Writer Growth Profiles Report
Official Standards Diagnostic
WIDA Writing Diagnostic Report
Grades 9–12 Expressive Communication Mode • Standards Framework 2020 Edition
Assessment: Academic Paragraph Writing
Cohort Roster: 34 Multilingual Learners
Rubric: WIDA Expressive Descriptors
Level 1–2 (Entering/Emerging) 11 Students
Level 3 (Developing) 16 Students
Level 4–5 (Expanding/Bridging) 6 Students
Level 6 (Reaching) 1 Student
Cohort Scoring Roster • Part 1 (Students 1–6)
Criteria evaluated against official WIDA continuum (1.0–6.0)
| Student ID / Info | Discourse Dimension | Sentence Dimension | Word/Phrase Dimension | Overall | WIDA Rubric Rationale & Evidence |
|---|
| | | | | |
| Roxanna H. | | | | | |
rhernandezarellano
Travel: Mexico | Level 2.3
Generic sequential formula (First, Next, Lastly); repetitive focus on culture & food.
| Level 2.2
Simple/compound clauses with coordinating "and/because"; run-on comma splice in center.
| Level 2.2
High repetition of basic words ("culture", "good"); phonetic slip "tired" for tried.
| 2.2 | Conveys intended purpose using predictable generic transitions. Clause combining is emerging via basic coordination, but internal boundaries weaken under run-on phrasing. Lexicon remains everyday. |
|
Maria S.
msagastumeherrer
Travel: Japan | Level 2.0
Employs transition tags (for instance, furthermore, overal) but flow is disconnected.
| Level 1.8
Severe run-on syntax; missing subject pronouns ("what no need", "where sleep").
| Level 2.0
Direct L1 orthographic transfer: "japon", "spensive", "itenirary", "turistic".
| 1.9 | Emerging Level 2. Uses cohesive formulaic phrases, but syntactic control breaks down into unpunctuated clause chains with omitted relative pronouns. Strong phonological L1 Spanish spelling influence. |
|
James K.
jkidia
Travel: Switzerland | Level 4.0
Cohesive structure: clear claim, detailed examples, balanced multi-point conclusion.
| Level 3.8
Compound-complex sentences with parallel predicates; minor missing noun in series ("green [valleys]").
| Level 4.0
Descriptive noun groups: "melted cheese", "unique and delicious", "snowy hills".
| 3.9 | Solid Level 4. Displays genre-specific organizational control with cohesive signposting (First of all, Additionally, In conclusion). Expands noun groups effectively with strong descriptive precision. |
|
Kelin U.
ku
Solo Traveling Outline | Level 3.2
Formatted as graphic organizer outline rather than continuous prose, but logical flow is clear.
| Level 4.0
Complex syntax: relative clauses ("those who prepare..."), gerund subjects ("planning ahead...").
| Level 4.0
Precise lexical choices: "demands careful planning", "backpackers", "communal hostel".
| 3.5 | High sentence and lexical maturity (Level 4), but restrained to Level 3.5 overall due to submission as outline scaffolds rather than an integrated paragraph. Excellent control of cause-and-effect reasoning. |
|
Aye T.
athh
Cell Phone Ban | Level 3.2
Formulaic persuasive progression (First, For example, Also, In addition, Overall).
| Level 3.2
Compound/complex forms with gerund prepositions ("without checking"); minor agreement slips.
| Level 3.2
Academic words: "participate", "learning environment"; slip: "modifications" (notifications).
| 3.2 | Consistent Level 3. Clearly conveys intended persuasive purpose with standard transition frames. Shows emerging command of clause combining and discipline-specific vocabulary with minor word-form slips. |
|
Amitoj R.
arandhawa
Travel: Dubai | Level 5.0
Nuanced cohesion: "In particular", "In addition to these structural wonders", "Ultimately".
| Level 5.0
Complex multi-clause structures; passive voice ("is built entirely"), participial modifiers.
| Level 5.0
Rich precision: "structural wonders", "record-breaking buildings", "unforgettable adventures".
