Study Guide

Field 056: World Languages—German
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 German 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 area. Writing in German, 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 area. In your e-mail, you must include, but are not limited to, the following information:

Sample Strong Response to the Writing Assignment

Liebe Frau Müller,

Vielen Dank für Ihre nette E-Mail! Im Namen des Lehrerkollegiums an Bloomington North High School möchte ich Sie und Ihre Familie ganz herzlich willkommen sagen. Wir freuen uns auf , dass wir Sie bald begrüssen können.

Und nun zu Ihren Fragen.

Als Universitätsstadt hat Bloomington hat eine grosse Auswahl an Wohnmöglichkeiten. In der Stadt gibt es viele Mietshäuser. Etwas außerhalb der Zentrum findet man Wohngebiete mit Einfamilienhäusern. Die Grundschulen sind auch oft in der Nachbarschaft, d.h. die Kinder müssen nicht unbedingt mit dem Bus zur Schule fahren. Für Ihre vier-köpfige Familie wäre wohl ein Haus mit drei Schlafzimmer und einem grossen Garten gut geeignet. Ich schlage vor, dass Sie ein „Professorenhaus” mieten. Jedes Jahr nehmen mehrere Universitätsprofessoren ein Forschungsjahr an anderen Universitäten. Sie vermieten ihre eigenen Häuser an Austauschprofessoren/Lehrer, die wie Sie ein Jahr in einer anderen Stadt arbeiten. Ich habe letzte Woche mit Mrs. Smith im Uniwohungsamt gesprochen. Sie schickt Ihnen eine Liste der Häuser, die von Professoren vermietet werden. Sie werden hoffentlich etwas richtiges in der Gruppe finden. Ich habe ebenfalls eine Immobilienmaklerin kontaktiert, die nach weiteren Möglichkeiten schaut.

Bloomington ist eine freundliche Stadt, die viele familienfreundliche Aktivitaten anbietet. Sie hat viele Parks und Rad- und Wander-wege und in jeder Nachbarschaft findet man einen Spielplatz. Man kann Kanufahren und ausserhalb wandern und Skifahren. Unser bekannter „Farmers` Market” – Marktplatz - findet jeden Samstagmorgen von April bis Oktober statt. Interessante Einkaufsmöglichkeiten und eine gute Auswahl an Restaurants findet man im Zentrum, wo ein älteres „Mall” neulich restauriert wurde. Die Atmosphäre ist toll. Die üblichen grossen Kettengeschäfte und einige Einkaufszentren sind auch vorhanden.

Die grosse Staatsuniversität hat einen grossen Einfluss auf die kulturellen Angebote die man hier findet. Wenn Sie sich fürs Theater interessieren, gibt es mehrere Möglichkeiten. Zwei städtische Theatergruppen bieten regelmässig Aufführungen von bekannten und moderneren Stücken. Die Theaterabteilung an der Uni führt auch jedes Semester ein paar Stücke auf. Unterhaltung aller Art findet man auch auf einer Gemeinde-Bühne, wo im Jahr mehr als 200 Entertainer zu Gast sind. Bloomington hat auch eine grosse „folk-punk” Szene und eine ansehenswerte traditionelle Musikszene.

Unser ganzes Lehrerkollegium freut sich auf Ihre Ankunft. Wir mit Kindern haben schon Pläne, wie wir Sie und Ihre Familie baldmöglichst in die Gemeinde integrieren. Frau Müller, ich hoffe, Sie können sich nun mit Zuversicht auf das kommende Jahr mit Ihrer Familie in Bloomington freuen. Sie werden sich in Bloomington bestimmt wohl fühlen und Ihre Zeit hier geniessen.

Mit freundlichen Grüßen,

Ihre

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.