Written spring 1979; published in the December 1980 NAEP report. Age 17 in school; individual grade unknown and must not be imputed as grade 12.
Period1979
ScopeExcerpt coded
ProvenanceA Probability Frame Selected Anchor
Band statusinterior and modal task score
Original student excerpt
I am describing to you what Hawaii looks like. Hawaii has many pineapple and flower orchards. The Island is very beautiful with many volcanos. The weather is nice and warm. the people dress very casualy.
Five consecutive sentences from the handwritten response, line breaks collapsed; original spelling, capitalization, punctuation, and grammar preserved.
Prompt and conditions
Exact prompt. Everybody knows of something that is worth talking about. Maybe you know about a famous building like the Empire State Building in New York City or something like the Golden Gate Bridge in San Francisco. Or you might know a lot about the Mormon Tabernacle in Salt Lake City or the new sports stadium in Atlanta or St. Louis. Or you might be familiar with something from nature, like Niagara Falls, a gigantic wheat field, a grove of orange trees, or a part of a wide, muddy river like the Mississippi.
There is probably something you can describe. Choose something you know about. It may be something from around where you live, or something you have seen while traveling, or something you have studied in school. Think about it for a while and then write a description of what it looks like so that it could be recognized by someone who has read your description.
Name what you are describing and try to use your best writing.
Source conditions
Source Free; none beyond prompt.
Time
26.1 minutes. Appendix records 1,566 seconds.
Production / archive
handwritten; anonymous facsimile in 1980 report.
Drafting
timed, effectively first draft; no feedback revision.
Population and selection
National probability sample of in-school U.S. 17-year-olds in public and private schools; individual grade and geography suppressed; out-of-school 17-year-olds excluded. NAEP stratified multistage probability task sample; displayed paper purposively selected as score-point exemplar.
Scorer and feedback role
Institutional Assessor. Not an authenticated classroom-teacher feedback pair.
Original source classification
2 of 4 — thin/loosely organized description. Whole-response holistic score; mechanics may affect the score; not a classroom grade.
Form
Score Only; response-specific.
Revision after feedback
None survives.
Read the evidence coding
Conceptual claimHawaii is beautiful and recognizable through several features.
Ideas and relationships4 coded units. Crops, volcanoes, climate, and dress are mainly additive traits.
AbstractionConcrete
Causal reasoningNone
Qualification / counterargumentNone
Evidence useRecalled Detail
OrganizationTopic Then List
Sentence controlMeaning Clear Uneven
Lexical precisionGeneral
Articulation limitNo spatial order or individualized scene; assertions remain general.
These are descriptive codes, not scores. No composite or rank is calculated. Holistic score 2 was the modal 1979 band for this task (46.5%); the paper is an agency-selected exemplar, not a random score-2 response.
Written spring 1979; published in the December 1980 NAEP report. Age 17 in school; individual grade unknown.
Period1979
ScopeExcerpt coded
ProvenanceA Probability Frame Selected Anchor
Band statusinterior score
Original student excerpt
It is a huge Canyon in Arizona that is a hundred feet deep and in some places a mile wide. It was made by a river that runs through the bottom of it. It is considered one of the seven wonders of the world. Many tourists from different countries come to see this marvel of nature.
Four consecutive sentences from the handwritten response, line breaks collapsed; original spelling, capitalization, punctuation, and grammar preserved.
Prompt and conditions
Exact prompt. Everybody knows of something that is worth talking about. Maybe you know about a famous building like the Empire State Building in New York City or something like the Golden Gate Bridge in San Francisco. Or you might know a lot about the Mormon Tabernacle in Salt Lake City or the new sports stadium in Atlanta or St. Louis. Or you might be familiar with something from nature, like Niagara Falls, a gigantic wheat field, a grove of orange trees, or a part of a wide, muddy river like the Mississippi.
There is probably something you can describe. Choose something you know about. It may be something from around where you live, or something you have seen while traveling, or something you have studied in school. Think about it for a while and then write a description of what it looks like so that it could be recognized by someone who has read your description.
Name what you are describing and try to use your best writing.
Source conditions
Source Free; none beyond prompt.
Time
26.1 minutes. Appendix records 1,566 seconds.
