Diagnostic Writing Sample

Overview

Students complete a timed diagnostic writing sample in response to a structured prompt, establishing a baseline for academic writing growth across the "Foundations of Academic Writing" unit. This is lesson 3 of 4.

Learning Intentions

• Students will demonstrate their current academic writing skills independently.
• Students will organize ideas into a clear, structured written response.
• Students will reflect on their own writing process and identify areas for growth.

Success Criteria

• I can express my ideas clearly in a diagnostic writing sample.
• I can organize my response with a clear beginning, middle, and end.
• I can write in complete sentences and stay on topic throughout my response.
• I can reflect on what I did well and what I want to improve as a writer.

Curriculum Links

• MYP English Language and Literature — communicating meaning through written language
• MYP key concept of Communication — using language purposefully to convey ideas
• MYP criterion for Organizing — structuring writing with developed ideas and logical sequencing
• IB Approaches to Learning — self-management and thinking skills applied to reflective writing practice

Lesson Structure (60 minutes)

0–5 min | Warm-Up and Context Setting Welcome students and briefly recap lessons 1 and 2 of the unit. Remind them that today's task is not graded for performance — it is a snapshot of where they are right now as writers, and it will be used to track their growth.

5–12 min | Introducing the Prompt Distribute the writing prompt and read it aloud together as a class. Discuss the prompt as a group: What is it asking? What kind of response would make sense? Allow students to ask clarifying questions before writing begins. For students who need support, distribute sentence starters and the writing template at this stage.

12–15 min | Planning Time Give students 3 minutes to quietly plan their response. They can jot down a brief outline, bullet points, or a simple graphic organizer. Emphasize that even a few planning notes will help their writing feel more organized.

15–45 min | Independent Writing Students write their diagnostic response independently and in silence. Circulate the room to monitor progress and offer quiet, individual check-ins as needed. Avoid providing content feedback during this phase — this is a diagnostic, not a coached task. Advanced learners should be encouraged to incorporate figurative language into their writing.

45–53 min | Reflection Activity Students complete a short written self-reflection (3–4 sentences) responding to two questions: "What did you do well in your writing today?" and "What is one thing you want to work on as a writer?" This builds metacognitive awareness aligned with IB Approaches to Learning.

53–60 min | Whole-Class Debrief Bring the group together for a brief, low-stakes conversation. Ask two or three volunteers to share one thing they noticed about their own writing. Close by previewing lesson 4 and explaining how this diagnostic will be referenced as they develop their academic writing skills throughout the unit.

Resources

• Printed or digital writing prompt (age-appropriate persuasive or expository topic suitable for 10th grade)
• Lined writing paper or a digital document for student responses
• Sentence starter sheet for students who need additional support
• Structured writing template with labeled sections (introduction, body, conclusion)
• Short self-reflection form with guiding questions
• Timer visible to all students
• Pencils, pens, or access to devices as appropriate

Assessment

• The completed diagnostic writing sample will be collected and reviewed by the teacher using a rubric aligned to MYP criteria, focusing on organization and use of language — results will not be shared as a grade but used to inform instruction.
• The self-reflection form provides formative insight into student metacognition and will be referenced during individual writing conferences in lesson 4.
• Teacher observations during the writing phase will help identify students who may benefit from targeted support moving forward in the unit.

Differentiation

• Support: Provide a sentence starter sheet and a structured template that breaks the response into clearly labeled sections; students with dyslexia may use a larger font version of all materials, pastel-colored paper to reduce visual stress, or a text-to-speech tool for reading the prompt.
• EAL/SEN: Allow additional reading time for the prompt, offer the option to plan in their home language before writing in English, and provide a bilingual glossary of academic writing terms if needed.
• Extension: Advanced learners are encouraged to incorporate figurative language (metaphor, simile, or imagery) deliberately into their writing; they may also attempt to use a more sophisticated essay structure beyond the basic three-part format.
• Pacing: With only 5 students in the class, the teacher can briefly check in with each student during planning time to ensure everyone understands the prompt before writing begins.

Extension

Advanced learners can be challenged to include at least two examples of figurative language in their response and to briefly annotate in the margin where they used it and why. This encourages intentional craft alongside content expression, aligning with the IB focus on stylistic choices in written communication. During the debrief, advanced learners may be invited to share how figurative language shaped the tone or impact of their writing, modeling this skill for peers in a low-pressure way.