Writing Activity: Sample Response Analysis
Learning Objectives: Students become familiar with the performance standards for
Writing Tasks 1 and 2, apply the standards to real responses, notice strengths and
weaknesses of sample responses, and engage in error correction. NOTE: This activity
should not be conducted until you have familiarized the students with the Writing Test
performance standards.
Language Level: intermediate. (If the class is mixed-level and includes some lower
and/or higher than intermediate students, that will work.)
Timing: ~45 minutes
Materials: copies of Task 1 or Task 2 sample responses (included as PDFs), copies of
Writing response checklist for each student: one checklist per sample.
NOTE: The test takers who wrote the samples received overall Writing Level
scores as indicated below. This information has not been included on the PDFs
as instructors may prefer not to provide it to students immediately (or at all).
Task 1, Sample B: Level 4
Task 1, Sample A: Level 6
Task 1, Sample C: Level 8
Task 2, Sample C: Level 6
Task 2, Sample A: Level 9
Task 2, Sample B: Level 12
Preparation: Choose Task 1 or 2, and make a copy of each sample response for each
student. (The instructions assume that you are using all 3 responses, but you could
also do a quicker and less challenging version of this activity using only 2 of the 3
responses.) Become thoroughly familiar with the sample responses yourself so that
you will be prepared to ask and answer questions about them.
Procedure:
• Divide the class into three parts: Group 1, Group 2, and Group 3. (Students can
stay at their desks for now.) Distribute one sample to Group 1, another to Group
2, and the third to Group 3. NOTE: If you have lower-level students in your class,
try to ensure that they are in the group that receives the lowest-level sample so
that they can engage with it effectively.
• (~ 5 minutes) Distribute a Writing response checklist to each student. Give the
students 5 minutes to read their sample and assess it using the checklist. If they
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don’t finish, it’s okay. They should go through as much as they can. If they finish
early, have them find examples to support their assessment of each task.
• (~5-10 minutes) Have all of the 1s, all of the 2s, and all of the 3s sit together in
groups and compare their assessments. They should cite examples from the
responses to back up their assessments. There may be disagreements about
the assessments, which is fine, as long as each student has evidence to support
his/her view.
• Re-group students into groups of three, such that each group contains one
student with each of the three responses. Distribute the remaining copies of the
responses, such that all students now have a copy of A, B, and C—two of
which will be new to them.
• (~5 minutes) Have students decide together which response is the strongest,
which is the second strongest, and which is the weakest. They should identify
specific examples in the responses to back up the order they arrive at.
• (~5 minutes) For the sample they decide is the weakest, have them come up
with two specific suggestions for improvement that they would give to the
writer.
• (~5 minutes) For the sample they decide is the second weakest, have them
discuss which dimension the writer has done best and worst in.
• (~2 minutes) For the strongest sample, have them attempt to guess what Level
the test taker received.
• (~5-10 minutes) Convene the entire class and discuss relevant aspects of the
samples, answer student questions, etc.
Adaptations:
• Instead of using the Writing response checklist, or in addition to it, create a list
of questions that students answer by comparing samples. For example, “Which
sample has the most precise content?”, “Which sample has repetitive
vocabulary?”, “Which sample goes off topic?”, “Which sample would benefit
from proper paragraphing?” etc. Questions that can be supported with
specific examples in the responses will be the most effective.
• Ask students to identify and correct three errors in the writing. (NOTE: This will
not work for the Level 12 sample!)
• Discuss each sample separately and at more length in a series of lessons.
• Have students identify strengths and weaknesses of each dimension of each
sample.
Sample Responses: Provided below
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Writing Response Analysis
Task 1, Sample B
You were searching on the internet for a used car, and found one that looks like it is
in good condition. The seller has posted a photo of the car, but has not provided any
other details.
Write an email of about 150-200 words to the seller. Your email should do the
following things:
• tell the seller how you found out about the car
• ask about some specific details about the car
• explain how much you are willing to pay for the car
• request that the seller meet you so that you can test drive the car
Godmoning!
My name Sean Carter.I searing on internet for a used cars. I like Jeep ,and found one
looks like it is in good condition. What is above prise? I do not see in the internet
[Link] me please above this car.I am willing to pay for the car $[Link] is
money what I have. Please sent a photo of the car,has not provided any other details.
If possible I need see mechanic test, if this possible.
I hope that you find information above useful. Please let me know ,if you would need
forcer clarification.I like this [Link] noise car.
Your truly
Sean Carter.
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Writing Response Analysis
Task 1, Sample A
You were searching on the internet for a used car, and found one that looks like it is
in good condition. The seller has posted a photo of the car, but has not provided any
other details.
Write an email of about 150-200 words to the seller. Your email should do the
following things:
• tell the seller how you found out about the car
• ask about some specific details about the car
• explain how much you are willing to pay for the car
• request that the seller meet you so that you can test drive the car
Hello Mike,
My name is Joe and I found your post on kijiji today. I hope you have not sold it yet. All
I could see there are photos, there is no other details. Car looks very nice to me,
specially because it has black rims. It would be nice if you can provide me details i am
interested in. I just want to know how old is it and it`s mileage. If it is not older than
three years and does not have more than 60 000 km i am more then interested. Also it
would be great if you could send me scanned service book in attachment how i can
see it too.
