Position Paper Sample Prompt



Position Paper Sample Prompt

The local school board is considering making Saturday part of the regular school week. In other words, the school week would become a six-day week for all students. Think about whether or not including Saturday as part of the school week is a good policy. Take a position. Write an essay for an interested adult to explain and provide support for your position. Use reasons and/or examples with specific details to justify your position.

POSITION RESPONSE*

Saturdays are the days people usually rest on, but having school on Saturdays would cause stress to many people. Saturdays should not be a schoolday because thats the people relax on most of the time, and that’s the day people really go out on.

Saturdays are the days people relax on. Some people may be tired from work or they do not feel like being bother by anybody. People spend times with their families while they relaxing on Saturdays. Relaxing on Saturdays feels like being on a cruise. People love to relax on that day.

A lot of people goes out on Saturdays. Most people like to party on that day. Some people might go out to eat on that day. Thats a great day to take a person out on a date. Going out on Saturdays is a fun thing to do because there always something going on that day whether it’s a party or going on a date or somebody might have plans that day. Saturdays are the days people mostly go out on.

Saturdays are the best days through the week. If there were schools on Saturdays that would make people go crazy. People relax and do something on Saturdays.

(*Typed due to poor quality of copy of student response)

Position Paper Score 1 Annotation

Illustrates minimal or no understanding of the task with only a weakly implied focus or no focus on the central topic or position with limited or no control over and weak development of ideas [details, reasons, examples, evidence, anecdotes, events, descriptions, etc.] that relate to the central topic or position and are often confusing, illogical, or underdeveloped.

This multi-paragraph response illustrates minimal understanding of the task with a weakly implied focus on the writer’s position that school should not be held on Saturdays. Ideas are weakly developed and lack evidence of control. Reasons and details support a description of the purpose for Saturday rather than connecting Saturday and school (Saturdays are the days people relax on. People spend time with they families whil they relaxing on Saturday.).

Presents only loose organization that usually does not support the central topic or position, with or without multiple paragraphs; may include an introduction that provides little or no direction; typically lacks transitions; may include ideas that do not pertain to the topic; may or may not end with a conclusion, which, if present, is often inappropriate and/or unconnected.

The response presents a loose organization that does not support the topic. Although the thesis is stated in the introduction (Saturdays should not be a schoolday because that’s the people relax on most of the time.), remaining text provides little connection to the central position. The conclusion attempts to return to the original position but is incomplete. Basic transitions are missing between paragraphs.

Typically does not attempt to establish a perspective or stance; shows little or no discernable tone and style that may, if present, be inappropriate for purpose and audience.

The writer attempts to establish a stance regarding Saturday school, but rambling and non-relevant details fail to present a clear perspective (Going out on Saturdays is a fun thing to do because there always something going on that day whether it’s a party or going on a date or somebody might have plans that day.).

Typically exhibits sentences with structural and word placement problems that often result in confusion; typically includes a pattern of simple and monotonous sentences that may be unclear and illogical.

Simple sentences contain structural and word placement problems that are evident throughout response (thats the people relax on most of the time; Some people be tired from work or they do not feel like being bother by anybody; Saturdays are the best days through the week.).

Typically demonstrates use of vague or incorrect language expressions that may be confusing, redundant, or incorrect.

Word choice is simple, vague, and redundant (relax on, relaxing on Saturdays, love to relax, people relax, fun, party).

Typically contains numerous errors, illustrating a struggle with control of age-appropriate standard writing conventions [spelling, usage, and capitalization] to the extent that errors detract from overall delivery, require extensive editing, and may impede understanding.

Numerous errors appear throughout the response, illustrating the writer’s struggle with age-appropriate standard writing conventions (thats the people relax on, thats the day really go out on, people be tired, people spend times with they families while they relaxing on Saturdays).

POSITION RESPONSE*

I do not agree with having school on Saturday. Taking this action, in my opinion, would increase the drop-out rate of high school teens. Two reasons why I do not agree with this are: it would increase stress on students, and teens have plans on week ends.

