ELA/Literacy
Released Item 2015
Grade 11
Conventions
Sample Student Responses
(from all 3 released tasks)
Anchor Set
A1 – A8
A1
Score Point 3
Annotations
Anchor Paper 1
Score Point 3
The response demonstrates full command of conventions. Numerous complex sentence
structures are consistently formed and punctuated correctly. There are a few errors in
spelling (seceded [for succeeded]) and in the use of a dash rather than a comma, but
meaning is clear.
A2a
Score Point 3
A2b
Score Point 3
Annotations
Anchor Paper 2
Score Point 3
The response demonstrates full command of the conventions of standard English at an
appropriate level of complexity. Meaning is clear and complex/compound sentences are
formed and consistently punctuated correctly.
A3
Score Point 2
Annotations
Anchor Paper 3
Score Point 2
The response demonstrates some command of conventions. Many, but not all, complex
sentence structures are correctly formed and punctuated. The frequency and variety of other
errors prevent the response from demonstrating full command. There are many errors in verb
tense (Before humans have even dreamt . . . assuptions . . . were being made), usage,
spelling, and punctuation.
A4a
Score Point 2
A4b
Score Point 2
Annotations
Anchor Paper 4
Score Point 2
The response demonstrates some command of the conventions of standard English. There are
spelling errors (shaply [shapely], medice [medicine]). The response includes some
unsuccessful attempts to form and punctuate complex/compound sentences correctly.
However, most simple sentences are correctly formed and punctuated. Meaning is generally
clear.
A5
Score Point 1
Annotations
Anchor Paper 5
Score Point 1
The response includes a sentence fragment (As for Carrie in the “sister Carrie” excerpt they
make her seem like a very cautious person when the man who sits next to her startles her
and misjudges.), errors in mechanics, spelling (littles [little]), capitalization (sister), but
meaning is not impeded. The response includes sufficient evidence to demonstrate limited
command of the conventions of standard English at an appropriate level of complexity.
A6
As a young boy my father handed me a spade, my old man, I've never seen someone cut so much
turf in a day. I wanted to be like him, now of age to have a son, I try to teach him to root out tall
tops, and scatter potatoes. He's more of a writter, he sits in his room above where I dig, he's not
boy, not a kid, he should dig. He sits with a pen and digs with that, it's what he's truly good at.
Score Point 1
Annotations
Anchor Paper 6
Score Point 1
The response demonstrates limited command of grade-appropriate conventions of standard
English. Several unsuccessful attempts are made to form and punctuate complex or
compound sentences correctly. The response includes errors in usage and punctuation (He’s
more of a writter, he sits in his room above where I dig, he’s not boy, not a kid, he should
dig.). The high frequency and variety of errors often impedes understanding.
A7
Score Point 0
Annotations
Anchor Paper 7
Score Point 0
The response is a direct copy of text from the first passage, with no original writing from
which any command of conventions may be determined.
A8
My son is always watching me and his grandfather. watching as he is learning what we are doing.
he looks interested, cause he wants to be like me. digging potatoes and planting them.
Score Point 0
Annotations
Anchor Paper 8
Score Point 0
The brief response demonstrates no command of the conventions of standard English at an
appropriate level of complexity. The ability to form and punctuate complex and compound
sentences correctly is a requirement at this grade level. No such attempts are made in this
response. The response includes sentence fragments (“digging potatoes and planting them”)
and errors in capitalization. Considering the brevity of the response, the variety and
frequency of errors impede understanding.