TELPAS writing prompts and practice for 10th, 11th and 12th grade

Question

Prompt 1 of 4 — Express Ideas in Writing — suggested time about 25 minutes

Read the prompt. Plan your response, then write several paragraphs.

Write about a time when you had to make a difficult decision. In your response: • explain what the decision was and why it was difficult • describe the choices you had and what you finally decided • explain how you feel about your decision now

Ready to write

0:00

0 words0 characters0 paragraphsSuggested time: 25 min

View the practice scoring rubric

Level	What it looks like
4 — 4 points on each trait (12 in all)	Vocabulary: consistently uses a variety of grade-appropriate academic and social language; precise word choice; infrequent spelling errors Usage: correctly uses simple and complex tenses; expanded compound and complex sentences; grammar comparable to grade-level native English-speaking peers Completeness: uses words, phrases and clauses that sequence events and link ideas; clearly fits the genre; addresses the task completely, with specific detail
3 — 3 points on each trait (9 in all)	Vocabulary: generally uses a variety of social language; sometimes precise, may struggle with academic or newly introduced words; occasional spelling errors Usage: many simple sentences, but simple tenses are used successfully; emerging compound and complex sentences; some errors that do not seriously interfere Completeness: some linking words used inconsistently; narrates, describes or explains in some detail; mostly effective but lacks some specificity
2 — 2 points on each trait (6 in all)	Vocabulary: repetitive or limited, especially when writing is academic; may talk around unknown words; some spelling errors that may interfere Usage: mostly simple present-tense sentences; frequent grammar errors that sometimes interfere with meaning Completeness: limited or repetitive linking words; narrates, describes or explains in a limited way with few details
1 — 1 point on each trait (3 in all)	Vocabulary: some high-frequency or routine words and phrases; may include words from the home language; widespread spelling errors Usage: some simple sentences with errors in tense; grammar errors that interfere with meaning Completeness: may copy the prompt or contain no English; minimally effective in communicating the message

Show a strong sample response

Last spring I had to decide whether to keep playing soccer or take a job at my aunt's restaurant. I had played on the school team since ninth grade, and my best friends were on the team. But my family needed help, because my dad's hours at work were cut and my little brother needed braces. My aunt offered me twenty hours a week, which meant I could not go to practice anymore. It was difficult because both choices were important to me, and I felt like I was choosing between my friends and my family.

At first I tried to find a way to do both. I asked my coach if I could miss some practices, but he said the team rule was that you cannot play in a game if you miss more than two practices a month. Then I asked my aunt if I could work only on weekends, but she really needed someone on weeknights. After a week of thinking about it, I decided to take the job. I told my coach in person, and I was nervous, but he said he respected my decision and that I could come back next season if things changed.

Now I feel that I made the right choice, even though I still miss soccer. I learned how to talk to customers, handle money, and stay calm when the kitchen is busy, and my parents told me they were proud of me. I also learned that being responsible sometimes means giving up something you love for a while. I still play pickup games on Sundays with my friends, so I did not lose them, I just see them in a different way.

All three parts of the prompt are answered in order, each in its own paragraph. The student explains why the decision was hard with specific details (reduced hours, braces, the team rule), uses varied sentences and linking words such as 'At first', 'Then' and 'After a week', and reflects honestly at the end. There is a small run-on in the last sentence, but nothing slows the reader down.

What to look for

Check that the student writes about one specific decision, not decisions in general. A real situation is what gives the response detail.
Look for the reason the decision was difficult. Strong responses show two things that both matter, not just one obvious choice.
Notice whether the response uses past tense consistently when telling the story and switches to present tense only for how the student feels now.
Look for sequence and transition words (at first, then, after, finally) that make the order of events clear.
If the last part is only one sentence, such as 'I feel good about it', ask the student what they learned and have them add it.

TELPAS writing prompts and practice for 10th, 11th and 12th grade

What to look for

Questions with an answer key

Use Standard Grammar, Usage, and Spelling to Edit

Every answer, explained

Use Standard Grammar, Usage, and Spelling to Edit

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