| 5.0 | Solid Level 5. Elaborated text with strategic cohesion and high linguistic density. Combines multiple clauses with grammatical finesse and utilizes sophisticated descriptive collocations effortlessly. |
WIDA ELD Standards Framework (2020 Edition) • Expressive Mode (Grades 9–12) Page 1 of 6
WIDA Writing Diagnostic Report
Student Scoring Roster • Part 2 (Students 7–13)
Dimensions: Discourse • Sentence • Word/Phrase
| Student ID / Info | Discourse Dimension | Sentence Dimension | Word/Phrase Dimension | Overall | WIDA Rubric Rationale & Evidence |
|---|
| | | | | |
| Marvensley M. | | | | | |
mmanigat
Cell Phone Ban | Level 3.0
Clear stance supported by safety and educational citations; standard conclusion.
| Level 2.7
Attempts correlative/conditional forms ("the parents nor..."), but weakened by run-ons.
| Level 3.0
Strong academic vocabulary ("essential", "build literacy"), alongside slips ("unban").
| 2.9 | Level 2.9 (Emerging 3). Shows high ideational complexity referencing expert studies, but sentence boundaries lack stability (comma splices, agreement, and word-formation errors: "should be unban"). |
|
Genesis D.
gdavis2
Cell Phone Ban | Level 2.6
Formulaic structure (First, Next, Finally); brief assertions with minimal elaboration.
| Level 2.5
Simple/compound clauses with passive attempts ("could be used for"); minor agreement slips.
| Level 2.8
Solid functional phrasing: "education purposes", "instant research", "feel safe".
| 2.6 | Level 2.6. Organizes text through generic 5-part template. Sentences rely on simple coordination with recurring minor agreement lapses ("many thing", "love one"). Vocabulary is adequate but concise. |
|
Harshil C.
hchaudhary
Cell Phone Ban | Level 3.2
Coherent paragraph: clear stance, focused supporting points, clean conclusion.
| Level 3.2
Well-controlled compound-complex sentences with gerund phrases ("without constantly checking").
| Level 3.2
Precise vocabulary: "fewer distractions", "social media", "learning environment".
| 3.2 | Solid Level 3. Shows consistent syntactic and mechanical control with accurate clause combining. Uses genre-appropriate transitions (First, Also, For example, Overall) with solid lexical precision. |
|
Ravpreet K.
rkaur10
Cell Phone Ban | Level 6.0
Journalistic text organization; synthesizes policy context, nuance/counter-data, and resolution.
| Level 6.0
Advanced syntax: participial openers, parenthetical em-dashes, gerund clause subjects.
| Level 6.0
Sophisticated register: "bell to bell policies", "digital withdrawal", "revitalizes engagement".
| 6.0 | Exemplary Level 6. Text is fully elaborated with strategic rhetorical intent. Combines complex clauses effortlessly with zero mechanical interference and displays advanced academic and discipline-specific vocabulary. |
|
Divi T.
dthang1
Cell Phone Ban | Level 2.0
Incomplete paragraph ending abruptly mid-sentence ("teacher also"); basic openers.
| Level 2.1
Agreement error ("ban are really great idea"); conditional clause with pronoun slip ("your don't").
| Level 2.2
Informal conversational tone: "really great idea", "way easier", phonetic "constat".
| 2.1 | Level 2.1. Writing cuts off prematurely without complete conclusion. Displays basic clause combining hindered by spacing/capitalization errors, pronoun slips, and informal spoken registers. |
|
Duh L.
dlian1
Cell Phone Ban | Level 4.0
Sophisticated dual-claim structure ("agree and disagree"), systematically elaborating both perspectives.
| Level 3.4
Lengthy multi-clause sentences; syntactic clunkiness ("so which that will make them...").
| Level 3.5
Expressive situational vocabulary ("dangerous situations", "active drill"), some spoken grammar.
| 3.6 | High Level 3 / Low 4. Remarkable discourse breadth managing contrasting viewpoints and counterclaims. Sentence mechanics and punctuation require refinement to support the high ideational density. |
|
Emmanuel C.
ecuautle
Travel: Brazil | Level 2.0
Single unbroken stream-of-consciousness clause run joined only by "and/also".
| Level 1.8
Zero terminal punctuation; parallel structure breaks ("to see... and visiting"); preposition slip.
| Level 2.0
Homophone errors ("there culture", "there traditional"); conversational slang ("wanna", "cool").