Production / archive
handwritten; anonymous facsimile in 1980 report.
Drafting
timed, effectively first draft; no feedback revision.
Population and selection
National probability sample of in-school U.S. 17-year-olds in public and private schools; individual grade and geography suppressed; out-of-school 17-year-olds excluded. NAEP stratified multistage probability task sample; displayed paper purposively selected as score-point exemplar.
Scorer and feedback role
Institutional Assessor. Not an authenticated classroom-teacher feedback pair.
Original source classification
3 of 4 — clear individualized subject and organizing pattern. Whole-response holistic score with relatively minor mechanical problems expected; not a classroom grade.
Form
Score Only; response-specific.
Revision after feedback
None survives.
Read the evidence coding
Conceptual claimThe Grand Canyon is a large natural and tourist landmark.
Ideas and relationships4 coded units. Size, river origin, world status, and tourism are sequenced with one causal relation.
AbstractionEmerging
Causal reasoningSimple
Qualification / counterargumentNone
Evidence useRecalled Detail
OrganizationDefinition Dimensions Origin Status Visitors
Sentence controlControlled
Lexical precisionSpecific Mixed
Articulation limitClaims are unqualified and dimensions imprecise; recalled facts are not demonstrated.
These are descriptive codes, not scores. No composite or rank is calculated. Holistic score 3 represented 28.8% of rateable descriptions; competent interior band, but not proof of an average writer.
Written spring 1979; published in the December 1980 NAEP report. Age 17 in school; individual grade unknown.
Period1979
ScopeExcerpt coded
ProvenanceA Probability Frame Selected Anchor
Band statusinterior score
Original student excerpt
This odd-looking bird has extremely thin legs with gigantic feet. Some say he has a very peculiar beak and when you look at him face to face it seems as though his eyes will bulge right out.
Two consecutive sentences from the handwritten response, line breaks collapsed; original language preserved.
Prompt and conditions
Exact prompt. Look at the picture for a while, and then make up a story about it. When you are ready, write your story. It may be helpful for you to start with one of the following lines, but you may begin in any way you wish.
Possible First Lines
“I’m telling you, Henry, if you don’t get rid of that thing, it’s going to eat up the cat!”
“But mother, I am telling the truth! It laid an egg in the Chevy.”
“Last night a very odd-looking bird appeared in the neighborhood.”
Source conditions
Picture Prompt No Sources; picture and possible opening lines only.
Time
25 minutes. Explicit task time.
Production / archive
handwritten; anonymous facsimile in 1980 report.
Drafting
timed first draft; no feedback revision.
Population and selection
National probability sample of in-school U.S. 17-year-olds; individual grade/geography suppressed; out-of-school youth excluded. NAEP probability task sample; displayed paper purposively selected as score-point exemplar.
Scorer and feedback role
Institutional Assessor. Not an authenticated classroom-teacher feedback pair.
Original source classification
2 of 4 — some evidence of storytelling. Whole-response narrative primary-trait score; bare, rambling, incomplete, or disconnected plot remained possible.
Form
Score Only; response-specific.
Revision after feedback
None survives.
Read the evidence coding
Conceptual claimThe bird’s appearance is extraordinary.
Ideas and relationships2 coded units. Physical features are tied to an observer’s reaction.
Articulation limitDescription alone does not establish plot, motivation, or consequence.
These are descriptive codes, not scores. No composite or rank is calculated. Primary-trait score 2 represented 23.1% of rateable narratives; score reflects the whole more weakly plotted response, not only this excerpt.
Written spring 1979; published in the December 1980 NAEP report. Age 17 in school; individual grade unknown.
Period1979
ScopeExcerpt coded
ProvenanceA Probability Frame Selected Anchor
Band statusinterior and modal task score
Original student excerpt
as well, We can rent him out, teach him to do a comedy act. He’ll be no trouble at all. Can we please keep him, mom?
Three consecutive sentences beginning where the scanned sentence begins; capitalization and punctuation preserved.
Prompt and conditions
Exact prompt. Look at the picture for a while, and then make up a story about it. When you are ready, write your story. It may be helpful for you to start with one of the following lines, but you may begin in any way you wish.
Possible First Lines
“I’m telling you, Henry, if you don’t get rid of that thing, it’s going to eat up the cat!”
