ELA/Literacy
HANDOUTS: TABLE OF CONTENTS
Session 1: Assessment Literacy Introduction 1.1 Types of Assessments: Graphic Organizer 1 1.2 Types and Uses of Assessments Within Assessment Cycles 3 1.3 CSAI Overview of Major Assessment Types 5 1.4 Role of Smarter Balanced Performance Tasks 8
Session 2: Deep Dive into a Smarter Balanced Performance Task 2.1 Grade 5 ELA Performance Task 9 2.2 Grade 8 ELA Performance Task 24 2.3 Elementary Excerpt from Appendix B 41 2.4 Secondary Excerpt from Appendix B 43 2.5 Grades 3-5 Opinion Writing Rubric 45 2.6 Grades 6-11 Argumentative Writing Rubric 48 2.7 Rubric Adjectives 51 2.8 Elementary Student Sample A 52 2.9 Secondary Student Sample A 59 2.10 Elementary Student Sample B 66 2.11 Secondary Student Sample B 73 2.12 Elementary Student Samples C and D 80 2.13 Secondary Student Samples C and D 83 2.14 Elementary Student Samples C and D with Rationales 85 2.15 Secondary Student Samples C and D with Rationales 100 2.16 Full Scoring Guide for the Grade 5 ELA Performance Task 114 2.17 Full Scoring Guide for the Grade 8 ELA Performance Task 136 2.18 Smarter Balanced Performance Task Writing Rubrics 157
Session 3: Learning from Student Work on Performance Tasks 3.1 Grade 5 Student Samples 175 3.2 Grade 8 Student Samples 179 3.3 Analyzing Student Work Organizer 183 3.4 Receiving Feedback Activity 186 3.5 Additional Performance Assessment Resources 199
Types of Assessments: Graphic Organizer
Formative Assessment
Purpose: What does formative assessment look like in my context?
What questions about teaching and learning am I trying to answer with formative assessment?
What instructional decisions can I make using this data?
Page 1
Handout 1.1
Interim Assessment
Purpose: What does interim assessment look like in my context?
What questions about teaching and learning am I trying to answer with interim assessment?
What instructional decisions can I make using this data?
Summative Assessment
Purpose: What does summative assessment look like in my context?
What questions about teaching and learning am I trying to answer with summative assessment?
What instructional decisions can I make using this data?
Page 2
Handout 1.1
Figure 8.5. Types and Uses of Assessments Within Assessment Cycles
Cycle Methods Information Uses/Actions
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ELA/ELD Framework Figure Collection
Page 3
Handout 1.2
Cycle Methods Information Uses/Actions
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ELA/ELD Framework Figure Collection
Page 4
Handout 1.2
TH
E C
ENTE
R O
N S
TAN
DA
RDS
AN
D A
SSES
SMEN
T IM
PLEM
ENTA
TIO
N
Ove
rvie
w o
f Ass
essm
ent T
ypes
Ove
rvie
w o
f M
ajor
Ass
essm
ent
Type
s in
St
anda
rds-
Base
d In
stru
ctio
n
Form
ativ
e
Ass
essm
ent
Dia
gno
stic
A
sses
smen
tIn
teri
m/B
ench
mar
k A
sses
smen
tSu
mm
ativ
e
Ass
essm
ent
Des
crip
tion
•
Proc
ess
teac
hers
and
stu
dent
sus
e to
con
tinuo
usly
gat
her
evid
ence
of s
tude
nt le
arni
ng
• Ev
iden
ce is
use
d to
ada
ptin
stru
ctio
n on
mom
ent-
to-
mom
ent
and
day-
to-d
ay b
ases
• Re
quire
s ev
iden
ce g
athe
ring
that
pro
vide
s di
agno
stic
info
rmat
ion
• Fo
rmal
str
ateg
ies
and/
or t
ools
use
d to
iden
tify
spec
ific
stre
ngth
s an
dw
eakn
esse
s in
stu
dent
lear
ning
rela
tive
to s
peci
ficle
arni
ng s
tand
ards
and
/or
goal
s
• Fo
cuse
d on
indi
vidu
alst
uden
ts
• A
sses
smen
t ad
min
iste
red
atsp
ecifi
ed in
terv
als
over
the
cour
se o
f the
aca
dem
ic y
ear
• C
ompa
res
stud
ent
lear
ning
or p
erfo
rman
ce a
gain
stse
t of
lear
ning
sta
ndar
ds o
rob
ject
ives
• M
ay b
e co
mm
on a
cros
scl
asse
s or
sch
ools
• M
easu
res
stud
ents
’ kno
wle
dge
and
skill
s re
lativ
e to
spe
cific
lear
ning
sta
ndar
ds o
r go
als
• A
lso
refe
rred
to
as a
“cul
min
atin
g as
sess
men
t”
• M
ay b
e “h
igh-
stak
es”
Page 5
Handout 1.3
TH
E C
ENTE
R O
N S
TAN
DA
RDS
AN
D A
SSES
SMEN
T IM
PLEM
ENTA
TIO
N
Ove
rvie
w o
f Ass
essm
ent T
ypes
Form
ativ
e
Ass
essm
ent
Dia
gno
stic
A
sses
smen
tIn
teri
m/B
ench
mar
k A
sses
smen
tSu
mm
ativ
e
Ass
essm
ent
Purp
oses
•
Info
rms
teac
hing
and
lear
ning
• M
onito
rs s
tude
nt le
arni
ng a
ndpr
ogre
ss, b
ased
on
less
ongo
als
• Pr
ovid
es im
med
iate
or
very
timel
y fe
edba
ck o
n st
uden
tun
ders
tand
ing
• Si
gnal
s im
port
ant
lear
ning
goal
s
• Id
entifi
es p
oten
tial
lear
ning
str
engt
hs a
nddi
fficu
lties
and
/or
area
sth
at re
quire
furt
her
deve
lopm
ent
• Pr
ovid
es t
each
ers
with
info
rmat
ion
to in
form
nex
tpo
ssib
le in
stru
ctio
nal s
teps
• Pr
edic
ts s
tude
nt’s
end
-of-
year
profi
cien
cy
• M
onito
rs s
tude
nts’
pro
gres
sto
war
d lo
nger
-ter
m g
oals
• In
form
s te
ache
r in
stru
ctio
nan
d/or
sch
ool i
mpr
ovem
ent
• Id
entifi
es a
nd p
rovi
des
supp
ort
for
stru
gglin
gst
uden
ts, t
each
ers,
sch
ools
• Ev
alua
tes
lear
ning
out
com
es
• In
form
s sc
hool
impr
ovem
ent
plan
ning
• Si
gnal
s im
port
ant
lear
ning
goal
s
• Pr
ovid
es o
vera
ll de
scrip
tion
of s
tude
nts’
lea
rnin
gst
atus
, ena
blin
g m
onito
ring
and
eval
uatio
n of
stu
dent
achi
evem
ent
• Ev
alua
tes
effe
ctiv
enes
s of
the
educ
atio
nal e
nviro
nmen
t at
vario
us le
vels
• Pr
ovid
es in
form
atio
n fo
rac
coun
tabi
lity
purp
oses
• In
form
s sc
hool
impr
ovem
ent
plan
ning
• Si
gnal
s im
port
ant
lear
ning
goa
ls
Form
at
Exam
ples
• Te
ache
r-cr
eate
d te
sts
and
quiz
zes
• A
naly
sis
of s
tude
nt w
ork
• Q
uest
ions
dur
ing
clas
sroo
mdi
scus
sion
• O
bser
vatio
ns
• O
bser
vatio
n pr
otoc
ol
• W
ritte
n or
ora
l ass
essm
ent
• M
ay d
raw
on
item
ban
ks
• Ed
ucat
or o
r co
mm
erci
ally
deve
lope
d
• C
onde
nsed
sum
mat
ive
asse
ssm
ent
• M
ay in
clud
e ite
m b
anks
• C
omm
on p
erfo
rman
ce t
asks
• Ed
ucat
or o
r co
mm
erci
ally
deve
lope
d as
sess
men
t
• La
rge-
scal
e as
sess
men
t (e
.g.,
annu
al s
tate
wid
e as
sess
men
ts,
Smar
ter
Bal
ance
d or
PA
RCC
)
• Sc
hool
, cla
ssro
om a
sses
smen
t(e
.g.,
end-
of-u
nit
test
or
end-
of-
cour
se e
xam
)
• M
ay in
clud
e ite
m b
anks
Handout 1.3
Page 6
THE
CEN
TER
ON
STA
ND
ARD
S A
ND
ASS
ESSM
ENT
IMPL
EMEN
TATI
ON
Ove
rvie
w o
f Ass
essm
ent T
ypes
Form
ativ
e
Ass
essm
ent
Dia
gno
stic
A
sses
smen
tIn
teri
m/B
ench
mar
k A
sses
smen
tSu
mm
ativ
e
Ass
essm
ent
Freq
uen
cy•
Ong
oing
: for
mat
ive
asse
ssm
ent
proc
ess
is e
mbe
dded
with
inte
achi
ng a
nd le
arni
ng, o
r do
neas
it fi
ts w
ithin
an
inst
ruct
iona
lpl
an o
r sc
hedu
le
• M
ay b
e gi
ven
at re
gula
rin
terv
als
(e.g
., en
d of
aqu
arte
r or
trim
este
r, or
at
the
mid
poin
t of
an
exte
nded
curr
icul
ar u
nit)
• Re
sults
are
gen
eral
ly p
rovi
ded
in a
tim
ely
man
ner
toco
ntrib
ute
to le
arni
ng p
roce
ss
• G
ener
ally
adm
inis
tere
d at
asi
ngle
poi
nt in
tim
e
• La
rge-
scal
e su
mm
ativ
eas
sess
men
t m
ay b
e gi
ven
on a
nan
nual
bas
is
• C
lass
room
sum
mat
ive
asse
ssm
ent
may
be
give
n at
the
end
of a
cou
rse,
or
cale
ndar
perio
d
Cla
ssro
om
Use
s
• Fo
rmat
ive
asse
ssm
ent
appe
ars
as in
form
al a
nd fo
rmal
chec
kpoi
nts
on s
tude
nts’
lear
ning
dur
ing
the
cour
se o
fin
stru
ctio
n
• Pr
ovid
es fe
edba
ck t
o st
uden
tsan
d te
ache
rs in
sho
rt-t
erm
inte
rval
s
• D
irect
ly e
mbe
dded
in a
ndin
form
s on
goin
g te
achi
ng a
ndle
arni
ng
• M
ay b
e ro
utin
e if
give
nas
part
of a
cyc
le o
fin
stru
ctio
n
• M
ay b
e gi
ven
mul
tiple
times
acr
oss
year
• C
an b
e gi
ven
as p
re- a
nd/
or p
ost-
inst
ruct
ion
asse
ssm
ent
• D
iagn
ostic
ass
essm
entm
aybe
giv
en in
the
clas
sroo
mto
obt
ain
insi
ghti
nto
stud
ents
’ lea
rnin
gch
alle
nges
• Fe
edba
ck c
an in
form
how
teac
hers
pro
vide
lear
ning
supp
ort,
as
wel
las
next
poss
ible
ste
ps in
inst
ruct
ion
• In
terim
/ben
chm
ark
asse
ssm
ent
can
be u
sed
tom
onito
r st
uden
t le
arni
ngan
d m
ay b
e pr
edic
tive
of s
tude
nts’
end
-of-
year
perf
orm
ance
• C
lass
room
inte
rim/
benc
hmar
k as
sess
men
t ca
nal
so in
form
impr
ovem
ent
stra
tegi
es fo
r t
each
ers,
scho
ols
and
dist
ricts
• Su
mm
ativ
e as
sess
men
t m
ay b
egi
ven
to e
valu
ate
and
mon
itor
stud
ent
lear
ning
• M
ay in
form
tea
chin
g an
dle
arni
ng a
t th
e pr
ogra
m, s
choo
l,an
d di
stric
t le
vels
• C
lass
room
sum
mat
ive
asse
ssm
ents
als
o in
form
impr
ovem
ent
stra
tegi
es fo
rpr
ogra
ms,
cla
ssro
om, s
choo
lsan
d di
stric
ts
Page 7
Handout 1.3
Smarter Balanced Assessment Consortium: Performance Task Specifications
Role of Smarter Balanced Performance Tasks
Taken during the final 12 weeks of the school year, the Smarter Balanced summative assessments for accountability will have two components: a comprehensive end-of-year computer adaptive assessment and performance tasks. These assessments in English language arts (ELA) and mathematics will provide measures of students’ achievement (proficiency in meeting grade-level standards), academic growth, and progress toward college and career readiness. The focus of both assessment components will be the claims and targets identified in the Smarter Balanced content specifications for ELA/literacy and mathematics, which serve as “bridge documents” between the Common Core State Standards and the Smarter Balanced summative assessments. Through the use of technology and innovative item and task formats, the Smarter Balanced assessments will exemplify “next generation assessments,” significantly improving upon traditional, large-scale accountability tests in terms of authenticity, accessibility, and coverage of skills that are identified in college and career standards (e.g., mathematics practices, problem solving, speaking and listening, use of technology), as described in the Smarter Balanced content specifications.
The domain of performance assessment is quite broad, encompassing a range of non–selected-response tasks. A Smarter Balanced performance task involves significant interaction of students with stimulus materials and/or engagement in a problem solution, ultimately leading to an exhibition of the students’ application of knowledge and skills, often in writing or spoken language. Stimuli include a variety of information forms (e.g., readings, video clips, data), as well as an assignment or problem situation. A key component of college and career readiness is the ability to integrate knowledge and skills across multiple content standards. Smarter Balanced will address this ability through performance tasks, because it cannot be adequately assessed with selected-response or constructed-response items.
Handout 1.4
Page 8
Smarter Balanced Assessment Consortium:
English/Language Arts Practice Test Scoring Guide
Grade 5 Performance Task
5/16/2014
Adapted for BEAL Session 2.A: Experience a Task
Page 9
Handout 2.1
Smarter Balanced Assessment Consortium:
English/Language Arts Practice Test Scoring Guide
Grade 8 Performance Task
5/16/2014
Adapted for BEAL Session 2.A: Experience a Task
Page 24
Handout 2.2
Grade 3-5 Summative Assessment Targets, Claim #2
ELA/Literacy Claim # 2
Students can produce effective writing for a range of purposes and audiences.
Grade 3 Grade 4 Grade 5
for example) to connect opinion and reasons.
d. Provide a concluding statementor section.
W-8 Recall information fromexperiences or gather informationfrom print and digital sources; takebrief notes on sources and sortevidence into provided categories.
state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that aresupported by facts and details.
c. Link opinion and reasons usingwords and phrases (e.g., forinstance, in order to, in addition).
d. Provide a concluding statementor section related to the opinionpresented.
W-8 Recall relevant informationfrom experiences or gatherrelevant information from printand digital sources; take notesand categorize information, andprovide a list of sources.
W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasonsthat are supported by facts anddetails.
c. Link opinion and reasons usingwords, phrases, and clauses (e.g.,consequently, specifically).
d. Provide a concluding statement or section related to the opinionpresented.
W-8 Recall relevant information fromexperiences or gather relevantinformation from print and digitalsources; summarize or paraphraseinformation in notes and finishedwork, and provide a list of sources.
L-3a Expand, combine, and reducesentences for meaning,reader/listener interest, and style.
W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
Target 7. COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting reasons from sources and an appropriate conclusion.
Target 7. COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion); include structures and appropriate transitional strategies for coherence; elaborate and include supporting evidence/reasons from sources; and develop an appropriate conclusion related to the opinion presented.
Target 7. COMPOSE FULL TEXTS: Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion); include structures and appropriate transitional strategies for coherence; elaborate and include supporting evidence/reasons from sources; and develop an appropriate conclusion related to the opinion presented.
Page 41
Handout 2.3
Grade 3-5 Summative Assessment Targets, Claim #2
ELA/Literacy Claim # 2
Students can produce effective writing for a range of purposes and audiences.
Grade 3 Grade 4 Grade 5
Gr. 3 Standards: W-1a, W-1b, W-1c, W1 -d, W-4, W-5, W-8(DOK 4)
W-1
a. Introduce a topic or text they arewriting about, state an opinion,and create an organizationalstructure that lists reasons.
b. Provide reasons that support theopinion.
c. Use linking words and phrases(e.g., because, therefore, since,for example) to connect opinionand reasons.
d. Provide a concluding statementor section.
W-4 With guidance and supportfrom adults, produce writing inwhich the development andorganization are appropriate totask, purpose, and audience.
W-5 With guidance and supportfrom peers and adults, developand strengthen writing as neededby planning, revising, and editing.
W-8 Recall information fromexperiences or gather informationfrom print and digital sources; takebrief notes on sources and sortevidence into provided categories.
Gr. 4 Standards: W-1a, W-1b, W-1c, W1 -d, W-4, W-5, W-8 , W-9 (DOK 4)
W-1
a. Introduce a topic or text clearly,state an opinion, and create anorganizational structure in whichrelated ideas are grouped tosupport the writer’s purpose.
b. Provide reasons that aresupported by facts and details.
c. Link opinion and reasons usingwords and phrases (e.g., forinstance, in order to, in addition).
d. Provide a concluding statementor section related to the opinionpresented.
W-4 Produce clear and coherentwriting in which the developmentand organization are appropriateto task, purpose, and audience.
W-5 With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.
W-8 Recall relevant informationfrom experiences or gatherrelevant information from printand digital sources; take notesand categorize information, andprovide a list of sources.
W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
Gr. 5 Standards: W-1a, W-1b, W-1c, W1 -d, W-4, W-5, W-8 , W-9 (DOK 4)
W-1
a. Introduce a topic or text clearly,state an opinion, and create anorganizational structure in whichideas are logically grouped tosupport the writer’s purpose.
b. Provide logically ordered reasonsthat are supported by facts anddetails.
c. Link opinion and reasons usingwords and clauses (e.g.,consequently, specifically)
d. Provide a concluding statement or section related to the opinionpresented.
W-4 Produce clear and coherentwriting in which the developmentand organization are appropriateto task, purpose, and audience.
W-5 With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, editing,rewriting, or trying a new approach.
W-8 Recall relevant information fromexperiences or gather relevantinformation from print and digitalsources; summarize or paraphraseinformation in notes and finishedwork, and provide a list of sources.
W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
Page 42
Handout 2.3
Grade 6-8 Summative Assessment Targets, Claim #2
ELA/Literacy Claim # 2
Students can produce effective writing for a range of purposes and audiences.
Grade 6 Grade 7 Grade 8 W-8 Gather relevant information
from multiple print and digitalsources; assess the credibility ofeach source; and quote orparaphrase the data andconclusions of others whileavoiding plagiarism and providingbasic bibliographic informationfor sources.
W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, andresearch.
L-3a Vary sentence patterns formeaning, reader/listenerinterest, and style
L-3b Maintain consistency in styleand tone.
Target 7. COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.
Gr. 6 Standards: W-1a, W-1b,W-1c, W-1d, W-1e, W-4, W-5, W-8, W-9(DOK 4)
W-1
a. Introduce claim(s) and organizethe reasons and evidence clearly.Support claim(s) with clearreasons and relevant evidence,using credible sources anddemonstrating an understandingof the topic or text.
W-8 Gather relevant information frommultiple print and digital sources,using search terms effectively;assess the credibility and accuracyof each source; and quote orparaphrase the data andconclusions of others while avoidingplagiarism and following a standardformat for citation.
W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
Target 7. COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.
Gr. 7 Standards: W-1a, W-1b, W-1c, W-1d, W-1e, W-4, W-5, W-8, W-9(DOK 4)
W-1
a. Introduce claim(s), acknowledgealternate or opposing claims, andorganize the reasons and evidencelogically.
b. Support claim(s) with logicalreasoning and relevant evidence,using accurate, credible sources anddemonstrating an understanding ofthe topic or text.
W-8 Gather relevant informationfrom multiple print and digitalsources, using search termseffectively; assess the credibilityand accuracy of each source; andquote or paraphrase the dataand conclusions of others whileavoiding plagiarism and followinga standard format for citation.
W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, andresearch.
Target 7. COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows and supports the argument(s) presented.
Gr. 8 Standards: W-1a, W-1b, W-1c, W-1d, W-1e, W-4, W-5, W-8, W-9(DOK 4)
W-1
a. Introduce claim(s),acknowledge and distinguishthe claim(s) from alternate oropposing claims, and organizethe reasons and evidencelogically.
b. Support claim(s) with logicalreasoning and relevantevidence, using accurate,credible sources anddemonstrating anunderstanding of the topicor text.
* More than one text may be needed to assess this standard.
Page 43
Handout 2.4
Grade 6-8 Summative Assessment Targets, Claim #2
ELA/Literacy Claim # 2
Students can produce effective writing for a range of purposes and audiences.
Grade 6 Grade 7 Grade 8
c. Use words, phrases, and clausesto clarify the relationships amongclaim(s) and reasons.
d. Establish and maintain a formalstyle.
e. Provide a concluding statementor section that follows from theargument presented.
W-4 Produce clear and coherentwriting in which thedevelopment, organization, andstyle are appropriate to task,purpose, and audience.
W-5 With some guidance andsupport from peers and adults,develop and strengthen writing asneeded by planning, revising,editing, rewriting, or trying a newapproach.
W-8 Gather relevant informationfrom multiple print and digitalsources; assess the credibility ofeach source; and quote orparaphrase the data andconclusions of others whileavoiding plagiarism and providingbasic bibliographic information forsources.
W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
c. Use words, phrases, and clauses tocreate cohesion and clarify therelationships among claim(s),reasons, and evidence.
d. Establish and maintain a formalstyle.
e. Provide a concluding statement orsection that follows from andsupports the argument presented.
W-4 Produce clear and coherentwriting in which the development,organization, and style areappropriate to task, purpose, andaudience.
W-5 With some guidance andsupport from peers and adults,develop and strengthen writing asneeded by planning, revising,editing, rewriting, or trying a newapproach.
W-8 Gather relevant information frommultiple print and digital sources,using search terms effectively;assess the credibility and accuracyof each source; and quote orparaphrase the data andconclusions of others while avoidingplagiarism and following a standardformat for citation.
W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
c. Use words, phrases, andclauses to create cohesion andclarify the relationships amongclaim(s), counterclaims,reasons, and evidence.
d. Establish and maintain a formalstyle.
e. Provide a concluding statementor section that follows from andsupports the argumentpresented.
W-4 Produce clear and coherentwriting in which thedevelopment, organization, andstyle are appropriate to task,purpose, and audience.
W-5 With some guidance andsupport from peers and adults,develop and strengthen writingas needed by planning, revising,editing, rewriting, or trying a newapproach.
W-8 Gather relevant informationfrom multiple print and digitalsources, using search termseffectively; assess the credibilityand accuracy of each source; andquote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
Page 44
Handout 2.4
4-Po
int
Opi
nion
Perf
orm
ance
Tas
k W
ritin
g Ru
bric
(Gra
des 3
-5)
Scor
e 4
3 2
1 N
S
Organization/Purpose
The
resp
onse
has
a c
lear
and
ef
fect
ive
orga
niza
tiona
l str
uctu
re,
crea
ting
a se
nse
of u
nity
and
co
mpl
eten
ess.
The
org
aniz
atio
n is
sust
aine
d be
twee
n an
d w
ithin
pa
ragr
aphs
. The
resp
onse
is
cons
iste
ntly
and
pur
pose
fully
fo
cuse
d:
xop
inio
n is
intr
oduc
ed, c
lear
lyco
mm
unic
ated
, and
the
focu
s is
stro
ngly
mai
ntai
ned
for t
he
purp
ose
and
audi
ence
xco
nsist
ent u
se o
f a v
arie
ty o
ftr
ansit
iona
l str
ateg
ies t
ocl
arify
the
rela
tions
hips
be
twee
n an
d am
ong
idea
s
xef
fect
ive
intr
oduc
tion
and
conc
lusio
n
xlo
gica
l pro
gres
sion
of id
eas f
rom
begi
nnin
g to
end
; str
ong
conn
ectio
ns b
etw
een
and
amon
g id
eas w
ith so
me
synt
actic
var
iety
The
resp
onse
has
an
evid
ent
orga
niza
tiona
l str
uctu
re a
nd a
se
nse
of c
ompl
eten
ess.
Tho
ugh
ther
e m
ay b
e m
inor
flaw
s, th
ey d
o no
t int
erfe
re w
ith th
e ov
eral
l co
here
nce.
The
org
aniz
atio
n is
ad
equa
tely
sust
aine
d be
twee
n an
d w
ithin
par
agra
phs.
The
resp
onse
is
gene
rally
focu
sed:
xop
inio
n is
clea
r, an
d th
e fo
cus i
s mos
tly m
aint
aine
d fo
r the
pur
pose
and
audi
ence
xad
equa
te u
se o
f tra
nsiti
onal
stra
tegi
es w
ith so
me
varie
tyto
cla
rify
rela
tions
hips
be
twee
n an
d am
ong
idea
s
xad
equa
te in
trod
uctio
n an
d co
nclu
sion
xad
equa
te p
rogr
essio
n of
idea
s fr
om b
egin
ning
to e
nd; a
dequ
ate
conn
ectio
ns b
etw
een
and
amon
g id
eas
The
resp
onse
has
an
inco
nsis
tent
or
gani
zatio
nal s
truc
ture
. Som
e fla
ws a
re e
vide
nt, a
nd s
ome
idea
s m
ay b
e lo
osel
y co
nnec
ted.
The
or
gani
zatio
n is
som
ewha
t sus
tain
ed
betw
een
and
with
in p
arag
raph
s. Th
e re
spon
se m
ay h
ave
a m
inor
drif
t in
focu
s:
xop
inio
n m
ay b
e so
mew
hat
uncl
ear,
or th
e fo
cus m
ay b
e in
suffi
cien
tly su
stai
ned
for t
he
purp
ose
and/
or a
udie
nce
xin
cons
isten
t use
of t
rans
ition
alst
rate
gies
and
/or l
ittle
var
iety
xin
trod
uctio
n or
con
clus
ion,
ifpr
esen
t, m
ay b
e w
eak
xun
even
pro
gres
sion
of id
eas
from
beg
inni
ng to
end
; and
/or
form
ulai
c; in
cons
isten
t or
uncl
ear c
onne
ctio
ns b
etw
een
and
amon
g id
eas
The
resp
onse
has
litt
le o
r no
disc
erni
ble
orga
niza
tiona
l str
uctu
re.
The
resp
onse
may
be
rela
ted
to th
e op
inio
n bu
t may
pro
vide
litt
le o
r no
focu
s:
xop
inio
n m
ay b
e co
nfus
ing
or
ambi
guou
s; re
spon
se m
ay b
e to
o br
ief o
r the
focu
s may
drif
tfr
om th
e pu
rpos
e an
d/or
audi
ence
xfe
w o
r no
tran
sitio
nal
stra
tegi
es a
re e
vide
nt
xin
trod
uctio
n an
d/or
conc
lusio
n m
ay b
e m
issin
g
xfr
eque
nt e
xtra
neou
s ide
as m
aybe
evi
dent
; id
eas m
aybe
ra
ndom
ly o
rder
ed o
r hav
e an
un
clea
r pro
gres
sion
• In
suffi
cien
t(in
clud
es c
opie
d te
xt)
• In
a la
ngua
ge
othe
r tha
n En
glish
• O
ff-to
pic
• O
ff-pu
rpos
e
Handout 2.5
Page 45
4-Po
int
Opi
nion
Perf
orm
ance
Tas
k W
ritin
g Ru
bric
(Gra
des 3
–5)
Scor
e 4
3 2
1 N
S
Evidence/Elaboration
The
resp
onse
pro
vide
s tho
roug
h an
d co
nvin
cing
ela
bora
tion
of th
e su
ppor
t/ev
iden
ce fo
r the
opi
nion
an
d su
ppor
ting
idea
(s) t
hat i
nclu
des
the
effe
ctiv
e us
e of
sour
ce m
ater
ial.
