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44 Assessment Guide for Educators: RLA Chapter 4: Performance Level Descriptors RLA - GED® College Ready Level Test-takers who score at this performance level are typically able to analyze complex passages similar to Chinua Achebe’s Things Fall Apart, Martin Luther King Jr. ’s “Letter from Birmingham Jail, ” and Euclid’s Elements, as well as demonstrating strong abilities in the skills identified in the Pass/High School Equivalency level, including the following: • Analyzing and Creating T ext Features and T echnique – Analyze the impact of specific words, phrases, or figurative language in texts, with a focus on an author’s intent to convey information or construct an argument, at a strong level – Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author’s purpose, at a strong level – Determine an author’s point of view or purpose in texts, at a strong level – Analyze how the author distinguishes his or her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpoints, at a strong level – Draw specific comparisons between two texts that address similar themes or topics or between information presented in different formats, at a strong level • Using Evidence to Understand, Analyze, and Create Arguments – Make evidence-based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations, at a strong level – Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another, at a strong level – Compare two passages that present related ideas or themes in different genres or formats in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact, at a strong level