To begin, I think having school on Saturday would increase the amount of stress already put on students. There is already enough things teenagers have to do, excluding school we also have to work at home and we have to work at our jobs. Being at school five days a week is very hard; getting up in the mornings, keeping up with five days of classwork, homework, test days, etc. is hard enough as it is. Increasing the amount of school days would only make school harder. During the five days we are here, we get so much work, increasing that work would put more stress on students. There are many students who put so much pressure on themselves to do good in school the five days, 180 days a year we are here, increasing the days means increasing the work which means increasing the stress these students put on themselves.

Lastly, a great amount of teens have plans on the weekends, especially Saturdays. Saturday is work day for many teens. Also, having Saturday free means we can get to our doctors appointments, so we do not have to school. For a lot of teens and teachers as well, this is relaxation time from all the crazyness of school. This is not only relaxation time but also family time. We barely get to see our family as it is because of school, and increasing our school time would decrease our family time.

In conclusion, I feel adding Saturday to our school week is not a good move in my opinion. Some people; however, feel this would be a good idea, it is not. There are two great reasons why not to increase our school week.

(*Typed due to poor quality of copy of student response)

Position Paper Score 2 Annotation

Illustrates a satisfactory understanding of the task with a discernable focus on the central topic or position with an implied or formulaic thesis and adequate control over and development of ideas [details, reasons, examples, evidence, anecdotes, events, descriptions, etc.] that somewhat support the central topic or position but may be underdeveloped and/or sometimes list-like.

This four-paragraph response has a discernable focus on the writer’s position that Saturday school is not a good idea. The formulaic thesis sentence appears as the first sentence in the introductory paragraph (I do not agree with having school on Saturday.), with reasons provided in a list-like manner in the remaining text of the introductory paragraph. In the first body paragraph, the logic for not having Saturday school is based on the premise that Saturday school would add to the stress that teen-agers already experience. Support for this logic is underdeveloped and list-like (Being at school five days a week is very hard, getting up in the mornings, keeping up with five days of classwork, homework.). The second body-paragraph is devoted to discussing the concept that Saturday school would infringe on weekend plans with family and friends. Development and evidence is again underdeveloped (This is not only relaxation time, but also family time.).

Presents an organization that loosely supports the central topic or position, with or without multiple paragraphs; may include an introduction, which may be mechanical or only loosely related to the central topic or position; uses only few or formulaic transitions to connect ideas within and between paragraphs that are often predictable or not clearly connected to the central topic and position; may end with a conclusion, which often is predictable and/or redundant and/or merely a restatement of another part of the response.

Throughout the response, the writer follows the organizational plan outlined in the mechanical introductory paragraph. The few transitions used are formulaic (To begin with, Lastly, In conclusion) and provide little connection to the central position. The conclusion is predictable and redundant, providing a restatement of position. (In conclusion, I feel adding Saturday to our school week is not a good move in my opinion.)

Attempts only inconsistently to establish a perspective or stance; demonstrates tone and style that are uneven and only minimally adequate for purpose and audience.

Stance and perspective are established in the introductory paragraph, but support provided in subsequent paragraphs is weak and repetitive, only minimally demonstrating commitment to a definitive perspective (. . . I think having school on Saturdays would increase the amount of stress already put on students. . . . increasing that work would put more stress on students. This is not only relaxation time, but also family time. . . . increasing our school time would decrease our family time.).

Exhibits minimal variety in sentence structure and length and may include sentences that are mechanical and/or rambling but understandable.

Minimal variety is demonstrated in sentence structure and sentence length, resulting in mechanical delivery (Increasing the amount of school days would only make school harder. Saturday is a work day for many teens.).

Demonstrates use of words and expressions that are frequently simple and general but minimally appropriate to the task.

The response demonstrates simple and general language. Redundancy is evident in overuse of forms of increase, decease, and relax. Other words repeated throughout text are stress, in my opinion, reason(s), a lot, and work.

