Study Guide
Field 179: Cherokee
Sample Presentational Writing Assignment
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The following materials contain:
- Test directions for the presentational writing assignment
- A sample presentational writing assignment
- An example of a strong and weak response to the assignment, and a rationale for each
- Performance characteristics and scoring scale
Test Directions for the Presentational Writing Assignment
[ start bold Note to examinee: end bold These test directions are provided here to familiarize you with the directions you will see on the actual test. They may refer to features whose functionality is not enabled in this study guide.]
This section of the test consists of a written assignment. You should use your time to plan, write, review, and edit your response to the assignment.
Read the assignment carefully before you begin to write. Think about how you will organize your response. You may use the erasable notebooklet provided to make notes, write an outline, or otherwise prepare your response. However, your final response must be written on the response sheets provided and scanned using the scanner at your workstation.
start bold Instructions for scanning your response sheets are available by clicking the "Scanning Help" button at the top of the screen. end bold
You will be provided with a list of topics to help direct your response to the assignment. You must address every topic on the list, but you are not limited in your response to only the points indicated. However, your response must be relevant to the assignment, and part of your score will be based on the degree to which you elaborate by addressing the required topics and any other points of your choosing.
Your response to the presentational writing assignment will be evaluated on the basis of the following criteria:
start bold PURPOSE: end bold the extent to which the objective of the assignment is achieved and the appropriateness of the response for the intended audience
start bold COHERENCE: end bold organization and clarity of ideas
start bold CONTENT: end bold development of ideas and relevance of supporting details
start bold GRAMMAR: end bold accuracy of grammatical forms and syntax
start bold VOCABULARY: end bold command of vocabulary and idiomatic expressions
start bold MECHANICS: end bold accuracy of spelling, diacritical marks, and punctuation
Your response must be written in start bold Cherokee. end bold
Be sure to write about the assigned topic and use multiple paragraphs. You may not use any reference materials during the test. This should be your original work, written in your own words, and not copied or paraphrased from some other work. Remember to review what you have written and make any changes you think will improve your response.
Any time spent responding to the assignment, including scanning the response sheet(s), is part of your testing time. Monitor your time carefully. When your testing time expires, a pop-up message will appear on-screen indicating the conclusion of your test session. Only response sheets that are scanned before you end your test or before time has expired will be scored. Any response sheet that is not scanned before testing ends will start uppercase NOT end uppercase be scored.
Select the start bold Next end bold button to continue.
Sample Presentational Writing Assignment
subarea roman numeral 4
Presentational Writing
Imagine that you have received an e-mail from a Cherokee-speaking friend who has not heard from you for almost a year. The friend asks for news of your recent activities and future plans, including your professional goals. Write an e-mail in Cherokee in which you give a brief account of your activities over the last year, tell your friend of your plans to become a language teacher, and explain why you have chosen to enter this profession. In your e-mail, you must include, but are not limited to, the following topics:
- your recent educational and work experiences;
- how a particular person or event influenced your decision to become a Cherokee language teacher;
- an explanation of why you value teaching the Cherokee language; and
- aspects of your chosen career that you expect to find especially enjoyable.
