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.
Period1919 / 1928
ScopeExcerpt coded
ProvenanceB Average Rated Supplement
Band statusgroup labeled just average
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.
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.
Period1919 / 1928
ScopeExcerpt coded
ProvenanceB Average Rated Supplement
Band statusgroup labeled just average
Original student excerpt
I tried to explain, but he would not listen. Finally I said, “Don’t spank me! I’ll show you how I did it.” My bed was right beside the window. I stood on my bed and opened the top of the window.
Four 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 claimDemonstrating the method may overcome an adult’s refusal to hear an explanation.
Ideas and relationships5 coded units. Refused explanation, punishment threat, demonstration proposal, and bed/window steps form practical proof.
AbstractionConcrete
Causal reasoningSimple
Qualification / counterargumentContrast
Evidence usePersonal Detail
OrganizationConflict Proposal Demonstration
Sentence controlControlled
Lexical precisionFunctional
Articulation limitThe excerpt stops before showing whether the proof succeeds.
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.
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.
Period1919 / 1928
ScopeExcerpt coded
ProvenanceB Average Rated Supplement
Band statusgroup labeled just average
Original student excerpt
Last year when my sister was only five years old, I would sometimes ask her to wipe the dishes for me. At first she didn’t want to, but afterward I asked her to see how many dishes she could have wiped before I finished washing the pans. Then she would start to wipe the dishes, sometimes finishing before I did.
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 claimTurning dishwashing into a race motivates a reluctant younger child.
Ideas and relationships5 coded units. Request, reluctance, competitive reframing, simultaneous tasks, and occasional winning form a motivational sequence.
AbstractionEmerging
Causal reasoningMultistep
Qualification / counterargumentContrast
Evidence usePersonal Detail
OrganizationProblem Intervention Change
Sentence controlControlled
Lexical precisionFunctional
Articulation limitNo alternative explanation or duration beyond the anecdote is offered.
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.
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.
Period1919 / 1928
ScopeExcerpt coded
ProvenanceB Average Rated Supplement
Band statusgroup labeled just average
Original student excerpt
I have never liked to do the dishes, but when I was younger I always used to practice my music lesson for an excuse. When it was time to do the dishes, I would go to the piano and practice my lesson, but I would not practice much longer after some one else had done the dishes. In this way I got out of doing them several times, as mother never interrupts any of us when we are practicing.
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 claimProtected music practice functions as an excuse until someone else completes the dishes.
Ideas and relationships6 coded units. Dislike, practice, noninterruption rule, others’ labor, stopping, and repeated success form social-rule reasoning.
AbstractionEmerging
Causal reasoningMultistep
Qualification / counterargumentContrast
Evidence usePersonal Detail
OrganizationPreference Tactic Timing Summary
Sentence controlControlled
Lexical precisionFunctional
Articulation limitThe account gives no counter-perspective or moral qualification.
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.