COMMUNICATIONS 12 PROVINCIAL EXAMINATION COMPOSITION

HOLISTIC SCORING PROCEDURES

CONTENTS

A. Introduction

1. Background

2. Holistic Scoring

3. Scoring Procedures

B. Scoring Guides

C. Sample Papers

Scaled Papers

Marker Comments

D. Appendix

1. Marking Bias

2. Guidelines for holistic scoring

"Holisticism says that the human spirit and its most significant form of expression (writing) must be seen and understood not in parts, but as a whole, face to face as it were, almost sacramentally. Even the meanest bit of halting prose, even the most down-trodden of our fellow creatures, deserves to be taken as a living and vital unit of meaning, and artistic and human whole, not merely as a collection of scraps and parts."

E.M. White

Acknowledgments

The Examinations and Assessment Branch wishes to acknowledge the contribution of British Columbia teachers in the preparation and review of this document.

A. INTRODUCTION

1. The purpose of this publication is to help teachers and students prepare for the composition section of the Communications 12 examination. Included are descriptions of how the composition will be marked, samples of Communications 12 compositions, and the scores they received from trained markers. The method described in this document will be used to mark 1990 Communications examination compositions.

The method of scoring Communications 12 provincial examination essays described in the following pages was recommended by the 1989/90 Communications Specifications Review Committee. The scoring method is holistic in that it rewards students who are able to achieve a writing purpose in an effective manner. This method of scoring was recommended because it is fair, it tends to measures those features of writing that writing teachers deem important, and it produces very high agreement in scores among markers.

During the summer of 1989, a Writing Committee of nine experienced Communications 12 teachers who also mark provincial exams met to develop an holistic scoring guide. The committee reviewed composition written for the June 1989 Communications 12 examination. The papers, which represented the full range of achievement, were placed into one of six categories from extremely poor to extremely good. Once papers were grouped, sub-committees were asked to develop written descriptions of the characteristics of each level of achievement. The descriptions were then arranged on a scale and used by the Writing Committee to evaluate a second group of unmarked papers. These descriptions were used as a basis of the scoring guide used in this publication. The features which the Committee described tended to fall into categories which could be labeled generating ideas, expanding or developing ideas, organizing ideas, and expressing ideas.

2. Definition of Holisitc Scoring

Holistic Scoring is a method for evaluating writing in which a reader judges a piece of writing for its "overall" effectiveness. No one factor - neither grammar, organization, spelling, etc.- is weighted more than another in determining the "overall" effectiveness of the piece of writing. The salient features of holistic scoring have been described by Conlan (1976):

The basic assumptions of the holistic reading are that each of the factors involved in writing skills is related to all others and that no one factor can be separated from others. Readers must judge each essay as a whole; they must read each paper for the impression its totality makes. A misspelled word, a comma splice, a sentence fragment, a misplaced modified should carry no great weight in scoring a paper. The candidate is entitled to make some mistakes: he or she is writing hurriedly in a tense situation, without recourse to a dictionary, without customary time for deliberation. If readers read each paper as a whole, then, they are better able to judge the competence of the writer. If the paper is poorly written, that will be a part of the reader's first impression; there is no need to analyze it word by word to decide that it is badly done. If the paper contains mistakes because the writer, though capable, has been forced to hurry, the reader will judge the general quality of the paper most effectively by reading it as a whole. The motto of the reader might be "Read quickly and judge. Do not re-read."

3. The procedures for scoring Communications 12 essays involves a training session during which markers are introduced to the descriptive scale and given "anchor papers" which represent achievement at the scale level as determined by the Writing Committee. In the interest of marker reliability and in fairness to students, markers must attempt to conform to the standard established by the Committee and represented by its anchor papers.

Once standards have been established, markers will score each student essay on a scale of one to six. The score is recorded on a separate control sheet and a second marker scores the paper out of six. The head marker then compares scores . If the scores are identical, the number is multiplied by three to give a total out of 18. If scores are contiguous (i.e., disagree by one), they are added together and the higher one is doubled for a total out of 18, giving the student the benefit of the doubt. If score are discrepant (i.e., disagreeing by more than one), the head marker must determine the mark to be awarded. This kind of "blind" double marking is used to ensure fairness to the student.