The
resp
onse
clea
rly a
nd e
ffec
tivel
y de
velo
ps id
eas,
usi
ng p
reci
se
lang
uage
:
xco
mpr
ehen
sive
evid
ence
(fa
cts a
nd d
etai
ls) fr
om th
e so
urce
mat
eria
l is i
nteg
rate
d,re
leva
nt, a
nd sp
ecifi
c
xcl
ear c
itatio
ns o
r att
ribut
ion
of so
urce
mat
eria
l
xef
fect
ive
use
of a
var
iety
of
elab
orat
ive
tech
niqu
es*
xvo
cabu
lary
is c
lear
lyap
prop
riate
for t
he a
udie
nce
and
purp
ose
xef
fect
ive,
app
ropr
iate
styl
e en
hanc
es co
nten
t
The
resp
onse
pro
vide
s ade
quat
e el
abor
atio
n of
the
supp
ort/
evid
ence
for t
he o
pini
on
and
supp
ortin
g id
ea(s
) tha
t inc
lude
s th
e us
e of
sour
ce m
ater
ial.
The
resp
onse
ade
quat
ely
deve
lops
id
eas,
em
ploy
ing
a m
ix o
f pre
cise
w
ith m
ore
gene
ral l
angu
age:
xad
equa
te e
vide
nce
(fact
s and
de
tails
) fro
m th
e so
urce
m
ater
ial i
s int
egra
ted
and
relev
ant,
yet m
ay b
e ge
nera
l
xad
equa
te u
se o
f cita
tions
or
attr
ibut
ion
to so
urce
mat
eria
l
xad
equa
te u
se o
f som
e el
abor
ativ
e te
chni
ques
*
xvo
cabu
lary
is g
ener
ally
appr
opria
te fo
r the
au
dien
ce a
nd p
urpo
se
xge
nera
lly a
ppro
pria
te st
yle
is ev
iden
t
The
resp
onse
pro
vide
s une
ven,
cu
rsor
y el
abor
atio
n of
the
supp
ort/
evid
ence
for t
he o
pini
on
and
supp
ortin
g id
ea(s
) tha
t inc
lude
s pa
rtia
l or u
neve
n us
e of
sour
ce
mat
eria
l. Th
e re
spon
se d
evel
ops
idea
s une
venl
y, u
sing
sim
plis
tic
lang
uage
:
xso
me
evid
ence
(fac
ts a
nd
deta
ils) f
rom
the
sour
cem
ater
ial m
ay b
e w
eakl
yin
tegr
ated
, im
prec
ise,
repe
titiv
e, v
ague
, and
/or
copi
ed
xw
eak
use
of c
itatio
ns o
r at
trib
utio
n to
sour
ce m
ater
ial
xw
eak
or u
neve
n us
e of
elab
orat
ive
tech
niqu
es*;
deve
lopm
ent m
ay c
onsis
tpr
imar
ily o
f sou
rce
sum
mar
y
xvo
cabu
lary
use
is u
neve
n or
so
mew
hat i
neffe
ctiv
e fo
r the
au
dien
ce a
nd p
urpo
se
xin
cons
isten
t or w
eak
atte
mpt
tocr
eate
app
ropr
iate
styl
e
The
resp
onse
pro
vide
s min
imal
el
abor
atio
n of
the
supp
ort/
evid
ence
for t
he o
pini
on
and
supp
ortin
g id
ea(s
) tha
t inc
lude
s lit
tle o
r no
use
of so
urce
mat
eria
l. Th
e re
spon
se is
vag
ue, l
acks
clar
ity,
or is
con
fusi
ng:
xev
iden
ce (f
acts
and
det
ails)
from
the
sour
ce m
ater
ial i
s m
inim
al, i
rrel
evan
t, ab
sent
,in
corr
ectly
use
d, o
rpr
edom
inan
tly c
opie
d
xin
suffi
cien
t use
of c
itatio
ns o
rat
trib
utio
n to
sour
ce m
ater
ial
xm
inim
al, i
f any
, use
of
elab
orat
ive
tech
niqu
es*
xvo
cabu
lary
is li
mite
d or
inef
fect
ive
for t
he a
udie
nce
and
purp
ose
xlit
tle o
r no
evid
ence
of
appr
opria
te st
yle
• In
suffi
cien
t(in
clud
es c
opie
d te
xt)
• In
a la
ngua
ge
othe
r tha
n En
glish
• O
ff-to
pic
• O
ff-pu
rpos
e
*Ela
bora
tive
tech
niqu
es m
ay in
clud
e th
e us
e of
per
sona
l exp
erie
nces
that
supp
ort t
he o
pini
on.
Handout 2.5
Page 46
2-Po
int
Opi
nion
Perf
orm
ance
Tas
k W
ritin
g Ru
bric
(Gra
des 3
–5)
Scor
e 2
1 0
NS
Conventions
The
resp
onse
dem
onst
rate
s an
adeq
uate
com
man
d of
con
vent
ions
:
xad
equa
te u
se o
f cor
rect
sent
ence
form
atio
n,pu
nctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar u
sage
,an
d sp
ellin
g
The
resp
onse
dem
onst
rate
s a p
artia
l com
man
dof
con
vent
ions
:
xlim
ited
use
of c
orre
ct se
nten
ce fo
rmat
ion,
punc
tuat
ion,
capi
taliz
atio
n, g
ram
mar
usa
ge, a
nd
spel
ling
The
resp
onse
dem
onst
rate
s litt
le o
r no
com
man
d of
con
vent
ions
:
xin
freq
uent
use
of c
orre
ct se
nten
ce
form
atio
n, p
unct
uatio
n, ca
pita
lizat
ion,
gram
mar
usa
ge, a
nd sp
ellin
g
• In
suffi
cien
t(in
clud
es c
opie
d te
xt)
• In
a la
ngua
ge
othe
r tha
n En
glish
• O
ff-to
pic
• O
ff-pu
rpos
e
Holis
tic S
corin
g:
xVa
riety
: A ra
nge
of e
rror
s inc
lude
s sen
tenc
e fo
rmat
ion,
pun
ctua
tion,
cap
italiz
atio
n, g
ram
mar
usa
ge, a
nd sp
ellin
g.x
Seve
rity:
Bas
ic e
rror
s are
mor
e he
avily
wei
ghte
d th
an h
ighe
r-le
vel e
rror
s.x
Dens
ity: T
he p
ropo
rtio
n of
err
ors t
o th
e am
ount
of w
ritin
g do
ne w
ell.
This
incl
udes
the
ratio
of e
rror
s to
the
leng
th o
f the
pie
ce.
Handout 2.5
Page 47
4-P
oint
Arg
umen
tativ
e Pe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 6-1
1)
Scor
e4
32
1N
S
Organization/Purpose
The
resp
onse
has
a c
lear
and
ef
fect
ive
orga
niza
tiona
l str
uctu
re,
crea
ting
a se
nse
of u
nity
and
co
mpl
eten
ess.
The
org
aniz
atio
n is
fully
sust
aine
d be
twee
n an
d w
ithin
pa
ragr
aphs
. The
resp
onse
is
cons
iste
ntly
and
pur
pose
fully
fo
cuse
d:
xcl
aim
is in
trod
uced
, cle
arly
com
mun
icat
ed, a
nd th
e fo
cus i
s st
rong
ly m
aint
aine
d fo
r the
pu
rpos
e an
d au
dien
ce
xco
nsist
ent u
se o
f a v
arie
ty o
ftr
ansit
iona
l str
ateg
ies t
o cl
arify
the
rela
tions
hips
bet
wee
n an
d am
ong
idea
s
xef
fect
ive
intr
oduc
tion
and
conc
lusio
n
xlo
gica
l pro
gres
sion
of id
eas f
rom
begi
nnin
g to
end
; str
ong
conn
ectio
ns b
etw
een
and
amon
gid
eas w
ith so
me
synt
actic
var
iety
xal
tern
ate
and
oppo
sing
argu
men
t(s)
are
clea
rlyac
know
ledg
ed o
r add
ress
ed*
The
resp
onse
has
an
evid
ent
orga
niza
tiona
l str
uctu
re a
nd a
sens
e of
com
plet
enes
s. T
houg
h th
ere
may
be
min
or fl
aws,
they
do
not i
nter
fere
w
ith th
e ov
eral
l coh
eren
ce.
The
orga
niza
tion
is a
dequ
atel
y su
stai
ned
betw
een
and
with
in p
arag
raph
s. T
he
resp
onse
is g
ener
ally
focu
sed:
xcl
aim
is c
lear
, and
the
focu
s is
mos
tly m
aint
aine
d fo
r the
pur
pose
an
d a
udie
nce
xad
equa
te u
se o
f tra
nsiti
onal
stra
tegi
es w
ith so
me
varie
ty to
clar
ify re
latio
nshi
ps b
etw
een
and
amon
g id
eas
xad
equa
te in
trod
uctio
n an
d co
nclu
sion
xad
equa
te p
rogr
essio
n of
idea
sfr
om b
egin
ning
to e
nd; a
dequ
ate
conn
ectio
ns b
etw
een
and
amon
gid
eas
xal
tern
ate
and
oppo
sing
argu
men
t(s)
are
ade
quat
ely
ackn
owle
dged
or a
ddre
ssed
*
The
resp
onse
has
an
inco
nsis
tent
or
gani
zatio
nal s
truc
ture
. Som
e fla
ws a
re e
vide
nt, a
nd s
ome
idea
s m
ay b
e lo
osel
y co
nnec
ted.
The
or
gani
zatio
n is
som
ewha
t sus
tain
ed
betw
een
and
with
in p
arag
raph
s.
The
resp
onse
may
hav
e a
min
or d
rift
in fo
cus:
xcl
aim
may
be
som
ewha
t unc
lear
,or
the
focu
s may
be
insu
ffici
ently
sust
aine
d fo
r the
pur
pose
and
/or
audi
ence
xin
cons
isten
t use
of t
rans
ition
al
stra
tegi
es a
nd/o
r litt
le v
arie
ty
xin
trod
uctio
n or
con
clus
ion,
ifpr
esen
t, m
ay b
e w
eak
xun
even
pro
gres
sion
of id
eas f
rom
begi
nnin
g to
end
; and
/or
form
ulai
c; in
cons
isten
t or
unc
lear
conn
ectio
ns a
mon
g id
eas
xal
tern
ate
and
oppo
sing
argu
men
t(s)
may
be
conf
usin
g or
not a
ckno
wle
dged
*
The
resp
onse
has
litt
le o
r no
disc
erni
ble
orga
niza
tiona
l st
ruct
ure.
The
resp
onse
may
be
rela
ted
to th
e cl
aim
but
may
pr
ovid
e lit
tle o
r no
focu
s:
xcl
aim
may
be
conf
usin
g or
am
bigu
ous;
resp
onse
may
be
too
brie
f or t
he fo
cus m
ay d
rift f
rom
the
purp
ose
and/
or a
udie
nce
xfe
w o
r no
tran
sitio
nal s
trat
egie
sar
e ev
iden
t
xin
trod
uctio
n an
d/or
con
clus
ion
may
be
miss
ing
xfr
eque
nt e
xtra
neou
s ide
as m
ay b
e ev
iden
t; id
eas m
ay b
e ra
ndom
lyor
dere
d or
hav
e un
clea
rpr
ogre
ssio
n
xal
tern
ate
and
oppo
sing
argu
men
t(s)
may
not
be
ackn
owle
dged
*
xIn
suffi
cien
t (in
clud
es co
pied
te
xt)
xIn
a la
ngua
ge
othe
r tha
n En
glish
xO
ff-to
pic
xO
ff-pu
rpos
e
*Ack
now
ledg
ing
and/
or a
ddre
ssin
g th
e op
posin
g po
int o
f vie
w b
egin
s at g
rade
7.
Handout 2.6
Page 48
4-Po
int
Argu
men
tativ
ePe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 6-1
1)
Scor
e4
32
1N
S
Evidence/Elaboration
The
resp
onse
pro
vide
s tho
roug
h an
d co
nvin
cing
elab
orat
ion
of th
e su
ppor
t/ev
iden
ce fo
r the
cla
im a
nd
argu
men
t(s)
incl
udin
g re
ason
ed, i
n-de
pth
anal
ysis
and
the
effe
ctiv
e us
e of
sour
ce m
ater
ial.
The
resp
onse
cl
early
and
effe
ctiv
ely
deve
lops
idea
s,
usin
g pr
ecis
e la
ngua
ge:
xco
mpr
ehen
sive
evid
ence
(fac
ts
and
deta
ils) f
rom
the
sour
ce
mat
eria
l is i
nteg
rate
d, re
leva
nt,
and
spec
ific
xcl
ear c
itatio
ns o
r att
ribut
ion
toso
urce
mat
eria
l
xef
fect
ive
use
of a
var
iety
of
elab
orat
ive
tech
niqu
es*
xvo
cabu
lary
is c
lear
ly a
ppro
pria
te
for t
he a
udie
nce
and
purp
ose
xef
fect
ive,
app
ropr
iate
styl
e en
hanc
es co
nten
t
The
resp
onse
pro
vide
s ade
quat
e el
abor
atio
n of
the
supp
ort /
evid
ence
fo
r the
clai
m a
nd a
rgum
ent(
s) th
at
incl
udes
reas
oned
ana
lysi
s and
the
use
of so
urce
mat
eria
l. Th
e re
spon
se
adeq
uate
ly d
evel
ops i
deas
, em
ploy
ing
a m
ix o
f pre
cise
with
mor
e ge
nera
l lan
guag
e:
xad
equa
te e
vide
nce
(fact
s and
de
tails
) fro
m th
e so
urce
mat
eria
lis
inte
grat
ed an
d re
levan
t, ye
t may
be g
ener
al
xad
equa
te u
se o
f cita
tions
or
attr
ibut
ion
to so
urce
mat
eria
l
xad
equa
te u
se o
f som
e el
abor
ativ
e te
chni
ques
*
xvo
cabu
lary
is g
ener
ally
appr
opria
te fo
r the
aud
ienc
e an
dpu
rpos
e
xge
nera
lly a
ppro
pria
te st
yle
is ev
iden
t
The
resp
onse
pro
vide
s une
ven,
cu
rsor
y el
abor
atio
n of
the
supp
ort/
evid
ence
for t
he c
laim
and
ar
gum
ent(
s) th
at in
clud
es so
me
reas
oned
ana
lysi
s and
par
tial o
r un
even
use
of s
ourc
e m
ater
ial.
The
resp
onse
dev
elop
s ide
as u
neve
nly,
us
ing
sim
plis
tic la
ngua
ge:
xso
me
evid
ence
(fac
ts a
nd d
etai
ls)fr
om th
e so
urce
mat
eria
l may
be
wea
kly
inte
grat
ed, i
mpr
ecise
,re
petit
ive,
vag
ue, a
nd/o
r cop
ied
xw
eak
use
of c
itatio
ns o
rat
trib
utio
n to
sour
ce m
ater
ial
xw
eak
or u
neve
n us
e of
ela
bora
tive
tech
niqu
es*;
dev
elop
men
t may
cons
ist p
rimar
ily o
f sou
rce
sum
mar
y or
may
rely
on
emot
iona
l app
eal
xvo
cabu
lary
use
is u
neve
n or
so
mew
hat i
neffe
ctiv
e fo
r the
au
dien
ce a
nd p
urpo
se
xin
cons
isten
t or w
eak
atte
mpt
tocr
eate
app
ropr
iate
styl
e
The
resp
onse
pro
vide
s min
imal
el
abor
atio
n of
the
supp
ort/
evid
ence
fo
r the
cla
im a
nd a
rgum
ent(
s) th
at
incl
udes
litt
le o
r no
use
of so
urce
m
ater
ial.
The
resp
onse
is v
ague
, lac
ks
clar
ity, o
r is
conf
usin
g:
xev
iden
ce (f
acts
and
det
ails)
from
the
sour
ce m
ater
ial i
s min
imal
,irr
elev
ant,
abse
nt, i
ncor
rect
lyus
ed, o
r pre
dom
inan
tly c
opie
d
xin
suffi
cien
t use
of c
itatio
ns o
rat
trib
utio
n to
sour
ce m
ater
ial
xm
inim
al, i
f any
, use
of e
labo
rativ
e te
chni
ques
*; e
mot
iona
l app
eal
may
dom
inat
e
xvo
cabu
lary
is li
mite
d or
inef
fect
ive
for t
he a
udie
nce
and
purp
ose
xlit
tle o
r no
evid
ence
of a
ppro
pria
te
styl
e
xIn
suffi
cien
t (in
clud
es co
pied
te
xt)
xIn
a la
ngua
ge
othe
r tha
n En
glish
xO
ff-to
pic
xO
ff-pu
rpos
e
*Ela
bora
tive
tech
niqu
es m
ay in
clud
e th
e us
e of
per
sona
l exp
erie
nces
that
supp
ort t
he a
rgum
ent(
s).
Handout 2.6
Page 49
2-Po
int
Argu
men
tativ
ePe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 6-1
1)
Scor
e2
10
NS
Conventions
The
resp
onse
dem
onst
rate
s an
adeq
uate
com
man
d of
con
vent
ions
:Th
e re
spon
se d
emon
stra
tes a
par
tial c
omm
and
of c
onve
ntio
ns:
The
resp
onse
dem
onst
rate
s litt
le o
r no
com
man
d of
con
vent
ions
:x
Insu
ffici
ent
(incl
udes
copi
ed
text
)
xIn
a la
ngua
ge
othe
r tha
n En
glish
xO
ff-to
pic
xO
ff-pu
rpos
e
xad
equa
te u
se o
f cor
rect
sent
ence
form
atio
n,pu
nctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar u
sage
,an
d sp
ellin
g
xlim
ited
use
of c
orre
ct se
nten
ce fo
rmat
ion,
punc
tuat
ion,
capi
taliz
atio
n, g
ram
mar
usa
ge, a
nd
spel
ling
xin
freq
uent
use
of c
orre
ct se
nten
ce fo
rmat
ion,
punc
tuat
ion,
capi
taliz
atio
n, g
ram
mar
usa
ge,
and
spel
ling
Holis
tic S
corin
g:
xVa
riety
: A ra
nge
of e
rror
s inc
lude
s sen
tenc
e fo
rmat
ion,
pun
ctua
tion,
cap
italiz
atio
n, g
ram
mar
usa
ge, a
nd sp
ellin
g.x
Seve
rity:
Bas
ic e
rror
s are
mor
e he
avily
wei
ghte
d th
an h
ighe
r-le
vel e
rror
s.x
Dens
ity: T
he p
ropo
rtio
n of
err
ors t
o th
e am
ount
of w
ritin
g do
ne w
ell.
This
incl
udes
the
ratio
of e
rror
s to
the
leng
th o
f the
pie
ce.
Handout 2.6
Page 50
Rubr
ic A
djec
tives
Clea
r, Co
nsist
ent,
Effe
ctive
, Log
ical
, St
rong
, Ap
prop
riate
, Co
mpr
ehen
sive,
Sp
ecifi
c4Cl
ear,
Adeq
uate
, Ge
nera
l, Ge
nera
lly
appr
opria
te3So
mew
hat
uncl
ear,
Insu
ffici
ent,
Inco
nsist
ent,
Wea
k, U
neve
n,
Som
ewha
t in
effe
ctiv
e,
Impr
ecise
, Vag
ue,
Repe
titiv
e2Co
nfus
ing,
Ambi
guou
s, B
rief,
Few o
r no,
Miss
ing,
Extr
aneo
us,
Unc
lear
, Min
imal
, Irr
elev
ant,
Abse
nt,
Inco
rrec
t, Co
pied
, In
effe
ctiv
e,
Lim
ited,
Infr
eque
nt1
Page 51
Handout 2.7
Und
erstanding
Prfic
ienc
y
Gra
de
5 O
pin
ion
Pe
rfo
rma
nce
Ta
sk:
Se
rvic
e A
nim
als
S
TU
DE
NT
SA
MP
LE
A
ST
UD
EN
T R
ES
PO
NS
E
Toda
y, I w
as a
sked
to p
ick a
side
abo
ut th
e new
serv
ice a
nim
al ru
les a
nd re
gulat
ions.
I str
ongly
beli
ve th
at th
e new
ru
les a
re b
ette
r, m
ore s
afe,
and
mor
e help
ful c
ompa
ired
to th
e old
rules
. Let
me e
xplai
n wh
y.
It sp
ecific
ly st
ates
in so
urce
3 li
nes 1
5-25
that
, “pe
ople
were
alow
ed to
choo
se an
y ser
vice a
nima
l as h
elper
s, in
cludi
ng p
igs, b
irds,
and
lizar
ds!”
So, d
oes t
hat m
ean
that
if I
were
disa
bled,
I cou
ld h
ave a
Gila
Mon
ster
? Pr
etty
m
uch
– Ye
s. Th
e new
laws
pro
hibi
t any
thin
g tha
t dan
gero
us h
appe
ning
, bec
ause
the a
nim
als h
ave b
een
limitt
ed to
do
gs a
nd sm
all h
orse
s.
Let m
e add
on to
how
dan
gero
us it
is to
hav
e a p
et sn
ake o
r liza
rd. I
get t
hat i
t migh
t mak
e the
disa
bled
pers
on fe
el co
mfy a
nd co
zy. B
ut if
you
brou
ght a
snak
e or o
ther
crea
ture
into
, let’s
say,
a coff
ee sh
op, h
ow w
ould
that
mak
e pa
sser
by fe
el? P
roba
bly n
ot so
good
.
Also
, the
re is
alw
ays t
he p
ossib
ility
of th
e ser
vice
ani
mal
atta
ckin
g. If
you
get a
ttack
ed by
a d
og, n
o big
deal.
No
w, le
t’s p
rete
nd th
at th
e dog
is n
ow a
snak
e atta
ckin
g. Yo
u co
uld
poos
ibly
die
(I an
not
usin
g sna
kes f
or a
ny
part
icular
reas
on).
This
is wh
at re
ally
gives
me t
he ch
ills.
Let’s
say,
a pa
raly
zed
man
has
a p
et m
onke
y. Th
ere i
s no w
ay in
kno
wing
if
that
mon
key
is go
ing t
o atta
ck or
not
. If i
t did
atta
ck, t
he p
araly
zed
man
wou
ld h
ave n
o way
to p
rote
ct h
imse
lf. E
ven
thou
gh it
only
coul
d ha
ppen
, it i
s alw
ays g
ood
to b
e on
the s
afe s
ide.
I str
ongly
beli
ve th
at if
the A
.D.A
. did
not
mak
e tha
t law
, we w
ould
be i
n a
pret
ty ti
ght s
ituat
ion. I
f I ow
ned
a st
ore,
I wou
ld n
ot w
ant m
onke
ys a
nd b
irds c
omm
ing t
hrou
gh m
y do
or. I
thin
k th
at th
e new
rules
are
bet
ter f
or a
ll of
us.
I per
sona
lly w
ould
love
to h
ear t
he ot
her s
ide o
f the
stor
y be
caus
e righ
t now
, the
re is
not
hing
that
coul
d ch
ange
m
y m
ind.
To co
nclu
de, I
wou
ld li
ke to
say
that
I st
rong
ly b
elive
that
A.D
.A.’s
new
rules
and
regu
lation
s are
bet
ter,
mor
e saf
e, an
d m
ore h
elpfu
l com
paire
d to
the o
ld ru
les.
Handout 2.8
Page 52
Und
erstanding
Prfic
ienc
y
3 POINTSTh
e ful
l writ
e ess
ay in
dica
tes t
hat t
he st
uden
t und
ersta
nds h
ow to
org
anize
and
esta
blish
pur
pose
for a
n op
inio
n pa
per.
This
resp
onse
has
an ev
iden
t org
aniza
tiona
l stru
cture
and
sens
e of c
ompl
eten
ess t
hat i
s ade
quat
ely su
stain
ed ac
ross
the f
ull w
rite
essa
y. Th
e min
or fl
aws t
hat k
eep
it fro
m b
eing
cons
isten
tly an
d pu
rpos
eful
ly fo
cuse
d do
not
inte
rfere
with
the o
vera
ll coh
eren
ce.
The s
tude
nt se
ts up
an o
rgan
izatio
nal s
tructu
re to
pro
vide s
uppo
rt to
the t
hree
reas
ons n
oted
in th
e int
rodu
ction
and
sum
ma-
rized
in th
e con
clusio
n, b
ut th
ere i
s no
part
of th
e ess
ay d
edica
ted
to d
iscus
sing
how
the A
.D.A
.’s ne
w ru
les ar
e “m
ore h
elpfu
l.” As
su
ch, t
he in
trodu
ction
and
conc
lusio
n co
uld
be st
rong
er to
anch
or th
e pap
er an
d to
fully
set t
he re
ader
up
to en
ter a
nd ex
it th
e stu
dent
’s re
spon
se. T
he p
rogr
essio
n of
idea
s and
tran
sitio
ns u
sed
acro
ss th
e ess
ay co
uld
be m
ade s
trong
er to
clar
ify th
e rela
tion-
ship
s bet
ween
and
amon
g id
eas.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Org
an
iza
tio
n a
nd
Pu
rpo
se
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
A
Handout 2.8
Page 53
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 O
rga
niz
ati
on
an
d P
urp
ose
: S
co
re 3
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
A
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
ORGANIZATION/PURPOSE
The r
espo
nse h
as a
clear
an
d ef
fecti
ve o
rgan
izatio
nal
struc
ture
, cre
atin
g a s
ense
of
unity
and
com
plet
enes
s. Th
e or
gani
zatio
n is
susta
ined
bet
ween
an
d wi
thin
par
agra
phs.
The
resp
onse
is co
nsist
ently
and
purp
osef
ully
focu
sed:
•
opin
ion
is in
trodu
ced,
clea
rly
com
mun
icate
d, an
d th
e foc
us is
str
ongl
y main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
cons
isten
t use
of a
varie
ty o
f tra
nsiti
onal
strat
egies
to cl
arify
th
e rela
tions
hips
bet
ween
and
amon
g id
eas
•
effe
ctive
intro
ducti
on
and
conc
lusio
n•
logi
cal p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; st
rong
co
nnec
tions
bet
ween
and
amon
g id
eas w
ith so
me
synt
actic
varie
ty
The r
espo
nse h
as an
evid
ent
orga
niza
tiona
l stru
cture
and
a se
nse o
f com
plet
enes
s. Th
ough
th
ere m
ay b
e min
or fl
aws,
they
do
not
inte
rfere
with
the o
vera
ll co
here
nce.
The o
rgan
izatio
n is
adeq
uate
ly su
stain
ed b
etwe
en
and
with
in p
arag
raph
s. Th
e re
spon
se is
gen
erall
y foc
used
:
•
opin
ion
is cle
ar, a
nd th
e foc
us is
m
ostly
main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
adeq
uate
use
of t
rans
ition
al str
ateg
ies w
ith so
me v
ariet
y to
clarif
y rela
tions
hips
bet
ween
an
d am
ong
idea
s•
adeq
uate
intro
ducti
on
and
conc
lusio
n•
adeq
uate
pro
gres
sion
of id
eas
from
beg
inni
ng to
end;
ad
equa
te co
nnec
tions
bet
ween
and
amon
g id
eas
The r
espo
nse h
as an
inco
nsist
ent
orga
niza
tiona
l stru
cture
. Som
e fla
ws ar
e evid
ent,
and
som
e id
eas m
ay b
e loo
sely
conn
ecte
d.