| 1.9 | Level 1.9. Entire submission is an unpunctuated run-on sentence. Relies heavily on repetitive coordinate conjunctions without establishing discrete sentence boundaries or formal descriptive vocabulary. |
WIDA ELD Standards Framework (2020 Edition) • Expressive Mode (Grades 9–12) Page 2 of 6
WIDA Writing Diagnostic Report
Student Scoring Roster • Part 3 (Students 14–20)
Dimensions: Discourse • Sentence • Word/Phrase
| Student ID / Info | Discourse Dimension | Sentence Dimension | Word/Phrase Dimension | Overall | WIDA Rubric Rationale & Evidence |
|---|
| | | | | |
| Cing N. | | | | | |
cnuam1
Travel: Malaysia | Level 3.6
Expansive personal narrative concluding with an explicit evaluation of pros and cons.
| Level 3.2
Varied compound-complex sentences with relative clauses; occasional convoluted framing.
| Level 3.4
Good descriptive collocations: "wander around", "pros and cons", "priced a bit up".
| 3.4 | Solid Level 3.4. Conveys nuanced personal connection with concrete elaboration. Uses cohesive devices across a substantial text, maintaining good syntactic variety with only minor phrasing awkwardness. |
|
Michelene P.
mpaillant
Cell Phone Ban | Level 5.0
Exemplary persuasive structure: thesis, academic evidence, social impact, synthesis.
| Level 5.0
Advanced sentence craft: gerund openers ("restricting personal devices..."), passive structures.
| Level 5.0
Precise academic register: "digital distractions", "campus community", "prioritizes achievement".
| 5.0 | High Level 5. Flawless discourse cohesion using discipline-appropriate transitional signposts. Dense language condensation through nominalized subjects and sophisticated academic collocations. |
|
Darxa G.
dgarciagramajo
Travel: Rome | Level 3.0
Elaborates multiple sights; uses transitions ("For example", "Nevertheless") & fun facts.
| Level 2.5
Persistent run-on sentences with comma splices; lacks internal sentence boundaries.
| Level 3.0
Specific landmarks: "Colosseum historical landmark", "pantheon", "caught my eyes".
| 2.8 | Level 2.8. Good communicative energy and topical detail, but syntactic clarity is hindered by severe run-on chains. Bridges informal expressions ("old places from way back") and proper historical landmarks. |
|
Khajan K.
kkaur5
Cell Phone Ban | Level 1.1
Single isolated sentence; no paragraph development or supporting examples.
| Level 1.5
Basic complex clause using "because"; agreement slip ("helps student focus").
| Level 1.4
Entirely dependent on prompt-provided vocabulary ("state cell phone ban in schools").
| 1.3 | Level 1.3 (Entering). Output is restricted to one prompt-dependent sentence. Lacks discourse-level expansion, independent lexical repertoire, and sustained syntactic elaboration. |
|
Yuvraj S.
ysingh7
Travel: India | Level 1.1
Extremely minimal text; no body elaboration or logical textual progression.
| Level 1.3
Sentence fragment ("If I travel.") followed by run-on clause with L1 word order.
| Level 1.5
Elementary everyday vocabulary; spelling slip "Consins" for cousins.
| 1.3 | Level 1.3 (Entering). Severe brevity with an opening sentence fragment. Heavy syntactic L1 transfer ("there are my grandparents... that is why") and minimal lexical range. |
|
Thang H.
thup
Travel: France | Level 2.0
Circular discourse; pivots off-topic into generic work-ethic maxims before returning.
| Level 2.0
Frequent sentence fragments without main verbs ("seeing how others live..."); missing copulas.
| Level 2.0
Homophone error "their" for there; word-class shift "where it just peace"; informal slang.
| 2.0 | Level 2.0. Demonstrates emergent paragraph writing with fragmented syntax. Several isolated participial phrases masquerading as complete sentences. Vocabulary is colloquial with homophonic errors. |
|
Claudine U.
cuwineza
Travel: Japan | Level 4.0
Highly cohesive thematic contrast: ancient traditions (Kyoto) vs futuristic tech (Tokyo).
| Level 4.0
Gerund subjects ("Witnessing the beautiful... would make it"), complex compound predicates.