“But mother, I am telling the truth! It laid an egg in the Chevy.”
“Last night a very odd-looking bird appeared in the neighborhood.”
Source conditions
Picture Prompt No Sources; picture and possible opening lines only.
Time
25 minutes. Explicit task time.
Production / archive
handwritten; anonymous facsimile in 1980 report.
Drafting
timed first draft; no feedback revision.
Population and selection
National probability sample of in-school U.S. 17-year-olds; individual grade/geography suppressed; out-of-school youth excluded. NAEP probability task sample; displayed paper purposively selected as score-point exemplar.
Scorer and feedback role
Institutional Assessor. Not an authenticated classroom-teacher feedback pair.
Original source classification
3 of 4 — clear evidence of storytelling. Whole-response narrative primary-trait score; some thinness or closure, point-of-view, dialogue, or narration problem could remain.
Form
Score Only; response-specific.
Revision after feedback
None survives.
Read the evidence coding
Conceptual claimKeeping the bird could be useful and harmless.
Ideas and relationships4 coded units. Rental, performance, reassurance, and a request form a compact proposal.
Articulation limitEconomic and ethical implications are unexplored; justification is playful and brief.
These are descriptive codes, not scores. No composite or rank is calculated. Primary-trait score 3 was modal (64.7%) and shows clear but non-top storytelling; this is a selected exemplar.
Written spring 1979; published in the December 1980 NAEP report. Age 17 in school; individual grade unknown.
Period1979
ScopeExcerpt coded
ProvenanceA Probability Frame Selected Anchor
Band statusinterior score
Original student excerpt
But I really wouldn’t need an electric grape peeler, because I don’t peel my grapes, I eat them, whole. I would also like to comment on your gold-plated electric banana peelers.
Two consecutive sentences from the handwritten response; original language preserved.
Prompt and conditions
Exact prompt. Sometimes people write just for the fun of it. We thought we would give you a chance to have some fun writing.
Suppose you ordered from the Golden Fleece Mart, Ripoff, Wisconsin, a gold-plated electric banana peeler advertised for $1.98. Several days later you received a letter stating that the supply of gold-plated electric banana peelers was temporarily exhausted but that your order would be filled as soon as they received more gold. You have never received the banana peeler but every week since then you have received a letter assuring you that your order would be filled as soon as they received more gold.
Now you have received a letter from the store’s manager, Mr. Jason Jones, informing you that they were unable to obtain any additional gold and that in the meantime they exhausted their supply of banana peelers. However, they just received a special supply of yellow paint and electric grape peelers and they are happy to inform you that your yellow enamel-coated electric grape peeler is on its way to you.
Write a letter to Mr. Jason Jones. Space is provided on the next two pages.
Have fun writing!
Source conditions
Prompt Facts No Sources; prompt scenario only.
Time
Exact duration unknown. timed; exact minutes not reported in the research input
Production / archive
handwritten; anonymous facsimile in 1980 report.
Drafting
timed first draft; no feedback revision.
Population and selection
National probability sample of in-school U.S. 17-year-olds; individual grade/geography suppressed. NAEP probability task sample; displayed paper purposively selected as score-point exemplar.
Scorer and feedback role
Institutional Assessor. Not an authenticated classroom-teacher feedback pair.
Original source classification
2 of 4 — ambiguous discourse. Whole-response humor primary trait: neither clearly humorous nor clearly serious.
Form
Score Only; response-specific.
Revision after feedback
None survives.
Read the evidence coding
Conceptual claimThe substitute product is unnecessary because the writer eats grapes whole.
Ideas and relationships3 coded units. Offer, personal practice, and return to the original product support a comic refusal.
Articulation limitThe response gives little remedy or extension beyond the prompt’s joke.
These are descriptive codes, not scores. No composite or rank is calculated. Primary-trait score 2 represented 20.6%; its ambiguity concerns humorous uptake, not general writing ability.
Written spring 1979; published in the December 1980 NAEP report. Age 17 in school; individual grade unknown.
Period1979
ScopeExcerpt coded
ProvenanceA Probability Frame Selected Anchor
Band statusinterior but uncommon task score
Original student excerpt
If you are unable to send me a gold plated electric banana peeler which I must desperately have I would prefer you send any money back because for one thing I hate grapes and I don’t want a blue grape peeler. Every week I have had letters telling me that I would get my banana peeler but I have never recieve it.
