This work sample illustrates a standard-setting performance for the following parts of the standards:
c	Writing: Produce a narrative account.
a	Conventions: Demonstrate an understanding of the rules of the Spanish language.
b	Literature: Produce work in at least one literary genre that follows the conventions of the genre.

The student created a narrative similar to a traditional or Grimm brothers’ fairy tale. The protagonist, a little girl who was orphaned and terminally ill, gains solace in her imaginary world with her doll who is her confidante. The title engages reader interest by provoking the question—what is the truth?

The student created suspense while developing reader interest by withholding details about the protagonist until later in the narrative.
The context, situation, setting, and plot are established in the first paragraph which begins the story of a little girl living in solitude: “Rosita apenas llegaba a los cuatro años de edad y en ese transcurso nunca vio algo que no fueran las cuatro paredes de su alcoba.” (Rosita was almost four years old and during that time she had never seen anything but her bedroom’s four walls.)
The student included appropriate details which add to the mood of solitude, “Rosita no disfrutaba del sol, de la brisa, de los árboles, ni tampoca del canto de los pájaros….” (Rosita did not enjoy the sun, the breeze, the trees nor the birds’ chirping.)

The student incorporated many of the elements of the traditional fairy tale, such as the two selfish aunts as the malevolent antagonists, the “talking doll” as the magical character, and the protagonist’s eventual, albeit tragic, release from unhappiness.

The lack of direct dialogue reflects the estrangement of the main characters, Rosita and her aunts, and is in keeping with the traditional fairy tale style. The characters are revealed through their actions more so than through a description of their feelings.
The student incorporated appropriate narrative strategies, such as:

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choice of vocabulary and sentence structure;
analysis of the subject from a distant point of view; and
foreshadowing.
The student provided a sense of closure to the writing by conveying a feeling of happiness after death, “nunca volvió a mirar triste ni a sonreir hipócritamente…esta preciosa niña durmió eternamente….” (…she never looked sad again nor smiled hypocritically anymore…this precious little girl slept eternally.)

b Literature: The student produces work in at least one literary genre that follows the conventions of the genre.

This short story incorporates many of the elements of traditional fairy tales, such as the orphaned, innocent protagonist, the two selfish aunts as the malevolent antagonists, the “talking doll” as the magical character, and the protagonist’s eventual, albeit tragic, release from unhappiness.

As a short story, the work is short, moves chronologically, and focuses on one character, Rosita.

a Conventions, Grammar, and Usage of the Spanish Language: The student independently and habitually demonstrates an understanding of the rules of the Spanish language in written or 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.

The student demonstrated an understanding of the rules and conventions of the Spanish language.

The doll’s name, “fresita,” should have been capitalized in the second paragraph. Since the student capitalized all the other proper nouns in the narrative, this appears to a slip rather than an error.