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- Greg Malivuk
- http://www.pastebin.com/u/gmalivuk
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- Writing sample handout p. 1-2 - Take 3 minutes to read the passage and take notes.
- What is the main idea of the reading?
- - Working on a team is the best way to approach a new project.
- What reasons does the passage give?
- - wider range of knowledge/skills/experience
- - work more quickly
- - more creative and risky solutions
- - more rewarding for group members (feel good about the work and individuals can “shine” because the group’s work might be far-reaching)
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- Then listen to the lecture on p. 2 and take notes.
- Main idea: One company found the opposite of what the reading predicts.
- - Some people worked more than others, but the recognition was the same for everyone.
- (Some members did nothing while others did most of the work.)
- - They didn’t move quickly because agreement took time.
- - Some members had too much influence over the decisions, and when a plan failed, the whole group got blamed.
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- Writing task: Summarize the points made in the lecture you just heard, explaining how they cast doubt on points made in the reading.
- p. 9 - Level 1 responses. What’s wrong with the first one?
- - Didn’t really compare the two passages (first paragraph about the reading, second about the lecture, but no connections between them)
- - Grammar is bad enough to be distracting. Especially in the paragraph about the lecture.
- - Only talks about one point from the lecture (influential people might stop an idea someone else has)
- - Last paragraph gives general advice about forming a group, but isn’t related to either the reading or the lecture.
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- p. 7 - Level 2 benchmark response. Problems?
- - It doesn’t relate the lecture’s points to the reading. (It’s an okay summary of the lecture’s points, but it doesn’t do the second part of the task.)
- (Maybe this was because the student ran out of time. They should have compared the lecture and the reading in each paragraph.)
- - It’s not clear that the student understood the points from the lecture.
- - Transitions in the writing make it unclear how the information is all related. (“That is to say” = the next sentence gives the same information as the last sentence, but in a different way. This is not how it’s used in the sample.)
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- p. 6 level 3 benchmark response
- - Grammar problems that make it a bit unclear what the student is talking about.
- - The “thirdly” paragraph is completely unclear and doesn’t give any details or examples.
- - This student talks about the points in both the lecture and the reading, but suffers from some things that aren’t clear enough to get a higher score.
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- p. 3 level 5 benchmark
- - Clear introduction with a fuller summary of the lecture.
- - Each point is explained and then related back to the reading.
- - Still some grammar and spelling problems, but not enough to lower the score.
- - The student doesn’t relate the topic of the third paragraph back to the reading directly, but explains the point well enough to maintain a score of 5.
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