Based on the four compositions it shows that each child has different developmental changes in written language. For example, second graders write clearly, use different sentences to write essays, use basic punctuation and capitalization, organize writing with a beginning, middle and an end, spells words correctly that they use a lot, stop spelling by sound and start spelling correctly. Third graders plan, organize, revise, and edit. They use details in writing, spell simple words correctly and some not. Sixth graders write essays of increasing complexity containing formal introductions, ample supporting evidence, and conclusions. Eight graders write and continue to build vocabulary, general knowledge, and a mastery of grammar, spelling, and punctuation and they receive practice in writing the five-paragraph essay. 

2. What do the responses indicate about growth in knowledge of American history? 

Based on the responses, it indicates that children in different grade levels have insufficient and sufficient knowledge of the American history. In other words, students may not have sufficient information about American history in their LTM (long-term memory) to write a good essay like the second and third graders. The information may be presented in their STM (short-term memory) but due to the insufficient information, it may not have been passed onto the long-term memory. However, for the sixth and eighth graders they have more sufficient information about American history in their long-term memory and therefore write a good essay. In other words, as children grow older, they retain more information. Which also involves using appropriate spelling, punctuation, and grammar. It also involves communicating one's ideas effectively.