B. THE SCORING GUIDE

The Scoring Guide on the following pages is a summary of longer descriptions produced by the Writing Committee. It is important to remember that the guide is simply a description of the general characteristics of papers within a certain scale point. A particular paper may or may not display all of the characteristics described.

COMMUNICATIONS 12 ANCHOR PAPERS

The following compositions were taken from June 1989 Communication 12 provincial exams. Students were given a suggested time of 55 minutes to "write a coherent, unified, multi-paragraph composition of 200-300 words on ONE of the topics listed below."

Topic A:

In some Indian and African cultures, people choose a bird or animal whose spirit protects them. choose a bird or animal to represent you and explain your choice.

OR

Topic B:

After two days at sea, a lifeboat containing you and twenty others has reached an uninhabited island which seems to have fresh water and abundant food. The group has just voted to put you in charge. Explain three or four major rules which you feel would be necessary.

OR

Topic C:

If people under eighteen commit serious crimes such as murder, rape, or armed robbery, by law they are given special consideration because of their age. Agree of disagree with this legislation, supporting your argument with three or four reasons.

For the purpose of developing a scale and identifying anchor papers, the Communications 12 Writing Committee analyzed one hundred papers, represented a full range of achievement. Students who wrote the compositions are aware their writing is being used for instructional purposes.

Two representative anchor papers were chosen for each scale level. Those papers are reproduced on the following pages beginning with papers identified as Superior and ending with papers identified as Unacceptable. To assure legibility, the essays were typed word for word, error for error. The Writing Committee's comments accompany each paper along with a photocopy of a sample of the student's handwriting. During the scoring session, the Writing Committee analyzed the handwritten essays only and made extensive comments on each paper. As much as possible, these comments were made using specific language of the Scoring Guide. Comments were subsequently edited for brevity.

COMMUNICATIONS 12 COMPOSITION - SCORING GUIDE

A composition may or may not show all features of any one scale point.

Scalepoint 6

A Scalepoint 6 paper is developed with originality, energy, and flair. The writing is purposeful, focused, and on topic. Detail and examples are effectively used, and the writer takes risks with context and structure. An easy command of sentence structure includes appropriate subordination and effective use of parallel structure. Vocabulary is appropriate, precise, and often sophisticated. There are few mechanical errors.

Scalepoint 5

A Scalepoint 5 paper is competent and generally well-developed; however, it may contain one area of minor weakness. The writing is purposeful and development logical. Supporting details are well chosen. The writer takes some risks but the results may be uneven. Sentences are controlled and varied; subordination is generally effective. Vocabulary is appropriate but expression may be awkward. Mechanical errors do not interfere with comprehension.

Scalepoint 4

The Scalepoint 4 paper is on topic and the ideas are clearly expressed. It is generally articulate but unimaginative. Paragraph structure is defined but conventional. The subject-verb sentence pattern predominates. Although expression is simplistic, some attempt is made to use more complex vocabulary. There are few errors in usage and mechanics.

Scalepoint 3

The Scalepoint 3 paper attempts to address the topic but development is weak. Ideas are repetitive and often simplistic. Although mullet-paragraph structure is attempted, paragraphs often consist of only one or two sentences. Awkwardness in sentence structure tends to interrupt the flow. Expression is simplistic, with little attempt to use complex vocabulary. Errors in usage and mechanics are evident, but they do not predominate.

Scalepoint 2

The Scalepoint 2 paper could demonstrate a serious lack of proficiency with English idiom, yet make a genuine attempt at a full and structured development. Examples of unsatisfactory writing tend to be repetitive or circular, unfocused, and limited to one or two ideas. Vocabulary is basic and often informal. Sentences are usually simple in construction; fragments, run-ons, and mechanical errors are evident. The paper fails to achieve the assigned purpose. Some papers are fairly well written and show rudiments of organization but are deficient in length.

Scalepoint 1

The Scalepoint 1 paper has little or no sense of purpose or development. It is usually seriously deficient in length, often a single paragraph. Organization, if present, contributes little to sequence or logic. The writing tends to be error-ridden and often creates an uncontrolled and confused pattern of development.

