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Assessment_Guide_For_Educators_Rla (Page 23)
23 Assessment Guide for Educators: RLA Chapter 3: Extended Response Score Description Trait 1: Creation of Arguments and Use of Evidence 2 • generates text-based argument(s) and establishes a purpose that is connected to the prompt • cites relevant and specific evidence from source text(s) to support argument (may include few irrelevant pieces of evidence or unsupported claims) • analyzes the issue and/or evaluates the validity of the argumentation within the source texts (e.g., distinguishes between supported and unsupported claims, makes reasonable inferences about underlying premises or assumptions, identifies fallacious reasoning, evaluates the credibility of sources, etc.) 1 • generates an argument and demonstrates some connection to the prompt • cites some evidence from source text(s) to support argument (may include a mix of relevant and irrelevant citations or a mix of textual and non-textual references) • partially analyzes the issue and/or evaluates the validity of the argumentation within the source texts; may be simplistic, limited, or inaccurate 0 • may attempt to create an argument OR lacks purpose or connection to the prompt OR does neither • cites minimal or no evidence from source text(s) (sections of text may be copied from source) • minimally analyzes the issue and/or evaluates the validity of the argumentation within the source texts; may completely lack analysis or demonstrate minimal or no understanding of the given argument(s) Trait 2: Development of Ideas and Organizational Structure 2 • contains ideas that are well developed and generally logical; most ideas are elaborated upon • contains a sensible progression of ideas with clear connections between details and main points • establishes an organizational structure that conveys the message and purpose of the response; applies transitional devices appropriately • establishes and maintains a formal style and appropriate tone that demonstrate awareness of the audience and purpose of the task • chooses specific words to express ideas clearly 1 • contains ideas that are inconsistently developed and/or may reflect simplistic or vague reasoning; some ideas are elaborated upon • demonstrates some evidence of a progression of ideas, but details may be disjointed or lacking connection to main ideas • establishes an organization structure that may inconsistently group ideas or is partially effective at conveying the message of the task; uses transitional devices inconsistently • may inconsistently maintain a formal style and appropriate tone to demonstrate an awareness of the audience and purpose of the task • may occasionally misuse words and/or choose words that express ideas in vague terms 0 • contains ideas that are insufficiently or illogically developed, with minimal or no elaboration on main ideas • contains an unclear or no progression of ideas; details may be absent or irrelevant to the main ideas • establishes an ineffective or no discernable organizational structure; does not apply transitional devices, or does so inappropriately • uses an informal style and/or inappropriate tone that demonstrates limited or no awareness of audience and purpose • may frequently misuse words, overuse slang or express ideas in a vague or repetitious manner