Dress for success



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  • Dressing for Success
  • Abby’s Marketing teacher has asked the class to write an essay explaining what “dress for success” means to them.
  • Which of these methods would be
  • the most helpful to Abby before she begins to write?
  • A deciding how many words her essay will be
  • B looking at fashion magazines
  • C looking up the words in the
  • dictionary she wants to use in her essay
  • D listing the things she wants to include in her essay
  • The audience for this essay would most likely be –
  • F elementary school students
  • G people looking for employment
  • H people who are retiring
  • J athletes
  • Answer Sheet – For Teacher Use
  • Question
  • Correct Answer
  • 1
  • D
  • 8.7ab – Use prewriting strategies to generate and organize ideas.
  • 2
  • G
  • 8.7bc – Organize details to elaborate the central idea.
  • Notes to Teacher:
  • The writing subtest of the Grade 8 English test will have a series of brief scenarios, each of which defines a writing task for a specified audience. Items following the statement of the writing task will address planning or prewriting activities relevant to the specified task and will be coded to the Planning, Composing, and Revising reporting category. A rough draft of a response to the specified writing task will follow the planning/prewriting test items. The rough draft will be divided into sections. The first section will have errors which require revision such as the inclusion of a sentence that does not belong or two sentences that need to be combined. Items following the first section of the rough draft will require the student to correct these errors by choosing the correct revision from the answer choices provided. These items will also be coded to the Planning, Composing, and Revising reporting category.
  • The second section of the rough draft will contain embedded errors in usage or mechanics. Items following this section will refer to underlined words or groups of words in the second section of the rough draft and will require students to choose the answer which represents correct usage or mechanics. These items will be coded to the Editing reporting category. In some cases, the underlined words will contain no error and the correct answer will be "as it is." Following the expanded blueprint is a list of usage and mechanics skills which are addressed in the Editing reporting category.
  • Read the first part of Abby’s rough draft. Use it to answer the questions below.
  • (1)We have all heard the old saying, “Dress for Success.” (2)What does it really mean? (3)My dad always tells me to dress for where I’m going in life, not for where I am. (4)I think that is a pretty good way to explain dressing for success.
  • (5)Unfortunately, our first impressions of people are very powerful. (6)I prefer to wear casual clothes most of the time. (7)Clothing and the way we dress make an impression on those around us. (8)If we want to be respected or viewed as professional, then we must dress in a way that is considered professional.
  • How can sentences 1 and 2 best be combined?
  • A We have all heard the old saying, “Dress for success,” but what does it really mean?
  • B What does “Dress for success” really mean; we’ve all heard it?
  • C Since we’ve all heard the old saying, “Dress for success,” what does this saying really mean?
  • D The old saying, “Dress for success” has been heard by all of us many times, but what does it really mean to us?
  • Which sentence should be removed from this portion of the essay?
  • F sentence 3
  • G sentence 4
  • H sentence 5
  • J sentence 6
  • Answer Sheet – For Teacher Use
  • Question
  • Correct Answer
  • VA SOL Essential Understanding Correlation
  • 3
  • A
  • 8.7dd – Revise writing for word choice, sentence variety, and transitions among paragraphs.
  • 4
  • J
  • 8.cc – Select specific vocabulary and information
  • Notes to Teacher:
  • During the revising stage of the writing process students will revise for focus, organization, and elaboration.
  • To assist students in developing these skills direct instruction must take place on including important details, deleting unnecessary information and varying sentences.
  • The Standards of Learning writing assessments will ask students to use their revising skills to identify ways to improve a passage that is provided. To be successful on this section of the test, students must be able to suggest the best way to combine provided sentences, choose a more descriptive way to write provided sentences and locate unneeded information.
  • Read the next part of Abby's rough draft. Use it to answer the questions below.
  • (9)I also believe that dressing for success means dressing appropriately for each occasion. (10)When going to an interview for a job a the bank, one does not dress in jeans and a sweatshirt. (11)Instead, when dressing for an interview, one should dress the way they would dress for work. (12)At a bank, tellers wear suits and dresses.
  • (13)At a construction site, workers wear jeans and work boots. (14)At a hip-hop clothing store. (15)Sales clerks dress in the type of clothing that they sell.
  • (16)Dressing appropriately at the workplace leads to success and comfort at work.
  • In sentence 11, how is they best written?
