Study Guide

Field 057: World Languages—Japanese
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 write.

Your final response must be written on the Response Sheets provided and scanned using the scanner provided at your workstation.

Instructions for scanning your response sheets are available by clicking the "Scanning Help" button at the top of the screen.

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. Be sure to write about the assigned topic. You may not use any reference materials during the test. This should 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 and make any changes you think will improve your response.

Any time spent responding to the assignment, including scanning the response sheets, is part of your testing time. Monitor your time carefully. When your testing time expires, a pop-up message will appear on-screen indicating the conclusion of your test session. Only response sheets that are scanned before you end your test or before time has expired will be scored. Any response sheet that is not scanned before testing ends will NOT be scored.

Sample Writing Assignment

Objective 0007
Presentational and Interpersonal Communication Skills (Standard 4)

Complete the exercise that follows.

Imagine that you are teaching at a high school and you have just received an e-mail from a Japanese 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 Japanese, compose an e-mail of approximately 400500 characters 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

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.