The o
rgan
izatio
n is
som
ewha
t su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
may
ha
ve a
min
or d
rift i
n fo
cus:
•
opin
ion
may
be s
omew
hat
uncle
ar, o
r the
focu
s may
be
insu
fficie
ntly
susta
ined
for t
he
purp
ose a
nd/o
r aud
ience
•
inco
nsist
ent u
se o
f tra
nsiti
onal
strat
egies
and/
or lit
tle va
riety
•
intro
ducti
on o
r con
clusio
n, if
pr
esen
t, m
ay b
e wea
k•
unev
en p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; an
d/or
fo
rmul
aic; in
cons
isten
t or
uncle
ar co
nnec
tions
bet
ween
an
d am
ong
idea
s
The r
espo
nse h
as lit
tle o
r no
disc
erni
ble o
rgan
izatio
nal
struc
ture
. The
resp
onse
may
be
relat
ed to
the o
pini
on b
ut m
ay
prov
ide l
ittle
or n
o fo
cus:
•
opin
ion
may
be c
onfu
sing
or
ambi
guou
s; re
spon
se m
ay b
e to
o br
ief o
r the
focu
s may
drif
t fro
m th
e pur
pose
and/
or au
dien
ce•
few
or n
o tra
nsiti
onal
strat
egies
ar
e evid
ent
•
intro
ducti
on an
d/or
conc
lusio
n m
ay b
e miss
ing
•
frequ
ent e
xtra
neou
s ide
as m
ay
be ev
iden
t; id
eas m
aybe
ra
ndom
ly or
dere
d or
hav
e an
uncle
ar p
rogr
essio
n
•
Insu
fficie
nt
(inclu
des
copi
ed te
xt)
•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
4-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.8
Page 54
Und
erstanding
Prfic
ienc
y
2 POINTSTh
e ful
l writ
e ess
ay p
rovid
es u
neve
n an
d cu
rsor
y sup
port
for t
he o
pini
on an
d in
suffi
cient
use
of s
ourc
e mat
erial
. The
stud
ent
atte
mpt
s to
supp
ort t
he o
pini
on w
ith ev
iden
ce fr
om o
nly o
ne o
f the
pos
sible
sour
ces,
and
does
not
selec
t the
mos
t effe
ctive
de
tail t
o cit
e fro
m th
at so
urce
. The
stud
ent e
labor
ates
on
deta
ils fr
om th
e sou
rces
usin
g an
ove
rabu
ndan
ce o
f per
sona
l opi
nion
s an
d in
terp
reta
tion:
“If i
t did
atta
ck, t
he p
araly
zed
man
wou
ld h
ave n
o wa
y to
prot
ect h
imse
lf. Ev
en th
ough
it o
nly c
ould
hap
pen,
it
is alw
ays g
ood
to b
e on
the s
afe s
ide.”
The s
tude
nt’s
writi
ng st
yle is
evid
ent,
and
tech
niqu
es ar
e use
d to
enga
ge th
e rea
der.
Howe
ver,
the s
tude
nt co
uld
use m
ore p
recis
e voc
abul
ary t
o str
engt
hen
his o
r her
stan
ce.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Ev
ide
nce
an
d E
lab
ora
tio
n
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
A
Handout 2.8
Page 55
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 E
vid
en
ce
an
d E
lab
ora
tio
n:
Sco
re 2
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
A
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
Evidence/Elaboration
The r
espo
nse p
rovid
es th
orou
gh
and
conv
incin
g ela
bora
tion
of
the s
uppo
rt/ev
iden
ce fo
r the
op
inio
n an
d su
ppor
ting
idea
(s)
that
inclu
des t
he ef
fecti
ve u
se o
f so
urce
mat
erial
. The
resp
onse
cle
arly
and
effe
ctive
ly de
velo
ps
idea
s, us
ing
prec
ise la
ngua
ge:
•
com
preh
ensiv
e evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
, rele
vant
, an
d sp
ecifi
c•
clear
cita
tions
or a
ttrib
utio
n of
so
urce
mat
erial
•
effe
ctive
use
of a
varie
ty o
f ela
bora
tive t
echn
ique
s*•
voca
bular
y is c
learly
ap
prop
riate
for t
he au
dien
ce
and
purp
ose
•
effe
ctive
, app
ropr
iate s
tyle
enha
nces
cont
ent
The r
espo
nse p
rovid
es ad
equa
te
elabo
ratio
n of
the s
uppo
rt/ev
iden
ce fo
r the
opi
nion
and
supp
ortin
g id
ea(s)
that
inclu
des
the u
se o
f sou
rce m
ater
ial. T
he
resp
onse
adeq
uate
ly de
velo
ps
idea
s, em
ploy
ing
a mix
of p
recis
e wi
th m
ore g
ener
al lan
guag
e:
•
adeq
uate
evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
and
relev
ant,
yet m
ay b
e gen
eral
•
adeq
uate
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
adeq
uate
use
of s
ome
elabo
rativ
e tec
hniq
ues*
•
voca
bular
y is g
ener
ally
appr
opria
te fo
r the
audi
ence
an
d pu
rpos
e•
gene
rally
appr
opria
te st
yle
is ev
iden
t
The r
espo
nse p
rovid
es u
neve
n,
curs
ory e
labor
atio
n of
the
supp
ort/e
viden
ce fo
r the
opi
nion
an
d su
ppor
ting
idea
(s) th
at
inclu
des p
artia
l or u
neve
n us
e of
sour
ce m
ater
ial. T
he re
spon
se
deve
lops
idea
s une
venl
y, us
ing
simpl
istic
langu
age:
•
som
e evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
may
be w
eakly
in
tegr
ated
, impr
ecise
, re
petit
ive, v
ague
, and
/or c
opied
•
weak
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
weak
or u
neve
n us
e of
elabo
rativ
e tec
hniq
ues*
; de
velo
pmen
t may
cons
ist
prim
arily
of s
ourc
e sum
mar
y•
voca
bular
y use
is u
neve
n or
so
mew
hat i
neffe
ctive
for t
he
audi
ence
and
purp
ose
•
inco
nsist
ent o
r wea
k atte
mpt
to
crea
te ap
prop
riate
style
The r
espo
nse p
rovid
es m
inim
al ela
bora
tion
of th
e sup
port/
evid
ence
for t
he o
pini
on an
d su
ppor
ting
idea
(s) th
at in
clude
s lit
tle o
r no
use o
f sou
rce m
ater
ial.
The r
espo
nse i
s vag
ue, la
cks
clarit
y, or
is co
nfus
ing:
•
evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce m
ater
ial is
m
inim
al, ir
relev
ant,
abse
nt,
inco
rrectl
y use
d, o
r pr
edom
inan
tly co
pied
•
insu
fficie
nt u
se o
f cita
tions
or
attri
butio
n to
sour
ce m
ater
ial•
min
imal,
if an
y, us
e of
elabo
rativ
e tec
hniq
ues*
•
voca
bular
y is l
imite
d or
in
effe
ctive
for t
he au
dien
ce
and
purp
ose
•
little
or n
o ev
iden
ce o
f ap
prop
riate
style
•
Insu
fficie
nt
(inclu
des
copi
ed te
xt)
•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
*Elab
orat
ive te
chni
ques
may
inclu
de th
e use
of p
erso
nal e
xper
ience
s tha
t sup
port
the c
ontro
lling/
main
idea
4-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.8
Page 56
Und
erstanding
Prfic
ienc
y
2 POINTSTh
ere i
s an
adeq
uate
com
man
d of
conv
entio
ns ac
ross
this
full w
rite e
ssay
. Hol
istica
lly, t
his r
espo
nse h
as m
inim
al er
rors
that
are
high
leve
l and
do
not d
istra
ct fro
m it
s rea
dabi
lity.
Of th
e min
imal
conv
entio
ns er
rors
, mos
t are
spell
ing
erro
rs o
n a s
mall
set o
f wo
rds a
nd ar
e few
in p
ropo
rtion
to th
e am
ount
of w
ritin
g co
mpl
eted
.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Co
nv
en
tio
ns
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
A
Handout 2.8
Page 57
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 C
on
ve
nti
on
s:
Sco
re 2
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
A
SC
OR
E2
PO
INT
S1
PO
INT
0 P
OIN
TS
NS
CONVENTIONS
The r
espo
nse d
emon
strat
es an
adeq
uate
co
mm
and o
f con
vent
ions
:
•ad
equa
te us
e of c
orre
ct se
nten
ce
form
atio
n, pu
nctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
The r
espo
nse d
emon
strat
es a
parti
al co
mm
and
of co
nven
tions
:
•
limite
d us
e of c
orre
ct se
nten
ce fo
rmat
ion,
pu
nctu
atio
n, ca
pita
lizat
ion,
gram
mar
us
age,
and
spell
ing
The r
espo
nse d
emon
strat
es lit
tle o
r no
com
man
d of c
onve
ntio
ns:
•
infre
quen
t use
of c
orre
ct se
nten
ce
form
atio
n, pu
nctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
•
Insu
fficie
nt (i
nclu
des
copi
ed te
xt)
•
In a
langu
age o
ther
th
an En
glish
•
Off-t
opic
•
Off-p
urpo
se
2-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.8
Page 58
Und
erstanding
Prfic
ienc
y
Gra
de
8 A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
: P
en
nie
s S
TU
DE
NT
SA
MP
LE
A
ST
UD
EN
T R
ES
PO
NS
E
The p
rodu
ction
of p
enni
es h
as b
een
a lar
gely
disc
usse
d to
pic f
or th
e pas
t few
yea
rs. T
he co
untr
y is
tryi
ng to
dec
ide
whet
her o
r not
the p
enny
is w
orth
pro
ducin
g any
mor
e. Th
e pro
duct
ion co
st of
pen
nies
is u
p to
twice
it’s
wort
h bu
t so
are
man
y ot
her c
oins.
Is it
reall
y wo
rth
getti
ng ri
d of
if a
ll it
will
do is
lowe
r a fe
w pr
oduc
tion
cost
s? T
he U
nite
d St
ates
shou
ld co
ntin
ue to
pro
duce
pen
nies
bec
ause
ther
e is m
uch
mor
e wor
th to
pen
nis t
han
you
woul
d th
ink.
Wash
ingt
on M
iddl
e Sch
ool r
ecen
tly h
oste
d an
ann
ual P
enny
Driv
e for
char
ity. W
ith ev
eryo
ne’s
assis
tanc
e, th
ey w
ere
able
to ra
ise $
3000
in on
e wee
k. M
any
peop
le do
not
see t
he v
alue i
n pe
nnies
, but
it cl
early
add
s up.
Thin
gs w
ould
n’t
have
bee
n th
e sam
e at W
MS
if it
had
been
a qu
arte
r or a
dim
e, ju
st b
ecau
se th
ey h
ave m
ore v
alue.
ashi
ngto
n idd
le ch
ool i
sn’t
the o
nly p
lace t
hat f
ound
out s
omet
hing
new
abou
t the
penn
y. In
ation
could
be a
new
prob
lem on
the r
ise. W
ithou
t the
pen
ny, r
etai
lers w
ill h
ave t
o eith
er ro
und
up or
dow
n on
their
pric
es, a
nd it
will
m
ost l
ikely
be u
p, cla
ims M
ark
Welle
r, Am
erica
ns fo
r Com
mon
Cen
ts sp
okes
pers
on. T
his i
sn’t
the o
nly
expe
nse t
hat
losin
g the
pen
ny w
ill co
st u
s. M
ark
Welle
r also
clai
ms t
hat “
roun
ding
tax”
will
cost
us $
600
mill
ion p
er y
ear.
Is ge
tting
rid
of th
e pen
ny re
ally
wort
h all
the t
roub
le we
will
hav
e to g
o thr
ough
? Ro
undi
ng p
rices
cann
ot b
e don
e fai
rly, s
o it w
ould
simple
be ea
sier t
o find
a wa
y to l
ower
prod
uctio
n co
sts.
e hav
e don
e it b
efore
, sur
ely w
e can
do
it ag
ain.
Ano
ther
reas
on th
e pen
ny is
nec
essa
ry to
kee
p is
beca
use i
t is a
ctua
lly w
orth
so m
uch
mor
e tha
n yo
u th
ink.
Ask
the k
ids a
t Was
hing
ton
Mid
dle S
choo
l. Th
ey h
ave c
learly
bee
n ab
le to
put
the p
enny
to go
od u
se. T
he U
nite
d St
ates
shou
ld co
ntin
ue to
pro
duce
pen
nies
bec
ause
elim
inat
ing p
enni
es w
ill co
st th
e nat
ion so
muc
h m
ore t
o get
rid
of th
em th
an to
kee
p th
em.
Handout 2.9
Page 59
Und
erstanding
Prfic
ienc
y
3 POINTSBa
sed
on th
e org
aniza
tion
and
purp
ose r
ubric
, the
stud
ent r
eceiv
es a
scor
e of 3
. The
stud
ent h
as a
stron
g in
trodu
ction
to th
e to
pic i
n wh
ich th
e clai
m is
intro
duce
d, cl
early
com
mun
icate
d, an
d str
ongl
y main
tain
ed fo
r the
pur
pose
, aud
ience
, and
task
. Th
e stu
dent
conc
lude
s the
resp
onse
in an
effe
ctive
way
. The
stud
ent u
ses s
ome t
rans
ition
s, in
cludi
ng o
ne ef
fecti
ve ex
ampl
e in
which
the s
tude
nt d
iscus
ses a
scho
ol fu
ndra
iser i
n pa
ragr
aph
two,
then
beg
ins p
arag
raph
thre
e with
the f
ollo
wing
tran
sitio
n:
“Was
hing
ton
Mid
dle S
choo
l isn’
t the
onl
y plac
e tha
t fou
nd o
ut so
met
hing
abou
t the
pen
ny.” H
owev
er, t
he u
se o
f tra
nsiti
onal
strat
egies
coul
d ha
ve b
een
mor
e effe
ctive
ly us
ed to
clar
ify d
iffer
ence
s bet
ween
idea
s. W
hile
the s
tude
nt d
emon
strat
es a
logi
cal p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d, th
e con
necti
ons b
etwe
en id
eas a
re o
nly a
deua
te an
d do
not
alwa
ys fl
ow
smoo
thly.
Opp
osin
g ar
gum
ents
are a
ckno
wled
ged
thro
ugho
ut th
e ess
ay, b
ut n
ot al
ways
in an
effe
ctive
ord
er. T
he co
unte
rclai
m is
in
suffi
cient
bec
ause
it co
nsist
s of o
ne st
atem
ent t
hat i
s not
supp
orte
d by
evid
ence
from
the s
ourc
es: “
any p
eopl
e do
not s
ee th
e va
lue i
n pe
nnies
, but
it cl
early
adds
up.”
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Org
an
iza
tio
n a
nd
Pu
rpo
se
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
A
Handout 2.9
Page 60
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 O
rga
niz
ati
on
an
d P
urp
ose
: S
co
re 3
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E A
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
ORGANIZATION/PURPOSE
The r
espo
nse h
as a
clear
and
effe
ctive
org
aniza
tiona
l stru
cture
, cr
eatin
g a s
ense
of u
nity
and
com
plet
enes
s. Th
e org
aniza
-tio
n is
fully
susta
ined
bet
ween
an
d wi
thin
par
agra
phs.
The
resp
onse
is co
nsist
ently
and
purp
osef
ully
focu
sed:
•
claim
is in
trodu
ced,
clea
rly
com
mun
icate
d, an
d th
e foc
us is
str
ongl
y main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
cons
isten
t use
of a
varie
ty o
f tra
nsiti
onal
strat
egies
to cl
arify
th
e rela
tions
hips
bet
ween
and
amon
g id
eas
•
effe
ctive
intro
ducti
on
and
conc
lusio
n•
logi
cal p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; st
rong
co
nnec
tions
bet
ween
and
amon
g id
eas w
ith so
me
synt
actic
varie
ty•
alter
nate
and
oppo
sing
argu
men
t(s) a
re cl
early
ac
know
ledge
d or
addr
esse
d*
The r
espo
nse h
as an
evid
ent o
rga-
niza
tiona
l stru
cture
and
a sen
se o
f co
mpl
eten
ess.
Thou
gh th
ere m
ay
be m
inor
flaw
s, th
ey d
o no
t int
er-
fere
with
the o
vera
ll coh
eren
ce.
The o
rgan
izatio
n is
adeq
uate
ly su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
is
gene
rally
focu
sed:
•
claim
is cl
ear,
and
the f
ocus
is
mos
tly m
ainta
ined
for t
he
purp
ose a
nd au
dien
ce•
adeq
uate
use
of t
rans
ition
al str
ateg
ies w
ith so
me v
ariet
y to
clarif
y rela
tions
hips
bet
ween
an
d am
ong
idea
s•
adeq
uate
intro
ducti
on
and
conc
lusio
n•
adeq
uate
pro
gres
sion
of id
eas
from
beg
inni
ng to
end;
ad
equa
te co
nnec
tions
bet
ween
an
d am
ong
idea
s•
alter
nate
and
oppo
sing
argu
men
t(s) a
re ad
equa
tely
ackn
owled
ged
or ad
dres
sed*
The r
espo
nse h
as an
inco
nsist
ent
orga
niza
tiona
l stru
cture
. Som
e fla
ws ar
e evid
ent,
and
som
e id
eas m
ay b
e loo
sely
conn
ecte
d.
The o
rgan
izatio
n is
som
ewha
t su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
may
ha
ve a
min
or d
rift i
n fo
cus:
•
claim
may
be s
omew
hat
uncle
ar, o
r the
focu
s may
be
insu
fficie
ntly
susta
ined
for t
he
purp
ose a
nd/o
r aud
ience
•
inco
nsist
ent u
se o
f tra
nsiti
onal
strat
egies
and/
or lit
tle va
riety
•
intro
ducti
on o
r con
clusio
n, if
pr
esen
t, m
ay b
e wea
k•
unev
en p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; an
d/or
fo
rmul
aic; in
cons
isten
t or
uncle
ar co
nnec
tions
am
ong
idea
s•
alter
nate
and
oppo
sing
argu
men
t(s) m
ay b
e con
fusin
g or
not
ackn
owled
ged
*
The r
espo
nse h
as lit
tle o
r no
dis-
cern
ible
orga
niza
tiona
l stru
cture
. Th
e res
pons
e may
be r
elate
d to
th
e clai
m b
ut m
ay p
rovid
e litt
le or
no
focu
s:
•
claim
may
be c
onfu
sing
or
ambi
guou
s; re
spon
se m
ay b
e to
o br
ief o
r the
focu
s may
drif
t fro
m th
e pur
pose
and/
or au
dien
ce•
few
or n
o tra
nsiti
onal
strat
egies
ar
e evid
ent
•
intro
ducti
on an
d/or
conc
lusio
n m
ay b
e miss
ing
•
frequ
ent e
xtra
neou
s ide
as m
ay
be ev
iden
t; id
eas m
ay b
e ra
ndom
ly or
dere
d or
hav
e un
clear
pro
gres
sion
•
alter
nate
and
oppo
sing
argu
men
t(s) m
ay n
ot b
e ac
know
ledge
d *
•
Insu
fficie
nt
(inclu
des
copi
ed te
xt)
•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
*Ack
nowl
edgi
ng an
d/or
addr
essin
g th
e opp
osin
g po
int o
f view
beg
ins a
t gra
de 7.
4-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.9
Page 61
Und
erstanding
Prfic
ienc
y
3 POINTSBa
sed
on th
e evid
ence
and
elabo
ratio
n ru
bric,
this
stude
nt re
ceive
s a sc
ore o
f 3. T
he st
uden
t effe
ctive
ly in
tegr
ates
sum
mar
ized
evid
ence
from
the s
ourc
es, b
ut o
nly r
efer
ence
s one
sour
ce d
irectl
y. It
is of
ten
diffi
cult
to d
eter
min
e the
diff
eren
ce b
etwe
en
evid
ence
and
elabo
ratio
n. Th
e stu
dent
’s sty
le of
writ
ing
is ev
iden
t in
the u
se o
f voi
ce th
roug
hout
the p
iece,
and
the s
tude
nt
dem
onstr
ates
adeq
uate
use
of e
labor
ative
tech
niqu
es. T
he vo
cabu
lary i
s clea
rly ap
prop
riate
for t
he au
dien
ce an
d pu
rpos
e.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Ev
ide
nce
an
d E
lab
ora
tio
n
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
A
Handout 2.9
Page 62
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 E
vid
en
ce a
nd
Ela
bo
rati
on
: S
co
re 3
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E A
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
Evidence/Elaboration
The r
espo
nse p
rovid
es th
orou
gh
and
conv
incin
g ela
bora
tion
of
the s
uppo
rt/ev
iden
ce fo
r the
cla
im an
d ar
gum
ent(s
) inc
ludi
ng
reas
oned
, in-d
epth
analy
sis
and
the e
ffecti
ve u
se o
f sou
rce
mat
erial
. The
resp
onse
clea
rly an
d ef
fecti
vely
deve
lops
idea
s, us
ing
prec
ise la
ngua
ge:
•
com
preh
ensiv
e evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
, rele
vant
, an
d sp
ecifi
c•
clear
cita
tions
or a
ttrib
utio
n to
so
urce
mat
erial
•
effe
ctive
use
of a
varie
ty o
f ela
bora
tive t
echn
ique
s*•
voca
bular
y is c
learly
ap
prop
riate
for t
he au
dien
ce
and
purp
ose
•
effe
ctive
, app
ropr
iate s
tyle
enha
nces
cont
ent
The r
espo
nse p
rovid
es ad
equa
te
elabo
ratio
n of
the s
uppo
rt/ev
iden
ce fo
r the
claim
and
argu
men
t(s) t
hat i
nclu
des
reas
oned
analy
sis an
d th
e use
of
sour
ce m
ater
ial. T
he re
spon
se
adeq
uate
ly de
velo
ps id
eas,
empl
oyin
g a m
ix of
pre
cise w
ith
mor
e gen
eral
langu
age:
•
adeq
uate
evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
and
relev
ant,
yet m
ay b
e gen
eral
•
adeq
uate
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
adeq
uate
use o
f som
e ela
bora
tive t
echn
ique
s*•
voca
bular
y is g
ener
ally
appr
opria
te fo
r the
audi
ence
an
d pu
rpos
e•
gene
rally
appr
opria
te st
yleis
evid
ent
The r
espo
nse p
rovid
es u
neve
n,
curso
ry el
abor
atio
n of
the s
up-
port/
evid
ence
for t
he cl
aim an
d ar
gum
ent(s
) tha
t inc
lude
s som
e re
ason
ed an
alysis
and
parti
al or
un
even
use
of so
urce
mat
erial
. The
re
spon
se d
evelo
ps id
eas u
neve
nly,
usin
g sim
plist
ic lan
guag
e:
• so
me e
viden
ce (f
acts
and
deta
ils) f
rom
the s
ourc
e m
ater
ial m
ay b
e wea
kly
inte
grat
ed, im
prec
ise,
repe
titive
, vag
ue, a
nd/o
r cop
ied•
weak
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
• we
ak o
r une
ven
use o
f ela
bora
tive t
echn
ique
s*;
deve
lopm
ent m
ay co
nsist
pr
imar
ily of
sour
ce su
mm
ary o
r m
ay re
ly on
emot
iona
l app
eal
• vo
cabu
lary u
se is
une
ven
or
som
ewha
t inef
fecti
ve fo
r the
au
dien
ce an
d pu
rpos
e•
inco
nsist
ent o
r wea
k atte
mpt
to
crea
te ap
prop
riate
style
The r
espo
nse p
rovid
es m
inim
al ela
bora
tion
of th
e sup
port/
evid
ence
for t
he cl
aim an
d ar
gum
ent(s
) tha
t inc
lude
s litt
le or
no
use o
f sou
rce m
ater
ial. T
he
resp
onse
is va
gue,
lacks
clar
ity, o
r is
conf
usin
g:
• ev
iden
ce (f
acts
and
deta
ils)
from
the s
ourc
e mat
erial
is
min
imal,
irre
levan
t, abs
ent,
inco
rrectl
y use
d, o
r pr
edom
inan
tly co
pied
•
insu
fficie
nt u
se o
f cita
tions
or
attri
butio
n to
sour
ce m
ater
ial•
min
imal,
if an
y, us
e of
elabo
rativ
e tec
hniq
ues*
; em
otio
nal a
ppea
l m
ay d
omin
ate
• vo
cabu
lary i
s lim
ited
or
inef
fecti
ve fo
r the
audi
ence
an
d pu
rpos
e•
little
or n
o ev
iden
ce of
ap
prop
riate
style
•
Insu
fficie
nt
(inclu
des
copi
ed te
xt)
•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
*Elab
orat
ive te
chni
ques
may
inclu
de th
e use
of p
erso
nal e
xper
ience
s tha
t sup
port
the a
rgum
ent(s
).**
Gene
ral la
yere
d ela
bora
tion:
A se
nten
ce-to
-sen
tenc
e pro
gres
sion
of so
urce
-bas
ed ar
gum
ents,
facts
, det
ails,
and/
or so
urce
-bas
ed ev
iden
ce th
at g
ener
ally d
evelo
ps an
d su
ppor
ts th
e clai
m. S
ourc
e-ba
sed
evid
ence
, if
pres
ent,
may
be i
n th
e for
m o
f gen
eral
or im
prec
ise re
fere
nces
. Re-
orde
ring
of th
e tex
t mig
ht im
pair
the c
onne
ction
of i
deas
.
4-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.9
Page 63
Und
erstanding
Prfic
ienc
y
2 POINTSTh
e stu
dent
rece
ives a
scor
e of 2
in th
e are
a of c
onve
ntio
ns. T
he st
uden
t dem
onstr
ates
solid
use
of c
orre
ct se
nten
ce fo
rmat
ion,
pu
nctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar, a
nd sp
ellin
g, an
d th
e rat
io o
f mist
akes
to th
e ove
rall w
ritin
g is
low.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Co
nv
en
tio
ns
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
A
Handout 2.9
Page 64
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 C
on
ve
nti
on
s:
Sco
re 2
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E A
SC
OR
E2
PO
INT
S1
PO
INT
0 P
OIN
TS
NS
CONVENTIONS
The r
espo
nse d
emon
strat
es an
adeq
uate
co
mm
and o
f con
vent
ions
:
•
adeq
uate
use
of c
orre
ct se
nten
ce
form
atio
n, p
unctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
The r
espo
nse d
emon
strat
es a
parti
al co
mm
and
of co
nven
tions
:
•
limite
d us
e of c
orre
ct se
nten
ce fo
rmat
ion,
pu
nctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar
usag
e, an
d sp
ellin
g
The r
espo
nse d
emon
strat
es lit
tle o
r no
com
man
d of c
onve
ntio
ns:
•
infre
quen
t use
of c
orre
ct se
nten
ce
form
atio
n, p
unctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
•
Insu
fficie
nt (i
nclu
des
copi
ed te
xt)
•
In a
langu
age o
ther
th
an En
glish
•
Off-t
opic
•
Off-p
urpo
se
Holis
tic Sc
orin
g:
•V
ari
ety
: A
rang
e of e
rrors
inclu
des s
ente
nce f
orm
atio
n, p
unctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar u
sage
, and
spell
ing.
•S
ev
eri
ty:
Basic
erro
rs ar
e mor
e hea
vily w
eight
ed th
an h
ighe
r-lev
el er
rors
.
•D
en
sity
: Th
e pro
porti
on o
f erro
rs to
the a
mou
nt o
f writ
ing
done
well
. Thi
s inc
lude
s the
ratio
of e
rrors
to th
e len
gth
of th
e piec
e.