  • A those
  • B he or she
  • C them
  • D as it is
  • Which of the following is not a complete sentence?
  • F sentence 13
  • G sentence 14
  • H sentence 15
  • J sentence 16
  • Question
  • Correct Answer
  • VA SOL Essential Understanding Correlation
  • 5
  • B
  • 6
  • G
  • 8.8aa – Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
  • Notes to Teacher:
  • During the editing stage of the writing process students will edit for correct grammar, punctuation, capitalization, spelling and sentence construction.
  • Students should be provided with many opportunities to edit and correct punctuation in their writing and the writing of their classmates.
  • The Standards of Learning writing assessments will ask students to edit a given passage for punctuation, correct case and number, verb tense, and comparative and superlative degrees. Students will be expected to understand the use of conjunctions and transitional words.
  • Answer Sheet – For Teacher Use
  • Read the next part of Abby’s rough draft. Use it to answer the questions below.
  • (17)My dad always says “Dress for where you’re going.” (18)I think that is also important. (19)Although I’m a teenager, I can still learn to dress for where I want to be in life. (20)That means really noticing how successful professionals are dressed and trying to imitate what I see. (21)I can practice dressing professionally when I give a speech, go to a play, or attend an awards ceremony. (22)Again, dressing appropriately for every occasion is important.
  • 7 How is sentence 17 best written?
  • A My dad always says, “dress for where you’re going.”
  • B My dad always says, “Dress for where you’re going.”
  • C My dad always says; “Dress for where you’re going.”
  • D as it is
  • 8 In sentence 21, how is when I give a speech, go to a play, or attend an awards ceremony best written?
  • F when I give a speech, go to a play or attend an awards ceremony
  • G when I give a speech go to a play or attend an awards ceremony
  • H when I give a speech, go to a play or attend, an awards ceremony
  • J as it is
  • Question
  • Correct Answer
  • VA SOL Essential Understanding Correlation
  • 7
  • B
  • 8.8aa – Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
  • 8
  • J
  • 8.8aa – Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
  • Notes to Teacher:
  • During the editing stage of the writing process students will edit for correct grammar, punctuation, capitalization, spelling and sentence construction.
  • Students should be provided with many opportunities to edit and correct punctuation in their writing and the writing of their classmates.
  • The Standards of Learning writing assessments ask students to edit a given passage for punctuation, correct case and number, verb tense, and comparative and superlative degrees. Students will be expected to understand the use of conjunctions and transitional words.
  • Answer Sheet – For Teacher Use
  • Read the next part of Abby’s rough draft. Use it to answer the questions below.
  • (23)It is never too early to start thinking about where you want to go in life.
  • (24)Learning to dress for every occasion and learning to dress for where you want to be in the future will help lead to success. (25)When you dress appropriately for every situation, you left a good first impression on people. (26)First impressions impact success. (27)Learning to dress for success is one of the most smart things you can do for your future.
  • 9 In sentence 25, how is left correctly written?
  • A have left
  • B leaved
  • C leave
  • D as it is
  • 10 In sentence 27, how is most smart best written ?
  • F smartest
  • G smarter
  • H more smarter
  • J as it is
  • Question
  • Correct Answer
  • VA SOL Essential Understanding Correlation
  • 9
  • C
  • 8.8df – Maintain verb tense across paragraphs.
  • 10
  • F
  • 8.8eg – Use comparative and superlative degrees in adverbs and adjectives.
  • Answer Sheet – For Teacher Use
  • Notes to Teacher:
  • During the editing stage of the writing process students will edit for use of language, capitalization, punctuation and spelling. Students can earn 14 multiple choice points and 8 possible score from the direct-writing component by accurately editing.
  • On the Grade 8 Standards of Learning writing assessments students will edit for the use of:
  • Grade 6
  • Grade 7
  • Grade 8
  • Subject-verb agreement with intervening, phrases and clauses
  • Pronoun-antecedent agreement to include indefinite pronouns
  • Maintain consistent tense inflections across paragraphs
  • Choose adverbs to describe verbs, adjectives, and other adverbs
  • Use correct spelling for frequently used words
  • Choose pronouns to agree with antecedents
  • Subject-verb agreement with intervening phrases and clauses
  • Edit for verb tense consistency
  • Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
  • Choose the correct case and number for pronouns in prepositional phrases with compound objects.
  • Maintain consistent verb tense across paragraphs
  • Use comparative and superlative degrees in adverbs and adjectives


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