Sample Strong Response to the Presentational Writing Assignment
start bold Please note: The sample response provided below is for review purposes only and should not be used in a response on an operational exam. Use of the exact words and phrases presented in this sample response will result in a score of "U" (Unscorable) due to lack of original work. end bold
ᎣᏏᏲ ᏕᏫ,
ᏩᏙ ᎠᎾᎦᎵᏍᎩ ᎪᏪᎵ ᎠᎩᎪᎵᏰᏗ ᏥᏛᏍᎩᏅᏏ ᎠᎴ ᏗᎬᏍᎩᏁᎸᎢ ᎡᎶᏪᎯᏳ ᎨᏒᎩ ᏥᎨᏒᏥᏛᎦᎶᎯ. ᏓᏆᎨᏍᎸᎢ ᏗᎪᏪᎵ ᏓᏆᎦᏎᏍᏛᎢ ᏂᏗᎦᎵᏍᏙᏗᎲ ᏣᎳᎩ ᎦᏬᏂᎯᏍᏗᎢ ᏗᎦᏕᏲᎲᏍᎩ ᎨᏎᏍᏗ. ᎯᎠ ᏥᎧᎳ ᎤᎵᏍᏆᏟᏛ ᏕᏥᏍᏆᏗᏍᎨᏍᏗ ᏕᎦᏕᎶᏆᏍᎬᎢ, ᎦᎵᎮᎵᎦ ᏫᏛᏥᎷᏥᏒᎢ ᎥᎿᎾ ᏗᏆᏓᎴᏅᎢ. ᏧᎩᏨᏅᏓ ᎬᏗᏍᎨᏍᏗ ᎠᎴ ᎦᏥᏁᎮᏍᏗ ᎠᏂᏐᎢ ᎯᎠ ᎦᏬᏂᎯᏍᏗ ᏥᏲᏟ ᏥᎨᏒ ᏦᏥᏬᏂᏍᎬᎢ ᎾᏍᎩᏍᎩᏂ ᎠᎩᎨᏳᎯ ᏥᎩ. ᎦᏅᏓᏗᏍᎪᎢ ᏥᏯᏛᏓᏍᏛᎢ ᎠᎩᎵᏏ ᏕᎧᏃᎮᏓ ᏗᎧᏃᎮᏓ ᏣᎳᎩᏃ ᎬᏗ. ᎢᎦᏃ ᎤᏍᎪᏂᎪᏗ ᎨᏒᎢ, ᏂᎨᎵᏍᎬᏃ ᎠᏎ ᏂᎬᏥᎯᎵᏎᏍᏗ ᏕᏥᏃᎮᏍᎬᎢ ᎾᏍᎩ ᏗᎧᏃᎮᏗ. ᏥᎵᎮᎵᏤᎰᏃ ᎡᎵᏏ ᎠᏇᏲᏅᎢ ᎯᎠ ᎤᎵᏍᎨᏓ ᎦᏬᏂᎯᏍᏗ ᎠᎴ ᏱᎦᏛᏁᎵᏓᏍᏗᎢ ᎢᏗᏣᎳᎩ ᎢᏗᏴᏫᏯ.
ᎾᏊᏃ ᏗᎩᎸᏫᏍᏓᏁᏗᎢ ᎠᎩᏲᎭ. ᎪᏬᎵᏃ ᏩᎩᏅᏅ ᎠᎩᎧᎵᏏᏌᏅᎢ ᎥᎿᎾ ᏧᎾᏕᎶᎪᏍᏗᎢ ᎡᏍᎦᏂᏭ ᎠᎭᏂ ᎠᎴ ᎦᏓᏅᏖᏍᎬᏃ ᎠᎯᏗᏭ ᏱᎦᏓᏴᏏ. ᎢᎦᏓᏃ ᏗᎾᏕᏲᎲᏍᎩ ᎦᏥᎵᏃᎮᏔᏅᎢ ᎠᎴ ᏗᎾᏕᎶᎪᏍᎩ ᎠᏂᏣᎳᎩ ᎠᏂᏴᏫᏯ ᏄᎾᏍᏛ ᎦᏥᏃᎯᏎᎸᎢ. ᏂᎨᎵᏍᎬᏃ ᏗᎾᏕᎶᏆᏍᎩ ᎠᎾᎵᏂᎬᏁᎭ ᎤᎾᏕᎶᏆᏍᏗ ᎠᎴ ᏄᏍᏛᏃ ᏚᎾᏓᏅᏛ ᏂᎬᎨᏒ ᏂᎦᎵᏍᏗᎭ ᎢᎦᏓᏃ ᎦᏳᎳ ᏚᎾᎾᏔ ᏗᎧᏁᎢᏍᏗ ᎠᎴ ᏗᎦᏅᎯᏓ ᏗᎧᏁᎢᏍᏗ ᏣᏔᎩ ᎬᏘ! ᎤᏚᎩᏃ ᎠᏋᎭ ᎠᏆᏓᎵᏁᎯᏗᏍᏗ ᎬᏂᎨᏒᎢ ᏂᎬᏁᎲ ᎠᎩᎨᏳᏒ ᏣᎳᎩ ᎦᏬᏂᎯᏍᏗᎢ ᎠᎴ ᏱᎦᏛᏁᎵᏓᏍᏗ. ᎾᏍᎩᏃ ᏄᏍᏓ ᎦᏍᎩᏗᏍᎪᎢ!