Two consecutive sentences from the handwritten response; original language preserved.
Prompt and conditions
Exact prompt. Sometimes people write just for the fun of it. We thought we would give you a chance to have some fun writing.
Suppose you ordered from the Golden Fleece Mart, Ripoff, Wisconsin, a gold-plated electric banana peeler advertised for $1.98. Several days later you received a letter stating that the supply of gold-plated electric banana peelers was temporarily exhausted but that your order would be filled as soon as they received more gold. You have never received the banana peeler but every week since then you have received a letter assuring you that your order would be filled as soon as they received more gold.
Now you have received a letter from the store’s manager, Mr. Jason Jones, informing you that they were unable to obtain any additional gold and that in the meantime they exhausted their supply of banana peelers. However, they just received a special supply of yellow paint and electric grape peelers and they are happy to inform you that your yellow enamel-coated electric grape peeler is on its way to you.
Write a letter to Mr. Jason Jones. Space is provided on the next two pages.
Have fun writing!
Source conditions
Prompt Facts No Sources; prompt scenario only.
Time
Exact duration unknown. timed; exact minutes not reported in the research input
Production / archive
handwritten; anonymous facsimile in 1980 report.
Drafting
timed first draft; no feedback revision.
Population and selection
National probability sample of in-school U.S. 17-year-olds; individual grade/geography suppressed. NAEP probability task sample; displayed paper purposively selected as score-point exemplar.
Scorer and feedback role
Institutional Assessor. Not an authenticated classroom-teacher feedback pair.
Original source classification
3 of 4 — humor or linguistic play remains close to given absurdity. Whole-response humor primary-trait score; not a general writing score.
Form
Score Only; response-specific.
Revision after feedback
None survives.
Read the evidence coding
Conceptual claimIf the promised item is unavailable, the store should refund the money.
Ideas and relationships5 coded units. Condition, desired product, rejected substitute, correspondence history, and nonreceipt support the request.
AbstractionEmerging
Causal reasoningMultistep
Qualification / counterargumentGenuine Condition
Evidence usePrompt And Transaction Detail
OrganizationConditional Request Reasons History
Sentence controlMeaning Clear Uneven
Lexical precisionTask Specific
Articulation limitHumor and suspicion are asserted more than developed; clause boundaries are under-signaled.
These are descriptive codes, not scores. No composite or rank is calculated. Primary-trait score 3 represented 11.3%; competent but not population-average on a humor task where most papers scored 1.
Written spring 1979; published in the December 1980 NAEP report. Age 17 in school; individual grade unknown.
Period1979
ScopeExcerpt coded
ProvenanceA Probability Frame Selected Anchor
Band statusinterior and modal task score
Original student excerpt
I am supporting the plan because this is a very good idea. I feel it would be good for the young people. They can have a goal to refurnishing the old house and after it can be a very rewarding experience.
Three consecutive sentences from the handwritten response; original language preserved.
Prompt and conditions
Exact prompt. Some high school students have proposed converting an old house into a recreation center where young people might drop in evenings for talk and relaxation. Some local residents oppose the plan on the grounds that the center would depress property values in the neighborhood and attract undesirable types. A public hearing has been called. Write a brief speech that you would make supporting or opposing the plan. Remember to take only ONE point of view. Organize your arguments carefully and be as convincing as possible. Space is provided below and on the next three pages.
Source conditions
Prompt Facts No Sources; prompt scenario and stated opposition only.
Time
16.6 minutes. Appendix records 998 seconds.
Production / archive
handwritten; anonymous facsimile in 1980 report.
Drafting
timed first draft; no feedback revision.
Population and selection
National probability sample of in-school U.S. 17-year-olds; individual grade/geography suppressed. NAEP probability task sample; displayed paper purposively selected as score-point exemplar.
Scorer and feedback role
Institutional Assessor. Not an authenticated classroom-teacher feedback pair.
Original source classification
2 of 4 — position plus minimal unlinked defense. Whole-response persuasive primary-trait score; not a classroom grade.
Form
Score Only; response-specific.
