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Section 6: Sample Constructed-Response Question
TX PACT: LOTE French: Early Childhood–Grade 12 (710)

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Sample Directions for the Constructed-Response Question

This section of the exam consists of a constructed-response question to which you must respond in the target language. You are to prepare a written response on the assigned topic. You should use your time to plan, write, review, and edit your response to the question.

Read the question carefully before you begin to write your response. Think about how you will organize what you plan to write. You may use the eraseable notebooklet provided to make notes, write an outline, or otherwise prepare your response. However, your final response to this question must be typed in the response box provided on-screen with the question.

Please note that special characters (such as letters with accents or other diacritical marks) cannot be entered using the keyboard but are available for insertion in the on-screen response box. To access these characters, click on the ash symbol button that appears in the upper left corner of the screen. Using the mouse, click on the character you wish to include in your response and then select "Insert". The character will be inserted where the cursor is positioned in the response box.

Your score will depend on the extent to which you effectively communicate a whole message, in the target language, to the specified audience for the stated purpose. You will be assessed on your ability to express, organize, and support opinions and ideas, not on the position you take. Your response to the constructed-response question will be evaluated according to the following criteria:

  • Purpose: The extent to which the response fulfills the assignment and is appropriate for the intended audience
  • Organization and Coherence: The extent to which ideas are effectively sequenced and logically connected
  • Development: The extent to which ideas are developed with relevant supporting details
  • Syntax and Grammar: The extent to which the response exhibits a command of syntax and grammar
  • Vocabulary: The extent to which the response demonstrates a command and range of vocabulary and idiomatic expressions
  • Mechanics: The extent to which the response demonstrates accuracy of spelling, diacritical marks, and punctuation

You are to prepare a written response to this assignment of approximately 300–400 words. Be sure to write about the assigned topic. You may not use any reference materials during the exam. This should be your original work, written in your own words, and not copied or paraphrased from some other work. Remember to review what you have written and make any changes you think will improve your response.

Select the Next button to continue.

Sample Constructed-Response Question

Domain V—Presentational Writing

Competency 009—In response to a prompt, demonstrate the ability to construct a coherent, well-developed passage in the target language that effectively communicates a message.

Read the prompt below.

Imagine that you are applying for an academic exchange program for teachers of French. As part of your application, you are asked to write an essay in French in which you provide your opinion on whether secondary-level students should attend school year-round. In your response, you must include, but are not limited to, the following:

  • your opinion on the topic; and
  • an explanation of reasons, evidence, or experience that supports your opinion.

Sample Strong Response

Prolonger l'année scolaire des lycéens, voilà une proposition qui mérite réflexion. Beaucoup de gens sont de l'avis que cette situation aurait de nombreux avantages. Par exemple, les lycéens auraient un horaire hebdomadaire plus structuré. Les parents qui travaillent n'auraient pas à s'inquiéter pour leurs enfants puisque ceux-ci seraient presque toujours en classe. Et quant aux enseignants, ils auraient plus de temps pour couvrir tout le programme scolaire. Ces avantages sont peu négligeables mais je crois pour ma part, qu'ils ne pèsent pas assez lourd face aux inconvénients que pourrait apporter une telle situation pour les jeunes.

La période des grandes vacances est, à mon avis, tout aussi importante pour l'apprentissage de la vie que le temps passé en classe. Pendant les vacances, les jeunes peuvent apprendre à faire des choix et à gérer leur temps. Si les choix manquent, c'est peut-être que les municipalités, les communautés et les parents devraient prévoir des activités pour les jeunes qui leur permettraient d'élargir leurs horizons. Les jeunes ont tous besoin de cet espace plein de spontanéité pour développer leur personnalité, découvrir leurs goûts, vivre des expériences hors du contexte du lycée et devenir les adultes accomplis et indépendants que nous espérons qu'ils seront. C'est pourquoi je crois fermement qu'avant de prendre la décision de prolonger l'année scolaire des lycéens, il est impératif de considérer quels seraient les vrais avantages pour les jeunes et quel serait l'impact d'avoir moins de temps libre sur leur épanouissement.

Quand j'étais adolescente, j'adorais la rentrée des classes. J'avais passé deux mois à faire des petits boulots, à voir mes cousins, à faire du théâtre et à lire le plus de romans possible. La rentrée, c'était l'odeur des cahiers et des manuels, c'était revoir les copains, c'était un horaire plus strict. Mais déjà au mois de janvier, je rêvais aux grandes vacances que j'attendais avec impatience. Le dernier jour de l'année scolaire, quel bonheur, l'été et la liberté étaient enfin à moi. Aujourd'hui, j'ai la chance de faire un travail que j'aime mais c'est toujours avec beaucoup d'impatience et de plaisir anticipé que j'attends mes vacances, cette période ludique pendant laquelle je fais ce qui me plaît. Ce bonheur, je souhaite à mes enfants et à tous les jeunes de le vivre pleinement chaque année.

