Produce Writing Appropriate to Task Practice Test

Read the scenario about the writing assignment. Mr. Lee assigns an informative writing task about deserts, and the purpose is to teach facts and details. He models an introduction, grouped facts under subtopics (weather, plants, animals), and a conclusion. Emma writes a topic sentence, then groups facts about weather and animals with “Another” and “For example,” and ends with a conclusion. Diego writes, “I love deserts,” and gives reasons why he likes them. Sofia lists random desert facts with no grouping or ending. Which student shows appropriate development and organization for informative writing?

Read the scenario about the writing assignment. Mrs. Patel’s students write how-to pieces about planting a seed, and the purpose is to explain a process. She shows a sample with an introduction, materials, steps in order, and a short conclusion, and she asks guiding questions during writing. Yuki lists materials, numbers each step from first to last, and adds details like how deep to dig, then ends with “Now your seed can grow!” Marcus writes an opinion that gardening is fun and gives reasons, but no steps. Emma includes steps but mixes them up and forgets materials. Which student’s writing is most appropriate for this how-to task?