2-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.9
Page 65
Und
erstanding
Prfic
ienc
y
Gra
de
5 O
pin
ion
Pe
rfo
rma
nce
Ta
sk:
Se
rvic
e A
nim
als
S
TU
DE
NT
SA
MP
LE
B
ST
UD
EN
T R
ES
PO
NS
E
from
my pe
rspe
ctive
I th
ink f
rom
sour
ce
3 “o
nce t
he n
ew ru
les w
ent i
nto e
ffect
the o
nly s
ervic
e ani
mals
perm
itted
in
publi
c plac
es w
ere d
ogs a
nd m
initu
re h
orse
s. an
d “for
eam
ple bi
rds c
ould
leave
drop
pings
on a
stor
e oo
r.
hat’s
why
I ch
ose a
nima
ls th
at ar
e per
mitte
d are
only
aloud
in su
rtain
plac
es. c
ause
if I
was a
t a re
stur
aunt
and
ther
e was
a bo
a con
stric
tor I
wou
ld’nt
be sa
tisfie
d in
my fo
od an
ymor
e and
defen
etly
I’d lo
se m
y app
etite
whe
n I g
o to
my f
avor
ite re
stur
aunt
I do
n’t w
ant t
o see
any g
ross
anim
als be
caus
e I su
dden
tly w
ould
not w
ant m
y fav
orite
food
an
ymor
e. In
sour
ce
3 it
says
iff
eren
t ani
mals
carr
y cer
tain
desie
ses.
one e
ample
if I
sat n
et t
o a pe
t and
they
th
ey le
t my p
et if
it w
ould
have
a dis
ies an
d tha
t wou
ld be
bad.
Handout 2.10
Page 66
Und
erstanding
Prfic
ienc
y
1 POINTTh
is re
spon
se h
as n
o di
scer
nibl
e org
aniza
tiona
l stru
cture
and
prov
ides
little
focu
s.
The s
tude
nt at
tem
pts t
o gi
ve an
opi
nion
by s
tatin
g, “T
hat’s
why
I cho
se an
imals
that
are p
erm
itted
are o
nly a
loud
in su
rtain
pl
aces
.” How
ever
, the
opi
nion
is am
bigu
ous.
Ther
e is n
o in
trodu
ction
or c
onclu
sion,
and
ther
e are
onl
y a fe
w at
tem
pts t
o in
clude
tra
nsiti
ons (
e.g., “
caus
e”).
Ther
e is a
n un
even
pro
gres
sion
of id
eas i
n th
e res
pons
e. Th
e stu
dent
beg
ins b
y disc
ussin
g bi
rds
leavin
g dr
oppi
ngs (
“bird
s cou
ld le
ave d
ropp
ings
”), th
en ju
mps
to h
ow ea
ting
next
to a
snak
e cou
ld ca
use a
ppet
ite lo
ss (“
I’d lo
se
my a
ppet
ite”).
The s
tude
nt th
en d
iscus
ses t
hat “
Diffe
rent
anim
als ca
rry ce
rtain
des
ieses
,” whi
ch m
ay b
e rela
ted
to b
irds l
eavin
g dr
oppi
ngs,
but,
if so
, the
resp
onse
doe
s not
clar
ify th
e con
necti
on. W
hile
all o
f the
se to
pics
som
ewha
t rela
te to
the s
tude
nt’s
opin
ion
state
men
t, th
ere a
re n
o cle
ar p
rogr
essio
ns b
etwe
en an
d am
ong
thes
e ide
as.
Holis
ticall
y, th
e bes
t sco
re fo
r thi
s res
pons
e is a
1.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Org
an
iza
tio
n a
nd
Pu
rpo
se
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
B
Handout 2.10
Page 67
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 O
rga
niz
ati
on
an
d P
urp
ose
: S
co
re 1
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
B
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
ORGANIZATION/PURPOSE
The r
espo
nse h
as a
clear
an
d ef
fecti
ve o
rgan
izatio
nal
struc
ture
, cre
atin
g a s
ense
of
unity
and
com
plet
enes
s. Th
e or
gani
zatio
n is
susta
ined
bet
ween
an
d wi
thin
par
agra
phs.
The
resp
onse
is co
nsist
ently
and
purp
osef
ully
focu
sed:
•
opin
ion
is in
trodu
ced,
clea
rly
com
mun
icate
d, an
d th
e foc
us is
str
ongl
y main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
cons
isten
t use
of a
varie
ty o
f tra
nsiti
onal
strat
egies
to cl
arify
th
e rela
tions
hips
bet
ween
and
amon
g id
eas
•
effe
ctive
intro
ducti
on
and
conc
lusio
n•
logi
cal p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; st
rong
co
nnec
tions
bet
ween
and
amon
g id
eas w
ith so
me
synt
actic
varie
ty
The r
espo
nse h
as an
evid
ent
orga
niza
tiona
l stru
cture
and
a se
nse o
f com
plet
enes
s. Th
ough
th
ere m
ay b
e min
or fl
aws,
they
do
not
inte
rfere
with
the o
vera
ll co
here
nce.
The o
rgan
izatio
n is
adeq
uate
ly su
stain
ed b
etwe
en
and
with
in p
arag
raph
s. Th
e re
spon
se is
gen
erall
y foc
used
:
•
opin
ion
is cle
ar, a
nd th
e foc
us is
m
ostly
main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
adeq
uate
use
of t
rans
ition
al str
ateg
ies w
ith so
me v
ariet
y to
clarif
y rela
tions
hips
bet
ween
an
d am
ong
idea
s•
adeq
uate
intro
ducti
on
and
conc
lusio
n•
adeq
uate
pro
gres
sion
of id
eas
from
beg
inni
ng to
end;
ad
equa
te co
nnec
tions
bet
ween
an
d am
ong
idea
s
The r
espo
nse h
as an
inco
nsist
ent
orga
niza
tiona
l stru
cture
. Som
e fla
ws ar
e evid
ent,
and
som
e id
eas m
ay b
e loo
sely
conn
ecte
d.
The o
rgan
izatio
n is
som
ewha
t su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
may
ha
ve a
min
or d
rift i
n fo
cus:
•
opin
ion
may
be s
omew
hat
uncle
ar, o
r the
focu
s may
be
insu
fficie
ntly
susta
ined
for t
he
purp
ose a
nd/o
r aud
ience
•
inco
nsist
ent u
se o
f tra
nsiti
onal
strat
egies
and/
or lit
tle va
riety
•
intro
ducti
on o
r con
clusio
n, if
pr
esen
t, m
ay b
e wea
k•
unev
en p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; an
d/or
fo
rmul
aic; in
cons
isten
t or
uncle
ar co
nnec
tions
bet
ween
an
d am
ong
idea
s
The r
espo
nse h
as lit
tle o
r no
disc
erni
ble o
rgan
izatio
nal
struc
ture
. The
resp
onse
may
be
relat
ed to
the o
pini
on b
ut m
ay
prov
ide l
ittle
or n
o fo
cus:
•
opin
ion
may
be c
onfu
sing
or
ambi
guou
s; re
spon
se m
ay b
e to
o br
ief o
r the
focu
s may
drif
t fro
m th
e pur
pose
and/
or au
dien
ce•
few
or n
o tra
nsiti
onal
strat
egies
ar
e evid
ent
•
intro
ducti
on an
d/or
conc
lusio
n m
ay b
e miss
ing
•
frequ
ent e
xtra
neou
s ide
as m
ay
be ev
iden
t; id
eas m
aybe
ra
ndom
ly or
dere
d or
hav
e an
uncle
ar p
rogr
essio
n
•
Insu
fficie
nt
(inclu
des
copi
ed te
xt)
•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
4-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.10
Page 68
Und
erstanding
Prfic
ienc
y
1 POINTTh
e res
pons
e doe
s not
inclu
de an
appr
opria
te le
vel o
f elab
orat
ion
or an
appr
opria
te am
ount
of e
viden
ce to
supp
ort a
scor
e ab
ove 1
. The
stud
ent’s
atte
mpt
s to
cite s
ourc
e mat
erial
is lim
ited;
the r
espo
nse o
nly i
nclu
des e
viden
ce fr
om a
singl
e sou
rce
(sour
ce 3)
, and
such
evid
ence
is n
ot w
ell in
corp
orat
ed in
to th
e des
crip
tion
of an
ove
rall o
pini
on (i
.e., s
ourc
e evid
ence
is
pred
omin
antly
copi
ed).
Ther
e is a
wea
k atte
mpt
to em
ploy
elab
orat
ive te
chni
ques
, evid
ence
d by
the f
act t
hat t
he w
hole
pape
r fo
cuse
s on
pers
onal
opin
ion
with
out c
onne
cting
idea
s. In
addi
tion,
the v
ocab
ular
y is n
ot p
artic
ular
ly ef
fecti
ve fo
r the
pur
pose
be
caus
e the
wor
ds d
o no
t help
to co
nvey
idea
s with
pre
cisio
n an
d th
ere i
s litt
le/no
evid
ence
of a
ppro
priat
e sty
le.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Ev
ide
nce
an
d E
lab
ora
tio
n
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
B
Handout 2.10
Page 69
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 E
vid
en
ce
an
d E
lab
ora
tio
n:
Sco
re 1
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
B
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
Evidence/Elaboration
The r
espo
nse p
rovid
es th
orou
gh
and
conv
incin
g ela
bora
tion
of
the s
uppo
rt/ev
iden
ce fo
r the
op
inio
n an
d su
ppor
ting
idea
(s)
that
inclu
des t
he ef
fecti
ve u
se o
f so
urce
mat
erial
. The
resp
onse
cle
arly
and
effe
ctive
ly de
velo
ps
idea
s, us
ing
prec
ise la
ngua
ge:
•
com
preh
ensiv
e evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
, rele
vant
, an
d sp
ecifi
c•
clear
cita
tions
or a
ttrib
utio
n of
so
urce
mat
erial
•
effe
ctive
use
of a
varie
ty o
f ela
bora
tive t
echn
ique
s*•
voca
bular
y is c
learly
ap
prop
riate
for t
he au
dien
ce
and
purp
ose
•
effe
ctive
, app
ropr
iate s
tyle
enha
nces
cont
ent
The r
espo
nse p
rovid
es ad
equa
te
elabo
ratio
n of
the s
uppo
rt/ev
iden
ce fo
r the
opi
nion
and
supp
ortin
g id
ea(s)
that
inclu
des
the u
se o
f sou
rce m
ater
ial. T
he
resp
onse
adeq
uate
ly de
velo
ps
idea
s, em
ploy
ing
a mix
of p
recis
e wi
th m
ore g
ener
al lan
guag
e:
•
adeq
uate
evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
and
relev
ant,
yet m
ay b
e gen
eral
•
adeq
uate
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
adeq
uate
use
of s
ome
elabo
rativ
e tec
hniq
ues*
•
voca
bular
y is g
ener
ally
appr
opria
te fo
r the
audi
ence
an
d pu
rpos
e•
gene
rally
appr
opria
te st
yle
is ev
iden
t
The r
espo
nse p
rovid
es u
neve
n,
curs
ory e
labor
atio
n of
the
supp
ort/e
viden
ce fo
r the
opi
nion
an
d su
ppor
ting
idea
(s) th
at
inclu
des p
artia
l or u
neve
n us
e of
sour
ce m
ater
ial. T
he re
spon
se
deve
lops
idea
s une
venl
y, us
ing
simpl
istic
langu
age:
•
som
e evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
may
be w
eakly
in
tegr
ated
, impr
ecise
, re
petit
ive, v
ague
, and
/or c
opied
•
weak
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
weak
or u
neve
n us
e of
elabo
rativ
e tec
hniq
ues*
; de
velo
pmen
t may
cons
ist
prim
arily
of s
ourc
e sum
mar
y•
voca
bular
y use
is u
neve
n or
so
mew
hat i
neffe
ctive
for t
he
audi
ence
and
purp
ose
•
inco
nsist
ent o
r wea
k atte
mpt
to
crea
te ap
prop
riate
style
The r
espo
nse p
rovid
es m
inim
al ela
bora
tion
of th
e sup
port/
evid
ence
for t
he o
pini
on an
d su
ppor
ting
idea
(s) th
at in
clude
s lit
tle o
r no
use o
f sou
rce m
ater
ial.
The r
espo
nse i
s vag
ue, la
cks
clarit
y, or
is co
nfus
ing:
•
evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce m
ater
ial is
m
inim
al, ir
relev
ant,
abse
nt,
inco
rrectl
y use
d, o
r pr
edom
inan
tly co
pied
•
insu
fficie
nt u
se o
f cita
tions
or
attri
butio
n to
sour
ce m
ater
ial•
min
imal,
if an
y, us
e of
elabo
rativ
e tec
hniq
ues*
•
voca
bular
y is l
imite
d or
in
effe
ctive
for t
he au
dien
ce
and
purp
ose
•
little
or n
o ev
iden
ce o
f ap
prop
riate
style
•
Insu
fficie
nt
(inclu
des
copi
ed te
xt)
•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
*Elab
orat
ive te
chni
ques
may
inclu
de th
e use
of p
erso
nal e
xper
ience
s tha
t sup
port
the c
ontro
lling/
main
idea
4-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.10
Page 70
Und
erstanding
Prfic
ienc
y
0 POINTSTh
e stu
dent
resp
onse
dem
onstr
ates
little
to n
o co
mm
and
of co
nven
tions
. Eac
h se
nten
ce h
as m
ultip
le er
rors
in st
ructu
re,
punc
tuat
ion,
and
spell
ing.
Thes
e erro
rs su
bsta
ntial
ly de
tract
from
the r
espo
nse’s
ove
rall r
eada
bilit
y. Ov
erall
, a sc
ore o
f 0 is
mos
t ap
prop
riate
for t
his r
espo
nse.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Co
nv
en
tio
ns
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
B
Handout 2.10
Page 71
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 C
on
ve
nti
on
s:
Sco
re 0
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
B
SC
OR
E2
PO
INT
S1
PO
INT
0 P
OIN
TS
NS
CONVENTIONS
The r
espo
nse d
emon
strat
es an
adeq
uate
co
mm
and o
f con
vent
ions
:
•ad
equa
te us
e of c
orre
ct se
nten
ce
form
atio
n, pu
nctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
The r
espo
nse d
emon
strat
es a
parti
al co
mm
and
of co
nven
tions
:
•
limite
d us
e of c
orre
ct se
nten
ce fo
rmat
ion,
pu
nctu
atio
n, ca
pita
lizat
ion,
gram
mar
us
age,
and
spell
ing
The r
espo
nse d
emon
strat
es lit
tle o
r no
com
man
d of c
onve
ntio
ns:
•
infre
quen
t use
of c
orre
ct se
nten
ce
form
atio
n, pu
nctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
•
Insu
fficie
nt (i
nclu
des
copi
ed te
xt)
•
In a
langu
age o
ther
th
an En
glish
•
Off-t
opic
•
Off-p
urpo
se
2-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.10
Page 72
Und
erstanding
Prfic
ienc
y
Gra
de
8 A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
: P
en
nie
s S
TU
DE
NT
SA
MP
LE
B
ST
UD
EN
T R
ES
PO
NS
E
enni
es sh
ould
still
live b
ecau
se le
ts sa
y tha
t you
hav
e five
dolla
rs an
d you
nee
d cha
nge f
or on
e pen
ny w
here
you
goin
g to g
et th
at on
e pen
ny if
that
does
n’t e
ist an
d plus
if yo
u eli
mina
te pe
nnies
peop
le wi
ll go n
uts a
nd pe
nnies
ha
ve be
en ar
ound
for 2
year
s you
cant
ust
thro
w so
meth
ing a
way t
hat’s
been
part
of ou
r live
s for
2 ye
ars,
Im
on bo
th si
des b
ut m
ostly
on ke
epin
g the
penn
ies in
stea
d of e
limin
atin
g the
m.
he co
in al
so ga
ve ri
se to
the t
erms
like
“p
enny
cand
y a
piece
of ca
ndy s
old fo
r one
cent
and p
enny
arca
de an
amus
emen
t cen
ter w
ith m
achi
nes t
hat c
ost
one c
ent t
o ope
rate
. hi
s ama
zing e
ffort
was
mad
e pos
sible
due t
o the
powe
r of t
he pe
nny.
any p
eople
do n
ot se
e th
e valu
e in
the p
enny
, and
they
feel
as th
ough
penn
ies ar
e not
wor
th th
e tro
uble
of ca
rryin
g the
m ar
ound
. en
nies
mi
ght b
e a li
ttle b
ulky,
but t
hey a
dd u
p mor
eove
r, be
caus
e the
y are
wor
th so
littl
e, pe
ople
don’t
min
d don
atin
g the
m to
char
ity
Handout 2.11
Page 73
Und
erstanding
Prfic
ienc
y
1 POINTBa
sed
on th
e org
aniza
tion
and
purp
ose r
ubric
, thi
s stu
dent
rece
ives a
scor
e of 1
. The
stud
ent’s
pos
ition
is cl
ear,
but t
he su
ppor
t fo
r the
claim
is n
ot lo
gica
lly ar
gued
. The
re ar
e tra
nsiti
ons w
ithin
idea
s (“a
lso,” “
but,”
“bec
ause
”), b
ut th
e tra
nsiti
ons b
etwe
en
diffe
rent
idea
s are
not
fully
dev
elope
d, m
akin
g th
e sup
porti
ng ev
iden
ce d
ifficu
lt to
follo
w th
e lat
ter h
alf o
f the
stud
ents
writ
ing
cons
ists o
f a se
ries o
f unc
ited
quot
atio
ns. T
he st
uden
t atte
mpt
s to
inclu
de an
orig
inall
y wor
ded
intro
ducti
on, b
ut it
is w
eak a
nd
diffi
cult
to su
ppor
t. Th
e con
clusio
n is
miss
ing.
The s
tude
nts c
ount
ercla
im is
anot
her u
ncite
d uo
tatio
n wi
thou
t epl
anat
ion.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Org
an
iza
tio
n a
nd
Pu
rpo
se
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
B
Handout 2.11
Page 74
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 O
rga
niz
ati
on
an
d P
urp
ose
: S
co
re 1
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E B
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
ORGANIZATION/PURPOSE
The r
espo
nse h
as a
clear
and
effe
ctive
org
aniza
tiona
l stru
cture
, cr
eatin
g a s
ense
of u
nity
and
com
plet
enes
s. Th
e org
aniza
-tio
n is
fully
susta
ined
bet
ween
an
d wi
thin
par
agra
phs.
The
resp
onse
is co
nsist
ently
and
purp
osef
ully
focu
sed:
•
claim
is in
trodu
ced,
clea
rly
com
mun
icate
d, an
d th
e foc
us is
str
ongl
y main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
cons
isten
t use
of a
varie
ty o
f tra
nsiti
onal
strat
egies
to cl
arify
th
e rela
tions
hips
bet
ween
and
amon
g id
eas
•
effe
ctive
intro
ducti
on
and
conc
lusio
n•
logi
cal p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d st
rong
co
nnec
tions
bet
ween
and
amon
g id
eas w
ith so
me
synt
actic
varie
ty•
alter
nate
and
oppo
sing
argu
men
t(s) a
re cl
early
ac
know
ledge
d or
addr
esse
d*
The r
espo
nse h
as an
evid
ent o
rga-
niza
tiona
l stru
cture
and
a sen
se o
f co
mpl
eten
ess.
Thou
gh th
ere m
ay
be m
inor
flaw
s, th
ey d
o no
t int
er-
fere
with
the o
vera
ll coh
eren
ce.
The o
rgan
izatio
n is
adeq
uate
ly su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
is
gene
rally
focu
sed:
•
claim
is cl
ear,
and
the f
ocus
is
mos
tly m
ainta
ined
for t
he
purp
ose a
nd au
dien
ce•
adeq
uate
use
of t
rans
ition
al str
ateg
ies w
ith so
me v
ariet
y to
clarif
y rela
tions
hips
bet
ween
an
d am
ong
idea
s•
adeq
uate
intro
ducti
on
and
conc
lusio
n•
adeq
uate
pro
gres
sion
of id
eas
from
beg
inni
ng to
end
ad
equa
te co
nnec
tions
bet
ween
an
d am
ong
idea
s•
alter
nate
and
oppo
sing
argu
men
t(s) a
re ad
equa
tely
ackn
owled
ged
or ad
dres
sed*
The r
espo
nse h
as an
inco
nsist
ent
orga
niza
tiona
l stru
cture
. Som
e fla
ws ar
e evid
ent,
and
som
e id
eas m
ay b
e loo
sely
conn
ecte
d.
The o
rgan
izatio
n is
som
ewha
t su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
may
ha
ve a
min
or d
rift i
n fo
cus:
•
claim
may
be s
omew
hat
uncle
ar, o
r the
focu
s may
be
insu
fficie
ntly
susta
ined
for t
he
purp
ose a
nd/o
r aud
ience
•
inco
nsist
ent u
se o
f tra
nsiti
onal
strat
egies
and/
or lit
tle va
riety
•
intro
ducti
on o
r con
clusio
n, if
pr
esen
t, m
ay b
e wea
k•
unev
en p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d an
dor
fo
rmul
aic in
cons
isten
t or
uncle
ar co
nnec
tions
am
ong
idea
s•
alter
nate
and
oppo
sing
argu
men
t(s) m
ay b
e con
fusin
g or
not
ackn
owled
ged
*
The r
espo
nse h
as lit
tle o
r no
dis-
cern
ible
orga
niza
tiona
l stru
cture
. Th
e res
pons
e may
be r
elate
d to
th
e clai
m b
ut m
ay p
rovid
e litt
le or
no
focu
s:
•
claim
may
be c
onfu
sing
or
ambi
guou
s re
spon
se m
ay b
e to
o br
ief o
r the
focu
s may
drif
t fro
m th
e pur
pose
and/
or au
dien
ce•
few
or n
o tra
nsiti
onal
strat
egies
ar
e evid
ent
•
intro
ducti
on an
d/or
conc
lusio
n m
ay b
e miss
ing
•
freue
nt e
trane
ous i
deas
may
be
evid
ent
idea
s may
be
rand
omly
orde
red
or h
ave
uncle
ar p
rogr
essio
n•
alter
nate
and
oppo
sing
argu
men
t(s) m
ay n
ot b
e ac
know
ledge
d *
•
Insu
fficie
nt
(inclu
des
copi
ed te
t•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
*Ack
nowl
edgi
ng an
d/or
addr
essin
g th
e opp
osin
g po
int o
f view
beg
ins a
t gra
de 7.
4-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.11
Page 75
Und
erstanding
Prfic
ienc
y
1 POINTBa
sed
upon
the e
viden
ce an
d ela
bora
tion
rubr
ic, th
is stu
dent
rece
ives a
scor
e of 1
. Alth
ough
the s
tude
nt in
clude
s sev
eral
piec
es
of ev
iden
ce, t
he la
ck o
f elab
orat
ion
and
refe
renc
es m
eans
that
this
evid
ence
is n
ot in
tegr
ated
into
a co
here
nt ar
gum
ent.
The u
se
of vo
cabu
lary i
s ine
ffecti
ve fo
r the
audi
ence
and
purp
ose,
and
inclu
des p
hras
es su
ch as
, “Pe
nnies
shou
ld st
ill liv
e,” an
d “p
eopl
e wi
ll go
nuts.
ive
n th
e lim
ited
orig
inal
tet,
ther
e is l
ittle
evid
ence
of t
he st
uden
ts m
aste
ry o
f sty
listic
elem
ents
for t
he p
urpo
se
and
audi
ence
.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Ev
ide
nce
an
d E
lab
ora
tio
n
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
B
Handout 2.11
Page 76
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 E
vid
en
ce a
nd
Ela
bo
rati
on
: S
co
re 3
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E B
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
Evidence/Elaboration
The r
espo
nse p
rovid
es th
orou
gh
and
conv
incin
g ela
bora
tion
of
the s
uppo
rt/ev
iden
ce fo
r the
cla
im an
d ar
gum
ent(s
) inc
ludi
ng
reas
oned
, in-d
epth
analy
sis
and
the e
ffecti
ve u
se o
f sou
rce
mat
erial
. The
resp
onse
clea
rly an
d ef
fecti
vely
deve
lops
idea
s, us
ing
prec
ise la
ngua
ge:
•
com
preh
ensiv
e evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
, rele
vant
, an
d sp
ecifi
c•
clear
cita
tions
or a
ttrib
utio
n to
so
urce
mat
erial
•
effe
ctive
use
of a
varie
ty o
f ela
bora
tive t
echn
ique
s*•
voca
bular
y is c
learly
ap
prop
riate
for t
he au
dien
ce
and
purp
ose
•
effe
ctive
, app
ropr
iate s
tyle
enha
nces
cont
ent
The r
espo
nse p
rovid
es ad
equa
te
elabo
ratio
n of
the s
uppo
rt/ev
iden
ce fo
r the
claim
and
argu
men
t(s) t
hat i
nclu
des
reas
oned
analy
sis an
d th
e use
of
sour
ce m
ater
ial. T
he re
spon
se
adeq
uate
ly de
velo
ps id
eas,
empl
oyin
g a m
i of
pre
cise w
ith
mor
e gen
eral
langu
age:
•
adeq
uate
evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
and
relev
ant,
yet m
ay b
e gen
eral
•
adeq
uate
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
adeq
uate
use o
f som
e ela
bora
tive t
echn
ique
s*•
voca
bular
y is g
ener
ally
appr
opria
te fo
r the
audi
ence
an
d pu
rpos
e•
gene
rally
appr
opria
te st
yle
is ev
iden
t
The r
espo
nse p
rovid
es u
neve
n,
curso
ry el
abor
atio
n of
the s
up-
port/
evid
ence
for t
he cl
aim an
d ar
gum
ent(s
) tha
t inc
lude
s som
e re
ason
ed an
alysis
and
parti
al or
un
even
use
of so
urce
mat
erial
. The
re
spon
se d
evelo
ps id
eas u
neve
nly,
usin
g sim
plist
ic lan
guag
e:
• so
me e
viden
ce (f
acts
and
deta
ils) f
rom
the s
ourc
e m
ater
ial m
ay b
e wea
kly
inte
grat
ed, im
prec
ise,
repe
titive
, vag
ue, a
nd/o
r cop
ied•
weak
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
• we
ak o
r une
ven
use o
f ela
bora
tive t
echn
iue
s
deve
lopm
ent m
ay co
nsist
pr
imar
ily of
sour
ce su
mm
ary o
r m
ay re
ly on
emot
iona
l app
eal
• vo
cabu
lary u
se is
une
ven
or
som
ewha
t inef
fecti
ve fo
r the
au
dien
ce an
d pu
rpos
e•
inco
nsist
ent o
r wea
k atte
mpt
to
crea
te ap
prop
riate
style
The r
espo
nse p
rovid
es m
inim
al ela
bora
tion
of th
e sup
port/
evid
ence
for t
he cl
aim an
d ar
gum
ent(s
) tha
t inc
lude
s litt
le or
no
use o
f sou
rce m
ater
ial. T
he
resp
onse
is va
gue,
lacks
clar
ity, o
r is
conf
usin
g:
• ev
iden
ce (f
acts
and
deta
ils)
from
the s
ourc
e mat
erial
is
min
imal,
irre
levan
t, abs
ent,
inco
rrectl
y use
d, o
r pr
edom
inan
tly co
pied
•
insu
fficie
nt u
se o
f cita
tions
or
attri
butio
n to
sour
ce m
ater
ial•
min
imal,
if an
y, us
e of
elabo
rativ
e tec
hniq
ues
em
otio
nal a
ppea
l m
ay d
omin
ate
• vo
cabu
lary i
s lim
ited
or
inef
fecti
ve fo
r the
audi
ence
an
d pu
rpos
e•
little
or n
o ev
iden
ce of
ap
prop
riate
style
•
Insu
fficie
nt
(inclu
des
copi
ed te
t•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
Elab
orat
ive te
chni
ues m
ay in
clude
the u
se o
f per
sona
l epe
rienc
es th
at su
ppor
t the
argu
men
t(s.
