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58 Assessment Guide for Educators: RLA Appendix C T rait 1: Creation of Arguments and Use of Evidence For Trait 1, responses are scored according to the criteria outlined in all three bullets. When a response shows mixed evidence of proficiency levels, it will receive a score that reflects a balanced consideration of each quality, with no one dimension weighted more than the others. For instance, a response may contain a logical text-based argument and sufficient support (a 2-point response), but the integration of claims might be simplistic (a 0-point response). Breakdown of Trait 1 Dimensions for Score Point 2 Dimension or Quality of Writing Explanation • generates text-based argument(s) and establishes a purpose that is connected to the prompt The first dimension relates to making claims or assertions. At higher score points, arguments will be focused on close reading and analysis of the source texts. As responses ascend the scale in this dimension, they will become more focused on making arguments. • cites relevant and specific evidence from source text(s) to support argument (may include few irrelevant pieces of evidence or unsupported claims) The second dimension focuses test-takers abilities to use information from the source texts to support their claims or assertions. As responses ascend the scale in this dimension, they will use evidence that is progressively more tied to the text. Responses that establish criteria for the evaluation of the source texts and then apply these criteria to specific text-based evidence are most likely to score highest in this dimension. At lower score points, the test-taker may rely more heavily on evidence drawn from personal experience with the topic rather than from text-based evidence. • 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 The third dimension focuses on a test-taker’s ability to critically evaluate the rhetorical strategies and argumentation demonstrated by the authors of the source texts. Test-takers who focus more specifically on the task outlined in the prompt, will be more likely to score highly on this dimension. More specifically, responses that establish criteria for the evaluation of the source texts and then apply these criteria to specific text-based evidence are most likely to score highest in this dimension. Responses that rely heavily on the test- taker’s own opinion are indicative of lower score points.