Study Guide

Field 179: Cherokee 
Sample Presentational Writing Assignment

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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:

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.

Characteristics that guide the scoring of responses
PURPOSE the extent to which the objective of the assignment is achieved and the appropriateness of the response for the intended audience
COHERENCE organization and clarity of ideas
CONTENT development of ideas and relevance of supporting details
GRAMMAR accuracy of grammatical forms and syntax
VOCABULARY command of vocabulary and idiomatic expressions
MECHANICS accuracy of spelling, diacritical marks, and punctuation

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.

Score Scale with description for each score point.
Score Point Score Point Description
4  start bold The "4" response reflects a thorough application and strong command of the performance characteristics for the written assignment.  end bold 
  • The response thoroughly fulfills the purpose of the written assignment and is completely appropriate for the intended audience.
  • The candidate's ideas are well organized and clearly expressed.
  • Ideas are extensively developed and well supported with relevant information.
  • The response shows a comprehensive command of syntax and grammar, containing only minor errors that do not interrupt communication.
  • Vocabulary reflects a broad command of the language and appropriate use of idiomatic expressions.
  • Spelling, diacritical marks, and punctuation are mastered, with few, if any, errors.
3  start bold The "3" response reflects a general application and command of the performance characteristics for the written assignment.  end bold 
  • The response satisfactorily fulfills the purpose of the written assignment and is generally appropriate for the intended audience.
  • The candidate's ideas show some organization and are generally clear.
  • Ideas are adequately developed with some elaboration and support of specific points.
  • The response shows a good command of syntax and grammar, though some errors may cause minor interruptions in communication.
  • Vocabulary and idiomatic expressions are general, but do communicate a complete message.
  • There are minor errors in spelling, diacritical marks, and punctuation that do not interfere with communication.
2  start bold The "2" response reflects a partial application and limited command of the performance characteristics for the written assignment. end bold 
  • The response partially fulfills the purpose of the written assignment and may not be entirely appropriate for the intended audience.
  • The candidate's ideas show limited organization and are somewhat unclear.
  • Ideas are developed in a limited way with minimal support.
  • The response shows a limited command of syntax and grammar, containing frequent errors that partially impede communication of ideas.
  • Vocabulary is simple, lacks key words and expressions, and communicates a partial message.
  • There are some errors in spelling, diacritical marks, and punctuation, which partially interfere with communication.
1  start bold The "1" response reflects a weak application and little or no command of the performance characteristics for the written assignment.  end bold 
  • The response does not fulfill the purpose of the written assignment and is inappropriate for the intended audience.
  • The candidate's ideas are unorganized and unclear.
  • Ideas are developed minimally, if at all, and lack any relevant supporting detail.
  • The response shows little command of basic elements of grammar or syntax, containing numerous and frequent errors that impede communication.
  • Vocabulary, with numerous word usage errors, does not communicate a complete message.
  • Errors in spelling, diacritical marks, and punctuation are so numerous that they impede communication.
U  start bold The response is unrelated to the assigned topic, illegible, not written in the required language, not of sufficient length to score, or merely a repetition of the assignment. end bold 
B  start bold There is no response to the assignment. end bold