Writing Development Flashcards
7 cards from real ACCESS practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Writing Development flashcards as text
On the ACCESS Writing test, which element most clearly shows a student is moving from Level 3 to Level 4 proficiency?
Answer: Connecting ideas with a variety of transitional phrases
At Level 4, students demonstrate emerging control over cohesive devices like transitional phrases to link ideas across sentences.
A student writes: 'I go to school. I learn math. I learn reading.' What writing skill should she develop next to improve this passage?
Answer: Combining sentences using conjunctions
Combining short, choppy sentences with conjunctions like 'and' or 'because' is a key step in writing development.
Which revision best improves the sentence 'The dog runned fast in the park yesterday'?
Answer: The dog ran fast in the park yesterday.
'Ran' is the correct irregular past tense form of 'run'; 'runned' is a common developmental error.
In an ACCESS Writing prompt asking students to explain how to make a sandwich, which text type is most appropriate?
Answer: Procedural/Expository
Explaining how to do something step-by-step is a procedural or expository text type.
A student's paragraph has a clear topic sentence and three supporting details but no concluding sentence. What is missing?
Answer: A closing statement
A concluding or closing sentence wraps up the paragraph and reinforces the main idea.
Which sentence shows the correct use of subject-verb agreement?
Answer: My friends walk to the library together.
With the plural subject 'My friends,' the verb 'walk' correctly has no -s ending.
On the ACCESS Writing rubric, 'linguistic complexity' primarily refers to:
Answer: The variety and sophistication of sentence structures used
Linguistic complexity scores reflect the range and sophistication of grammatical structures and sentence types a student uses.