ᎤᏚᎩᏃ ᎠᏋᎭ ᎾᏞᎬᏭ ᎬᎪᏩᏛᏗᎢ.
Rationale for the Sample Strong Response
Please note that the response is evaluated based upon the six performance characteristics of Purpose, Coherence, Content, Grammar, Vocabulary, and Mechanics. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.
The response thoroughly fulfills the purpose of the assignment and is appropriate for the intended audience. The response is an informal e-mail to a friend that fully addresses the prompt by providing information about recent educational accomplishments and career plans, the influence of a particular person, a point of view on the value of teaching a language, and career aspects that are expected to be especially enjoyable.
The response is well organized in paragraphs with an appropriate greeting, a good introduction, and an appropriate closing for this level of formality. The ideas are clear, well developed, and well supported with relevant information ("ᎦᏅᏓᏗᏍᎪᎢ ᏥᏯᏛᏓᏍᏛᎢ ᎠᎩᎵᏏ ᏕᎧᏃᎮᏍᎬᎢ ᏗᎧᏃᎮᏓ ᏣᎳᎩᏃ ᎬᏗ. ᎢᎦᏃ ᎤᏍᎪᏂᎪᏗ ᎨᏒᎢ, ᏂᎨᎵᏍᎬᏃ ᎠᏎ ᏂᎬᏥᎯᎵᏎᏍᏗ ᏕᏥᏃᎮᏍᎬᎢ ᎾᏍᎩ ᏗᎧᏃᎮᏗ").
The response shows a comprehensive command of grammar and syntax, particularly in the use of appropriate verb tenses ("ᎯᎠ ᏥᎧᎳ ᎤᎵᏍᏆᏟᏛ ᏕᏥᏍᏆᏗᏍᎨᏍᏗ ᏕᎦᏕᎶᏆᏍᎬᎢ, ᎦᎵᎮᎵᎦ ᏫᏛᏥᎷᏥᏒᎢ ᎥᎿᎾ ᏗᏆᏓᎴᏅᎢ." and "ᎪᏬᎵᏃ ᏩᎩᏅᏅ ᎠᎩᎧᎵᏏᏌᏅᎢ ᎥᎿᎾ ᏧᎾᏕᎶᎪᏍᏗᎢ ᎡᏍᎦᏂᏭ ᎠᎭᏂ ᎠᎴ ᎦᏓᏅᏖᏍᎬᏃ ᎠᎯᏗᏭ ᏱᎦᏓᏴᏏ").
The use of appropriate idiomatic vocabulary ("ᎤᏚᎩᏃ ᎠᏋᎭ," "ᏕᏥᏍᏆᏗᏍᎨᏍᏗ," and "ᏥᏲᏟ ᏥᎨᏒ") reflects a broad command of language. Spelling and punctuation are accurate. The rare minor errors do not interrupt communication. Such errors include: the wrong verb tense ("ᏕᎧᏃᎮᏓ"), a spelling mistake ("ᏣᏔᎩ ᎬᏘ"), and the use of an English concept construction ("ᎠᎩᎨᏳᎯ").
