Record J1 · 1919 / 1928
J1: Imitative Personal Narrative
Actual writing year is not stated; published in 1928. Seventh/eighth-grade textbook context; exact grade and age unknown; below a modern high-school boundary.
Original student excerpt
So after he had been there a while, I started to tell him how much wood I had split and how you should swing your ax when you are chopping. After he had listened to my talking awhile, he said, “Let me see that ax. I’ll show you how to split wood.” He split more than I needed to split.
Three consecutive sentences from the typeset story; original spelling and punctuation preserved.
Prompt and conditions
Description Only prompt. A classroom story modeled on ingenious work-avoidance in Tom Sawyer; exact original wording is not printed.
- Source conditions
- Source Free; Tom Sawyer-inspired classroom context; exact access unknown.
- Time
- Exact duration unknown. unknown
- Production / archive
- unknown; typeset reproduction.
- Drafting
- draft/final status and editing unknown.
- Population and selection
- Seventh/eighth-grade pupils represented in a 1928 textbook; exact writer grade, age, school, and geography unknown. Textbook-selected group explicitly described as just average; no population frame.
Scorer and feedback role
Editor Or Unknown Marker. Not an authenticated classroom-teacher feedback pair.
- Original source classification
- No original score survives — about Fair plus or Good. Approximate group label reported by textbook authors; individual score, grader identity, and rubric unknown.
- Form
- Aggregate Rating; not response-specific.
- Revision after feedback
- None survives.
“These which follow are just average— graded about Fair plus or Good.”
Read the evidence coding
Conceptual claimStrategic prompting gets a friend to do unwanted work.
Ideas and relationships5 coded units. Waiting, claimed achievement, technique explanation, challenge, and surplus result form a social means-end strategy.
AbstractionEmerging
Causal reasoningMultistep
Qualification / counterargumentImplicit Mismatch
Evidence usePersonal Detail
OrganizationScheme Response Punchline
Sentence controlControlled
Lexical precisionFunctional
Articulation limitMotive and ethical qualification remain implicit.
These are descriptive codes, not scores. No composite or rank is calculated. Included because the four-piece group is explicitly labeled Fair+/Good and just average; textbook selection and lower grade make it supplemental only.