GRADE 8 EXPOSITORY ROMPT NCHOR SET - fldoe.org

2014 FCAT 2.0 WRITING

GRADE 8 EXPOSITORY PROMPT

ANCHOR SET

2014 Grade 8 FCAT 2.0 Writing Anchor Set

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Copyright Statement for this Office of Assessment Publication

Authorization for reproduction of this document is hereby granted to persons acting in an official capacity within the Uniform System of Public K–12 Schools as defined in Section 1000.01(4), Florida Statutes. This copyright notice must be included in all copies. All trademarks and trade names found in this publication are the property of their respective owners and are not associated with the publisher of this publication. Permission is NOT granted for distribution or reproduction outside the Uniform System of Public K–12 Schools or for commercial distribution of the copyrighted materials without written authorization from the Florida Department of Education. Questions regarding use of these copyrighted materials should be sent to the following:

Office of Assessment Florida Department of Education 325 West Gaines Street, Suite 414 Tallahassee, Florida 32399‐0400

Copyright © 2014 State of Florida

Department of State

Grade 8 FCAT 2.0 Writing Anchor Set 2014

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TABLE OF CONTENTS

1 Introduction 2 Score Point 1 5 Score Point 2 10 Score Point 3 16 Score Point 4 23 Score Point 5 30 Score Point 6


1

INTRODUCTION Beginning with the 2012‐13 school year, the name of Florida’s statewide writing assessment changed to FCAT 2.0 Writing because of two primary changes to the assessment: (1) the increased scoring expectations that were implemented in 2012 and (2) an increase of 15 minutes for responding to the writing prompt implemented in 2013.

The FCAT 2.0 Writing assessment was administered in February 2014 to students in grades 4, 8, and 10, and the

student responses were scored following the administration. Prior to the scoring session, Florida educators who

serve on the Writing Rangefinder Committees read student responses and selected papers to represent the

range of quality allowed within the established criteria for each score point on the rubric. These papers were

used to train the readers for the holistic scoring of the 2014 FCAT 2.0 Writing responses. Each anchor set

(scoring guide) included a student response and an annotation to explain why it was assigned a particular score.

This provides the basis for developing a common understanding of the scoring criteria. A skilled scoring director

and scoring supervisors were responsible for training, assisting, and monitoring readers throughout the training

and holistic scoring process. All scoring was monitored by Florida Department of Education staff.

It should be noted that the nature of holistic scoring addresses the writing elements of focus, organization,

support, and conventions as an interrelated body of evidence. These elements are not scored separately or

analytically. More information about the holistic scoring method and links to the FCAT 2.0 Writing rubrics are

available at http://fcat.fldoe.org/rubrcpag.asp.

Structure of Anchor Sets

The released 2014 FCAT 2.0 Writing Anchor Sets for grades 4, 8, and 10 contain examples of responses used as

training materials for the 2014 writing assessment. Personal information has been removed or fictionalized to

protect the identity of the student. For spring 2014, only one type of prompt per grade was administered for

FCAT 2.0 Writing; thus, for each tested grade, one Anchor Set was used.

Description of Prompt for Grade 8: Writing to Explain (Expository) When people think about Florida, they often think about beaches, sports, or certain animals. If you had to choose one thing that best represents Florida, what would it be? Now write to explain the thing that best represents Florida to you.

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Anchor Paper 5 (page 2 of 2) Score Point 2 Anchor Paper 5 Score Point 2

The writing is related to the topic of how beaches best represent Florida. Extraneous material diverts the focus (when you go in the water some times crabs pench you. They also leave a mark).

In spite of paragraphing, the response contains little evidence of an organizational pattern. A hasty, inadequate conclusion points to a sense of incompleteness (In conclusion floridas beaches is such a beatiful place to take a vaction with your family).

Vague and repetitive statements fail to clarify the topic (Because, you would Just love all of the amazing things it has to ofere for you. It is Just very amazing and Beautiful). Limited word choice hinders understanding.

Errors in basic conventions occur, including incorrect punctuation, capitalization, and spelling.

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The writing is generally focused on the topic. Each body paragraph covers a different aspect of Florida beaches (wildlife, activities to do at the beach, boat rides).

Topic sentences serve as transitions connecting ideas (And if you aren’t a diver than you could still have fun with your family or by yourself, Don’t want to get wet no problem almost all beaches have a boatride).

Adequate depth and specificity of support, including word choice, enhance the reader’s understanding of the topic (These boatrides are both educational and fun, in the center of the boat there is a glass floor; this glass floor allows you to explore the world that is submerged without getting wet. You will see many great things frome colorful fish to beautiful coral reefs).

Sentence structure is somewhat varied, and the paper generally follows the conventions of mechanics, usage, and spelling.

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Grade 8 FCA

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The writing is generally focused on warm weather (For me the best part about it is the warm weather!). Subtopics are broadly related to the overall focus (You could go to the beach/pool, theme parks, or (best of all) have some icecream).