**Ge
nera
l laye
red
elabo
ratio
n: A
sent
ence
-to-s
ente
nce p
rogr
essio
n of
sour
ce-b
ased
argu
men
ts, fa
cts, d
etail
s, an
d/or
sour
ce-b
ased
evid
ence
that
gen
erall
y dev
elops
and
supp
orts
the c
laim
. Sou
rce-
base
d ev
iden
ce,
if pr
esen
t, m
ay b
e in
the f
orm
of g
ener
al or
impr
ecise
refe
renc
es.
eor
derin
g of
the t
et m
ight
impa
ir th
e con
necti
on o
f ide
as.
4-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.11
Page 77
Und
erstanding
Prfic
ienc
y
0 POINTSas
ed u
pon
the c
onve
ntio
ns ru
bric,
this
stude
nt ea
rns a
scor
e of
. nl
y the
firs
t half
of t
he re
spon
se is
cons
ider
ed w
hen
assig
ning
a sc
ore,
since
the l
atte
r half
is co
pied
tet.
The s
tude
nt m
akes
a va
riety
of e
rrors
in se
nten
ce fo
rmat
ion,
pun
ctuat
ion,
an
d ca
pita
lizat
ion.
Whi
le th
e stu
dent
dem
onstr
ates
an ad
equa
te co
mm
and
of co
rrect
spell
ing
and
gram
mar
usa
ge, t
he re
spon
se
has a
hig
h pr
opor
tion
of er
rors
to te
t writ
ten
corre
ctly,
which
mak
es it
mor
e diffi
cult
to u
nder
stand
the s
tude
nts w
ritin
g.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Co
nv
en
tio
ns
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
B
Handout 2.11
Page 78
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 C
on
ve
nti
on
s:
Sco
re 0
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E B
SC
OR
E2
PO
INT
S1
PO
INT
0 P
OIN
TS
NS
CONVENTIONS
The r
espo
nse d
emon
strat
es an
adeq
uate
co
mm
and o
f con
vent
ions
:
•
adeq
uate
use
of c
orre
ct se
nten
ce
form
atio
n, p
unctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
The r
espo
nse d
emon
strat
es a
parti
al co
mm
and
of co
nven
tions
:
•
limite
d us
e of c
orre
ct se
nten
ce fo
rmat
ion,
pu
nctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar
usag
e, an
d sp
ellin
g
The r
espo
nse d
emon
strat
es lit
tle o
r no
com
man
d of c
onve
ntio
ns:
•
infre
quen
t use
of c
orre
ct se
nten
ce
form
atio
n, p
unctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
•
Insu
fficie
nt (i
nclu
des
copi
ed te
t•
In a
langu
age o
ther
th
an En
glish
•
Off-t
opic
•
Off-p
urpo
se
Holis
tic Sc
orin
g:
•V
ari
ety
: A
rang
e of e
rrors
inclu
des s
ente
nce f
orm
atio
n, p
unctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar u
sage
, and
spell
ing.
•S
ev
eri
ty:
Basic
erro
rs ar
e mor
e hea
vily w
eight
ed th
an h
ighe
r-lev
el er
rors
.
•D
en
sity
: Th
e pro
porti
on o
f erro
rs to
the a
mou
nt o
f writ
ing
done
well
. Thi
s inc
lude
s the
ratio
of e
rrors
to th
e len
gth
of th
e piec
e.
2-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.11
Page 79
Und
erstanding
Prfic
ienc
y
Gra
de
5 O
pin
ion
Pe
rfo
rma
nce
Ta
sk:
Se
rvic
e A
nim
als
S
TU
DE
NT
SA
MP
LE
C
ST
UD
EN
T R
ES
PO
NS
E
Did
you
know
that
peo
ple w
ith d
isabi
lities
are
lim
ited
to th
e kin
d of
serv
ice a
nim
als th
ey ca
n ha
ve in
pub
lic p
laces
?
In M
arch
201
1, th
is ne
w ru
le wa
s add
ed to
the A
mer
icans
with
Disa
bilit
ies A
ct (A
DA) s
o tha
t onl
y do
gs a
nd
min
iatu
re h
orse
s are
allo
wed.
I st
rong
ly a
gree
with
this
new
rule,
and
ther
e are
mul
tiple
reas
ons w
hy.
irst o
ff, an
d mos
t imp
orta
ntly,
if an
y kin
d of a
nima
l was
allow
ed to
be a
serv
ice an
imal,
it co
uld be
a da
nger
to
peo
ple a
nd ot
her a
nim
als. P
eople
coul
d br
ing a
ll ki
nds o
f dan
gero
us a
nim
als w
ith th
em in
pub
lic p
laces
like
po
rcup
ines
, cob
ras,
tiger
s, or
goril
las.
In S
ourc
e #1
it st
ates
“For
exam
ple, a
mon
key
coul
d su
dden
ly h
urt a
per
son
if it
got a
ngry
or fr
ighte
ned
for s
ome r
easo
n.”
Acco
rdin
g to A
pril
Trui
tt wh
o wor
ks fo
r the
Prim
ate R
esuc
e Cen
ter
“…it
is po
ssib
le fo
r cap
uchi
ns to
bec
ome v
iolen
t sud
denl
y an
d th
is ca
n be
a d
ange
r to t
heir
owne
rs a
nd ot
hers
.”
Busin
ess o
wner
s can
not h
ave a
nim
als in
their
pub
lic p
laces
who
hur
t oth
ers o
r bec
ome v
iolen
t sud
denl
y an
d th
at
is wh
y no
t eve
ry k
ind
of a
nim
al sh
ould
be a
llowe
d as
a se
rvice
ani
mal.
In
Sour
ce #
3 it
says
“Dog
s and
min
iatu
re
hors
es, h
owev
er, a
re ta
me.
The
y ha
ve b
een
used
as p
ets f
or h
undr
eds o
f yea
rs.
They
list
en to
com
man
ds. B
oth
dogs
an
d m
inia
ture
hor
ses a
re tr
aine
d to
guid
e the
blin
d. T
hese
ani
mals
can
be tr
uste
d by
pet
owne
rs a
nd b
usin
ners
ow
ners
.” T
his i
s why
only
dog
s and
min
iatu
re h
orse
s sho
uld
be a
llowe
d in
pub
lic p
laces
. T
hey
are n
ot d
ange
rous
to
peop
le an
d ot
her a
nim
als.
Seco
ndly,
if ot
her k
inds
of a
nim
als a
re a
llowe
d to
be s
ervi
ce a
nim
als, t
here
coul
d be
dise
ases
spre
ad in
a p
lace
of bu
sines
s. In
ou
rce
3 it
stat
es “
or e
ample
, bird
s cou
ld lea
ve dr
oppin
gs on
a st
ore
oor.
hi
s cre
ates
an
unhe
althy
setti
ng fo
r oth
ers.
If t
hese
bird
s lea
ve th
eir po
op on
the
oor,
it wi
ll mea
n bu
sines
s own
ers h
ave t
o be
very
care
ful t
o clea
n up
the m
ess s
o tha
t peo
ple go
ing t
here
don’t
get s
ick. I
t also
says
in
ourc
e 3
that
“iff
eren
t an
imals
carr
y ce
rtai
n di
seas
es.”
If p
eople
are
allo
wed
to b
ring i
n pi
gs, b
irds,
and
lizar
ds, t
hose
ani
mals
can
spre
ad
dise
ases
to ot
her c
usto
mer
s. D
ogs a
nd m
inia
ture
hor
ses a
re ta
me p
ets a
nd w
ould
not
spre
ad d
iseas
e the
way
thes
e ot
her a
nim
als co
uld.
CO
NT
INU
ED
ON
PA
GE
2
Handout 2.12
Page 80
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Busin
ess o
wner
s wou
ld b
e hur
t if t
hey
were
allo
wed
to h
ave a
ll ty
pes o
f ser
vice
ani
mals
ente
r the
ir pla
ce of
bu
sines
s. A
nim
als w
ho a
re a
dan
ger t
o peo
ple a
nd ot
her a
nim
als co
uld
beco
me v
iolen
t and
hur
t oth
er p
eople
who
co
me t
o tha
t plac
e of b
usin
ess.
The
se b
usin
ess o
wner
s cou
ld b
e sue
d. Al
so, t
here
are
laws
in p
lace a
bout
kee
ping
a
rest
aura
nt cl
ean
so th
at fo
od ca
n be
serv
ed th
ere a
nd p
eople
don
’t ge
t sick
. W
ithou
t the
new
serv
ice a
nim
al law
, pe
ople
coul
d br
ing a
ll ty
pes o
f ani
mals
who
carr
y an
d sp
read
dise
ases
. Th
ese b
usin
ess o
wner
s cou
ld h
ave t
heir
rest
aura
nts s
hut d
own
and h
ave t
o pay
fine
s to r
eope
n.In
conc
lusion
, I st
rong
ly be
lieve
that
II
sh
ould
be al
lowed
to w
ork a
s ser
vice a
nima
ls in
publi
c plac
es.
ther
type
s of a
nima
ls ca
n be
da
nger
ous a
nd sp
read
dise
ases
. Th
ese a
re h
uge r
easo
ns w
hy th
is ne
w ru
le is
the b
est.
We m
ust p
rote
ct p
eople
and
bu
sines
ses.
CO
NT
INU
ED
FR
OM
PA
GE
1
Gra
de
5 O
pin
ion
Pe
rfo
rma
nce
Ta
sk
: S
tud
en
t S
am
ple
C
ST
UD
EN
T R
ES
PO
NS
E
Handout 2.12
Page 81
Und
erstanding
Prfic
ienc
y
Gra
de
5 O
pin
ion
Pe
rfo
rma
nce
Ta
sk:
Se
rvic
e A
nim
als
S
TU
DE
NT
SA
MP
LE
D
ST
UD
EN
T R
ES
PO
NS
E
Opin
ion a
bout
Servic
e a
nim
als
I hav
e lea
rned
that
disa
bled
peop
le ne
ed h
elp fr
om se
rvice
ani
mals
and
that
I di
sagr
ee w
ith th
e new
rule.
Peop
le th
at h
ave b
een
disa
bled
and
has a
serv
ice a
nim
al sh
ould
walk
in a
shop
/res
trau
nt a
nd n
ot b
e told
, “So
rry
only
dog
s and
min
iture
hor
eses
allo
wded
”, be
caus
e if y
ou h
ave a
serv
ice a
nim
al (b
esid
es a
dog
or m
initu
re h
orse
) to
com
fort
you
or h
elp y
ou y
ou m
ight h
ave t
o ask
som
one t
o do i
t for
you
.
Anim
als li
ke “C
apuc
hin
Mon
keys
are
won
derf
ul se
rvice
ani
mals
, not
ever
yone
agr
ees.
Capu
chin
s are
small
, eas
y to
tr
ain,
and
able
to b
ond,
Howe
ver t
hey
are s
till w
ild. O
ther
ani
mals
like
dolp
hins
and
snak
es ca
n be
a go
od w
ay to
ca
lm p
eople
dow
n wh
ile sw
imm
ing/
bein
g in
a bi
g cro
wd.
I thi
nk th
at if
ther
e is a
serv
ice a
nim
al th
at ca
n m
ake y
ou ca
lm or
help
you
, you
shou
ld n
ot b
e told
not
to h
ave i
t in
pub
lic.
Handout 2.12
Page 82
Und
erstanding
Prfic
ienc
y
Gra
de
8 A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
: P
en
nie
s S
TU
DE
NT
SA
MP
LE
C
ST
UD
EN
T R
ES
PO
NS
E
Should
We K
eep t
he P
enny?
Shou
ld w
e kee
p th
e pen
ny?
My
thou
ght o
n th
is ye
s, we
shou
ld k
eep
the p
enny
. The
re a
re m
any
thin
gs th
at w
ould
be
effec
ted i
f we g
ot ri
d of i
t. or
esa
mple
if we
got r
id of
the p
enny
then
the a
moun
t of m
oney
for t
hing
s wou
ld be
roun
ded u
p or d
own.
“. . .
a lun
ch bi
ll com
es ou
t to
., it
wou
ld be
roun
ded d
own
to
.5. I
f it w
as
., it
wo
uld be
roun
ded u
p to
.1,
his w
as st
ated
in th
e sec
ond s
ourc
e. Bu
t thi
s wou
ld be
mor
e like
a ta
beca
use m
ost
stor
es w
ould
roun
d up m
ore o
ften
then
not
so th
is wo
uld co
st pe
ople
milli
on ea
ch ye
ar.
he pe
nny i
s a bi
g par
t of
our h
istor
y too
. “he
firs
t pen
nies
, min
ted u
ntil
15
, wer
e ver
y lar
ge . .
.
he pe
nny h
as ch
ange
d ove
r the
year
s wi
th u
s. It
is als
o in
many
popu
lar id
ioms.
“a pe
nny f
or yo
ur th
ough
ts’ .
. . no
t one
red c
ent’.
lso
some
thin
gs fo
r e
samp
le pe
nny c
andy
.Bu
t the
coun
ter a
rgum
ent w
ould
also h
ave p
oints
. he
penn
y doe
s cos
t mor
e to m
ake t
han
it’s w
orth
, but
that
can
be fi
ed by
chan
ging h
ow it
’s ma
de.
lso m
ost o
f the
time
peop
le re
fuse
to h
ave i
t in
chan
ge an
d don
’t no
rmall
y us
e the
m.
But I
still
thin
k we s
hould
keep
the p
enny
. I fe
el th
is wa
y bec
ause
they
add u
p. pe
nny d
rive “
. . . r
aised
over
3
in
one w
eek
he
y rais
ed th
is mu
ch m
oney
beca
use p
eople
will
willin
gly gi
ve u
p pen
nies
beca
use y
ou ca
n’t bu
y muc
h wi
th th
em.
o don
atin
g the
m ad
ds u
p to a
lot of
mon
ey. B
ut if
you
had a
uat
er dr
ive n
ot m
any p
eople
will
dona
te
beca
use y
ou ca
n do
stuff
with
uat
ers.
In co
nclus
ion I
feel w
e sho
uld ke
ep th
e pen
ny. I
ts a
big pa
rt of
our h
istor
y and
is u
sed i
n co
mmon
phra
ses.
It ma
ybe
more
esp
enciv
e to m
ake t
han
it’s w
orth
but t
hat c
an be
fied
by be
ing m
ade o
ut of
diffe
rent
thin
gs.
avin
g up
penn
ies ca
n re
ally a
dd u
p. e t
ruely
nee
d the
penn
y.
Handout 2.13
Page 83
Und
erstanding
Prfic
ienc
y
Gra
de
8 A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
: P
en
nie
s S
TU
DE
NT
SA
MP
LE
D
ST
UD
EN
T R
ES
PO
NS
E
Why
shou
ld w
e kee
p th
e pen
ny w
hen
it co
sts m
ore t
han
it is
wort
h? T
he ob
viou
s solu
tion
woul
d be
to si
mply
re
mov
e the
pen
ny. “
The U
nite
d St
ates
gove
rnm
ent…
lost 6
0.2
mill
ion on
the p
rodu
ction
and
dist
ribut
ion of
pen
nies
…in
the 2
11 fi
scal
year
and t
he lo
sses
hav
e bee
n mo
untin
g
omme
r. I
t is c
learly
fooli
sh to
cont
inue
mak
ing
penn
ies w
hen
we ar
e los
ing m
illion
s eac
h ye
ar, m
illion
s tha
t cou
ld be
use
d to b
ette
r peo
ple’s
lives
. Ins
tead
we w
aste
it
on m
intin
g out
coin
s tha
t are
only
wor
th on
e cen
t.
The m
ain
reas
on w
hy w
e sho
uld
rem
ove t
he p
enny
is th
at it
was
tes b
oth
time a
nd m
oney
. “Hi
s stu
dy sh
ows t
hat
the t
ime w
aste
d on
coun
ting p
enni
es co
uld ad
d up t
o m
illion
per y
ear
an
cuso
. he
time
spen
t cou
ntin
g pe
nnies
shou
ld be
use
d m
uch
mor
e pro
duct
ively
and
imag
ine i
f tho
se bu
sines
ses c
ould
dona
te $
700
mill
ion to
char
ity.
Even
the D
epar
tmen
t of D
efens
e doe
sn’t
use p
enni
es a
nym
ore.
“For
over
30
year
s, pe
nnies
hav
en’t
been
use
d on
fore
ign m
ilita
ry ba
ses.
enni
es ar
e to
o hea
vy an
d are
not
cost
effec
tive t
o shi
p’ “
ancu
so. I
t is a
comp
lete
wast
e to c
ontin
ue u
sing p
enni
es, a
nd ev
en th
e mili
tary
agre
es. I
f suc
h a m
aor p
art o
f our
gove
rnme
nt re
fuse
s to u
se
penn
ies, t
he re
st of
us s
houl
d ta
ke th
e hin
t.
ome p
eople
thin
k tha
t rem
ovin
g the
penn
y is n
ot a
good
idea
in fe
ars o
f in
ation
and e
cono
mic p
roble
ms.
his
is no
t the
case
. “A
num
ber o
f cou
ntrie
s, in
cludi
ng A
ustr
alia,
new
Zeala
nd, b
razil
, Fin
land,
the N
ethe
rland
s, No
rway
, we
den,
witz
erlan
d, an
d Brit
ain, h
ave a
lread
y dro
pped
their
lowe
st-de
nomi
nate
d coin
s, wi
thou
t dire
cons
eue
nces
an
cuso
. If a
ll of t
hese
coun
tries
can
drop
their
lowe
st va
lue co
in w
ithou
t the
ir ec
onom
y coll
apsin
g, it
seem
s re
ason
able
to as
sume
that
we w
ould
be fi
ne to
o. ve
n mo
re pr
oof i
s tha
t an
ada h
as st
oppe
d min
ting o
ut pe
nnies
, an
d wi
th a
ll of
our c
ultu
ral,
econ
omic,
and
poli
tical
simila
rities
it w
ould
seem
that
it m
ay b
e bes
t for
us t
o sto
p pe
nny-p
rodu
cing t
oo.
ancu
so. I
f an
ada h
as fo
und e
noug
h va
lid re
ason
s to s
top m
intin
g the
penn
y, th
en w
e sh
ould
follo
w th
eir ex
ample
.
easin
g pro
duct
ion of
the p
enny
wou
ld sa
ve m
illion
s of d
ollar
s and
time
, and
could
mak
e peo
ple’s
lives
bette
r. Fe
ars o
f eco
nom
ic co
llaps
e are
unf
ound
ed. T
he cl
ear c
ours
e of a
ction
is to
rem
ove t
he p
enny
.
Handout 2.13
Page 84
Und
erstanding
Prfic
ienc
y
Gra
de
5 O
pin
ion
Pe
rfo
rma
nce
Ta
sk:
Se
rvic
e A
nim
als
S
TU
DE
NT
SA
MP
LE
C
ST
UD
EN
T R
ES
PO
NS
E
Did
you
know
that
peo
ple w
ith d
isabi
lities
are
lim
ited
to th
e kin
d of
serv
ice a
nim
als th
ey ca
n ha
ve in
pub
lic p
laces
?
In M
arch
201
1, th
is ne
w ru
le wa
s add
ed to
the A
mer
icans
with
Disa
bilit
ies A
ct (A
DA) s
o tha
t onl
y do
gs a
nd
min
iatu
re h
orse
s are
allo
wed.
I st
rong
ly a
gree
with
this
new
rule,
and
ther
e are
mul
tiple
reas
ons w
hy.
irst o
ff, an
d mos
t imp
orta
ntly,
if an
y kin
d of a
nima
l was
allow
ed to
be a
serv
ice an
imal,
it co
uld be
a da
nger
to
peo
ple a
nd ot
her a
nim
als. P
eople
coul
d br
ing a
ll ki
nds o
f dan
gero
us a
nim
als w
ith th
em in
pub
lic p
laces
like
po
rcup
ines
, cob
ras,
tiger
s, or
goril
las.
In S
ourc
e #1
it st
ates
“For
exam
ple, a
mon
key
coul
d su
dden
ly h
urt a
per
son
if it
got a
ngry
or fr
ighte
ned
for s
ome r
easo
n.”
Acco
rdin
g to A
pril
Trui
tt wh
o wor
ks fo
r the
Prim
ate R
esuc
e Cen
ter
“…it
is po
ssib
le fo
r cap
uchi
ns to
bec
ome v
iolen
t sud
denl
y an
d th
is ca
n be
a d
ange
r to t
heir
owne
rs a
nd ot
hers
.”
Busin
ess o
wner
s can
not h
ave a
nim
als in
their
pub
lic p
laces
who
hur
t oth
ers o
r bec
ome v
iolen
t sud
denl
y an
d th
at
is wh
y no
t eve
ry k
ind
of a
nim
al sh
ould
be a
llowe
d as
a se
rvice
ani
mal.
In
Sour
ce #
3 it
says
“Dog
s and
min
iatu
re
hors
es, h
owev
er, a
re ta
me.
The
y ha
ve b
een
used
as p
ets f
or h
undr
eds o
f yea
rs.
They
list
en to
com
man
ds. B
oth
dogs
an
d m
inia
ture
hor
ses a
re tr
aine
d to
guid
e the
blin
d. T
hese
ani
mals
can
be tr
uste
d by
pet
owne
rs a
nd b
usin
ners
ow
ners
.” T
his i
s why
only
dog
s and
min
iatu
re h
orse
s sho
uld
be a
llowe
d in
pub
lic p
laces
. T
hey
are n
ot d
ange
rous
to
peop
le an
d ot
her a
nim
als.
Seco
ndly,
if ot
her k
inds
of a
nim
als a
re a
llowe
d to
be s
ervi
ce a
nim
als, t
here
coul
d be
dise
ases
spre
ad in
a p
lace
of bu
sines
s. In
ou
rce
3 it
stat
es “
or e
ample
, bird
s cou
ld lea
ve dr
oppin
gs on
a st
ore
oor.
hi
s cre
ates
an
unhe
althy
setti
ng fo
r oth
ers.
If t
hese
bird
s lea
ve th
eir po
op on
the
oor,
it wi
ll mea
n bu
sines
s own
ers h
ave t
o be
very
care
ful t
o clea
n up
the m
ess s
o tha
t peo
ple go
ing t
here
don’t
get s
ick. I
t also
says
in
ourc
e 3
that
“iff
eren
t an
imals
carr
y ce
rtai
n di
seas
es.”
If p
eople
are
allo
wed
to b
ring i
n pi
gs, b
irds,
and
lizar
ds, t
hose
ani
mals
can
spre
ad
dise
ases
to ot
her c
usto
mer
s. D
ogs a
nd m
inia
ture
hor
ses a
re ta
me p
ets a
nd w
ould
not
spre
ad d
iseas
e the
way
thes
e ot
her a
nim
als co
uld.
CO
NT
INU
ED
ON
PA
GE
2
Handout 2.14
Page 85
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Busin
ess o
wner
s wou
ld b
e hur
t if t
hey
were
allo
wed
to h
ave a
ll ty
pes o
f ser
vice
ani
mals
ente
r the
ir pla
ce of
bu
sines
s. A
nim
als w
ho a
re a
dan
ger t
o peo
ple a
nd ot
her a
nim
als co
uld
beco
me v
iolen
t and
hur
t oth
er p
eople
who
co
me t
o tha
t plac
e of b
usin
ess.
The
se b
usin
ess o
wner
s cou
ld b
e sue
d. Al
so, t
here
are
laws
in p
lace a
bout
kee
ping
a
rest
aura
nt cl
ean
so th
at fo
od ca
n be
serv
ed th
ere a
nd p
eople
don
’t ge
t sick
. W
ithou
t the
new
serv
ice a
nim
al law
, pe
ople
coul
d br
ing a
ll ty
pes o
f ani
mals
who
carr
y an
d sp
read
dise
ases
. Th
ese b
usin
ess o
wner
s cou
ld h
ave t
heir
rest
aura
nts s
hut d
own
and h
ave t
o pay
fine
s to r
eope
n.In
conc
lusion
, I st
rong
ly be
lieve
that
II
sh
ould
be al
lowed
to w
ork a
s ser
vice a
nima
ls in
publi
c plac
es.
ther
type
s of a
nima
ls ca
n be
da
nger
ous a
nd sp
read
dise
ases
. Th
ese a
re h
uge r
easo
ns w
hy th
is ne
w ru
le is
the b
est.
We m
ust p
rote
ct p
eople
and
bu
sines
ses.
CO
NT
INU
ED
FR
OM
PA
GE
1
Gra
de
5 O
pin
ion
Pe
rfo
rma
nce
Ta
sk
: S
tud
en
t S
am
ple
C
ST
UD
EN
T R
ES
PO
NS
E
Handout 2.14
Page 86
Und
erstanding
Prfic
ienc
y
4 POINTSTh
e stu
dent
’s re
spon
se h
as a
clear
and
effe
ctive
org
aniza
tiona
l stru
cture
that
is m
ainta
ined
from
beg
inni
ng to
end.
The o
pini
on is
conv
eyed
in a
purp
osef
ul w
ay in
the i
ntro
ducti
on; t
he el
abor
atio
n fo
llows
a lo
gica
l pro
gres
sion
of id
eas;
and
it is
reite
rate
d cle
arly
in th
e con
clusio
n. Th
e que
stion
in th
e int
rodu
ction
(“Di
d yo
u kn
ow th
at p
eopl
e with
disa
bilit
ies ar
e lim
ited
to th
e kin
d of
serv
ice an
imals
they
can
have
in p
ublic
plac
es?”
) effe
ctive
ly in
trodu
ces t
he to
pic a
nd se
rves
to h
ook t
he re
ader
.
The t
rans
ition
al str
ateg
ies ar
e var
ied, a
nd th
e rep
eate
d us
e of t
he n
umbe
ring
strat
egy i
n th
e sec
ond
and
third
par
agra
phs
(“Firs
t off,”
“Sec
ondl
y”) g
ive th
e res
pons
e a co
hesiv
e fee
l.
Over
all, t
he o
rgan
izatio
nal s
tructu
re su
ppor
ts a s
trong
resp
onse
and
earn
s a sc
ore o
f 4.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Org
an
iza
tio
n a
nd
Pu
rpo
se
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
C
Handout 2.14
Page 87
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 O
rga
niz
ati
on
an
d P
urp
ose
: S
co
re 4
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
C
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
ORGANIZATION/PURPOSE
The r
espo
nse h
as a
clear
an
d ef
fecti
ve o
rgan
izatio
nal
struc
ture
, cre
atin
g a s
ense
of
unity
and
com
plet
enes
s. Th
e or
gani
zatio
n is
susta
ined
bet
ween
an
d wi
thin
par
agra
phs.
The
resp
onse
is co
nsist
ently
and
purp
osef
ully
focu
sed:
•
opin
ion
is in
trodu
ced,
clea
rly
com
mun
icate
d, an
d th
e foc
us is
str
ongl
y main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
cons
isten
t use
of a
varie
ty o
f tra
nsiti
onal
strat
egies
to cl
arify
th
e rela
tions
hips
bet
ween
and
amon
g id
eas
•
effe
ctive
intro
ducti
on
and
conc
lusio
n•
logi
cal p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; st
rong
co
nnec
tions
bet
ween
and
amon
g id
eas w
ith so
me
synt
actic
varie
ty
The r
espo
nse h
as an
evid
ent
orga
niza
tiona
l stru
cture
and
a se
nse o
f com
plet
enes
s. Th
ough
th
ere m
ay b
e min
or fl
aws,
they
do
not
inte
rfere
with
the o
vera
ll co
here
nce.