Scalepoint 0

This is a special category reserved for papers which cannot be evaluated. Some text has been produced, but the effort is characterized by one of more of the following:

a) no discernible grasp of English idiom;

b) too deficient in length to evaluate;

c) errors make the paper unintelligible;

d) the paper addresses a topic not given.

A zero can only be assigned by the marking chair or designate. Papers which are left blank or contain only one or two words or a brief, incoherent phrase are given a mark of NR for No Response.

C. SCORED SAMPLE PAPERS AND MARKER COMMENTS

Anchor Paper 122-30 - The Bat

The animal I would chose to represent me would be a bat. As strange as it sounds, I have liked and related to bats for several years. Though there are distinct physical differences between bats and me, I feel that I can explain my thoughts, feelings and philosophies through the imagery of a bat.

Bats can not hear the sounds they emit; they can only hear their sound waves echoing as they bounce off surrounding objects. They can also hear other bats and other things making sounds. Their sensitive sense of "hearing" is called echocolation. I can relate to this process because I can not fully understand the concept or effectiveness of the things I say until someone responds to it. Their replies are like echos a bat can hear.

By using their sense of echocolation, bats can tell how close an object is by the frequency of rebounding sound waves. Bats are basically blind, so they depend on this sense to help them "see" their surroundings. As I "fly" blindly through my adolescence, I try to find out who I can trust and become friends with by the types of conversations I have with others. If I do not get a response or feed-back of any form from another person, I pass them by.

There are different species of bats, just as there are different races and cultures of man. The smallest bat weighs one-third of the weight of a penny. The largest bat has a wing span of six feet. Despite the noticable differences in appearance, they are essentially the same. I am not a prejudiced person, as far as cultures and colors of human beings goes. Bats do not prey on each other, infact, most of them eat only fruits and insects. I feel that people should not "prey" on each other, either.

Bats are incredible creatures that are harmless but are subjected to much criticism because of the ignorance of people and silly myths created about them. Being a teenager, I can relate to that completely. I can explain and express myself with bats, so I feel the choice of a bat as an animal to represent me was a wise one.

Scalepoint 6

A Scalepoint 6 paper is developed with originality, energy, and flair. The writing is purposeful, focused, and on topic. Detail and examples are effectively used, and the writer takes risks with context and structure. An easy command of sentence structure includes appropriate subordination and effective use of parallel structure. Vocabulary is appropriate, precise, and often sophisticated. There are few mechanical errors.

Anchor Paper 93-1 - Young Offenders

In todays society there are many conterversial issues. One of those is the young offenders act of Canada, which prohibits Juvenille delinquents from going to jail, due to their age. I strongly disagree, I feel that after the age of fourteen all people are responseable for thier actions.

Canada as a nation is made up of many different ethnic groups, religions and races. We find some religions cannot live harminously with other religions. This is clearly illustrated in the middle East and Ireland, were religious wars have gone on for decades. Children growing up during these wars, are told that killing another religion to preserve theirs is acceptable in their country. Now when these families leave thier war torn countries to immigrate to Canada, the beliefs don't change only the surrounding do. They begin to form gangs. They get into extortion, theft, murder and assalt on the innocent. They are responsible for their crimes and themselves. Society should try to form ways in which to punish to these kids and rehabilitate them as well.

Of all the crimes murder is perhaps the most easiest to get off of. Everyone seems to feel guilty or at fault when a thirteen year old walks into a drugstore on crack and shoots the cashier out of a fit of rage. All because he was on drugs or abused himself as a child. Nobody sought to help him though his trauma, they let him go on in pain and now they will let him off due to insanity or they will place him on probation and in a foster home. This adolescent must be punished harsher than that, he should have been raised to adult court, tried and sentenced to twenty years in adult prison or a work camp. The parents cannot be held responsible for any actions taken by their son or daughter outside the house. Teenagers who murder are constantly getting off with nothing more than a slap on the wrist. This all must stop, make the teenager pay for his mistakes.