Sample Weak Response to the Presentational Writing Assignment
ᎣᏏᏲ ᏁᏙᎲᎾ,
ᏕᎪᏪᎵᎠ ᎠᏎᏃ ᎪᎯᏓ Ꮭ ᏱᎾᏟᏃᎮᏓ. ᎤᎪᏗ ᏓᎩᎸᏫᏍᏓᏁᎭ. ᎠᏯ ᏞᎦ ᏗᏕᏲᎲᏍᎩ ᎨᎮᏍᏗ ᎢᏳᏍᏗ ᎡᎵᏏ ᏥᎨᏒᎢ. ᏗᏕᏲᎲᏍᎩ ᎠᎩᎸᏉᏗ. ᏗᏕᏲᎲᏍᎩ ᎠᏆᏚᎵ ᏣᎳᎩ ᎦᏬᏂᎯᏍᏗ. ᎤᎵᏍᎨᏓ ᏗᎾᏕᏠᏆᏍᎩ ᏓᏕᏠᏆᏍᎬ. ᏐᎢ ᏥᏛᏟᎵᏒᎢ, ᏗᎦᎸᏫᏍᏓᏁᏗ ᏗᎧᎵᏏᏐᏗ ᏥᎨᏒᎢ, ᏧᎾᏕᏠᏆᏍᏗ ᎠᏆᏚᎵ. ᎯᎠ ᎧᎸᎢ ᏕᏥᏍᏆᏗ ᎠᎴ ᏓᎩᎸᏫᏍᏓᏁᎲ ᎠᏆᏚᎵ. ᏧᎾᏕᏠᏆᏍᏗᏍ ᏕᏥᏍᏆᏗ ᏫᎮᏙᎭ? ᎤᎿ ᏂᎯ ᎠᏆᏚᎵ ᎮᏙᎲ. ᎪᏪᎵ ᏂᎯ ᏫᏥᎥᏍᎦ.
ᏙᎾᏓᎪᎲᎢ.
ᏧᎾᏦᏍᏓᏧᏣ
Rationale for the Sample Weak Response
Please note that the response is evaluated based upon the six performance characteristics of Purpose, Coherence, Content, Grammar, Vocabulary, and Mechanics. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.
The response partially fulfills the purpose of the writing assignment. The response is an informal e-mail that provides information on recent educational and work experiences but barely addresses the other elements of the assignment. There is a vague and unclear allusion to the writer's grandmother's role in the decision to become a teacher. There is nothing mentioned about the value of teaching or learning a new language or about the potentially enjoyable aspects of a new career, except saying teaching is something the author likes doing ("ᏗᏕᏲᎲᏍᎩ ᎠᎩᎸᏉᏗ").
The response lacks organization. It has one main paragraph, and ideas are somewhat unclear and lack development. There is minimal support for ideas ("ᎠᏯ ᏞᎦ ᏗᏕᏲᎲᏍᎩ ᎨᎮᏍᏗ ᎢᏳᏍᏗ ᎡᎵᏏ ᏥᎨᏒᎢ" or "ᎤᎵᏍᎨᏓ ᏗᎾᏕᏠᏆᏍᎩ ᏓᏕᏠᏆᏍᎬ. ᏐᎢ ᏥᏛᏟᎵᏒᎢ, ᏗᎦᎸᏫᏍᏓᏁᏗ ᏗᎧᎵᏏᏐᏗ ᏥᎨᏒᎢ, ᏧᎾᏕᏠᏆᏍᏗ ᎠᏆᏚᎵ," meaning "I soon a teacher because of my late grandmother " or "I want teacher of the Cherokee language. It is important for students in learning"). The response uses simple linguistic structures. Some verbs in the present tense are conjugated correctly ("ᏕᎪᏪᎵᎠ," "ᏓᎩᎸᏫᏍᏓᏁᎭ," and "ᎠᏆᏚᎵ"), but other verbs are not conjugated correctly ("ᏗᏕᏲᎲᏍᎩ ᎠᏆᏚᎵ," "ᏕᏥᏍᏆᏗ," and "ᏫᎮᏙᎭ"). Attempts at using complex sentences are unsuccessful ("I become a teacher soon because my grandmother"). Overall, the response shows a limited command of verb forms and grammar, with a number of frequent errors and anglicisms that partially impede communication of ideas ("ᏗᏕᏲᎲᏍᎩ ᎠᏆᏚᎵ ᏣᎳᎩ ᎦᏬᏂᎯᏍᏗ," and "ᏕᎪᏪᎵᎠ ᎠᏎᏃ ᎪᎯᏓ Ꮭ ᏱᎾᏟᏃᎮᏓ").
Performance Characteristics for the Presentational Writing Assignment
The following characteristics guide the scoring of responses to the presentational writing assignment.
Scoring Scale for the Presentational Writing Assignment
Scores will be assigned to each response to the presentational writing assignment according to the following scoring scale.