Revision after feedback
None survives.
Read the evidence coding
Conceptual claimThe recreation-center plan should be supported.
Ideas and relationships4 coded units. General good, youth benefit, renovation goal, and reward form a brief means-end chain.
AbstractionEmerging
Causal reasoningSimple
Qualification / counterargumentNone
Evidence useHypothetical Example
OrganizationPosition Benefit Outcome
Sentence controlMeaning Clear Uneven
Lexical precisionGeneral
Articulation limit‘Good’ is repeated without definition, and stated opposition is not addressed.
These are descriptive codes, not scores. No composite or rank is calculated. Primary-trait score 2 was the modal majority band (57.5%); it states a position but does not systematically develop an argument.
Written spring 1979; published in the December 1980 NAEP report. Age 17 in school; individual grade unknown.
Period1979
ScopeExcerpt coded
ProvenanceA Probability Frame Selected Anchor
Band statusinterior but uncommon task score
Original student excerpt
I think converting an old house into a recreation center for young people is a excelent idea. The kids will probably clean up the house and yard since it is for there own use. To take care of the house might give them a feeling of responsibility.
Three consecutive sentences from the handwritten response; original language preserved.
Prompt and conditions
Exact prompt. Some high school students have proposed converting an old house into a recreation center where young people might drop in evenings for talk and relaxation. Some local residents oppose the plan on the grounds that the center would depress property values in the neighborhood and attract undesirable types. A public hearing has been called. Write a brief speech that you would make supporting or opposing the plan. Remember to take only ONE point of view. Organize your arguments carefully and be as convincing as possible. Space is provided below and on the next three pages.
Source conditions
Prompt Facts No Sources; prompt scenario and stated opposition only.
Time
16.6 minutes. Appendix records 998 seconds.
Production / archive
handwritten; anonymous facsimile in 1980 report.
Drafting
timed first draft; no feedback revision.
Population and selection
National probability sample of in-school U.S. 17-year-olds; individual grade/geography suppressed. NAEP probability task sample; displayed paper purposively selected as score-point exemplar.
Scorer and feedback role
Institutional Assessor. Not an authenticated classroom-teacher feedback pair.
Original source classification
3 of 4 — one substantially or two moderately developed argument lines. Whole-response persuasive primary trait; opposition was required only at score 4.
Form
Score Only; response-specific.
Revision after feedback
None survives.
Read the evidence coding
Conceptual claimA recreation center can foster care and responsibility.
Ideas and relationships3 coded units. Conversion, self-interested upkeep, and responsibility form a qualified causal chain.
AbstractionEmerging
Causal reasoningMultistep
Qualification / counterargumentModal
Evidence useHypothetical Mechanism
OrganizationClaim Mechanism Consequence
Sentence controlMeaning Clear
Lexical precisionFunctional
Articulation limitNo counterargument or concrete comparison appears in the excerpt.
These are descriptive codes, not scores. No composite or rank is calculated. Primary-trait score 3 represented 14.5%; competent but not a population median. Score 4, requiring opposition, was 0.6%.
Written spring 1979; published in the December 1980 NAEP report. Age 17 in school; individual grade unknown.
Period1979
ScopeExcerpt coded
ProvenanceA Probability Frame Selected Anchor
Band statusinterior score
Original student excerpt
I am writing you this note so that I inform you that I do not owe you $14.98 because I never recieved the electric blanket which I ordered three months ago. I suppose you will refer my account to your collection service even though I never recieved what I orderd but did recieve a bill.
Two consecutive sentences from the handwritten response; original language preserved.
Prompt and conditions
Exact prompt. Suppose that on June 4, 1978, you ordered an electric blanket that Big Mart had advertised for $14.98. On June 15, you received a letter stating that the supply of electric blankets was temporarily exhausted, but that your order would be filled shortly. You have never received the electric blanket, but every month since then you have received a computerized bill for the $14.98.
Now, after three months, you have received the letter below.
BIG MART INC.
P.O. Box 29
Buffalo, New York 14240
September 10, 1978
In reply refer to
Account #4377
Dear Customer:
According to our records your account has been unpaid for three months. If there has been an error, please let us know what the problem is.
We hope that within ten days we will receive $14.98. Otherwise, we will have to refer your account to our collection service.
