ANNOTATION
Student 4
Grade 8
This student displays an intermediate level of second language writing proficiency. While the
student produces a considerable amount of writing, the writing is characterized by frequent
primary language features and errors associated with second language acquisition.
In papers 1 and 2, the student draws upon vocabulary from mathematics and science lessons to
attempt to engage in the writing tasks. The use of content area resources may make it appear
that a student knows more English than is actually the case. In both papers, the student restates
steps followed in math or science assignments and does so with accurate spelling and clear
organization. The student’s ability to express original ideas is limited, however, and primary
language features (method scientific, importants investigations, verificate) and phrasing
(Today in the math class, After of did, To do an investigation is necessary make the steps) are
indicative of literal translating.
In papers 3 and 4, the student describes himself, a friend, and a picture of relatives. In both
samples, the student demonstrates the ability to write in an original way using high-frequency
English vocabulary and short, simple sentences, though primary language features and
grammatical inaccuracies are frequent (my eyes are…bigs; mys tooths are small; in their back
are a table and a sofa and a mallet in the table). The student’s difficulty with English prepositions
may impede meaning for individuals not accustomed to working with English language
learners.
In paper 5, the student writes a personal narrative about accidentally going to school on
Saturday. The student’s grasp of basic tenses and basic grammar construction is emerging but
still quite inconsistent (I went to the school but my calendar mark Saturday, I get up and I
don’t knew, beginning to laughed of my), which is characteristic of the intermediate stage of
second language development. Note that high-frequency past tense verbs such as “was” and
“were” are easily memorized and don’t necessarily show an ELL’s overall grasp of past tense
constructions. In addition, in papers 3 through 5, the student’s writing is loosely connected
with limited and repetitive cohesive devices (and, because).
Overall, the student demonstrates the ability to address grade-appropriate writing tasks in a
limited way. The student is able to write on familiar topics using short, simple sentences
characterized by frequent features of second language development.