European Common Framework Tested: B2

Target: Demonstrates an ability to understand articles concerned with

contemporary problems in which the writers adopt a stance or viewpoint (Council
of Europe, 2007, p.69).
Directions: Read the following article by Emily Champion in the Huffington Post
Teen, provided below about how she feels about her bicultural identity and her
struggles growing up in the United States. Then read the prompt and write a one
page response to the question. Your response should have five paragraphs,
including an introduction that tells the reader where you stand on this issue and a
conclusion that summarizes your points. The remaining three paragraphs should
support your opinion, or show the reader why your arguments are correct. You
will be assessed on your ability to write with proper grammar, to organize your
paper in a coherent way that connects each paragraph together, and to
demonstrate an understanding the article in your arguments.
Champion, E. (2014, November 17). My struggle with stereotyping as a Chinese
adoptee. Huffington Post Teen Blog. Retrieved from
http://www.huffingtonpost.com/emilychampion/post_8624_b_6173840.html
Prompt:
Emily Champion makes it clear that she feels difficulty calling herself
American or Chinese because she grew up in America, but was told that she was
Chinese by her peers in school, even though she does not speak Mandarin. In
your mind, is she Chinese, American, or both? Why is she that?
Timeline:

End of Week One: Outline Due

End of Week Three: Rough Draft Due
End of Week Four: Revise Rough Draft based on feedback
End of Week Five: Final Paper Due

*Note that there is one period of class per week with 45 minutes in a single
period. Students are expected to work on the assignment at home.

Scoring:
Rubric
4

Grammatical forms
used in the
responses are
always consistent
with accepted
patterns of writing
in the English
language. No major
errors in grammar
or syntax.

Grammatical forms
used in the
responses are
usually consistent
with accepted
patterns of writing
in the English
language, but there
are a few
noticeable errors.
Few to no major
errors in grammar
or syntax.

Grammatical
patterns are
partially consistent
with accepted
patterns of patterns
of written English
language. Several
very noticeable
grammatical errors
are present.

Grammatical
patterns are rarely
or not consistent
with accepted
patterns of written
English. Multiple,
highly visible
grammatical errors
are present.

Clarity/Organization The response is

logically organized
into paragraphs.
There is a logical
connection
between sentences
within a paragraph.
Each paragraph,
except the
introduction, clearly
connects to the
previous paragraph
or paragraphs for
the conclusion. The
introduction clearly
states the
argument that the
speaker intends to
prove.

The response is
organized into
paragraphs. There
is usually a logical
connection
between sentences
within a paragraph.
Each paragraph,
except the
introduction,
connects to the
previous paragraph
or paragraphs for
the conclusion, but
the connection is
not always
obvious. The
introduction states
the argument that
the speaker
intends to prove,
but it may not be
immediately clear
on the first reading.

The response is
rarely organized
into paragraphs.
There is rarely a
logical connection
between sentences
within a paragraph.
Paragraphs, except
the introduction,
connects to the
previous paragraph
or paragraphs for
the conclusion,
usually do not
connect with one
another. It is not
clear what the
speakers argument
is from the
introduction.

The response is not

organized into
paragraphs. There
is no logical
connection
between
sentences. It is
difficult to
understand where
argument begins
and another
argument ends.

Grammar

Comprehension

Responses show
that the student
completely
understands the
work and what the
work is discussing.
The student grasps
inferred and implied
meanings in the
text most of the
time. Responses
show that student
fully grasps the
material.

Category

Test Takers Score

Responses show
that the student
understands most
of the material, but
there are several
gaps. The student
sees a few inferred
and implied
meanings in the
text. Responses
show that student
grasps most of the
material, but not
all.

Responses show
that the student
understands some
of the material, but
there are large,
obvious gaps. The
student sees
almost no inferred
and implied
meanings in the
text. Responses
show that student
grasps little of the
material.

Highest Possible
Mark

Grammar

Clarity/Organization

Comprehension

Total

12

Responses show
that the student
understands very
little of the work
and what the work
is discussing. The
student sees no
inferred and implied
meanings.
Responses show
that student does
not grasp the
material.