Very truly yours,
Jason Jones
Accounts Manager
Pretend that you are Pat Brown and write a letter to Mr. Jones explaining why you never sent the $14.98.
Source conditions
Prompt Document No Research Sources; prompt business letter only.
Time
14.9 minutes. Appendix records 896 seconds.
Production / archive
handwritten; anonymous facsimile in 1980 report.
Drafting
timed first draft; no feedback revision.
Population and selection
National probability sample of in-school U.S. 17-year-olds; individual grade/geography suppressed. NAEP probability task sample; displayed paper purposively selected as score-point exemplar.
Scorer and feedback role
Institutional Assessor. Not an authenticated classroom-teacher feedback pair.
Original source classification
2 of 4 — marginal information transmission. Identifies writer, collection and product, and at least implies company action; whole-response task-specific score.
Form
Score Only; response-specific.
Revision after feedback
None survives.
Read the evidence coding
Conceptual claimThe bill is not owed because the blanket was never delivered.
Ideas and relationships4 coded units. Debt denial, elapsed nonreceipt, anticipated collection, and erroneous billing form a contradiction.
Articulation limitThe debt is disputed, but no fully explicit remedy is requested in the excerpt.
These are descriptive codes, not scores. No composite or rank is calculated. Primary-trait score 2 represented 18.4%; interior rather than inadequate or ideal, on a task-specific information construct.
Written spring 1979; published in the December 1980 NAEP report. Age 17 in school; individual grade unknown.
Period1979
ScopeExcerpt coded
ProvenanceA Probability Frame Selected Anchor
Band statusinterior and modal task score
Original student excerpt
There must be an error on your part because I have NEVER recieved the electric blanket I have been billed for Every month since I ordered the product. I have been billed but I have never seen the blanket. Therefore I would ask you to send the electric blanket or stop sending me the bill.
Three consecutive sentences from the handwritten response; original language preserved.
Prompt and conditions
Exact prompt. Suppose that on June 4, 1978, you ordered an electric blanket that Big Mart had advertised for $14.98. On June 15, you received a letter stating that the supply of electric blankets was temporarily exhausted, but that your order would be filled shortly. You have never received the electric blanket, but every month since then you have received a computerized bill for the $14.98.
Now, after three months, you have received the letter below.
BIG MART INC.
P.O. Box 29
Buffalo, New York 14240
September 10, 1978
In reply refer to
Account #4377
Dear Customer:
According to our records your account has been unpaid for three months. If there has been an error, please let us know what the problem is.
We hope that within ten days we will receive $14.98. Otherwise, we will have to refer your account to our collection service.
Very truly yours,
Jason Jones
Accounts Manager
Pretend that you are Pat Brown and write a letter to Mr. Jones explaining why you never sent the $14.98.
Source conditions
Prompt Document No Research Sources; prompt business letter only.
Time
14.9 minutes. Appendix records 896 seconds.
Production / archive
handwritten; anonymous facsimile in 1980 report.
Drafting
timed first draft; no feedback revision.
Population and selection
National probability sample of in-school U.S. 17-year-olds; individual grade/geography suppressed. NAEP probability task sample; displayed paper purposively selected as score-point exemplar.
Scorer and feedback role
Institutional Assessor. Not an authenticated classroom-teacher feedback pair.
Original source classification
3 of 4 — successful information transmission. Adds denial of receipt and clear future direction plus identifying information; whole-response task-specific score.
Form
Score Only; response-specific.
Revision after feedback
None survives.
Read the evidence coding
Conceptual claimThe company has erred and should deliver or stop billing.
Ideas and relationships4 coded units. Error, repeated billing, nonreceipt, and two-part remedy form an explicit practical inference.
AbstractionEmerging
Causal reasoningMultistep
Qualification / counterargumentAlternative Remedy
Evidence usePrompt And Transaction Detail
OrganizationDiagnosis History Remedy
Sentence controlMeaning Clear
Lexical precisionTask Specific
Articulation limitThe excerpt gives no date, account number, or enclosure; tone and remedy are concise rather than elaborated.
These are descriptive codes, not scores. No composite or rank is calculated. Primary-trait score 3 was modal (44.8%); clear functional success without the top band’s extra documentation.