Sample Weak Response

Je pense que il ne faut plus prolonguer l'année scolaire. Les élèves serais trop fatigués pour aller en classe tous les temps. Ils devront aussi travaillé le soir et n'aurais pas le temps de faire leur devoir. Je crois les jeunes ont besoin de se reposer et aussi les profs. Les profs ont beaucoup de travail et peut être sont trop fatigués si il faut travailler tous les temps. Alors les profs ont aussi besoin des vacances. Puisque il faut prepare les leçons et puis il faut aller à d'autres pays pour voir des autres cultures.

Aussi je crois que les jeunes fait le sport pendant les vacances. C'est bon pour le santé. Il faut aller voir leurs copins. Il faut aussi faire un petit boulot pour aprendre sur le travail. Il faut gagner de l'argent et il faut sauver de l'argent. C'est aussi une excellent leçon. Ainsi ils seraient contents de revenir au lycée après les vacances. Si ils ne sont pas contents peut être que ils fassent la grève. Un jour il y a eu la grève à mon lycée. La grève durait plus que un mois. C'est pourquoi la grève pourra coûter beaucoup pour le lycée. Le lycée n'a pas beaucoup de l'argent. Pour toutes ses raisons, je crois c'est mieux de ne pas aller en classe pendant toute l'année. Donc il faut garder les choses comme elles ont été depuis le début.

Performance Characteristics

Responses are scored holistically based on the following performance characteristics:

Purpose The extent to which the response fulfills the assignment and is appropriate for the intended audience
Organization and Coherence The extent to which ideas are effectively sequenced and logically connected
Development The extent to which ideas are developed with relevant supporting details
Syntax and Grammar The extent to which the response exhibits a command of syntax and grammar
Vocabulary The extent to which the response demonstrates a command and range of vocabulary and idiomatic expressions
Mechanics The extent to which the response demonstrates accuracy of spelling, diacritical marks, and punctuation

Score Scale

The four points of the scoring scale correspond to varying degrees of performance.

Score Point Score Point Description
4 The "4" response reflects a thorough understanding of relevant knowledge and skills.
  • The response thoroughly fulfills the assignment and is completely appropriate for the intended audience.
  • The ideas are effectively organized and logically connected.
  • The ideas are well developed with specific, relevant details.
  • The response exhibits a comprehensive command of syntax and grammar, containing only minor errors that do not interrupt communication.
  • The response demonstrates a strong command and broad range of vocabulary, including idiomatic expressions.
  • There are few, if any, errors in spelling, diacritical marks, and punctuation.
3 The "3" response reflects a general understanding of relevant knowledge and skills.
  • The response generally fulfills the assignment and is appropriate for the intended audience.
  • The ideas are generally organized and connected.
  • The ideas are generally developed with some specific details.
  • The response exhibits an adequate command of syntax and grammar, although some errors may cause minor interruptions in communication.
  • The response demonstrates a general command and adequate range of vocabulary, including idiomatic expressions.
  • There are minor errors in spelling, diacritical marks, and punctuation, but these do not interfere with communication.
2 The "2" response reflects a limited understanding of relevant knowledge and skills.
  • The response partially fulfills the assignment and may not be appropriate for the intended audience.
  • The ideas are partially organized; connections between ideas may be lacking.
  • The ideas are partially developed: details may be limited, repetitive, and/or partially irrelevant.
  • The response exhibits limited command of syntax and grammar; errors sometimes interfere with communication.
  • The response demonstrates a limited command and narrow range of vocabulary, including idiomatic expressions.
  • There are errors in spelling, diacritical marks, and punctuation that partially interfere with communication.
1 The "1" response reflects little understanding of relevant knowledge and skills.
  • The response fulfills little of the assignment and is inappropriate for the intended audience.
  • The ideas are unorganized and disjointed.
  • The ideas are not developed: there are few, if any, relevant supporting details.
  • The response exhibits little or no command of syntax and grammar; significant and frequent errors impede communication.
  • The response demonstrates a weak command of vocabulary, with little to no range. Idiomatic expressions, if used, may be inappropriate.
  • Errors in spelling, diacritical marks, and punctuation are so numerous that they impede communication.
U The response is unrelated to the assignment, is unreadable, is not written in the target language, or does not contain a sufficient amount of original work to score.
B There is no response to the assignment.