Contains errors, illustrating limited control of age-appropriate standard writing conventions [spelling, usage, punctuation, and capitalization] to the extent that errors may detract form overall delivery and require moderate editing but do not impede understanding.

Incorrect subject-verb agreement (There is already enough things teenagers have to do.), punctuation errors (doctors appointments), and a sentence fragment with inappropriate word structure (So we do not have to school.) illustrate limited control of age-appropriate standard writing conventions.

[pic]

[pic]

Position Paper Score 3 Annotation

Illustrates a competent understanding of the task with a clear focus on the central topic or position including a non-formulaic thesis and strong control over and development of ideas [details, reasons, examples, evidence, anecdotes, events, descriptions, etc.] that support and /or enhance the central topic or position with minimal or no digression and few or no “wasted sentences.”

The response illustrates a competent understanding of the task as well as a clear focus on the writer’s stance against Saturday school. The introductory paragraph serves as the thesis statement as well as a declaration of position but fails to state the specific policy (As a student, I am furious about this proposed policy.). Development of ideas supports the topic as the writer discusses the problems and drawbacks regarding Saturday school (. . . I have noticed that even by Friday, students start losing focus from fatigue. Another day would burn out their already flickering candles.). Within the first body paragraph, the writer digresses somewhat to include additional evidence against Saturday school (Also, teenagers are noted for rebelious behavior.) and elaborates on this concept rather than presenting a more appropriate organization and stronger stance in an additional paragraph. The second body paragraph examines the issue of Saturday school resulting in limiting relaxation time for students and teachers (. . . I do not think that Sunday is enough to recover from all of the stress and pressure of a week of school.). The remainder of the paragraph demonstrates illogical reasoning that does not serve as rational evidence for not holding Saturday school, jeopardizing the writer’s control over the development of the position (I do not want to look back on my life 10 years from now and think off all the things I missed out on in high school.).

Presents an effective organization that supports the central topic or position through multiple paragraphs that are clearly delineated; begins with a purposeful introduction; uses transitions of words within and between paragraphs, though some connections may seem forced or predictable, to create a cohesive flow of ideas; ends with a conclusion that completes the response but may seem predictable and may include minimal redundancy and restatement of ideas.

This response presents an effective organization that supports the central position. The introduction is purposeful, clearly stating the writer’s position regarding the policy. The three clearly delineated body paragraphs provide evidence and reasoning for the writer’s stance against Saturday school. Transitions are used between and within paragraphs (First of all, Also, therefore, Not only, In conclusion) but are basic and result in some forced connections. The conclusion completes the response but is predictable and a restatement of ideas.

Establishes a clear perspective or stance; usually demonstrates tone and style appropriate for purpose and audience.

Tone and stance are clearly established in the introductory paragraph (From my point of view, this is an absurd plan that could ruin our education.), leaving no question regarding the writer’s stance on Saturday school. Throughout the response, the writer maintains position (The school board dare not forget that these students are also kids who deserve time to make memories during what is suppose to be the best time of our lives. . . . it is obvious to me that this policy would be harmful . . .) with a tone that is appropriate for purpose and audience.

Exhibits variety in sentence structure and length to ensure smooth flow of ideas throughout most of the response.

Variety in sentence structure and length ensure a smooth flow of ideas (I would think that the school board would want their students to have the most positive and rewarding experience possible; this is not the way to accomplish that.).

Demonstrates skillful use of appropriate and precise language throughout most of the response to support the development of ideas.

The skillful use of mostly appropriate and precise language supports the development if ideas (Adding another day would burnout their already flickering candles; absurd, notorious, well-intended policy).

Contains occasional errors, illustrating reasonable control of age-appropriate standard writing conventions [spelling, usage, punctuation, and capitalization] that are correct to the extent that errors detract only minimally from overall delivery and require only minor editing.