There are many ways in which to deal with juvenille delinquents. To catorgize them, we must put them into crime areas's. For murders they should be sent to work camps, but they should still be educated up to grade twelve. Rapist and child molesters should be institutionalized for phyciatric observation and help. Thieves should also be sent to work camps and rehabilitated. All criminals once they get out of prison camps should be made to get into an employment program. The government should help find employment for these people. The record should stay with the deliquents all their life, and not be erased at the age of eighteen, especially hardcore criminals. Although they do deserve a chance to redeem themselves to society. All juvenile delinquents are responseable for their actions.

If one must make a point for all this. It would be that society is much to lenient on teenaged delinquents. They know what there doing and should be held responsible for their actions. We cannot go on letting, all criminals off because of age. Society must change the laws in order to have a safe place to live.

Scalepoint 6

A Scalepoint 6 paper is developed with originality, energy, and flair. The writing is purposeful, focused, and on topic. Detail and examples are effectively used, and the writer takes risks with context and structure. An easy command of sentence structure includes appropriate subordination and effective use of parallel structure. Vocabulary is appropriate, precise, and often sophisticated. There are few mechanical errors.

Anchor Paper 15-7 - Canada Goose

How does one decide on an animal that best describes them? Can the character of a person be sumed up into what we know about animals? Should it be our goal to be as much like the animal as we can, or will this make us lose our grasp of reality.

If I were to pick an animal that would best describe me I would probably say that it would be the Canada Goose. This is an animal that is looked at and considered both mistical and graceful. It is a large bird with slow rythemic movements that keep it suspended in flight. It is strong in what it does and has an incredible amount of endurance. These are all characteristics that I can see in myself.

One thing that I really admire and almost envy about the Canada Goose is its freedom to travel. To be able to take off and go anywhere in any direction for as far as you want is not something I can do. This is not due to inability on my part but rather a life long commitment to society. This is something that I can't escape no matter how high I "soare". At best it is a commitment that can be put aside for a few hours or even a couple of days but after that is always comes back, If one decides to try and either avoid the commitment all together or put it off indefinately soceity labels him as a hermit and he is usually looked down on.

Another characteristic I see in the goose is its ability to both sence trouble and to survive. I feel this is a skill that is acquired by an ability to "read" a situation and react to it in due time.

Something else that I both envy and admire is the "encouragement" this bird is to people when they see it. I guess that is because it is something that is special and protected in our society. Once again though we are drawn back to the question of what type of emphasis should be placed on striving to be like these animals. The native and African cultures put an extreme emphasis on this; however in our society today on emphasis like that could get us locked up. People would understand and would feel that we were unable to function in society. In that respect maybe it is better that the old traditions and beliefs are left in the past and we get on with living in the present.

Scalepoint 5

A Scalepoint 5 paper is competent and generally well-developed; however, it may contain one area of minor weakness. The writing is purposeful and development logical. Supporting details are well chosen. The writer takes some risks but the results may be uneven. Sentences are controlled and varied; subordination is generally effective. Vocabulary is appropriate but expression may be awkward. Mechanical errors do not interfere with comprehension.

Anchor Paper 85-18 - Stranded

To be put in charge of a group, whether it be big or small, is sometimes not as easy as it seems. People love to provoke, bug or naturally give you a hard time. I have not really been in charge of a group, especially twenty people. If I was, however, rules would have to be made, and agreed upon by all.

My first major rule would be that all work should be shared. Shelters would have to be made, food found and gathered, water brought to the site where everyone now lives, wood gathered for a fire in the evening, and cleaning up any messes. A wall for protection from animals would have to be worked out, and also a safe place to store food should be found, or built.

Secondly, courtesy, and privacy, and respect should be looked upon. Everybody is probably really touchy after two days at sea. They are scared, and even being with the same people for so many days is enough to drive everyone into mood swings. That's courtesy, thinking about how others feel. Privacy comes just after courtesy because if the people are touchy, then they might possibly want to be left alone for a while just to think things straight. Respect comes next because people should respect other people's interests, feelings, and beliefs. In other words, if someone wants to be alone, the other person shouldn't snap or be insulted or angry.

My third rule would be common sense, and protection for others. Common sense, everybody has it but we sometimes forget we have it, therefore being idiotic. Everybody should think before they do something, then nobody gets hurt. Protection is meant by looking out for each other. Helping each other if something is wrong or if somebody gets hurt. Nobody would be allowed to wander into the bush or tropics alone, for safety reasons.

