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Work Sample & Commentary: Calligraphy
The task
After a unit on expository writing, students were asked to write a “How to…” paper about something they understood well.

Circumstances of performance
This sample of student work was produced under the following conditions:
alone in a group
in class as homework
with teacher feedback with peer feedback
timed opportunity for revision

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What the work shows
d Writing: The student produces a narrative procedure that:
• engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
• provides a guide to action that anticipates a reader’s needs; creates expectations through predictable structures, e.g., headings; and provides transitions between steps;
• makes use of appropriate writing strategies such as creating a visual hierarchy and using white space and graphics as appropriate;
• includes relevant information;
• excludes extraneous information;
• anticipates problems, mistakes, and misunderstandings that might arise for the reader;
• provides a sense of closure to the writing.

The work engages the reader immediately through the title and the illustrations on the cover which clearly show what the final letters and numbers will look like once the procedure is learned. The first paragraph of the text also develops interest by giving an example of how calligraphy might be of use to the reader.
The student gave a detailed and descriptive list of the supplies that are needed to learn and do calligraphy.
This work sample illustrates a standard-setting
performance for the following parts of the standards:
d Writing: Produce a narrative procedure.
a Conventions: Demonstrate a basic understanding of the rules of the English language.

After giving some background information, the work continues as a guide to action for a relatively complicated procedure. The text is accompanied by diagrams that present the information in visual images which are clearly numbered to support the narrative text. The work provides clear instructions in a logical order with appropriate transitional phrases to guide the reader from one step to another.
The amount of information included is sufficient to inform readers without overwhelming them with irrelevant details.

The student anticipated potential problems and cautioned the reader not to move on until each step has been mastered.
The statement that calligraphy can be fun and profitable provides closure to the work.


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The student demonstrated, through virtually error free writing, a basic understanding of the conventions of the English language. The use of imperatives and simple sentence structures helps to make the difficult directions accessible for a reader who has little experience with calligraphy.

a Conventions, Grammar, and Usage of the English Language: The student demonstrates a basic understanding of the rules of the English language in written and oral work, and selects the structures and features of language appropriate to the purpose, audience, and context of the work. The student demonstrates control of:
• grammar;
• paragraph structure;
• punctuation;
• sentence construction;
• spelling;
• usage.