Although the information presented here was developed from a teacher’s perspective, students can benefit from both the information and the practice questions. 

The written-response component is designed to assess the degree to which students can draw on their mathematical experiences to solve problems, explain mathematical concepts, and demonstrate their algebraic skills. A written-response question will cover more than one specific outcome and will require students to make connections between concepts. Each written-response question will consist of four parts and will address multiple cognitive levels. Students should be encouraged to try to solve the problems in all parts, as an attempt at a solution may be worth partial marks.

The written-response part of the exam will count for 25% of the diploma exam mark. It can be a unique challenge to prepare students in writing effective written-response answers. I would like to present a few thoughts that might enhance the preparation process.

• If your can make it a school wide goal in the math department, the probability of affecting change can significantly increase. A wave of people working together can produce amazing improvement.
• Begin the preparation process prior to grade 12, beginning either in grade 10 or grade 11.
• At the beginning of the year, give each student a copy of the directing words. Emphasize the importance of knowing the meaning of these words.
• At the beginning of the year, give each student a copy of the scoring guide. When the student is aware of the marking criteria, he/she should be better able to respond in an effective manner. Try to apply this scoring guide throughout the year.
• For the questions you make up, attempt to use a similar format to a diploma exam question. Similarity can provide a certain level of comfort and confidence.
• When giving practice questions, attach the meaning of the specific directing words to the actual questions. As students begin to formulate answers, they can reflect on how their response matches the meaning of the directing word.
• Prior to the first unit exam, select one question to work through with the class. Pinpoint specific strategies that can be used when answering the question.
• When reviewing for a unit exam, give one written response question to the class to complete individually. After a set period of time (15-20 minutes), have students exchange answers and mark each other’s responses with a copy of possible solutions and the scoring guide. Giving students opportunities to share thought processes can result in a fertile learning environment. Doing this as many times as possible in the term will sharpen a student’s ability to provide a clear and thoughtful response.
• Point students to exemplars online and strongly recommend their perusal.

I have provided 6 examples to use: 2 each from Math 20-1, Math 30-1, and Math 30-2. Although not all the directing words are used, I have tried to incorporate as many as possible. Hopefully, throughout the course of a year, a student will encounter at least one question using each of the directing words. These examples can be easily downloaded so that copies can be provided for each student.