Finally if any problems were to come up, a group discussion and vote would be proper. After all, everyone is in the same boat.

With these rules, I feel that the people would agree that some order would come out of it. Not everyone is gonna agree on everything, but things would be worked out. It's a hard situation being in charge, but somebody has to do it.

Scalepoint 5

A Scalepoint 5 paper is competent and generally well-developed; however, it may contain one area of minor weakness. The writing is purposeful and development logical. Supporting details are well chosen. The writer takes some risks but the results may be uneven. Sentences are controlled and varied; subordination is generally effective. Vocabulary is appropriate but expression may be awkward. Mechanical errors do not interfere with comprehension.

Anchor Paper 74-30 - Cat's Eye

The animal spirit I would like to be protected by is the panther. It is the most well endowed animal for protection. It meets all the requirements; strength. intelligence, and agility. Each of these are of grave importance.

A panther is an incredibility powerful animal. it is covered from nose to tail with rippling muscles. It is equiped with ferocious fangs and claws and it is very strong willed. The panther is aggressive and willing to take the initiative.

A panther is extremley wise and knowledgable. The panther is a magnificent stalker. It is very stealthy and most of all it is always aware of attack. It brain is in constant motion and it is always ready for action.

A panther is very sure footed. Its mind shattering speed is matched only by its fluid movements. It moves with distinct grace but most deadly accuracy. It is a trained fighting machined.

The panther is the most superior animal for protection. It is by far the most well endowed in all requirements. It possesses more than adequet strength, great cunning, and unreal dexterity. It is easily the greatest animal available for protection and my vote goes most definately to this noble beast.

Scalepoint 4

The Scalepoint 4 paper is on topic and the ideas are clearly expressed. It is generally articulate but unimaginative. Paragraph structure is defined but conventional. The subject-verb sentence pattern predominates. Although expression is simplistic, some attempt is made to use more complex vocabulary. There are few errors in usage and mechanics.

Anchor Paper 126-13 - Topic C

If people under eighteen commit serious crime such as murder, rape, or armed robbery, by law they are given special consideration because of their age. I disagree with this law for a few reasons: age is just a number. People should be punished equally for equal crimes and if the are let off because of their age, what will they do when they are adults?

Firstly, age is just a number. I strongly believe in this because I see it every day. A fifteen year old can be much more mature than a nineteen year old. However, the nineteen year old can go the bar, get drunk, drive, and in the process take the life of a human being. Maybe the mature fifteen year old would have had one or two drinks and walked home. Am I making my point clear? What I am trying to say is, it is the psychological age that matters.

Also, I think that people should be punished equally for equal crimes. For example, if a seventeen year old and a thirty year old man both rape and murder a woman, they both should receive the same punishment. They were both thinking the same and the both commited this sick crime. Is it fair to make the thirty year old go to jail and let the seventeen year old off? I think not! If your mind is this warped, regardless of your age, you should be punished. This brings me to my next reason.

If these "kids" are let off now because of their age, what will they do when they are adults. The way people think is, if I can get away with it once, I can do it again. Just because they are "kids" they are let off with a slap on the wrist, and another chance to take another life.

In conclusion, I feel you just keep giving these "kids" opportunities to endanger our society by considering their age!

Scalepoint 4

The Scalepoint 4 paper is on topic and the ideas are clearly expressed. It is generally articulate but unimaginative. Paragraph structure is defined but conventional. The subject-verb sentence pattern predominates. Although expression is simplistic, some attempt is made to use more complex vocabulary. There are few errors in usage and mechanics.

Anchor Paper 8-15 - Topic B

As you all know I am your choosen person to be in charge. I have listed four basic rules on this island till we are rescued from it.

My first rule is and I will explain. I food is the be eaten at certain hours. The hours are seven o'clock in the morning for breakfast, twelve o'clock noon for lunch, and five o'clock for supper. There will be no eating in between these hours. We have to save the food as long as we can. We do not know how long we are stuck here.

Second rule is that food is to be shared equally. That way there will be no argument on who got more or who got less. Who will not be able to have seconds, because if people are to have seconds, the food will not last long.

Third basic rule is that our bathing time is split into half, for example all the women and children both separate from the men. That way we have our own privatcy.

