3 The "3" response demonstrates a general level of skill in presentational writing.
  1. The response addresses the assignment and is generally appropriate for the given context. Reliance on features of oral communication may interrupt the effectiveness of the response.
  2. Relationships among ideas are generally clear. A limited range of cohesive devices is used to connect sentences to form paragraphs.
  3. Some ideas are elaborated through simple narration or description. Support is general.
  4. The response demonstrates general command of basic grammar and syntax. Different time frames are used; however, control of tense and aspect is inconsistent. A generally comprehensible message is conveyed despite numerous and/or significant errors.
  5. The response demonstrates general command of vocabulary and idiomatic expressions. Errors in word choice may cause gaps in communication.
  6. Some errors in spelling, character formation, diacritical marks, punctuation, and capitalization interrupt communication.
2 The "2" response demonstrates a limited level of skill in presentational writing.
  1. The response partially addresses the assignment and may be inappropriate for the given context. Reliance on features of oral communication makes the response partially ineffective.
  2. Relationships among ideas are often unclear. Cohesive devices are used rarely and/or inaccurately; sentences are often not connected.
  3. Elaboration of ideas is minimal and simplistic. There is limited support.
  4. The response demonstrates limited command of grammar and syntax; time frames other than the present may not be used. Numerous, frequent, and serious errors partially impede comprehensibility.
  5. The response demonstrates limited command of vocabulary and idiomatic expressions. Lack of key words and expressions partially impedes communication.
  6. Frequent errors in spelling, character formation, diacritical marks, punctuation, and capitalization partially impede communication.
1 The "1" response demonstrates a weak level of skill in presentational writing.
  1. The response does not adequately address the assignment and/or is inappropriate for the given context. Overreliance on features of oral communication makes the response ineffective.
  2. Relationships among ideas are largely unclear. The lack of cohesive devices results in disjointed sentences or phrases.
  3. There is little or no elaboration or support.
  4. The response demonstrates little or no command of even the most basic grammar and syntax. The message is largely incomprehensible.
  5. Weak command of even the most basic vocabulary or idiomatic expressions impedes communication.
  6. Frequent and significant errors in spelling, character formation, diacritical marks, punctuation, and capitalization impede communication.
U The response is unrelated to the assigned topic, illegible, not written in the required language, not of sufficient length to score, or merely a repetition of the assignment.
B There is no response to the assignment.