| Level 4.0
Rich sensory lexicon: "fascinating blend", "neon-lit streets", "famous hospitality".
| 4.0 | Solid Level 4. Displays advanced language density and syntactic sophistication through embedded noun phrases. Minor phonetic spelling slips ("serece bomboo", "joulner") do not impair high communicative impact. |
WIDA ELD Standards Framework (2020 Edition) • Expressive Mode (Grades 9–12) Page 3 of 6
WIDA Writing Diagnostic Report
Student Scoring Roster • Part 4 (Students 21–27)
Dimensions: Discourse • Sentence • Word/Phrase
| Student ID / Info | Discourse Dimension | Sentence Dimension | Word/Phrase Dimension | Overall | WIDA Rubric Rationale & Evidence |
|---|
| | | | | |
| Julia S. | | | | | |
jsun
Travel: Hawaii | Level 3.2
Clean paragraph progression using standard signposts (First of all, Furthermore, To summarize).
| Level 3.2
Accurate simple and compound sentences; minor preposition redundancy ("visit to").
| Level 3.2
Solid descriptive words: "sense of peacefulness", "tropical fruits", "rare outside".
| 3.2 | Level 3.2. Exhibits solid paragraph-level coherence with explicit transitions. Clauses are combined accurately using coordinating and subordinating devices with good descriptive precision. |
|
Abel Jorge Abarca J.
ajorgeabarca
Travel: China | Level 1.6
Single-sentence response; no paragraph body or structured conclusion.
| Level 1.9
Compound-complex run-on with coordinate chaining; missing subject in conditional opener.
| Level 1.8
Proper noun recall ("Terracotta Warriors"), but culturally incongruous ending ("be a ninja").
| 1.7 | Level 1.7. Limited to a single run-on sentence. Integrates proper nouns effectively, but lacks paragraph organization, grammatical editing control, and sustained syntactic elaboration. |
|
Yolani A.
yolani.a
Dual Submission | Level 5.0
Masterful persuasive flow: thesis, safety evidence, concession ("Although some argue"), remedy.
| Level 5.0
High syntactic variety: conditional clauses, concessive structures, modal auxiliaries.
| Level 5.0
Advanced academic lexicon: "essential for safety", "unexpectedly", "responsibly".
| 5.0 | Level 5.0. Primary argument on cell phone bans is exceptional. Features strategic genre organization, complex clause combining with concession, and precise academic register before second draft starts. |
|
Zaira A.
zaira.a
Cell Phone Ban | Level 3.4
Direct persuasive structure (First, Next, Finally) addressing student safety and anxiety.
| Level 3.2
Sound clauses, but contains an isolated dependent fragment ("Whether that is a fire drill...");
| Level 4.0
High-level academic phrases: "personal panic attacks", "document and record misconduct".
| 3.5 | High Level 3. Combines clear organization with sophisticated academic and legalistic vocabulary ("transparently", "misconduct"). Punctuation and fragment elimination are immediate targets. |
|
Andrea C.
andrea.c
Cell Phone Ban | Level 5.0
Dense causal discourse linking inattention to long-term academic consequences.
| Level 5.0
Em-dashes, semicolon followed by conjunctive adverb ("consequently"), parallel verbs.
| Level 5.0
Mature academic phrasing: "retain information", "guaranteed a spot at university".
| 5.0 | High Level 5. Compact, highly condensed text with flawless punctuation mechanics (em-dashes, semicolons) and advanced academic register showing complex cause-and-effect logic. |
|
Ranveer K.
ranveer.k
Travel: Japan | Level 2.2
Formulaic 5-sentence frame (First, Next, Lastly); minimal elaboration of details.
| Level 2.2
Short simple sentences with basic coordinating "because" and "and".
| Level 2.2
Repetitive colloquial phrasing: "fun", "really cool", "wanna go".
| 2.2 | Level 2.2. Communicates clear preference using generic transitional frames, but sentence structures and vocabulary remain repetitive and colloquial with little syntactic variation. |
|
Harsimranjeet K.
harsimranjeet.k
Travel Benefits | Level 3.0
Structured expository flow: introductory claim, two categorical body points, summary.
| Level 2.5
Run-on verb chaining in imperative lists without conjunctions; typo "an help".