The last rule is there will be no stealing food, from between the hours giving. If you are set you will be punished. As we are on this island we had to survive.

The reason for these four rules, is that we will all get our equal share, our own privatcey, and hopefully get along with one another.

Scalepoint 3

The Scalepoint 3 paper attempts to address the topic but development is weak. Ideas are repetitive and often simplistic. Although multi-paragraph structure is attempted, paragraphs often consist of only one or two sentences. Awkwardness in sentence structure tends to interrupt the flow. Expression is simplistic, with little attempt to use complex vocabulary. Errors in usage and mechanics are evident, but they do not predominate.

Anchor Paper 50-21 - Topic A

In some cultures birds and animals represent people. The animal which represents me most accuratly is the Elephant. I believe the Elephant is like me in three ways: The way an Elephant can control it's temper, the overall size of the animal and its fear of Mice.

Elephants are very mild tempered. It takes a lot of antagonizing to get an Elephant angry. This is much like me, I am very easy to get along with and I do not get angry often. Also, Elephants are very gentle with other Elephants, therefore Elephants do not fight among themselves. I am also much like this in the way which I treat other people and do not fight.

Elephants are very large, much like me. Elephants have large feet, large legs, large heads, and large ears. I am built much like an Elephant, I also have large head, huge ears and fat legs. Furthermore I hate mice.

Due to Elephants being so large, they are not afraid of many things, Much like myself, But the one thing that Elephants hate most are Mice. Mice make Elephants go crazy. For it is exactly what they do to me. I hate Mice more than Elephants. They eat though large of food, they are full of disease and they leave an awfull mess wherever they go.

I believe that the animal which most accuratly describes my size, my temper, and my fears is the Elephants.

Scalepoint 3

The Scalepoint 3 paper attempts to address the topic but development is weak. Ideas are repetitive and often simplistic. Although multi-paragraph structure is attempted, paragraphs often consist of only one or two sentences. Awkwardness in sentence structure tends to interrupt the flow. Expression is simplistic, with little attempt to use complex vocabulary. Errors in usage and mechanics are evident, but they do not predominate.

Anchor Paper 16-30 - Bird

I would like to choose a bird to my spirit. Bird is the one I choose and it must be big and strong.

I like bird to be my spirit it could sent message for me and I like to call it buy the soud of my voice. I like my bird to had a wings that could fly from Canada to Thailand. I also want my bird to listlen to every thing I tell it to do. I want to feed it good and every where I go I want it to be with me. If any one try to kill it I will protect with my life. Bird I very good to have for a spirit because it could make sound and fly. Bird is very pretty and it could protect you went you are sleeping. If you got lose in the jungle your bird could help you fine a way out. It could sit on my shoulder when I walk to all me friends house. I hear that bird could see better than any animal in the words, and it could catch fish with their feets. Every time I go fishing I would like to take my bird to with me so I know where the fish are. People in Indian and African choose bird to their spirit they could use for senting message because they don't have to much car they use bird to sent message in the pass.

Birds are very help full to you and also could be good spirit to anyone. They don't try to hurt anythings. They could be teach and could be very kind to people. I would kept my bird at home most of the time. I would to name it after myself. I also want to kept it for my kid in the future and tell them about bird. Every should choose a bird to become your spirit.

Scalepoint 2

The Scalepoint 2 paper could demonstrate a serious lack of proficiency with English idiom, yet make a genuine attempt at a full and structured development. Examples of unsatisfactory writing tend to be repetitive or circular, unfocused, and limited to one or two ideas. Vocabulary is basic and often informal. Sentences are usually simple in construction; fragments, run-ons, and mechanical errors are evident. The paper fails to achieve the assigned purpose. Some papers are fairly well written and show rudiments of organization but are deficient in length.

Anchor Paper 44-12 - Under 18

If a person is under 18 and has committed a crime they should be given a job until they are 18 and can go to prison to serve their time for the crime that has been committed.

It is nor right to let a human being get away with serious crime. They might think it is ok to do something like this and not be put in jail. Think if everybody that was under 18 committed a crime what the world would end up as.

No matter how young you are you should have something done to you so that you will learn from what is right and what is wrong.