The o
rgan
izatio
n is
adeq
uate
ly su
stain
ed b
etwe
en
and
with
in p
arag
raph
s. Th
e re
spon
se is
gen
erall
y foc
used
:
•
opin
ion
is cle
ar, a
nd th
e foc
us is
m
ostly
main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
adeq
uate
use
of t
rans
ition
al str
ateg
ies w
ith so
me v
ariet
y to
clarif
y rela
tions
hips
bet
ween
an
d am
ong
idea
s•
adeq
uate
intro
ducti
on
and
conc
lusio
n•
adeq
uate
pro
gres
sion
of id
eas
from
beg
inni
ng to
end;
ad
equa
te co
nnec
tions
bet
ween
an
d am
ong
idea
s
The r
espo
nse h
as an
inco
nsist
ent
orga
niza
tiona
l stru
cture
. Som
e fla
ws ar
e evid
ent,
and
som
e id
eas m
ay b
e loo
sely
conn
ecte
d.
The o
rgan
izatio
n is
som
ewha
t su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
may
ha
ve a
min
or d
rift i
n fo
cus:
•
opin
ion
may
be s
omew
hat
uncle
ar, o
r the
focu
s may
be
insu
fficie
ntly
susta
ined
for t
he
purp
ose a
nd/o
r aud
ience
•
inco
nsist
ent u
se o
f tra
nsiti
onal
strat
egies
and/
or lit
tle va
riety
•
intro
ducti
on o
r con
clusio
n, if
pr
esen
t, m
ay b
e wea
k•
unev
en p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; an
d/or
fo
rmul
aic; in
cons
isten
t or
uncle
ar co
nnec
tions
bet
ween
an
d am
ong
idea
s
The r
espo
nse h
as lit
tle o
r no
disc
erni
ble o
rgan
izatio
nal
struc
ture
. The
resp
onse
may
be
relat
ed to
the o
pini
on b
ut m
ay
prov
ide l
ittle
or n
o fo
cus:
•
opin
ion
may
be c
onfu
sing
or
ambi
guou
s; re
spon
se m
ay b
e to
o br
ief o
r the
focu
s may
drif
t fro
m th
e pur
pose
and/
or au
dien
ce•
few
or n
o tra
nsiti
onal
strat
egies
ar
e evid
ent
•
intro
ducti
on an
d/or
conc
lusio
n m
ay b
e miss
ing
•
frequ
ent e
xtra
neou
s ide
as m
ay
be ev
iden
t; id
eas m
aybe
ra
ndom
ly or
dere
d or
hav
e an
uncle
ar p
rogr
essio
n
•
Insu
fficie
nt
(inclu
des
copi
ed te
xt)
•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
4-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.14
Page 88
Und
erstanding
Prfic
ienc
y
4 POINTSTh
is re
spon
se p
rovid
es th
orou
gh an
d co
nvin
cing
evid
ence
supp
ortin
g th
e opi
nion
that
onl
y dog
s and
min
iatur
e hor
ses s
houl
d be
all
owed
as se
rvice
anim
als in
pub
lic p
laces
.
Ther
e is c
lear i
nteg
ratio
n of
the s
ourc
e mat
erial
to su
ppor
t the
opi
nion
, and
the s
tude
nt ev
en in
clude
s a st
atem
ent t
o no
te th
e cr
edib
ility o
f an
expe
rt fro
m th
e arti
cle: “
Acco
rdin
g to
Apr
il Tru
itt w
ho w
orks
for t
he P
rimat
e Res
uce C
ente
r . . .
.” In
addi
tion,
co
mpr
ehen
sive e
viden
ce is
pro
vided
to su
ppor
t the
idea
that
oth
er se
rvice
anim
als sh
ould
not
be i
nclu
ded
in th
is law
. All o
f the
ev
iden
ce u
sed
is re
levan
t, sp
ecifi
c, an
d in
tegr
ated
into
the r
espo
nse,
with
mul
tiple
piec
es o
f evid
ence
use
d to
supp
ort e
ach
face
t of
the o
pini
on.
Elab
orat
ive te
chni
ques
are e
ffecti
vely
used
thro
ugho
ut th
e res
pons
e. Fo
r exa
mpl
e, in
par
agra
ph 2,
the s
tude
nt q
uote
s two
sta
tem
ents
from
sour
ce 1
and
then
use
s tha
t inf
orm
atio
n to
infe
r tha
t “Bu
sines
s own
ers c
anno
t hav
e ani
mals
in th
eir p
ublic
plac
es
who
hurt
othe
rs o
r bec
ome v
iolen
t sud
denl
y and
that
is w
hy n
ot ev
ery k
ind
of an
imal
shou
ld b
e allo
wed
as a
serv
ice an
imal.
” Th
e stu
dent
sand
wich
es q
uota
tions
effe
ctive
ly th
roug
hout
the r
espo
nse b
y int
rodu
cing
the q
uota
tion,
stat
ing
the q
uota
tion,
and
conc
ludi
ng w
ith an
expl
anat
ion
of h
ow th
e quo
tatio
n pr
ovid
es su
ppor
t for
the o
vera
ll opi
nion
. In
addi
tion,
the s
tude
nt p
rovid
es
an el
abor
ative
par
agra
ph ab
out h
ow b
usin
ess o
wner
s wou
ld b
e im
pacte
d if
all ty
pes o
f ser
vice a
nim
als w
ere a
llowe
d.
The s
tyle
used
is ef
fecti
ve an
d he
lps t
o en
hanc
e the
cont
ent o
f the
writ
ing.
The s
tude
nt u
ses t
erm
s app
ropr
iate t
o op
inio
n wr
iting
, su
ch as
“I st
rong
ly ag
ree .
. .,” “
I stro
ngly
belie
ve . .
.,” an
d “.
. . th
ere a
re m
ultip
le re
ason
s why
.” Mos
t of t
he vo
cabu
lary u
sed
is cle
arly
appr
opria
te fo
r the
audi
ence
and
purp
ose;
howe
ver,
at ti
mes
the l
angu
age c
ould
be m
ore p
recis
e—fo
r exa
mpl
e, in
the
sent
ence
“The
se ar
e hug
e rea
sons
why
this
new
rule
is th
e bes
t.”
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Ev
ide
nce
an
d E
lab
ora
tio
n
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
C
Handout 2.14
Page 89
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 E
vid
en
ce
an
d E
lab
ora
tio
n:
Sco
re 4
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
C
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
Evidence/Elaboration
The r
espo
nse p
rovid
es th
orou
gh
and
conv
incin
g ela
bora
tion
of
the s
uppo
rt/ev
iden
ce fo
r the
op
inio
n an
d su
ppor
ting
idea
(s)
that
inclu
des t
he ef
fecti
ve u
se o
f so
urce
mat
erial
. The
resp
onse
cle
arly
and
effe
ctive
ly de
velo
ps
idea
s, us
ing
prec
ise la
ngua
ge:
•
com
preh
ensiv
e evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
, rele
vant
, an
d sp
ecifi
c•
clear
cita
tions
or a
ttrib
utio
n of
so
urce
mat
erial
•
effe
ctive
use
of a
varie
ty o
f ela
bora
tive t
echn
ique
s*•
voca
bular
y is c
learly
ap
prop
riate
for t
he au
dien
ce
and
purp
ose
•
effe
ctive
, app
ropr
iate s
tyle
enha
nces
cont
ent
The r
espo
nse p
rovid
es ad
equa
te
elabo
ratio
n of
the s
uppo
rt/ev
iden
ce fo
r the
opi
nion
and
supp
ortin
g id
ea(s)
that
inclu
des
the u
se o
f sou
rce m
ater
ial. T
he
resp
onse
adeq
uate
ly de
velo
ps
idea
s, em
ploy
ing
a mix
of p
recis
e wi
th m
ore g
ener
al lan
guag
e:
•
adeq
uate
evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
and
relev
ant,
yet m
ay b
e gen
eral
•
adeq
uate
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
adeq
uate
use
of s
ome
elabo
rativ
e tec
hniq
ues*
•
voca
bular
y is g
ener
ally
appr
opria
te fo
r the
audi
ence
an
d pu
rpos
e•
gene
rally
appr
opria
te st
yle
is ev
iden
t
The r
espo
nse p
rovid
es u
neve
n,
curs
ory e
labor
atio
n of
the
supp
ort/e
viden
ce fo
r the
opi
nion
an
d su
ppor
ting
idea
(s) th
at
inclu
des p
artia
l or u
neve
n us
e of
sour
ce m
ater
ial. T
he re
spon
se
deve
lops
idea
s une
venl
y, us
ing
simpl
istic
langu
age:
•
som
e evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
may
be w
eakly
in
tegr
ated
, impr
ecise
, re
petit
ive, v
ague
, and
/or c
opied
•
weak
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
weak
or u
neve
n us
e of
elabo
rativ
e tec
hniq
ues*
; de
velo
pmen
t may
cons
ist
prim
arily
of s
ourc
e sum
mar
y•
voca
bular
y use
is u
neve
n or
so
mew
hat i
neffe
ctive
for t
he
audi
ence
and
purp
ose
•
inco
nsist
ent o
r wea
k atte
mpt
to
crea
te ap
prop
riate
style
The r
espo
nse p
rovid
es m
inim
al ela
bora
tion
of th
e sup
port/
evid
ence
for t
he o
pini
on an
d su
ppor
ting
idea
(s) th
at in
clude
s lit
tle o
r no
use o
f sou
rce m
ater
ial.
The r
espo
nse i
s vag
ue, la
cks
clarit
y, or
is co
nfus
ing:
•
evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce m
ater
ial is
m
inim
al, ir
relev
ant,
abse
nt,
inco
rrectl
y use
d, o
r pr
edom
inan
tly co
pied
•
insu
fficie
nt u
se o
f cita
tions
or
attri
butio
n to
sour
ce m
ater
ial•
min
imal,
if an
y, us
e of
elabo
rativ
e tec
hniq
ues*
•
voca
bular
y is l
imite
d or
in
effe
ctive
for t
he au
dien
ce
and
purp
ose
•
little
or n
o ev
iden
ce o
f ap
prop
riate
style
•
Insu
fficie
nt
(inclu
des
copi
ed te
xt)
•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
*Elab
orat
ive te
chni
ques
may
inclu
de th
e use
of p
erso
nal e
xper
ience
s tha
t sup
port
the c
ontro
lling/
main
idea
4-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.14
Page 90
Und
erstanding
Prfic
ienc
y
2 POINTSTh
e stu
dent
’s re
spon
se d
emon
strat
es a
stron
g co
mm
and
of co
nven
tions
. The
re ar
e a m
inor
spell
ing
erro
rs, b
ut th
ese d
o no
t af
fect
the r
eada
bilit
y of t
he o
pini
on p
iece a
nd ar
e pro
porti
onall
y ver
y few
whe
n co
mpa
red
to th
e am
ount
of w
ords
with
com
plex
sp
ellin
g pa
ttern
s tha
t are
spell
ed co
rrectl
y. Th
e res
pons
e inc
lude
s a va
riety
of s
ente
nce f
orm
atio
ns w
hich
enha
nce i
ts ov
erall
style
an
d de
mon
strat
es th
at th
e stu
dent
und
ersta
nds r
ules
of g
ram
mar
, pun
ctuat
ion,
and
capi
taliz
atio
n. O
vera
ll, th
e res
pons
e ear
ns a
scor
e of 2
.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Co
nv
en
tio
ns
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
C
Handout 2.14
Page 91
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 C
on
ve
nti
on
s:
Sco
re 2
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
C
SC
OR
E2
PO
INT
S1
PO
INT
0 P
OIN
TS
NS
CONVENTIONS
The r
espo
nse d
emon
strat
es an
adeq
uate
co
mm
and o
f con
vent
ions
:
•ad
equa
te us
e of c
orre
ct se
nten
ce
form
atio
n, pu
nctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
The r
espo
nse d
emon
strat
es a
parti
al co
mm
and
of co
nven
tions
:
•
limite
d us
e of c
orre
ct se
nten
ce fo
rmat
ion,
pu
nctu
atio
n, ca
pita
lizat
ion,
gram
mar
us
age,
and
spell
ing
The r
espo
nse d
emon
strat
es lit
tle o
r no
com
man
d of c
onve
ntio
ns:
•
infre
quen
t use
of c
orre
ct se
nten
ce
form
atio
n, pu
nctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
•
Insu
fficie
nt (i
nclu
des
copi
ed te
xt)
•
In a
langu
age o
ther
th
an En
glish
•
Off-t
opic
•
Off-p
urpo
se
2-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.14
Page 92
Und
erstanding
Prfic
ienc
y
Gra
de
5 O
pin
ion
Pe
rfo
rma
nce
Ta
sk:
Se
rvic
e A
nim
als
S
TU
DE
NT
SA
MP
LE
D
ST
UD
EN
T R
ES
PO
NS
E
Opin
ion a
bout
Servic
e a
nim
als
I hav
e lea
rned
that
disa
bled
peop
le ne
ed h
elp fr
om se
rvice
ani
mals
and
that
I di
sagr
ee w
ith th
e new
rule.
Peop
le th
at h
ave b
een
disa
bled
and
has a
serv
ice a
nim
al sh
ould
walk
in a
shop
/res
trau
nt a
nd n
ot b
e told
, “So
rry
only
dog
s and
min
iture
hor
eses
allo
wded
”, be
caus
e if y
ou h
ave a
serv
ice a
nim
al (b
esid
es a
dog
or m
initu
re h
orse
) to
com
fort
you
or h
elp y
ou y
ou m
ight h
ave t
o ask
som
one t
o do i
t for
you
.
Anim
als li
ke “C
apuc
hin
Mon
keys
are
won
derf
ul se
rvice
ani
mals
, not
ever
yone
agr
ees.
Capu
chin
s are
small
, eas
y to
tr
ain,
and
able
to b
ond,
Howe
ver t
hey
are s
till w
ild. O
ther
ani
mals
like
dolp
hins
and
snak
es ca
n be
a go
od w
ay to
ca
lm p
eople
dow
n wh
ile sw
imm
ing/
bein
g in
a bi
g cro
wd.
I thi
nk th
at if
ther
e is a
serv
ice a
nim
al th
at ca
n m
ake y
ou ca
lm or
help
you
, you
shou
ld n
ot b
e told
not
to h
ave i
t in
pub
lic.
Handout 2.14
Page 93
Und
erstanding
Prfic
ienc
y
2 POINTSTh
is re
spon
se h
as an
org
aniza
tiona
l stru
cture
that
is in
cons
isten
t and
onl
y som
ewha
t sus
tain
ed.
The o
pini
on is
stat
ed in
the i
ntro
ducti
on (“
I disa
gree
with
the n
ew ru
le”) b
ut la
cks e
xplan
atio
n re
gard
ing
what
the r
ule i
s, th
us
weak
enin
g th
e int
rodu
ction
. The
conc
lusio
n re
itera
tes t
he o
pini
on w
ith m
ore d
etail
than
the i
ntro
ducti
on, b
ut th
e wor
ding
is a
uncle
ar (“
. . . if
ther
e is a
serv
ice an
imal
that
can
mak
e you
calm
or h
elp yo
u, yo
u sh
ould
not
be t
old
not t
o ha
ve it
in p
ublic
.”).
The f
ocus
is in
suffi
cient
ly su
stain
ed fo
r the
audi
ence
and
purp
ose.
The s
econ
d pa
ragr
aph
atte
mpt
s to
com
mun
icate
the i
dea t
hat
peop
le wh
o ha
ve se
rvice
anim
als o
ther
than
dog
s or h
orse
s may
nee
d to
ask a
stra
nger
for h
elp, w
hen
in p
ublic
, if th
eir an
imal
is no
t allo
wed,
but
the w
riter
doe
s not
clar
ify th
e exp
lanat
ion
until
the e
nd o
f the
par
agra
ph. A
dditi
onall
y, th
ere i
s a d
rift i
n fo
cus i
n pa
ragr
aph
3 whe
n th
e stu
dent
disc
usse
s tha
t the
capu
chin
mon
key i
s wild
, the
n ju
mps
to th
e ide
a tha
t dol
phin
s and
snak
es ca
n “c
alm p
eopl
e dow
n.”
Tran
sitio
nal s
trate
gies
are n
ot ev
iden
t, an
d th
ere i
s an
uncle
ar p
rogr
essio
n of
idea
s acr
oss t
he re
spon
se. W
hile
the t
opic
of
para
grap
h 2 i
s alig
ned
with
the o
pini
on, p
arag
raph
3 ve
ers i
n fo
cus,
disc
ussin
g ho
w th
e cap
uchi
n m
onke
y can
be “
wond
erfu
l” bu
t “s
till w
ild.” T
he st
uden
t doe
s not
conn
ect t
his i
dea t
o di
sagr
eein
g wi
th th
e new
rule.
Holis
ticall
y, th
e bes
t sco
re fo
r thi
s res
pons
e is a
2.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Org
an
iza
tio
n a
nd
Pu
rpo
se
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
D
Handout 2.14
Page 94
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 O
rga
niz
ati
on
an
d P
urp
ose
: S
co
re 2
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
D
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
ORGANIZATION/PURPOSE
The r
espo
nse h
as a
clear
an
d ef
fecti
ve o
rgan
izatio
nal
struc
ture
, cre
atin
g a s
ense
of
unity
and
com
plet
enes
s. Th
e or
gani
zatio
n is
susta
ined
bet
ween
an
d wi
thin
par
agra
phs.
The
resp
onse
is co
nsist
ently
and
purp
osef
ully
focu
sed:
•
opin
ion
is in
trodu
ced,
clea
rly
com
mun
icate
d, an
d th
e foc
us is
str
ongl
y main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
cons
isten
t use
of a
varie
ty o
f tra
nsiti
onal
strat
egies
to cl
arify
th
e rela
tions
hips
bet
ween
and
amon
g id
eas
•
effe
ctive
intro
ducti
on
and
conc
lusio
n•
logi
cal p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; st
rong
co
nnec
tions
bet
ween
and
amon
g id
eas w
ith so
me
synt
actic
varie
ty
The r
espo
nse h
as an
evid
ent
orga
niza
tiona
l stru
cture
and
a se
nse o
f com
plet
enes
s. Th
ough
th
ere m
ay b
e min
or fl
aws,
they
do
not
inte
rfere
with
the o
vera
ll co
here
nce.
The o
rgan
izatio
n is
adeq
uate
ly su
stain
ed b
etwe
en
and
with
in p
arag
raph
s. Th
e re
spon
se is
gen
erall
y foc
used
:
•
opin
ion
is cle
ar, a
nd th
e foc
us is
m
ostly
main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
adeq
uate
use
of t
rans
ition
al str
ateg
ies w
ith so
me v
ariet
y to
clarif
y rela
tions
hips
bet
ween
an
d am
ong
idea
s•
adeq
uate
intro
ducti
on
and
conc
lusio
n•
adeq
uate
pro
gres
sion
of id
eas
from
beg
inni
ng to
end;
ad
equa
te co
nnec
tions
bet
ween
an
d am
ong
idea
s
The r
espo
nse h
as an
inco
nsist
ent
orga
niza
tiona
l stru
cture
. Som
e fla
ws ar
e evid
ent,
and
som
e id
eas m
ay b
e loo
sely
conn
ecte
d.
The o
rgan
izatio
n is
som
ewha
t su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
may
ha
ve a
min
or d
rift i
n fo
cus:
•
opin
ion
may
be s
omew
hat
uncle
ar, o
r the
focu
s may
be
insu
fficie
ntly
susta
ined
for t
he
purp
ose a
nd/o
r aud
ience
•
inco
nsist
ent u
se o
f tra
nsiti
onal
strat
egies
and/
or lit
tle va
riety
•
intro
ducti
on o
r con
clusio
n, if
pr
esen
t, m
ay b
e wea
k•
unev
en p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; an
d/or
fo
rmul
aic; in
cons
isten
t or
uncle
ar co
nnec
tions
bet
ween
an
d am
ong
idea
s
The r
espo
nse h
as lit
tle o
r no
disc
erni
ble o
rgan
izatio
nal
struc
ture
. The
resp
onse
may
be
relat
ed to
the o
pini
on b
ut m
ay
prov
ide l
ittle
or n
o fo
cus:
•
opin
ion
may
be c
onfu
sing
or
ambi
guou
s; re
spon
se m
ay b
e to
o br
ief o
r the
focu
s may
drif
t fro
m th
e pur
pose
and/
or au
dien
ce•
few
or n
o tra
nsiti
onal
strat
egies
ar
e evid
ent
•
intro
ducti
on an
d/or
conc
lusio
n m
ay b
e miss
ing
•
frequ
ent e
xtra
neou
s ide
as m
ay
be ev
iden
t; id
eas m
aybe
ra
ndom
ly or
dere
d or
hav
e an
uncle
ar p
rogr
essio
n
•
Insu
fficie
nt(in
clude
s co
pied
text
)•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
4-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.14
Page 95
Und
erstanding
Prfic
ienc
y
1 POINTTh
e stu
dent
com
mun
icate
s disa
gree
men
t with
this
new
rule
and
elabo
rate
s tha
t “if
you
have
a se
rvice
anim
al (b
esid
es a
dog
or a
min
iture
hor
se) t
o co
mfo
rt yo
u or
help
you
you
mig
ht h
ave t
o as
k som
one t
o do
it fo
r you
.” Thi
s sta
tem
ent i
s not
pre
cise,
leavin
g ou
t im
porta
nt in
form
atio
n ab
out t
he n
ew la
w an
d ho
w it
woul
d im
pact
som
eone
who
had
a di
ffere
nt ty
pe o
f ser
vice a
nim
al.
As su
ch, t
he st
atem
ent p
rovid
es o
nly v
ague
supp
ort f
or th
e opi
nion
. Par
agra
ph 3
inclu
des a
par
tial q
uota
tion
from
a so
urce
(q
uota
tion
mar
ks ar
e onl
y pre
sent
at th
e beg
inni
ng o
f the
quo
tatio
n), a
nd it
is n
ot ac
cura
tely
copi
ed; in
addi
tion,
no
sour
ce is
cit
ed. M
ost i
mpo
rtant
ly, th
e evid
ence
inclu
ded
in p
arag
raph
3 do
es n
ot su
ppor
t the
opi
nion
(“Ho
weve
r the
y are
still
wild
.”). T
he
stude
nt fa
ils to
elab
orat
e on
this
evid
ence
and
inste
ad, in
the n
ext s
ente
nce,
prov
ides
unc
lear i
deas
abou
t oth
er se
rvice
anim
als
from
the s
ourc
es.
The v
ocab
ular
y use
d is
unev
en an
d so
mew
hat i
neffe
ctive
for a
udien
ce an
d pu
rpos
e. Th
e stu
dent
use
s wor
ds an
d ph
rase
s suc
h as
“disa
bled
,” “di
sagr
ee,” a
nd “s
ervic
e ani
mal”
; how
ever
, the
re ar
e sev
eral
insta
nces
in w
hich
the s
tude
nt d
oes n
ot u
se p
recis
e vo
cabu
lary (
e.g., “
you
shou
ld n
ot b
e tol
d no
t to
have
it in
pub
lic”;
“sho
uld
walk
in a
shop
/ res
traun
t and
not
be t
old”
).
Ther
e is a
n at
tem
pt to
crea
te st
yle, b
ut it
is u
neve
nly i
nteg
rate
d. Th
e res
pons
e inc
lude
s the
stud
ent p
ortra
ying
how
a sho
p ow
ner
woul
d ta
lk to
a pe
rson
with
disa
bilit
ies w
ho at
tem
pted
to b
ring
a diff
eren
t typ
e of s
ervic
e ani
mal
into
a sh
op/re
staur
ant b
y say
ing,
“‘S
orry
onl
y dog
s and
min
iture
hor
eses
allo
wded
.’” Ov
erall
, the
bes
t sco
re fo
r thi
s res
pons
e is a
1.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Ev
ide
nce
an
d E
lab
ora
tio
n
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
D
Handout 2.14
Page 96
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 E
vid
en
ce
an
d E
lab
ora
tio
n:
Sco
re 1
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
D
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
Evidence/Elaboration
The r
espo
nse p
rovid
es th
orou
gh
and
conv
incin
g ela
bora
tion
of
the s
uppo
rt/ev
iden
ce fo
r the
op
inio
n an
d su
ppor
ting
idea
(s)
that
inclu
des t
he ef
fecti
ve u
se o
f so
urce
mat
erial
. The
resp
onse
cle
arly
and
effe
ctive
ly de
velo
ps
idea
s, us
ing
prec
ise la
ngua
ge:
•
com
preh
ensiv
e evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
, rele
vant
, an
d sp
ecifi
c•
clear
cita
tions
or a
ttrib
utio
n of
so
urce
mat
erial
•
effe
ctive
use
of a
varie
ty o
f ela
bora
tive t
echn
ique
s*•
voca
bular
y is c
learly
ap
prop
riate
for t
he au
dien
ce
and
purp
ose
•
effe
ctive
, app
ropr
iate s
tyle
enha
nces
cont
ent
The r
espo
nse p
rovid
es ad
equa
te
elabo
ratio
n of
the s
uppo
rt/ev
iden
ce fo
r the
opi
nion
and
supp
ortin
g id
ea(s)
that
inclu
des
the u
se o
f sou
rce m
ater
ial. T
he
resp
onse
adeq
uate
ly de
velo
ps
idea
s, em
ploy
ing
a mix
of p
recis
e wi
th m
ore g
ener
al lan
guag
e:
•
adeq
uate
evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
and
relev
ant,
yet m
ay b
e gen
eral
•
adeq
uate
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
adeq
uate
use
of s
ome
elabo
rativ
e tec
hniq
ues*
•
voca
bular
y is g
ener
ally
appr
opria
te fo
r the
audi
ence
an
d pu
rpos
e•
gene
rally
appr
opria
te st
yle
is ev
iden
t
The r
espo
nse p
rovid
es u
neve
n,
curs
ory e
labor
atio
n of
the
supp
ort/e
viden
ce fo
r the
opi
nion
an
d su
ppor
ting
idea
(s) th
at
inclu
des p
artia
l or u
neve
n us
e of
sour
ce m
ater
ial. T
he re
spon
se
deve
lops
idea
s une
venl
y, us
ing
simpl
istic
langu
age:
•
som
e evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
may
be w
eakly
in
tegr
ated
, impr
ecise
, re
petit
ive, v
ague
, and
/or c
opied
•
weak
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
weak
or u
neve
n us
e of
elabo
rativ
e tec
hniq
ues*
; de
velo
pmen
t may
cons
ist
prim
arily
of s
ourc
e sum
mar
y•
voca
bular
y use
is u
neve
n or
so
mew
hat i
neffe
ctive
for t
he
audi
ence
and
purp
ose
•
inco
nsist
ent o
r wea
k atte
mpt
to
crea
te ap
prop
riate
style
The r
espo
nse p
rovid
es m
inim
al ela
bora
tion
of th
e sup
port/
evid
ence
for t
he o
pini
on an
d su
ppor
ting
idea
(s) th
at in
clude
s lit
tle o
r no
use o
f sou
rce m
ater
ial.