Occasional errors in age-appropriate writing (i.e., spelling rebelious, suppose and capitalization friday, sunday) detract only minimally from the overall delivery and require only minor editing.

[pic]

[pic]

Position Paper Score 4 Annotation

Illustrates a thorough understanding of the task with a clear and consistent focus on the central topic or position including a clearly stated, non-formulaic thesis and full control over and development of ideas [details, reasons, examples, examples, anecdotes, events, descriptions, etc.] all of which support and /or enhance the central topic or position with no digression or “wasted sentences.”

This five-paragraph response illustrates a thorough understanding of the task with a clear and consistent focus on the writer’s position (Despite the numerous people that say the school week is already long enough, Saturday should be a part of the regular school week because it makes life easier all together.). The effective and purposeful introduction begins with an anecdote about the writer needing more instructional time with the teacher and leads into the non-formulaic thesis statement. Within each paragraph, the response illustrates a full control of development with no digression or wasted sentences (The useless hours spent on homework can be spent on a Saturday school day for teachers to aid students, so they can achieve true, extra knowledge. Adding Saturday to our school week would give us more time with teachers to have an advantage in college. . . . the most significant reason for adding Saturday to our school week is to make the school board consider extend then length of summer break.).

Presents effective, coherent, and purposeful organization that enhances the topic or position through multiple paragraphs that are clearly delineated; begins with a compelling introduction; uses precise and purposeful transition of words or phrases within and between paragraphs to create a cohesive, uninterrupted flow of ideas; ends with an effective conclusion that adds a sense of completeness to the response while avoiding redundancy and restatement of ideas.

The organization enhances the central position of wanting Saturday school through the development of three-body paragraphs that support and provide elaboration for position with purposeful and well-reasoned details. The first body paragraph contains specific ideas related to the efficacy of homework to support the premise of Saturday school. The second body paragraph is less skillfully developed, stating that more time spent in school would ultimately broaden minds for college (Our minds would grow tremendously.). This sweeping generalization detracts somewhat from the

overall effectiveness of the paragraph. The third body paragraph focuses on the possibility of increasing summer vacation as a result of implementing Saturday school, indicating thoughtful and purposeful reasoning. Transition words and phrases between paragraphs, although somewhat predictable, are purposeful (Not only does an extra day give time for more inside school work, it also makes it easier for many that are preparing for college.). The conclusion is brief but adds a sense of completeness while avoiding redundancy or restatement of ideas.

Establishes an obvious and consistent perspective or stance with distinctive tone and sophistication of style appropriate for purpose and audience.

The response reveals an authoritative and confident tone, illustrating the writer’s clear perspective that school should include Saturday sessions (We should take a stand and take advantage of the potential opportunity.). The response includes purposeful use of the question “Is this really expanding one’s knowledge?” and the confident response “No!”

Exhibits meaningful and effective variety in sentence structure and length to ensure the coherent and smooth flow of ideas throughout the response.

The response illustrates a purposeful use of complex and compound sentences that ensure the coherent and smooth flow of ideas (With one minute to spare until the dismissal bell sounded, I was getting any last minute advice that I could conjure up. Despite the numerous people that say the school week is already long enough, Saturday should be a part of the regular school week because it makes life easier all together.). The response also includes some shorter sentences in length, adding variety (I would thoroughly enjoy having a longer summer break. Most students plan on going to college after high school.). An awkward sentence does interrupt this flow (Saturday being added to the five day school week would allow time for class work instead of doing outside assignments.).

Demonstrates consistent use of appropriate, powerful, precise language that enhances the development of ideas and provides clarity of expression.

Language is appropriate for grade level with occasional precise words that enhance response (consumed, expanding, vividly, conjure, minds will be broadened).

Contains only few errors, illustrating effective control of age-appropriate standard writing conventions [spelling, usage, punctuation, and capitalization] that are correct to the extent that errors do not detract from overall delivery and require only minimal editing.

Throughout the response, the writer demonstrates effective control of age-appropriate standard writing conventions with few errors (High School students).

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download