Alot, of teenagers no that 18 is the age to be put in jail so hey why not Rape or murder someone, I won't get put in jail, that's probably what alot of those type of people think.

Also these type of people get away with things like murders Robberies etc. They should be in prison for a longer period of time. So when they come back out into the world they won't do a criminal offence again.

So what I am saying is that I disagree with the statement of under aged kids not going to serve time. Eventually they should have to.

I think the only people that would have to agree with this are people that have committed a crime.

Scalepoint 2

The Scalepoint 2 paper could demonstrate a serious lack of proficiency with English idiom, yet make a genuine attempt at a full and structured development. Examples of unsatisfactory writing tend to be repetitive or circular, unfocused, and limited to one or two ideas. Vocabulary is basic and often informal. Sentences are usually simple in construction; fragments, run-ons, and mechanical errors are evident. The paper fails to achieve the assigned purpose. Some papers are fairly well written and show rudiments of organization but are deficient in length.

Anchor Paper 43-3 - Parrotte

My bird to represent me would defineately have to a Parotte. It is a wonderful bird never does anything wrong, it has faibious colours it them, you can train too, good company too.

The Parott is a wonderful bird it is not very very common. It is a bird that has feelings just like people, hurts just like people too.

The Parott also excellent colour mixcher in them, they have all sorts of way to have colour all over their body. On wings, the body, etc.

The last part I would like a Parott to represent me would have to be you can train it just like humans we learn new things every day. It is great for company on long lonely nights. It reseblise a human just like one.

Nobody should treat animals unfairly because their part of human nature to just like us, that's probably why I picked a Parott, "Just like Us."

Scalepoint 1

The Scalepoint 1 paper has little or no sense of purpose or development. It is usually seriously deficient in length, often a single paragraph. Organization, if present, contributes little to sequence or logic. The writing tends to be error-ridden and often creates an uncontrolled and confused pattern of development.

Anchor Paper 84-18 - Desert Island

Then the first thing I would do is get organized. find out from the whole group what they did for a living previous to this. Then find out, asking everybody if they have any special skills. Ask people for their opinions because a second opinion is always helpful. One of Rules I would make is that every body should be patient and helpful to one another. If you work together everything will be alright.

Another Rule would be to a working crew to make meals, grow a crop, etc.

One last rule would be make up a way of being rescued. One idea each day.

Scalepoint 1

The Scalepoint 1 paper has little or no sense of purpose or development. It is usually seriously deficient in length, often a single paragraph. Organization, if present, contributes little to sequence or logic. The writing tends to be error-ridden and often creates an uncontrolled and confused pattern of development.

D. APPENDIX

1. AWARENESS OF BIASING FACTORS

Markers must constantly remind themselves of factors which can potentially bias the scoring of compositions. The purpose of holistic marking is to eliminate, as much as possible, marker unreliability. That is, any two markers should tend to agree on the score of a particular paper.

There are many factors which can influence a marker to stray from agreed upon criteria.

Any of the following features of a student's writing may bias a marker's evaluation:

• Handwriting
• Lightness or darkness of writing
• Format (e.g., margins, double spacing, presence or absence of title)
• Length
• Personal preferences or prejudices of markers as to style or usage
• Carry-over effect of standards of other marking sessions (e.g., EPT, your own district, your own school)
• Unrealistic expectations from students writing under exam conditions
• Assumptions about what the student might have written given more time.

2. GUIDELINES FOR HOLISTIC SCORING

A. Read quickly and score

Speed, reliability and accuracy of scoring will be enhanced if the following guidelines are followed:

• avoid rereading
• record score immediately.

B. Do not put marks on the paper

• marking individual error is too slow
• marking individual errors tends to over-emphasize traits.

C. Do not second-guess a score

• first impressions tend to be more reliable.

D. If unsure,

• refer to the descriptive guide
• check anchor papers
• give the paper to another marker.

E. Remember: any one bundle could contain all top papers or all bottom papers; therefore, avoid creating a "normal" distribution of scores.

F. Remind yourself of biasing factors.

G. Remind yourself that this writing is the result of a 55-minute test under exam conditions. In other words, you are marking a FIRST DRAFT with some quick revisions and corrections.