| Level 3.0
Topical vocabulary: "traditional foods", "local customs"; slip: "great memorials" (memories).
| 2.8 | Level 2.8. Strong conceptual awareness of expository structure and solid thematic lexicon, but compromised by run-on listing syntax where verbs are strung together without conjunctions. |
WIDA ELD Standards Framework (2020 Edition) • Expressive Mode (Grades 9–12) Page 4 of 6
WIDA Writing Diagnostic Report
Student Scoring Roster • Part 5 (Students 28–34)
Dimensions: Discourse • Sentence • Word/Phrase
| Student ID / Info | Discourse Dimension | Sentence Dimension | Word/Phrase Dimension | Overall | WIDA Rubric Rationale & Evidence |
|---|
| | | | | |
| Cristhel M. | | | | | |
cristhel.m
Travel: Tokyo | Level 3.0
Tight thematic focus on stress relief; uses transitions (for instance, however, overall).
| Level 2.1
Massive unbroken run-on sentence spanning entire submission without terminal punctuation.
| Level 3.6
Rich descriptive noun phrases: "relaxing garden called rikugien", "rooftop foot bath".
| 2.9 | Level 2.9. High discrepancy between vivid descriptive vocabulary and total absence of sentence boundaries. Splitting this extended run-on into discrete sentences will immediately elevate work. |
|
Jennifer N.
jennifer.n
Cell Phone Ban | Level 3.0
Passionate authentic counterargument contrasting AI cheating with physical student safety.
| Level 2.0
Unpunctuated run-on stream filled with spoken conversational tags and capitalized shouting.
| Level 3.0
Authentic argumentation terms ("genuinely", "safety than AI") alongside conversational slang.
| 2.7 | Level 2.7. Highly compelling reasoning and authentic voice, but transcribed in an unchecked conversational flow. Needs instruction on academic tone and sentence-boundary mechanics. |
|
Boi P.
boi.p
Travel: China | Level 4.0
Thorough paragraph with clear progression (First of all, Therefore, In addition, In conclusion).
| Level 3.5
Varied compound-complex sentences; minor repetition of sentence starter frames.
| Level 3.7
Good vocabulary: "unique culture", "experience the country", "both fun and educational".
| 3.7 | High Level 3 / Low 4. Sustains discourse organization with logical connective devices. Exhibits expanded noun groups and consistent sentence variety with strong communicative clarity. |
|
Dylan R.
dylan.r
Travel: Mexico | Level 2.2
Formulaic ordinal organization (First, Second, Finally); points lack extended support.
| Level 2.1
Subject-verb agreement error ("rocks there is"); ends with a trailing fragment ("And also feel...").
| Level 2.2
Repetitive adjectives ("beautiful", "pretty"); phonetic spelling "routs" for routes.
| 2.2 | Level 2.2. Organizes text through simple ordinal markers. Sentences suffer from subject-verb disagreement and sentence fragmentation, while vocabulary is limited to elementary descriptive words. |
|
Edwin S.
edwin.s
Travel: Japan | Level 4.0
Strong thematic contrast: historic preservation (Kyoto) vs modern culinary life (Tokyo).
| Level 3.3
Ambitious clauses, but weakened by sentence fragments ("Like to start with...") and verb slips.
| Level 4.2
Sophisticated lexicon: "cultural heritage preserved", "vibrant red gates", "culinary excellence".
| 3.8 | High Level 3 / Low 4. Outstanding vocabulary precision and vivid descriptive detail. Sentence boundary control (eliminating fragments and stabilizing verb forms) will bring syntax to match high lexical mastery. |
|
Tereza S.
tereza.s
Travel: New Zealand | Level 2.3
Tautological reasoning ("beautiful place because it's pretty with good views"); formulaic flow.
| Level 2.3
Simple compound sentences using "because" and conditional "especially if".
| Level 2.2
Repetitive adjectives: "beautiful", "pretty", "good", "perfect" used multiple times.
| 2.3 | Level 2.3. Uses predictable ordinal connectors (First, Second, Finally). Ideas circle around elementary descriptions with minimal elaboration. Vocabulary needs expansion beyond basic evaluative words. |
|
Joseph Y.
joseph.y
Travel: Japan | Level 3.0
Rich ideational generation (anime, cat cafes, food, nature) with standard transitions.
