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50 Assessment Guide for Educators: RLA Appendix A • R.6 Determine an author’s purpose or point of view in a text and explain how it is conveyed and shapes the content and style of a text • R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence • R.7 and R.9 Analyze how two or more texts address similar themes or topics For more information on each of the Reading Targets, see the Reasoning Through Language Arts Assessment Targets in Chapter 1 . RLA – Language: Similarities between the 2002 test and Current T est Note: Codes in the current column refer to the GED® Assessment Targets and Indicators as outlined Chapter 1 . The codes may not appear in numerical order, as the goal of the table below is to show areas of correspondence between the 2002 content and the Current Test content. RLA – Language: Content Specifications 2002 Current test • Create effective text divisions (within or among paragraphs. • Combine paragraphs to form a more effective document. • Form new paragraphs within multi-paragraph documents. • Create topic sentences. L.1 .9 Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and phrases that support logic and clarity. [Note: Paragraph development and organizational skills are measured through Trait 2 of the Extended Response Scoring Rubric and will not appear in editing tasks on the 2014 RLA test.] • Edit to eliminate sentence fragments, run-on sentences, and comma splices. L.2.2 Edit to eliminate run-on sentences, fused sentences, or sentence fragments. • Edit to eliminate improper coordination and subordination, modification, and parallelism. L.1 .5 Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use to meet almost all requirements instead of to almost meet all requirements). L.1 .6 Edit to ensure parallelism and proper subordination and coordination. • Edit to eliminate subject-verb agreement (including agreement in number, interrupting phrases, and inverted structure). L.1 .2 Edit to correct errors in straightforward subject-verb agreement. L.1 .7 Edit to correct errors in subject-verb or pronoun antecedent agreement in more complicated situations (e.g., with compound subjects, interceding phrases, or collective nouns).