The current FCPS page does not publish a penalty chart for SPS writing, so these are not official scoring deductions. They are recurring writing problems that can make a response less clear, less responsive, or less recognizably the student’s.
Mistake 1: Listing Activities Instead of Showing Evidence
A list shows where a student participated, but not what the student contributed or understood. A stronger response stays with one relevant moment long enough to make the student’s role clear.
Mistake 2: Naming a Quality Instead of Making It Visible
Words such as “resilient,” “collaborative,” and “creative” are conclusions. The correction is simple: use a specific action or decision that lets the reader understand why the quality applies.
Mistake 3: Answering a Familiar Theme Instead of the Actual Task
A prepared story can be polished and still miss the question. The student should answer the task that appears, including each part, rather than reshape it into a familiar theme.
Mistake 4: Rehearsing One “Perfect” Story for Everything
One story may involve several Portrait of a Graduate attributes, but that does not make it the best answer to every task. Students should choose the experience that fits the question, even when a quieter example feels less impressive.
Mistake 5: Polishing Away the Student’s Voice
Adult polish can make a response smoother while making it less believable. Feedback should preserve the student’s natural language and leave the experiences, conclusions, and final wording in the student’s hands.
The Shared Root Problem
All five mistakes replace thinking with performance. The student lists credentials, names a quality, uses a rehearsed answer, or adopts an adult voice instead of showing how they understood and responded to a real situation.
Use Feedback to Improve the Next Response Too
Useful feedback helps the student recognize one underlying writing issue and make the revision themselves. TJTestPrep calibrates that feedback to the individual student rather than treating a public checklist as a universal scoring system.
For a full drafting method, read How to Write a Strong TJHSST SPS Response. For the official skill language behind the SPS, use the Portrait of a Graduate guide.
Frequently Asked Questions
Are these five SPS mistakes part of an official FCPS rubric?
No. The current FCPS page publishes the broad SPS skill areas but not a public point rubric or penalty chart. These are common writing risks, not official deductions.
Is it bad to write about a club, sport, or competition?
No. The issue is not the activity. The issue is listing participation without showing the student’s decisions, contribution, response to difficulty, or reflection in a way that answers the task.
Should an SPS response avoid all clichés?
A familiar phrase is not automatically fatal, but it often hides vague thinking. Replace generic lessons with details that show what this student noticed, changed, or would do differently.
How much should an adult change a student’s SPS practice draft?
Adults should identify confusion and ask questions, not supply experiences, lessons, or polished wording. The student should make the content and language decisions and remain the recognizable author.
Sources and Independence
Source note: This guide was prepared using FCPS TJHSST Freshman Application Process, FCPS Portrait of a Graduate. Official FCPS notices and applicant instructions control if they differ from this summary.
TJTestPrep by EduAvenues is independent and is not endorsed or sponsored by Thomas Jefferson High School for Science and Technology or Fairfax County Public Schools.