A basic introduction lays out a conventional organizational pattern that is followed up in the body paragraphs. A succinct conclusion contributes to some sense of completeness (Whether your at a beach, themepark, or icecream parlor Florida has the best weather for anyone to go outside, to be active! How could you ignore the luxurious weather of Florida?). The second body paragraph features a thorough description of theme parks (Florida is known for its theme parks! There’s universal, island of adventures, Disney, animal kingdom, etc. Each one has its own unique style. Theme parks are perfect for warm days in Florida! Personally, I think island of adventures is the best. The best ride is the Hulk. It sounds scary and looks scary but it’s not. The Hulk is a green rollercoaster with loops and turns). Support in the following paragraph lacks similar depth. The writing contains some precise vocabulary (foamy waves, polka dot towel, voiceover). Overall, however, word choice is adequate (nice trip, really fun, the best).

The paper generally follows the conventions of mechanics, usage, and spelling.

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Grade 8 FCA

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Score Point 4

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Grade 8 FCA

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Score Point 5

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Grade 8 FCA

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Score Point 5

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Grade 8 FCA

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The writing establishes a clear focus in the introduction (Florida is the jewel of the East coast with so many qualities about it that make it shine and sparkle brighter than all the others). Each paragraph ends with a sentence that reinforces the overall theme (You can always fit in, The mouth watering food is just one of many other things that make its atmosphere the best thing to describe Florida, Bordem is never an option in the Sunshine State).

The organizational plan provides for a progression of ideas. The conclusion leaves the reader with a sense of completeness (Florida is a place that you can never forget because it stays with you. Its memory lives in your heart for the rest of your life because the atmosphere it has, left you speechless).

Support is ample and consistent, and playful turns of phrase demonstrate a mature command of language (jewel of the East coast, as if they were made by gods, They [your tastebuds] could be medatating in China or dancing the tango in Argentina).

Sentence structure is varied, including purposeful use of fragments (Florida is a place for fun and excitment. For self‐discovery and adventure). The paper generally follows the conventions of mechanics, usage, and spelling.

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Grade 8 FCA

aper 16 (pag

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The response maintains a clear focus throughout, and the writing builds to a unifying point in the conclusion (You don’t have to go everywhere to see Florida. Just come to the beach, for everything about our state can be represented there).

The organizational pattern provides for a progression of ideas through an introduction, three body paragraphs, and a conclusion. Effective transitions guide the reader through the response (This, However, Some, others, others still).

Support is substantial. Specific details deepen the reader’s understanding of the topic (There are beaches all over Florida, and each one is different. Some have soft white sand, others have coarse yellow‐gray sand full of every type of shell imaginable, and others still have an entire shoreline of rocks. In some places, the waves are calm and the water is shallow and light. In others, there are huge curling waves and deep drop‐offs).

Sentence variety facilitates an effortless reading experience (Although not all of our state is beaches, a lot of it is, and they represent it well. Photographers from around the world come to Florida to capture the beautiful blues and striking greens of the Atlantic, the tall thin palm trees with curved trunks and electric green leaves, the birds flying low near the ocean or running in the surf, dolphins leaping in the air, silhouetted behind a striking orange sunset, or even something as simple as footprints in the sand). Few errors occur in the conventions of mechanics, usage, and spelling.

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Grade 8 FCA

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Score Point 6

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Sarcastic humor enlivens the writing and strengthens the focus (Living in Florida is unique in many ways: the lack of climate change, the lack of changes in elevation, the lack of anything interesting to do, etc; but my family is only ever a cramped three‐hour drive away from equally long lines to get on two‐minute rides).

The organizational pattern includes an introduction, three body paragraphs, and a conclusion. Varied and appropriate transitions clarify relationships between ideas (In addition; At home; But in Epcot’s; Still; Also, once I’m feeling peckish).

The paper demonstrates a commitment to and an involvement with the subject, adopting an appropriate creative writing strategy to inform the reader. Relevant and well‐chosen details reveal a mature command of language (large‐scale Ponzy Scheme, matching yellow T‐shirts, 13 pound turkey leg, fanny packs).

Sentence variety contributes to compositional facility. The paper generally follows the conventions of mechanics, usage, and spelling.

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aper 18 (pag

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The writing is focused and purposeful. A skillful synthesis of the response’s themes reflects insight into the writing situation (I love Florida, if I wanted it to really be represented by something, I would wanted it to be a place where people can think of it as fondly as I always have. A place where so many amazing memories, so many great places to visit, and where the breath‐taking grace of it can really be admired. The sparkling shores of my life, and home).

The paper conveys a sense of completeness and wholeness. Clear connections between sentences establish a logical progression of ideas (Many of Florida’s businesses rely on the beaches our state is so famous for. We have boutiques, and resturants “by the sea,” alot of bussiness play at that angle. Fortunatly for us, tourists respond very enthusiastically to our beach activites and places. A tourist attraction as big as the beach greatly helpsour economy).

Support is fully developed, with substantial information and a thorough discussion of each example. Mature word choice and expressive phrasing enhance the presentation of ideas (shore lines crafted over millions of years that still entrance us today; the sun sinking lower, and lower into the horizon; the bright inviting rays of the sun).

Varied sentence structures infuse the writing with energy and rhythm (It’s a place where you forget all your res ponsibilites, and everything that ties you down to the future or the past, and live in the now. Now – the shimmering water splashed all directions to the sound of laughing children. Now – The soft, grainy sand slipping beneath your feet). In spite of a few errors, the paper generally follows the conventions of mechanics, usage, and spelling.

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GRADE 8 EXPOSITORY ROMPT NCHOR SET - fldoe.org