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59 Assessment Guide for Educators: RLA Appendix C T rait 2: Development of Ideas and Organizational Structure The five bullets, or dimensions, in Trait 2 must be considered together to determine the score of any individual response. No one dimension is weighted more than any other. Each score point describes the same dimensions, but at varying levels of mastery. Breakdown of Trait 2 Dimensions for Score Point 2 Dimension or Quality of Writing Explanation • contains ideas that are well developed and generally logical; most ideas are elaborated upon The first dimension relates to the depth and breadth of explanation exhibited in the response. While support for ideas should come from the source texts (like in Trait 1) fully developed ideas are often extended with additional evidence that builds upon central assertions. High-scoring responses will tend to contain multiple ideas that are fully elaborated upon and help articulate a central thesis. Responses that develop ideas insufficiently, unevenly, or illogically fall into the lower score ranges with regard to this dimension. • contains a sensible progression of ideas with clear connections between details and main points The second dimension focuses on how effectively the response builds from one idea to the next as well as the degree in which details and central ideas are linked. High-scoring responses will maintain coherence and a sense of progression that help convey the writer’s central thesis. Responses at lower score points demonstrate an increasingly disjointed or unclear progression of ideas. Details are increasingly unrelated to central ideas, or even absent. • establishes an organizational structure that conveys the message and purpose of the response; applies transitional devices appropriately The third dimension relates to how well the response is organized. Though using paragraphs may lend structure to many responses, it is possible for a well-organized, logical, non-paragraphed response to receive a high score. However, responses that contain circular, list- like, or scattered organizational structure, as well as those that do not fully integrate effective transitions between ideas, are often indicative of lower score points. • establishes and maintains a formal style and appropriate tone that demonstrate awareness of the audience and purpose of the task The fourth dimension is associated with how well the response demonstrates an understanding of audience and purpose. Responses that score highly in this dimension will establish and maintain a formal style and objective tone while attending to the norms and conventions of argumentative writing. Responses at lower score points may contain informal tone and/or the perspective may be inappropriate for the audience. • chooses specific words to express ideas clearly The fifth dimension focuses on word choice. Effective word choice does not necessarily suggest that test-takers must employ a great deal of advanced vocabulary. Advanced vocabulary used correctly is often associated with a higher score on Trait 2, but responses that reflect precision in word choice are just as likely to score well in this dimension. At lower score points, imprecise, vague and/or misused words are more prevalent.