The r
espo
nse i
s vag
ue, la
cks
clarit
y, or
is co
nfus
ing:
•
evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce m
ater
ial is
m
inim
al, ir
relev
ant,
abse
nt,
inco
rrectl
y use
d, o
r pr
edom
inan
tly co
pied
•
insu
fficie
nt u
se o
f cita
tions
or
attri
butio
n to
sour
ce m
ater
ial•
min
imal,
if an
y, us
e of
elabo
rativ
e tec
hniq
ues*
•
voca
bular
y is l
imite
d or
in
effe
ctive
for t
he au
dien
ce
and
purp
ose
•
little
or n
o ev
iden
ce o
f ap
prop
riate
style
•
Insu
fficie
nt(in
clude
s co
pied
text
)•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
*Elab
orat
ive te
chni
ques
may
inclu
de th
e use
of p
erso
nal e
xper
ience
s tha
t sup
port
the c
ontro
lling/
main
idea
4-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.14
Page 97
Und
erstanding
Prfic
ienc
y
1 POINTTh
is re
spon
se d
emon
strat
es a
parti
al co
mm
and
of co
nven
tions
. Hol
istica
lly, t
his r
espo
nse h
as a
varie
ty o
f bas
ic er
rors
that
im
pede
the r
eadi
ng o
f the
resp
onse
and
are p
ropo
rtion
ally s
igni
fican
t, in
cludi
ng er
rors
in sp
ellin
g, se
nten
ce fo
rmat
ion,
and
subs
eque
nt p
unctu
atio
n an
d ca
pita
lizat
ion.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Co
nv
en
tio
ns
Gra
de
5 O
pin
ion
Pe
rfo
rm
an
ce
Ta
sk
: S
erv
ice
An
ima
ls
Stu
de
nt S
am
ple
D
Handout 2.14
Page 98
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
5 C
on
ve
nti
on
s:
Sco
re 1
O
PIN
ION
PE
RF
OR
MA
NC
E T
AS
K:
SE
RV
ICE
AN
IMA
LS
— S
TU
DE
NT
SA
MP
LE
D
SC
OR
E2
PO
INT
S1
PO
INT
0 P
OIN
TS
NS
CONVENTIONS
The r
espo
nse d
emon
strat
es an
adeq
uate
co
mm
and o
f con
vent
ions
:
•ad
equa
te us
e of c
orre
ct se
nten
ce
form
atio
n, pu
nctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
The r
espo
nse d
emon
strat
es a
parti
al co
mm
and
of co
nven
tions
:
•
limite
d us
e of c
orre
ct se
nten
ce fo
rmat
ion,
pu
nctu
atio
n, ca
pita
lizat
ion,
gram
mar
us
age,
and
spell
ing
The r
espo
nse d
emon
strat
es lit
tle o
r no
com
man
d of c
onve
ntio
ns:
•
infre
quen
t use
of c
orre
ct se
nten
ce
form
atio
n, pu
nctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
•
Insu
fficie
nt (i
nclu
des
copi
ed te
xt)
•
In a
langu
age o
ther
th
an En
glish
•
Off-t
opic
•
Off-p
urpo
se
2-P
oin
t O
pin
ion
Pe
rfo
rma
nce
Ta
sk W
riti
ng
Ru
bri
c (G
rad
es
3–
5)
Handout 2.14
Page 99
Und
erstanding
Prfic
ienc
y
Gra
de
8 A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
: P
en
nie
s S
TU
DE
NT
SA
MP
LE
C
ST
UD
EN
T R
ES
PO
NS
E
Should
We K
eep t
he P
enny?
Shou
ld w
e kee
p th
e pen
ny?
My
thou
ght o
n th
is ye
s, we
shou
ld k
eep
the p
enny
. The
re a
re m
any
thin
gs th
at w
ould
be
effec
ted i
f we g
ot ri
d of i
t. or
esa
mple
if we
got r
id of
the p
enny
then
the a
moun
t of m
oney
for t
hing
s wou
ld be
roun
ded u
p or d
own.
“. . .
a lun
ch bi
ll com
es ou
t to
., it
wou
ld be
roun
ded d
own
to
.5. I
f it w
as
., it
wo
uld be
roun
ded u
p to
.1,
his w
as st
ated
in th
e sec
ond s
ourc
e. Bu
t thi
s wou
ld be
mor
e like
a ta
beca
use m
ost
stor
es w
ould
roun
d up m
ore o
ften
then
not
so th
is wo
uld co
st pe
ople
milli
on ea
ch ye
ar.
he pe
nny i
s a bi
g par
t of
our h
istor
y too
. “he
firs
t pen
nies
, min
ted u
ntil
15
, wer
e ver
y lar
ge . .
.
he pe
nny h
as ch
ange
d ove
r the
year
s wi
th u
s. It
is als
o in
many
popu
lar id
ioms.
“a pe
nny f
or yo
ur th
ough
ts’ .
. . no
t one
red c
ent’.
lso
some
thin
gs fo
r e
samp
le pe
nny c
andy
.Bu
t the
coun
ter a
rgum
ent w
ould
also h
ave p
oints
. he
penn
y doe
s cos
t mor
e to m
ake t
han
it’s w
orth
, but
that
can
be fi
ed by
chan
ging h
ow it
’s ma
de.
lso m
ost o
f the
time
peop
le re
fuse
to h
ave i
t in
chan
ge an
d don
’t no
rmall
y us
e the
m.
But I
still
thin
k we s
hould
keep
the p
enny
. I fe
el th
is wa
y bec
ause
they
add u
p. pe
nny d
rive “
. . . r
aised
over
3
in
one w
eek
he
y rais
ed th
is mu
ch m
oney
beca
use p
eople
will
willin
gly gi
ve u
p pen
nies
beca
use y
ou ca
n’t bu
y muc
h wi
th th
em.
o don
atin
g the
m ad
ds u
p to a
lot of
mon
ey. B
ut if
you
had a
uat
er dr
ive n
ot m
any p
eople
will
dona
te
beca
use y
ou ca
n do
stuff
with
uat
ers.
In co
nclus
ion I
feel w
e sho
uld ke
ep th
e pen
ny. I
ts a
big pa
rt of
our h
istor
y and
is u
sed i
n co
mmon
phra
ses.
It ma
ybe
more
esp
enciv
e to m
ake t
han
it’s w
orth
but t
hat c
an be
fied
by be
ing m
ade o
ut of
diffe
rent
thin
gs.
avin
g up
penn
ies ca
n re
ally a
dd u
p. e t
ruely
nee
d the
penn
y.
Handout 2.15
Page 100
Und
erstanding
Prfic
ienc
y
2 POINTSTh
e stu
dent
’s cla
im in
this
essa
y is c
lear,
“Sho
uld
we ke
ep th
e pen
ny? M
y tho
ught
on
this
yes,
we sh
ould
keep
the p
enny
. The
re
are m
any t
hing
s tha
t wou
ld b
e effe
cted
if w
e got
rid
of t
he p
enny
how
ever
, the
focu
s of t
he st
uden
ts cl
aim is
insu
fficie
ntly
susta
ined
thro
ugho
ut th
e ess
ay. T
here
is a
lack o
f coh
esio
n th
roug
hout
the e
ssay
with
few
effe
ctive
tran
sitio
ns to
conn
ect o
r in
trodu
ce id
eas.
For e
xam
ple,
the w
riter
shift
s fro
m “i
f we g
ot ri
d of
the p
enny
then
the a
mou
nt o
f mon
ey fo
r thi
ngs w
ould
be
roun
ded
up o
r dow
n” in
to “T
he p
enny
is a
big
part
of o
ur h
istor
y too
” and
then
“It i
s also
in m
any p
opul
ar id
iom
s.” W
hile
the s
tude
nt d
oes u
se so
me t
rans
ition
al ph
rase
s (“B
ut,” ”
Also
”), th
ere i
s litt
le va
riety
and
no p
artic
ular
sequ
ence
out
lined
th
roug
h th
eir u
se. T
he st
uden
t atte
mpt
s to
inclu
de an
alte
rnat
e and
opp
osin
g ar
gum
ent (
“The
pen
ny d
oes c
ost m
ore t
o m
ake
than
it’s
worth
. . .”)
; how
ever
, the
argu
men
t is n
ot ad
equa
tely
addr
esse
d or
coun
tere
d. T
he w
riter
doe
s inc
lude
a co
nclu
sion
that
atte
mpt
s to
sum
mar
ize th
eir cl
aim: “
In co
nclu
sion
I fee
l we s
houl
d ke
ep th
e pen
ny. I
ts a b
ig p
art o
f our
hist
ory a
nd is
us
ed in
com
mon
phr
ases
. It m
aybe
mor
e esp
enciv
e to
mak
e tha
n it
s wor
th b
ut th
at ca
n be
fied
by b
eing
mad
e out
of
diffe
rent
thin
gs.”
Over
all, w
hile
som
e ind
icato
rs ve
ntur
e int
o th
e 3 ra
nge,
this
is a c
lear e
xam
ple o
f a 2
beca
use t
he re
spon
se h
as an
inco
nsist
ent
orga
niza
tiona
l stru
cture
with
evid
ent fl
aws.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Org
an
iza
tio
n a
nd
Pu
rpo
se
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
C
Handout 2.15
Page 101
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 O
rga
niz
ati
on
an
d P
urp
ose
: S
co
re 2
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E C
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
ORGANIZATION/PURPOSE
The r
espo
nse h
as a
clear
and
effe
ctive
org
aniza
tiona
l stru
cture
, cr
eatin
g a s
ense
of u
nity
and
com
plet
enes
s. Th
e org
aniza
-tio
n is
fully
susta
ined
bet
ween
an
d wi
thin
par
agra
phs.
The
resp
onse
is co
nsist
ently
and
purp
osef
ully
focu
sed:
•
claim
is in
trodu
ced,
clea
rly
com
mun
icate
d, an
d th
e foc
us is
str
ongl
y main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
cons
isten
t use
of a
varie
ty o
f tra
nsiti
onal
strat
egies
to cl
arify
th
e rela
tions
hips
bet
ween
and
amon
g id
eas
•
effe
ctive
intro
ducti
on an
d co
n-clu
sion
•
logi
cal p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; st
rong
co
nnec
tions
bet
ween
and
amon
g id
eas w
ith so
me
synt
actic
varie
ty•
alter
nate
and
oppo
sing
argu
men
t(s) a
re cl
early
ac
know
ledge
d or
addr
esse
d*
The r
espo
nse h
as an
evid
ent o
rga-
niza
tiona
l stru
cture
and
a sen
se o
f co
mpl
eten
ess.
Thou
gh th
ere m
ay
be m
inor
flaw
s, th
ey d
o no
t int
er-
fere
with
the o
vera
ll coh
eren
ce.
The o
rgan
izatio
n is
adeq
uate
ly su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
is
gene
rally
focu
sed:
•
claim
is cl
ear,
and
the f
ocus
is
mos
tly m
ainta
ined
for t
he
purp
ose a
nd au
dien
ce•
adeq
uate
use
of t
rans
ition
al str
ateg
ies w
ith so
me v
ariet
y to
clarif
y rela
tions
hips
bet
ween
an
d am
ong
idea
s•
adeq
uate
intro
ducti
on
and
conc
lusio
n•
adeq
uate
pro
gres
sion
of id
eas
from
beg
inni
ng to
end;
ad
equa
te co
nnec
tions
bet
ween
an
d am
ong
idea
s•
alter
nate
and
oppo
sing
argu
men
t(s) a
re ad
equa
tely
ackn
owled
ged
or ad
dres
sed*
The r
espo
nse h
as an
inco
nsist
ent
orga
niza
tiona
l stru
cture
. Som
e fla
ws ar
e evid
ent,
and
som
e id
eas m
ay b
e loo
sely
conn
ecte
d.
The o
rgan
izatio
n is
som
ewha
t su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
may
ha
ve a
min
or d
rift i
n fo
cus:
•
claim
may
be s
omew
hat
uncle
ar, o
r the
focu
s may
be
insu
fficie
ntly
susta
ined
for t
he
purp
ose a
nd/o
r aud
ience
•
inco
nsist
ent u
se o
f tra
nsiti
onal
strat
egies
and/
or lit
tle va
riety
•
intro
ducti
on o
r con
clusio
n, if
pr
esen
t, m
ay b
e wea
k•
unev
en p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d; an
d/or
fo
rmul
aic; in
cons
isten
t or
uncle
ar co
nnec
tions
am
ong
idea
s•
alter
nate
and
oppo
sing
argu
men
t(s) m
ay b
e con
fusin
g or
not
ackn
owled
ged
*
The r
espo
nse h
as lit
tle o
r no
dis-
cern
ible
orga
niza
tiona
l stru
cture
. Th
e res
pons
e may
be r
elate
d to
th
e clai
m b
ut m
ay p
rovid
e litt
le or
no
focu
s:
•
claim
may
be c
onfu
sing
or
ambi
guou
s; re
spon
se m
ay b
e to
o br
ief o
r the
focu
s may
drif
t fro
m th
e pur
pose
and/
or au
dien
ce•
few
or n
o tra
nsiti
onal
strat
egies
ar
e evid
ent
•
intro
ducti
on an
d/or
conc
lusio
n m
ay b
e miss
ing
•
frequ
ent e
xtra
neou
s ide
as m
ay
be ev
iden
t; id
eas m
ay b
e ra
ndom
ly or
dere
d or
hav
e un
clear
pro
gres
sion
•
alter
nate
and
oppo
sing
argu
men
t(s) m
ay n
ot b
e ac
know
ledge
d *
•
Insu
fficie
nt
(inclu
des
copi
ed te
xt)
•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
*Ack
nowl
edgi
ng an
d/or
addr
essin
g th
e opp
osin
g po
int o
f view
beg
ins a
t gra
de 7.
4-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.15
Page 102
Und
erstanding
Prfic
ienc
y
2 POINTSTh
e stu
dent
’s re
spon
se ea
rns a
scor
e of 2
bec
ause
the r
espo
nse i
nclu
des u
neve
n su
ppor
t for
the c
laim
. The
stud
ent i
nclu
des
evid
ence
from
the s
ourc
es, b
ut th
e stu
dent
’s us
e of e
labor
atio
n an
d cit
atio
ns is
inco
nsist
ent,
and
the s
tude
nt so
met
imes
use
s sim
plist
ic lan
guag
e. Th
e res
pons
e inc
lude
s som
e evid
ence
from
the s
ourc
es, b
ut th
e evid
ence
is o
ften
weak
ly in
tegr
ated
. For
e
ampl
e, th
e stu
dent
writ
es: “
The p
enny
is a
big
part
of o
ur h
istor
y too
. The
firs
t pen
nies
, min
ted
until
, w
ere v
ery l
arge
. .
.’ The
pen
ny h
as ch
ange
d ov
er th
e yea
rs w
ith u
s. It
is als
o in
man
y pop
ular
idio
ms.
‘“a p
enny
for y
our t
houg
hts”
. . . “
not o
ne
red
cent
”.’ Al
so so
met
hing
s for
exsa
mpl
e pen
ny ca
ndy.”
Whi
le th
e evid
ence
supp
orts
the s
tude
nt’s
claim
that
“The
pen
ny is
a bi
g pa
rt of
our
hist
ory t
oo,” t
he w
eak i
nteg
ratio
n m
akes
the s
uppo
rt les
s effe
ctive
. The
resp
onse
exhi
bits
weak
sour
ce ci
tatio
ns, a
s we
ll. Th
e firs
t piec
e of e
viden
ce, “
or e
sam
ple i
f we g
ot ri
d of
the p
enny
is at
tribu
ted
to th
e sec
ond
sour
ce, b
ut th
is is
the o
nly
insta
nce o
f exp
licit
citat
ion
in th
e res
pons
e. Al
l oth
er q
uota
tions
and
para
phra
sed
evid
ence
do
not r
efer
ence
sour
ce m
ater
ial,
which
is a
weak
use
of c
itatio
ns. T
he st
uden
t elab
orat
es o
n so
me e
viden
ce: “
The fi
rst p
enni
es, m
inte
d un
til
, wer
e ver
y lar
ge
. . .’ T
he p
enny
has
chan
ged
over
the y
ears
with
us.”
But
in o
ther
insta
nces
, the
resp
onse
sim
ply l
ists e
viden
ce w
ithou
t pro
vidin
g va
rious
met
hods
of e
ffecti
ve el
abor
atio
n. Th
eref
ore,
the s
tude
nt d
emon
strat
es a
parti
al an
d un
even
use
of s
ourc
e mat
erial
. The
stu
dent
’s ow
n wo
rds a
re to
o lim
ited
to cr
eate
an ap
prop
riate
style
, and
the v
ocab
ular
y the
stud
ent u
ses i
s une
ven
(man
y wor
ds
are a
ppro
priat
e—“c
ount
er ar
gum
ent,”
“willi
ngly,
” “ex
spen
cive”
—bu
t oth
ers a
re in
effe
ctive
for t
he au
dien
ce an
d pu
rpos
e—pr
onou
ns th
at d
o no
t agr
ee w
ith an
tece
dent
s: “s
tuff,”
“thi
ngs”
).
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Ev
ide
nce
an
d E
lab
ora
tio
n
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
C
Handout 2.15
Page 103
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 E
vid
en
ce a
nd
Ela
bo
rati
on
: S
co
re 2
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E C
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
Evidence/Elaboration
The r
espo
nse p
rovid
es th
orou
gh
and
conv
incin
g ela
bora
tion
of
the s
uppo
rt/ev
iden
ce fo
r the
cla
im an
d ar
gum
ent(s
) inc
ludi
ng
reas
oned
, in-d
epth
analy
sis
and
the e
ffecti
ve u
se o
f sou
rce
mat
erial
. The
resp
onse
clea
rly an
d ef
fecti
vely
deve
lops
idea
s, us
ing
prec
ise la
ngua
ge:
•
com
preh
ensiv
e evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
, rele
vant
, an
d sp
ecifi
c•
clear
cita
tions
or a
ttrib
utio
n to
so
urce
mat
erial
•
effe
ctive
use
of a
varie
ty o
f ela
bora
tive t
echn
ique
s*•
voca
bular
y is c
learly
ap
prop
riate
for t
he au
dien
ce
and
purp
ose
•
effe
ctive
, app
ropr
iate s
tyle
enha
nces
cont
ent
The r
espo
nse p
rovid
es ad
equa
te
elabo
ratio
n of
the s
uppo
rt/ev
iden
ce fo
r the
claim
and
argu
men
t(s) t
hat i
nclu
des
reas
oned
analy
sis an
d th
e use
of
sour
ce m
ater
ial. T
he re
spon
se
adeq
uate
ly de
velo
ps id
eas,
empl
oyin
g a m
ix of
pre
cise w
ith
mor
e gen
eral
langu
age:
•
adeq
uate
evid
ence
(fac
ts an
d de
tails
) fro
m th
e sou
rce
mat
erial
is in
tegr
ated
and
relev
ant,
yet m
ay b
e gen
eral
•
adeq
uate
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
adeq
uate
use o
f som
e ela
bora
tive t
echn
ique
s*•
voca
bular
y is g
ener
ally
appr
opria
te fo
r the
audi
ence
an
d pu
rpos
e•
gene
rally
appr
opria
te st
yle
is ev
iden
t
The r
espo
nse p
rovid
es u
neve
n,
curso
ry el
abor
atio
n of
the s
up-
port/
evid
ence
for t
he cl
aim an
d ar
gum
ent(s
) tha
t inc
lude
s som
e re
ason
ed an
alysis
and
parti
al or
un
even
use
of so
urce
mat
erial
. The
re
spon
se d
evelo
ps id
eas u
neve
nly,
usin
g sim
plist
ic lan
guag
e:
• so
me e
viden
ce (f
acts
and
deta
ils) f
rom
the s
ourc
e m
ater
ial m
ay b
e wea
kly
inte
grat
ed, im
prec
ise,
repe
titive
, vag
ue, a
nd/o
r cop
ied•
weak
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
• we
ak o
r une
ven
use o
f ela
bora
tive t
echn
ique
s*;
deve
lopm
ent m
ay co
nsist
pr
imar
ily of
sour
ce su
mm
ary o
r m
ay re
ly on
emot
iona
l app
eal
• vo
cabu
lary u
se is
une
ven
or
som
ewha
t inef
fecti
ve fo
r the
au
dien
ce an
d pu
rpos
e•
inco
nsist
ent o
r wea
k atte
mpt
tocr
eate
appr
opria
te st
yle
The r
espo
nse p
rovid
es m
inim
al ela
bora
tion
of th
e sup
port/
evid
ence
for t
he cl
aim an
d ar
gum
ent(s
) tha
t inc
lude
s litt
le or
no
use o
f sou
rce m
ater
ial. T
he
resp
onse
is va
gue,
lacks
clar
ity, o
r is
conf
usin
g:
• ev
iden
ce (f
acts
and
deta
ils)
from
the s
ourc
e mat
erial
is
min
imal,
irre
levan
t, abs
ent,
inco
rrectl
y use
d, o
r pr
edom
inan
tly co
pied
•
insu
fficie
nt u
se o
f cita
tions
or
attri
butio
n to
sour
ce m
ater
ial•
min
imal,
if an
y, us
e of
elabo
rativ
e tec
hniq
ues*
; em
otio
nal a
ppea
l m
ay d
omin
ate
• vo
cabu
lary i
s lim
ited
or
inef
fecti
ve fo
r the
audi
ence
an
d pu
rpos
e•
little
or n
o ev
iden
ce of
ap
prop
riate
style
•
Insu
fficie
nt
(inclu
des
copi
ed te
xt)
•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
*Elab
orat
ive te
chni
ques
may
inclu
de th
e use
of p
erso
nal e
xper
ience
s tha
t sup
port
the a
rgum
ent(s
).**
Gene
ral la
yere
d ela
bora
tion:
A se
nten
ce-to
-sen
tenc
e pro
gres
sion
of so
urce
-bas
ed ar
gum
ents,
facts
, det
ails,
and/
or so
urce
-bas
ed ev
iden
ce th
at g
ener
ally d
evelo
ps an
d su
ppor
ts th
e clai
m. S
ourc
e-ba
sed
evid
ence
, if
pres
ent,
may
be i
n th
e for
m o
f gen
eral
or im
prec
ise re
fere
nces
. Re-
orde
ring
of th
e tex
t mig
ht im
pair
the c
onne
ction
of i
deas
.
4-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.15
Page 104
Und
erstanding
Prfic
ienc
y
1 POINTTh
e stu
dent
dem
onstr
ates
a pa
rtial
com
man
d of
conv
entio
ns, w
ith a
num
ber o
f bas
ic er
rors
, inclu
ding
seve
ral r
epea
tedl
y m
isspe
lled
com
mon
wor
ds (
“qua
ter”,
“ ex
sam
ple”
, and
“Its”
) an
d so
me e
xam
ples
of i
ncor
rect
sent
ence
form
atio
n, “M
y th
ough
t on
this
yes.
ow
ever
, cor
rect
use o
f con
vent
ions
is n
ot “i
nfre
uent
and
the r
espo
nse e
arns
a sc
ore o
f o
n th
e co
nven
tions
rubr
ic.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Co
nv
en
tio
ns
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
C
Handout 2.15
Page 105
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 C
on
ve
nti
on
s:
Sco
re 1
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E C
SC
OR
E2
PO
INT
S1
PO
INT
0 P
OIN
TS
NS
CONVENTIONS
The r
espo
nse d
emon
strat
es an
adeq
uate
co
mm
and o
f con
vent
ions
:
•
adeq
uate
use
of c
orre
ct se
nten
ce
form
atio
n, p
unctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
The r
espo
nse d
emon
strat
es a
parti
al co
mm
and
of co
nven
tions
:
•
limite
d us
e of c
orre
ct se
nten
ce fo
rmat
ion,
pu
nctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar
usag
e, an
d sp
ellin
g
The r
espo
nse d
emon
strat
es lit
tle o
r no
com
man
d of c
onve
ntio
ns:
•
infre
quen
t use
of c
orre
ct se
nten
ce
form
atio
n, p
unctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
•
Insu
fficie
nt (i
nclu
des
copi
ed te
xt)
•
In a
langu
age o
ther
th
an En
glish
•
Off-t
opic
•
Off-p
urpo
se
Holis
tic Sc
orin
g:
•V
ari
ety
: A
rang
e of e
rrors
inclu
des s
ente
nce f
orm
atio
n, p
unctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar u
sage
, and
spell
ing.
•S
ev
eri
ty:
Basic
erro
rs ar
e mor
e hea
vily w
eight
ed th
an h
ighe
r-lev
el er
rors
.
•D
en
sity
: Th
e pro
porti
on o
f erro
rs to
the a
mou
nt o
f writ
ing
done
well
. Thi
s inc
lude
s the
ratio
of e
rrors
to th
e len
gth
of th
e piec
e.
2-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.15
Page 106
Und
erstanding
Prfic
ienc
y
Gra
de
8 A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
: P
en
nie
s S
TU
DE
NT
SA
MP
LE
D
ST
UD
EN
T R
ES
PO
NS
E
Why
shou
ld w
e kee
p th
e pen
ny w
hen
it co
sts m
ore t
han
it is
wort
h? T
he ob
viou
s solu
tion
woul
d be
to si
mply
re
mov
e the
pen
ny. “
The U
nite
d St
ates
gove
rnm
ent…
lost 6
0.2
mill
ion on
the p
rodu
ction
and
dist
ribut
ion of
pen
nies
…in
the 2
11 fi
scal
year
and t
he lo
sses
hav
e bee
n mo
untin
g
omme
r. I
t is c
learly
fooli
sh to
cont
inue
mak
ing
penn
ies w
hen
we ar
e los
ing m
illion
s eac
h ye
ar, m
illion
s tha
t cou
ld be
use
d to b
ette
r peo
ple’s
lives
. Ins
tead
we w
aste
it
on m
intin
g out
coin
s tha
t are
only
wor
th on
e cen
t.
The m
ain
reas
on w
hy w
e sho
uld
rem
ove t
he p
enny
is th
at it
was
tes b
oth
time a
nd m
oney
. “Hi
s stu
dy sh
ows t
hat
the t
ime w
aste
d on
coun
ting p
enni
es co
uld ad
d up t
o m
illion
per y
ear
an
cuso
. he
time
spen
t cou
ntin
g pe
nnies
shou
ld be
use
d m
uch
mor
e pro
duct
ively
and
imag
ine i
f tho
se bu
sines
ses c
ould
dona
te $
700
mill
ion to
char
ity.
Even
the D
epar
tmen
t of D
efens
e doe
sn’t
use p
enni
es a
nym
ore.
“For
over
30
year
s, pe
nnies
hav
en’t
been
use
d on
fore
ign m
ilita
ry ba
ses.
enni
es ar
e to
o hea
vy an
d are
not
cost
effec
tive t
o shi
p’ “
ancu
so. I
t is a
comp
lete
wast
e to c
ontin
ue u
sing p
enni
es, a
nd ev
en th
e mili
tary
agre
es. I
f suc
h a m
aor p
art o
f our
gove
rnme
nt re
fuse
s to u
se
penn
ies, t
he re
st of
us s
houl
d ta
ke th
e hin
t.
ome p
eople
thin
k tha
t rem
ovin
g the
penn
y is n
ot a
good
idea
in fe
ars o
f in
ation
and e
cono
mic p
roble
ms.
his
is no
t the
case
. “A
num
ber o
f cou
ntrie
s, in
cludi
ng A
ustr
alia,
new
Zeala
nd, b
razil
, Fin
land,
the N
ethe
rland
s, No
rway
, we
den,
witz
erlan
d, an
d Brit
ain, h
ave a
lread
y dro
pped
their
lowe
st-de
nomi
nate
d coin
s, wi
thou
t dire
cons
eue
nces
an
cuso
. If a
ll of t
hese
coun
tries
can
drop
their
lowe
st va
lue co
in w
ithou
t the
ir ec
onom
y coll
apsin
g, it
seem
s re
ason
able
to as
sume
that
we w
ould
be fi
ne to
o. ve
n mo
re pr
oof i
s tha
t an
ada h
as st
oppe
d min
ting o
ut pe
nnies
, an
d wi
th a
ll of
our c
ultu
ral,
econ
omic,
and
poli
tical
simila
rities
it w
ould
seem
that
it m
ay b
e bes
t for
us t
o sto
p pe
nny-p
rodu
cing t
oo.
ancu
so. I
f an
ada h
as fo
und e
noug
h va
lid re
ason
s to s
top m
intin
g the
penn
y, th
en w
e sh
ould
follo
w th
eir ex
ample
.
easin
g pro
duct
ion of
the p
enny
wou
ld sa
ve m
illion
s of d
ollar
s and
time
, and
could
mak
e peo
ple’s
lives
bette
r. Fe
ars o
f eco
nom
ic co
llaps
e are
unf
ound
ed. T
he cl
ear c
ours
e of a
ction
is to
rem
ove t
he p
enny
.