Also you have not provided price for this car and that would be next thing we should
discuss about. I want to let you know that my budget for new car is 20 000$.
Last thing what i want to ask you is the time when I could see the car and test drive it?
Regards
Joe
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Writing Response Analysis
Task 1, Sample C
You were searching on the internet for a used car, and found one that looks like it is
in good condition. The seller has posted a photo of the car, but has not provided any
other details.
Write an email of about 150-200 words to the seller. Your email should do the
following things:
• tell the seller how you found out about the car
• ask about some specific details about the car
• explain how much you are willing to pay for the car
• request that the seller meet you so that you can test drive the car
Hi,
I refer to the advertisement you posted on [Link], with regards to a Toyota
Camry selling for $8,000. I have a few questions regarding the car which I hope that
you could answer.
The car looks relatively new from the picture posted on the website. Which year is it
manufactured? What mileage does it possess? Also, it will be good if I could view the
latest car history report if there is one. If not, would it be possible for you to provide the
VIN number so that I could check it out myself?
As keen as I am to strike a deal with you, I must let you know that I am also a new
student studying in UBC. Currently, I can only afford $7,200 for the car. If you are
open to negotiation, I would love to meet up with you this weekend for a test drive.
Please let me know if it is possible to meet this Saturday at 2 PM. I stay near Oakridge
Mall, hence anywhere near there would be great.
Thanks!
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Writing Response Analysis
Task 2, Sample C
A builder wants to buy a popular park in your city. He wants to build two apartment
buildings for seniors on the land. You use the park a lot, and your children like the
playground and basketball court. The city is asking residents to respond to an opinion
survey.
Choose the option that you prefer. Why do you prefer your choice? Explain the
reasons for your choice. Write about 150-200 words.
Option A: I think the builder should buy the park.
Option B: I think the park should stay as it is.
Have a places for relax and enjoy time alone or whit family is important for individuals
and also for society.
We count with the park in front of our house, is the place were my husband and I
us a couple use for exercise while I was pregnant, that park give the opportunity
every day to many of our neighbours to have our yoga class, during the summer the
youth teach arts class for free, all fall the ladys in the Saras Club we teach about to
prevent addiction, on winter our children have the opportunity to play with snow but
also remember many activities that government organise for us take a place in the
park,
last year we receive different seed and we were aloud to have a small area for plant
the seeds.
And I want to say too that the last week while the children were in the playground,
the parents had a great time change advices about parenting children, changing
recipes for improve the healthy dishes for they children, and the basketball place the
neighbourhood have every 3 months the ferias for raise money for help the hospital in
this city. In my opinion have the park is more important than the buildings for senor,
because they can have their place just across the river where is more peaceful and
more area for other activities according to their ages.
Thanks for ask the residents.
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Writing Response Analysis
Task 2, Sample A
A builder wants to buy a popular park in your city. He wants to build two apartment
buildings for seniors on the land. You use the park a lot, and your children like the
playground and basketball court. The city is asking residents to respond to an opinion
survey.
Choose the option that you prefer. Why do you prefer your choice? Explain the
reasons for your choice. Write about 150-200 words.
Option A: I think the builder should buy the park.
Option B: I think the park should stay as it is.
I think the park should stay as it is. It is a lovely spot for walks, for picnics in the
warmer months, to see and feel part of nature (there are lots of flowers and wildlife to
see), and my children love to use the playground and the basketball court (and
judging by how busy they often are, we are not the only ones!!). I believe it is an
important resource and one that benefits more of the community then apartment
buildings for seniors would if they were built on that plot of land. For people who don't
have access to a garden it provides an important bit of greenery, you meet people
there, (especially at the playground and basketball court) and it encourages people to
be a little healthier (by going for a walk or bike ride in the park). I understand that the
community needs apartments for seniors, but it doesn't seem the best use of the land
for the community as a whole - at the moment a range people benefit from the park
and if the buildings were built elsewhere then even the seniors would still be able to
benefit from the park!
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Writing Response Analysis
Task 2, Sample B
A builder wants to buy a popular park in your city. He wants to build two apartment
buildings for seniors on the land. You use the park a lot, and your children like the
playground and basketball court. The city is asking residents to respond to an opinion
survey.
Choose the option that you prefer. Why do you prefer your choice? Explain the
reasons for your choice. Write about 150-200 words.
Option A: I think the builder should buy the park.
Option B: I think the park should stay as it is.
Hale Park is the most popular park in our fair city - and for good reason. As someone
who has moved around more times than I can count - and lived near almost all of the
green areas in the greater metropolitan area - I can say without a doubt that Hale is a
gem in the middle of our concrete jungle.
Located smack in the middle of the regenerated ironworks district, Hale is framed on
all sides by galleries, quirky stores, award-winning restaurants and some of the best
coffee this town has to offer. This alone would make it a desirable location, but the
work that goes into the upkeep and maintenance of the grounds and also the
recreational areas put Hale above the rest.
I can bring my children there to shoot hoops without fear that they'll cut themselves on
a discarded beer bottle - or worse. I can let my dog explore the place freely without
worrying what he'll sniff out. Hale is everything a park should be, and while I'm all for
the prospect of giving our seniors a new place to live, that should not come at the cost
of the city's younger population. Definitely not when it would be a loss everyone would
feel for years to come.
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