| Level 2.3
Run-on sentences; missing prepositions ("theirs gift shops to buy"); comma splices.
| Level 2.7
Phonetic slips ("molchy", "faji moutain", "emeployees") offset by strong adjectives.
| 2.7 | Level 2.7. Shows strong ideational enthusiasm and descriptive interest across multiple subtopics, but sentence boundaries and orthographic control (phonetic approximations) require targeted support. |
WIDA ELD Standards Framework (2020 Edition) • Expressive Mode (Grades 9–12) Page 5 of 6
Data-Driven Differentiation
Targeted Small Groups & Instructional Action Plan
Strategic student clustering based on WIDA Expressive Mode diagnostic patterns with high-leverage scaffolds.
GROUP 1
Foundation Builders: Sentence Boundaries, Syntax & Word Retrieval
WIDA Levels 1.2 – 2.4 • 11 Students
Roster (11): Khajan K. (1.3), Yuvraj S. (1.3), Abel Jorge Abarca J. (1.7), Maria S. (1.9), Emmanuel C. (1.9), Thang H. (2.0), Divi T. (2.1), Dylan R. (2.2), Ranveer K. (2.2), Roxanna H. (2.2), Tereza S. (2.3)
Diagnosed Linguistic Patterns:
- Sentence fragments lacking main verbs or subjects
- Over-reliance on repetitive coordination ("and", "and then")
- Phonetic L1 Spanish orthographic transfer ("spensive", "routs")
- Formulaic 5-sentence frames ("First, Second, Finally")
Actionable Instructional Next Steps:
- Kernel Expansion: Practice Who + Did What + Where + Why frames
- Boundary Sorting: Color-code complete sentences vs. fragments
- Tier 2 Sensory Walls: Replace "good/cool" with vivid adjectives
- Sentence Combining: Combine pairs using "because", "although", "when"
GROUP 2
Bridge Builders: Cohesive Elaboration & Run-On Deconstruction
WIDA Levels 2.5 – 3.8 • 16 Students
Roster (16): Genesis D. (2.6), Jennifer N. (2.7), Joseph Y. (2.7), Marvensley M. (2.8), Darxa G. (2.8), Harsimranjeet K. (2.8), Cristhel M. (2.9), Aye T. (3.2), Harshil C. (3.2), Julia S. (3.2), Cing N. (3.4), Kelin U. (3.5), Zaira A. (3.5), Duh L. (3.6), Boi P. (3.7), Edwin S. (3.8)
Diagnosed Linguistic Patterns:
- Extended run-on sentences combining 3+ independent clauses
- High ideational density compromised by missing terminal periods
- Informal spoken conversational markers ("you know", "stuff like")
- Mechanical slips in plurals and subject-verb agreements
Actionable Instructional Next Steps:
- Run-On Surgery: Break 40+ word run-ons using periods & conjunctions
- Functional Connectors: Teach Cause/Effect ("Consequently") & Concession
- Academic Voice Shift: Translate colloquial phrasing to formal register
- Outline-to-Prose Transfer: Explicit modeling of synthesizers (for Kelin U.)
GROUP 3
Academic Stylists: Complex Clause Architecture & Rhetorical Nuance
WIDA Levels 3.9 – 6.0 • 7 Students
Roster (7): James K. (3.9), Claudine U. (4.0), Yolani A. (5.0), Andrea C. (5.0), Amitoj R. (5.0), Michelene P. (5.0), Ravpreet K. (6.0)
Diagnosed Linguistic Patterns:
- Sophisticated discourse organization and persuasive cohesion
- Spontaneous use of nominalization and participial modifiers
- Strong academic and domain-specific vocabulary repertoires
- Minor editing needs in spelling (Claudine) or paragraph hygiene
Actionable Instructional Next Steps:
- Counterclaim Rebuttals: Embed "While critics contend X, data shows Y"
- Punctuation Gymnastics: Intentional use of em-dashes and semicolons
- Nominal Condensation: Transform verb clauses into abstract noun concepts
- Publishable Writing: Mentor text modeling for publication and AP prep
WIDA ELD Standards Framework (2020 Edition) • Expressive Mode (Grades 9–12) Page 6 of 6
