Department of Elementary and Secondary Education Logo
Massachusetts Comprehensive Assessment System

2017, Grade 10 English Language Arts

Download PDF Document  Writing Prompt : Writing-Prompt

 

Reporting Category: Composition
Topic: 19 - Writing
Topic: 20 - Consideration of Audience and Purpose
Topic: 21 - Revising
Topic: 22 - Standard English Conventions
Standard: CCSS.ELA-Literacy.CCRA.W.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [Note: These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.]

Standard: CCSS.ELA-Literacy.CCRA.W.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Standard: CCSS.ELA-Literacy.CCRA.W.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


Often in works of literature, a character deceives or tricks other people.

From a work of literature you have read in or out of school, select a character who deceives or tricks other people. In a well-developed composition, identify the character, describe how he or she deceives other people, and explain how the character's deception is important to the work as a whole.

Scoring Guide for Topic/Idea Development

Select a score point in the table below to view the sample student response.

ScoreDescription
6
  • Rich topic/idea development
  • Careful and/or subtle organization
  • Effective/rich use of language
6
5
  • Full topic/idea development
  • Logical organization
  • Strong details
  • Appropriate use of language
4
  • Moderate topic/idea development and organization
  • Adequate, relevant details
  • Some variety in language
3
  • Rudimentary topic/idea development and/or organization
  • Basic supporting details
  • Simplistic language
2
  • Limited or weak topic/idea development, organization, and/or details
  • Limited awareness of audience and/or task
1
  • Little topic/idea development, organization, and/or details
  • Little or no awareness of audience and/or task
Note: There are 2 sample student responses for Score Point 6.

Scoring Guide for Standard English Conventions

Select a score point in the table below to view the sample student response.

ScoreDescription
4
  • Control of sentence structure, grammar and usage, and mechanics (length and complexity of essay provide opportunity for student to show control of standard English conventions)
3
  • Errors do not interfere with communication and/or
  • Few errors relative to length of essay or complexity of sentence structure, grammar and usage, and mechanics
2
  • Errors interfere somewhat with communication and/or
  • Too many errors relative to the length of the essay or complexity of sentence structure, grammar and usage, and mechanics
1
  • Errors seriously interfere with communication and
  • Little control of sentence structure, grammar and usage, and mechanics

Grade 10 English Language Arts

Question 9: Reading Comprehension
Question 18: Reading Comprehension
Question 28: Reading Comprehension
Question 36: Reading Comprehension

Return to the MCAS 2017 Student Work Directory

Last Updated: November 2, 2022

 
Contact Us

Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906

Voice: (781) 338-3000
TTY: (800) 439-2370

Directions

Disclaimer: A reference in this website to any specific commercial products, processes, or services, or the use of any trade, firm, or corporation name is for the information and convenience of the public and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education.