Handout 2.15
Page 107
Und
erstanding
Prfic
ienc
y
4 POINTSTh
is stu
dent
pre
sent
s an
exem
plar
resp
onse
to th
e que
stion
, and
this
scor
e is a
clea
r exa
mpl
e of a
4. T
he cl
ear c
laim
is
intro
duce
d in
the fi
rst t
wo se
nten
ces:
“hy
shou
ld w
e kee
p th
e pen
ny w
hen
it co
sts m
ore t
han
it is
worth
The
obv
ious
solu
tion
woul
d be
to si
mpl
y rem
ove t
he p
enny
. The
stud
ent p
rovid
es a
clear
ly fo
cuse
d or
gani
zatio
nal s
truct
ure o
f why
we s
houl
d ge
t rid
of
the p
enny
thro
ugho
ut th
e res
pons
e. Th
ere i
s a co
nsist
ent u
se o
f a va
riety
of t
rans
ition
al str
ateg
ies th
at cl
arify
the r
elatio
nshi
p be
twee
n th
e ide
as (“
The o
bvio
us so
lutio
n, “T
he m
ain re
ason
, “om
e peo
ple t
hink
, “Th
e clea
r cou
rse o
f act
ion
is, in
addi
tion
to sy
ntac
tic va
riety
to lo
gica
lly co
nnec
t ide
as (“
It is
clear
ly fo
olish
to, “
The t
ime s
pent
coun
ting
penn
ies sh
ould
be u
sed
muc
h m
ore p
rodu
ctive
ly, “i
t see
ms r
easo
nabl
e to
assu
me
. ot
onl
y is t
he cl
aim in
trodu
ced
well,
but t
he st
uden
t effe
ctive
ly co
nclu
des t
he ar
gum
ent s
tatin
g, “
easin
g pr
oduc
tion
of th
e pen
ny w
ould
save
milli
ons o
f dol
lars a
nd ti
me,
and
coul
d m
ake
peop
les l
ives b
ette
r. ea
rs o
f eco
nom
ic co
llaps
e are
unf
ound
ed. T
he cl
ear c
ours
e of a
ctio
n is
to re
mov
e the
pen
ny. T
he st
uden
t ef
fect
ively
pres
ents
the a
ltern
ate a
rgum
ent t
hat s
houl
d be
addr
esse
d, “
ome p
eopl
e thi
nk th
at re
mov
ing
the p
enny
is n
ot a
good
idea
.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Org
an
iza
tio
n a
nd
Pu
rpo
se
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
D
Handout 2.15
Page 108
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 O
rga
niz
ati
on
an
d P
urp
ose
: S
co
re 4
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E D
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
ITIE
The r
espo
nse h
as a
clear
and
effe
ctive
org
aniza
tiona
l stru
cture
, cr
eatin
g a s
ense
of u
nity
and
com
plet
enes
s. Th
e org
aniza
-tio
n is
fully
susta
ined
bet
ween
an
d wi
thin
par
agra
phs.
The
resp
onse
is co
nsist
ently
and
purp
osef
ully
focu
sed:
•
claim
is in
trodu
ced,
clea
rly
com
mun
icate
d, an
d th
e foc
us is
str
ongl
y main
tain
ed fo
r the
pu
rpos
e and
audi
ence
•
cons
isten
t use
of a
varie
ty o
f tra
nsiti
onal
strat
egies
to cl
arify
th
e rela
tions
hips
bet
ween
and
amon
g id
eas
•
effe
ctive
intro
ducti
on an
d co
n-clu
sion
•
logi
cal p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d st
rong
co
nnec
tions
bet
ween
and
amon
g id
eas w
ith so
me
synt
actic
varie
ty•
alter
nate
and
oppo
sing
argu
men
t(s ar
e clea
rly
ackn
owled
ged
or ad
dres
sed
The r
espo
nse h
as an
evid
ent o
rga-
niza
tiona
l stru
cture
and
a sen
se o
f co
mpl
eten
ess.
Thou
gh th
ere m
ay
be m
inor
flaw
s, th
ey d
o no
t int
er-
fere
with
the o
vera
ll coh
eren
ce.
The o
rgan
izatio
n is
ade
uate
ly su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
is
gene
rally
focu
sed:
•
claim
is cl
ear,
and
the f
ocus
is
mos
tly m
ainta
ined
for t
he
purp
ose a
nd au
dien
ce•
adeq
uate
use
of t
rans
ition
al str
ateg
ies w
ith so
me v
ariet
y to
clarif
y rela
tions
hips
bet
ween
an
d am
ong
idea
s•
adeq
uate
intro
ducti
on
and
conc
lusio
n•
ade
uate
pro
gres
sion
of id
eas
from
beg
inni
ng to
end
ad
eua
te co
nnec
tions
bet
ween
an
d am
ong
idea
s•
alter
nate
and
oppo
sing
argu
men
t(s ar
e ade
uate
ly ac
know
ledge
d or
addr
esse
d
The r
espo
nse h
as an
inco
nsist
ent
orga
niza
tiona
l stru
cture
. om
e fla
ws ar
e evid
ent,
and
som
e id
eas m
ay b
e loo
sely
conn
ecte
d.
The o
rgan
izatio
n is
som
ewha
t su
stain
ed b
etwe
en an
d wi
thin
pa
ragr
aphs
. The
resp
onse
may
ha
ve a
min
or d
rift i
n fo
cus:
•
claim
may
be s
omew
hat
uncle
ar, o
r the
focu
s may
be
insu
fficie
ntly
susta
ined
for t
he
purp
ose a
ndor
audi
ence
•
inco
nsist
ent u
se o
f tra
nsiti
onal
strat
egies
and
or lit
tle va
riety
•
intro
ducti
on o
r con
clusio
n, if
pr
esen
t, m
ay b
e wea
k•
unev
en p
rogr
essio
n of
idea
s fro
m b
egin
ning
to en
d an
dor
fo
rmul
aic in
cons
isten
t or
uncle
ar co
nnec
tions
am
ong
idea
s•
alter
nate
and
oppo
sing
argu
men
t(s m
ay b
e con
fusin
g or
not
ackn
owled
ged
The r
espo
nse h
as lit
tle o
r no
dis-
cern
ible
orga
niza
tiona
l stru
cture
. Th
e res
pons
e may
be r
elate
d to
th
e clai
m b
ut m
ay p
rovid
e litt
le or
no
focu
s:
•
claim
may
be c
onfu
sing
or
ambi
guou
s re
spon
se m
ay b
e to
o br
ief o
r the
focu
s may
drif
t fro
m th
e pur
pose
and
or au
dien
ce•
few
or n
o tra
nsiti
onal
strat
egies
ar
e evid
ent
•
intro
ducti
on an
dor
conc
lusio
n m
ay b
e miss
ing
•
freue
nt e
trane
ous i
deas
may
be
evid
ent
idea
s may
be
rand
omly
orde
red
or h
ave
uncle
ar p
rogr
essio
n•
alter
nate
and
oppo
sing
argu
men
t(s m
ay n
ot b
e ac
know
ledge
d
•
Insu
fficie
nt
(inclu
des
copi
ed te
t•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
ck
nowl
edgi
ng an
dor
addr
essin
g th
e opp
osin
g po
int o
f view
beg
ins a
t gra
de .
4-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.15
Page 109
Und
erstanding
Prfic
ienc
y
3 POINTSTh
e stu
dent
s res
pons
e sco
res a
.
lthou
gh it
inclu
des c
ompr
ehen
sive e
viden
ce fr
om th
e sou
rces
, the
resp
onse
attri
bute
s two
of
thos
e piec
es o
f evid
ence
to th
e inc
orre
ct so
urce
. Thi
s is o
ne el
emen
t tha
t dist
ingu
ishes
this
resp
onse
from
one
that
wou
ld sc
ore
a . T
he st
uden
t attr
ibut
es al
l but
one
of t
he p
ieces
of e
viden
ce to
the s
econ
d so
urce
whe
n tw
o of
thos
e eam
ples
(“ n
umbe
r of
coun
tries
, inclu
ding
us
tralia
, new
ea
land,
bra
zil,
inlan
d, th
e et
herla
nds,
orwa
y, we
den,
witz
erlan
d, an
d rit
ain, h
ave
alrea
dy d
ropp
ed th
eir lo
west
deno
min
ated
coin
s, wi
thou
t dire
cons
eue
nces
and
“Eve
n m
ore p
roof
is th
at
anad
a has
stop
ped
min
ting
out p
enni
es, a
nd w
ith al
l of o
ur cu
ltura
l, eco
nom
ic, an
d po
litica
l sim
ilarit
ies it
wou
ld se
em th
at it
may
be b
est f
or u
s to
stop
penn
ypr
oduc
ing
too
shou
ld b
e attr
ibut
ed to
the fi
rst s
ourc
e ins
tead
. dd
ition
ally,
the r
espo
nse p
rovid
es an
analy
sis th
at
is re
ason
ed b
ut n
ot in
dep
th, w
hich
mak
es th
e ove
rall u
se o
f elab
orat
ive te
chni
ues a
deua
te ra
ther
than
effe
ctive
. The
stud
ents
us
e of v
ocab
ular
y and
style
is cl
early
appr
opria
te an
d ef
fecti
ve.
vera
ll, th
e pre
pond
eran
ce o
f evid
ence
show
s tha
t thi
s sco
re is
a
: The
resp
onse
pro
vides
ade
uate
elab
orat
ion
of th
e evid
ence
for t
he cl
aim th
at in
clude
s rea
sone
d an
alysis
.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Ev
ide
nce
an
d E
lab
ora
tio
n
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
D
Handout 2.15
Page 110
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 E
vid
en
ce a
nd
Ela
bo
rati
on
: S
co
re 3
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E D
SC
OR
E4
PO
INT
S3
PO
INT
S2
PO
INT
S1
PO
INT
NS
EvidenceElaboration
The r
espo
nse p
rovid
es th
orou
gh
and
conv
incin
g ela
bora
tion
of
the s
uppo
rtev
iden
ce fo
r the
cla
im an
d ar
gum
ent(s
inclu
ding
re
ason
ed, in
dept
h an
alysis
an
d th
e effe
ctive
use
of s
ourc
e m
ater
ial. T
he re
spon
se cl
early
and
effe
ctive
ly de
velo
ps id
eas,
usin
g pr
ecise
lang
uage:
•
com
preh
ensiv
e evid
ence
(fac
ts an
d de
tails
from
the s
ourc
e m
ater
ial is
inte
grat
ed, r
eleva
nt,
and
spec
ific
•
clear
cita
tions
or a
ttrib
utio
n to
so
urce
mat
erial
•
effe
ctive
use
of a
varie
ty o
f ela
bora
tive t
echn
iue
s•
voca
bular
y is c
learly
ap
prop
riate
for t
he au
dien
ce
and
purp
ose
•
effe
ctive
, app
ropr
iate s
tyle
enha
nces
cont
ent
The r
espo
nse p
rovid
es ad
eua
te
elabo
ratio
n of
the s
uppo
rt
evid
ence
for t
he cl
aim an
d ar
gum
ent(s
that
inclu
des
reas
oned
analy
sis an
d th
e use
of
sour
ce m
ater
ial. T
he re
spon
se
ade
uate
ly de
velo
ps id
eas,
empl
oyin
g a m
i of
pre
cise w
ith
mor
e gen
eral
langu
age:
•
ade
uate
evid
ence
(fac
ts an
d de
tails
from
the s
ourc
e m
ater
ial is
inte
grat
ed an
d re
levan
t, ye
t may
be g
ener
al•
adeq
uate
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
•
adeq
uate
use o
f som
e ela
bora
tive t
echn
iue
s•
voca
bular
y is g
ener
ally
appr
opria
te fo
r the
audi
ence
an
d pu
rpos
e•
gene
rally
appr
opria
te st
yleis
evid
ent
The r
espo
nse p
rovid
es u
neve
n,
curs
ory e
labor
atio
n of
the s
up-
port
evid
ence
for t
he cl
aim an
d ar
gum
ent(s
that
inclu
des s
ome
reas
oned
analy
sis an
d pa
rtial
or
unev
en u
se of
sour
ce m
ater
ial. T
he
resp
onse
dev
elops
idea
s une
venl
y, us
ing
simpl
istic
langu
age:
• so
me e
viden
ce (f
acts
and
deta
ils fr
om th
e sou
rce
mat
erial
may
be w
eakly
in
tegr
ated
, impr
ecise
, re
petit
ive, v
ague
, and
or co
pied
•
weak
use
of c
itatio
ns o
r at
tribu
tion
to so
urce
mat
erial
• we
ak o
r une
ven
use o
f ela
bora
tive t
echn
ique
s
deve
lopm
ent m
ay co
nsist
pr
imar
ily of
sour
ce su
mm
ary o
r m
ay re
ly on
emot
iona
l app
eal
• vo
cabu
lary u
se is
une
ven
or
som
ewha
t inef
fecti
ve fo
r the
au
dien
ce an
d pu
rpos
e•
inco
nsist
ent o
r wea
k atte
mpt
to
crea
te ap
prop
riate
style
The r
espo
nse p
rovid
es m
inim
al ela
bora
tion
of th
e sup
port
evid
ence
for t
he cl
aim an
d ar
gum
ent(s
that
inclu
des l
ittle
or n
o us
e of s
ourc
e mat
erial
. The
re
spon
se is
vagu
e, lac
ks cl
arity
, or
is co
nfus
ing:
• ev
iden
ce (f
acts
and
deta
ils
from
the s
ourc
e mat
erial
is
min
imal,
irre
levan
t, abs
ent,
inco
rrectl
y use
d, o
r pr
edom
inan
tly co
pied
•
insu
fficie
nt u
se o
f cita
tions
or
attri
butio
n to
sour
ce m
ater
ial•
min
imal,
if an
y, us
e of
elabo
rativ
e tec
hni
ues
em
otio
nal a
ppea
l m
ay d
omin
ate
• vo
cabu
lary i
s lim
ited
or
inef
fecti
ve fo
r the
audi
ence
an
d pu
rpos
e•
little
or n
o ev
iden
ce of
ap
prop
riate
style
•
Insu
fficie
nt
(inclu
des
copi
ed te
t•
In a
langu
age
othe
r tha
n En
glish
•
Off-t
opic
•
Off-p
urpo
se
Elab
orat
ive te
chni
ues m
ay in
clude
the u
se o
f per
sona
l epe
rienc
es th
at su
ppor
t the
argu
men
t(s.
ener
al lay
ered
elab
orat
ion:
se
nten
ceto
sent
ence
pro
gres
sion
of so
urce
base
d ar
gum
ents,
facts
, det
ails,
and
or so
urce
base
d ev
iden
ce th
at g
ener
ally d
evelo
ps an
d su
ppor
ts th
e clai
m.
ourc
eba
sed
evid
ence
, if
pres
ent,
may
be i
n th
e for
m o
f gen
eral
or im
prec
ise re
fere
nces
. e
orde
ring
of th
e te
t mig
ht im
pair
the c
onne
ction
of i
deas
.
4-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.15
Page 111
Und
erstanding
Prfic
ienc
y
2 POINTSTh
is stu
dent
dem
onstr
ates
ade
uate
use
of c
orre
ct se
nten
ce fo
rmat
ion,
pun
ctuat
ion,
gra
mm
ar u
sage
and
spell
ing.
Ther
e are
very
fe
w er
rors
, like
erro
rs in
capi
taliz
atio
n on
som
e of t
he co
untry
nam
es lis
ted
in p
arag
raph
four
, par
ticul
arly
in p
ropo
rtion
to th
e vo
lum
e of w
ritin
g do
ne w
ell.
RA
TIO
NA
LE
AN
D E
VID
EN
CE
Co
nv
en
tio
ns
Gra
de
8 A
rg
um
en
ta
tiv
e P
erfo
rm
an
ce
Ta
sk
: P
en
nie
s
Stu
de
nt S
am
ple
D
Handout 2.15
Page 112
Und
erstanding
Prfic
ienc
yUnd
erstanding
Prfic
ienc
y
Gra
de
8 C
on
ve
nti
on
s:
Sco
re 2
A
RG
UM
EN
TA
TIV
E P
ER
FO
RM
AN
CE
TA
SK
: P
EN
NIE
S—
ST
UD
EN
T S
AM
PL
E D
SC
OR
E2
PO
INT
S1
PO
INT
0 P
OIN
TS
NS
ETI
The r
espo
nse d
emon
strat
es an
adeq
uate
co
mm
and o
f con
vent
ions
:
•
adeq
uate
use
of c
orre
ct se
nten
ce
form
atio
n, p
unctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
The r
espo
nse d
emon
strat
es a
parti
al co
mm
and
of co
nven
tions
:
•
limite
d us
e of c
orre
ct se
nten
ce fo
rmat
ion,
pu
nctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar
usag
e, an
d sp
ellin
g
The r
espo
nse d
emon
strat
es lit
tle o
r no
com
man
d of c
onve
ntio
ns:
•
infre
quen
t use
of c
orre
ct se
nten
ce
form
atio
n, p
unctu
atio
n, ca
pita
lizat
ion,
gr
amm
ar u
sage
, and
spell
ing
•
Insu
fficie
nt (i
nclu
des
copi
ed te
t•
In a
langu
age o
ther
th
an En
glish
•
Off-t
opic
•
Off-p
urpo
se
olist
ic co
ring:
•V
ari
ety
: ra
nge o
f erro
rs in
clude
s sen
tenc
e for
mat
ion,
pun
ctuat
ion,
capi
taliz
atio
n, g
ram
mar
usa
ge, a
nd sp
ellin
g.
•S
ev
eri
ty:
asic
erro
rs ar
e mor
e hea
vily w
eight
ed th
an h
ighe
rlev
el er
rors
.
•D
en
sity
: Th
e pro
porti
on o
f erro
rs to
the a
mou
nt o
f writ
ing
done
well
. Thi
s inc
lude
s the
ratio
of e
rrors
to th
e len
gth
of th
e piec
e.
2-P
oin
t A
rgu
me
nta
tiv
e P
erf
orm
an
ce T
ask
Wri
tin
g R
ub
ric
(Gra
de
s 6
–11
)
Handout 2.15
Page 113
Smarter Balanced Assessment Consortium:
English/Language Arts Practice Test Scoring Guide
Grade 5 Performance Task
5/16/2014
Page 114
Handout 2.16
Item # Grade Claim Target DOK Item
Standard Evidence Statement
1 5 4 4 3 W-8
The student will select evidence to support opinions based on evidence collected.
Key Elements: People who own businesses have to consider the well-being of all of their guests: 1. Source #3
Being smart and able to handle small objects makes certain animals more appropriate than other animals to assist people who have a disability: 1. Source #12. Source #2
Rubric: (1point) 3 cells copmleted correctly (0 points) Fewer than 3 cells completed correctly or blank
Page 125
Handout 2.16
Grade 5
Item # Grade Claim Target DOK Item
Standard Evidence Statement
2 5 4 2 3 W-9
The student will locate information from multiple sources to support a central idea or subtopic related to research.
Key Elements: Source #1 (Monkey Helpers) • They can carry small tools such as remotes and cell phones.• The monkeys learn how to load a DVD into a player and push play.• They can open and close microwave doors.• These monkeys are able to do an amazing number of chores for a person
with a disability.• The monkeys can turn lights on and off.• They can open bottles and flip the pages of a book.• They can scratch an annoying itch.• The monkeys take good care of their owners.
Source #2 (Animals Helping People) • A dog can open the refrigerator door when you want a snack.• Seeing Eye dogs are trained to be the eyes for people who cannot see. All
over the world, Seeing Eye dogs are hard at work—guiding, protecting, andloving their blind masters.
• Hearing dogs help people who are deaf or hard-of-hearing. These smart,friendly, energetic dogs are specially trained to let their owners know whenthe doorbell rings, or the smoke alarm goes off, or the baby wakes up from anap.
• An assistance dog can carry a backpack.• Assistance dogs are good helpers—and good friends!• Capuchin monkeys can turn lights on and off, play a CD or get their owners a
drink.• Dolphins help children with physical and learning difficulties relax.
Continued on next page
Page 126
Handout 2.16
Rubric:
(2 points) Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea and that explain how each detail supports the idea. Student cites the source for each detail.
(1 point) Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea but doesn’t explain how each detail supports the idea. Student cites the sources.
OR
Response is an evidence-based explanation that provides two pieces of evidence from a single source that supports this idea and that explains how that detail supports the idea. Student cites the source.
OR
Response is an evidence-based explanation that provides only one piece of evidence from a single source that supports this idea and that explains how that detail supports the idea. Student cites the source.
OR
Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea and that explain how each detail supports the idea. Student does not cite sources.
(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.
Exemplar: (2 points) Service animals are trained animals that help people with disabilities. These animals help their owners do certain tasks that their owners are not able to do for themselves. Source #1 says that capuchin monkeys learn how to load DVDs into players and push play and how to open and close microwave doors. Since these monkeys are trained to do such things, they are able to help their owners who may not be able to do these tasks on their own. Source #2 says that hearing dogs can help people at home by letting the owner know when the doorbell rings or when the smoke alarm goes off. This is important because if the owner is not able to hear, then the service animal could let the owner know when important sounds happen.
(1 point) Service animals are trained animals that help people with disabilities. These animals help their owners do certain tasks that the owner is not able to do for themselves. Source #1 says that capuchin monkeys learn how to load DVDs into players and push play and how to open and close microwave doors. Since these
Page 127
Handout 2.16
Grade 5
Continued on next page
monkeys are trained to do such things, they are able to help their owners who may not be able to do these tasks on their own.
(O points) Service animals help people in different ways.
Page 128
Handout 2.16
Item # Grade Claim Target DOK Item
Standard Evidence Statement
3 5 4 3 4 W-9
The student will analyze digital and print sources in order to locate relevant information to support research.
Key Elements: Source #1 (Monkey Helpers) • Every day, for three to five years, capuchin monkeys learn new skills.• Days are spent learning how to load a DVD into a player and pushing play, or
opening and closing microwave doors.• The monkeys attending Helping Hands receive years of training.• They are trained only to help with tasks that are done at home.• Years before capuchin monkeys report to their first day of school, they have
already spent years around humans.• They live with foster families for up to twelve years.• During this time, they are taught how to share a house with humans. They
get used to being around pets. They even learn basic tasks like how to takebaths.
• Capuchin monkeys are coached and trained for up to five years at HelpingHands.
• They pick up tools and use them to solve problems.
Rubric:
(2 points) Response is an evidence-based explanation that correctly identifies the most helpful source AND includes two details from that source that support this evaluation and that explain why each detail supports the idea that it is the most helpful source.
(1 point) Response is an evidence-based explanation that correctly identifies the most helpful source AND includes one detail from that source that supports this evaluation and that explains why the detail supports the idea that it is the most helpful source.
OR
Continued on next page
Page 129
Handout 2.16
Grade 5Response is an evidence-based explanation that correctly identifies the most helpful source AND includes two details from that source that support this evaluation but does not explain why each detail supports the idea that it is the most helpful source.
OR
Response is an evidence-based explanation that does not identify a source or correctly identify the most helpful source but includes two details from the correct source and that explains why each detail supports the idea that it is the most helpful source.
(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.
Exemplar:
(2 points) Source #1 is the most helpful source for understanding how a service animal is trained because it describes the amount of time spent training and the different types of activities that capuchin monkeys do at the monkey college, Helping Hands. This source says that monkeys spend three to five years learning skills that will help them help people with disabilities. This shows that the monkeys receive a lot of training at Helping Hands so that they will be able to assist their owners. This source also says that at Helping Hands, monkeys learn how to do things such as loading DVDs into players and opening microwave doors. This shows that the monkeys are taught many different skills so that they can help their owner.
(1 point) Source #1 is the most helpful source for understanding how a service animal is trained because it describes the amount of time spent training and the different types of activities that capuchin monkeys do at the monkey college, Helping Hands. This source says that monkeys spend three to five years learning skills that will help them help people with disabilities. This shows that the monkeys receive a lot of training at Helping Hands so that they will be able to assist their owners.
(0 points) Source #2 is the most helpful source for understanding how a service animal is trained because it says they are trained to let their owners know when the doorbell rings, or the smoke alarm goes off, or the baby wakes up from a nap.
Page 130
Handout 2.16
Item # Grade Claim Target DOK Item
Standard Evidence Statement
4 5 2 7 4 W-1b
The student will write full opinion pieces about topics or sources, attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitions for coherence, develop supporting evidence/reasons (from sources when appropriate to the assignment) and elaboration, and develop an appropriate conclusion related to the opinion presented.
Page 131
Handout 2.16
Gra
de5
4‐Po
i nt
Opinion
Pe
rforman
ce Task Writing Ru
bric (G
rade
s 3‐5)
Score
4 3
2 1
NS
Organization/Purpose
The respon
se has a clear and
effective organizatio
nal structure,
creatin
g a sense of unity and
completen
ess. The
organ
ization is
sustaine
d be
tween an
d with
in
paragrap
hs. The
respon
se is
consistently and
purpo
sefully
focused:
xop
inio
n is
intr
oduc
ed, c
lear
lyco
mm
unic
ated
, and
the
focu
sis
stro
ngly m
aint
aine
d fo
r the
purp
ose
and
audi
ence
xco
nsist
ent u
se o
f a v
arie
ty o
ftr
ansit
iona
l str
ateg
ies t
ocl
arify
the
rela
tions
hips
betw
een
and
amon
g id
eas
xef
fect
ive
intr
oduc
tion
and
conc
lusio
n
xlo
gica
l pro
gres
sion
of id
eas f
rom
begi
nnin
g to e
nd; s
tron
gco
nnec
tions b
etw
een
and
amon
g id
eas w
ith so
me
synt
actic va
riety
The respon
se has an eviden
t organizatio
nal structure and
a
sense of com
pleten
ess. Tho
ugh
there may be minor flaw
s, they do
not interfere with
the overall
coherence. The
organ
ization is
adeq
uately su
staine
d be
tween an
d with
in paragraph
s. The
respon
se is
gene
rally fo
cused:
xop
inio
n is
clea
r, an
d th
efo
cus i
s mos
tly m
aint
aine
dfo
r the
pur
pose a
ndau
dien
ce
xad
equa
te u
se o
f tra
nsiti
onal
stra
tegi
es w
ith so
me
varie
tyto c
larif
y re
latio
nshi
psbe
twee
n an
d am
ong
idea
s
xad
equa
te in
trod
uctio
n an
dco
nclu
sion
xad
equa
te p
rogr
essio
n of id
eas
from
beg
inni
ng to
end
; ade
quat
e co
nnec
tions b
etw
een
and
amon
g id
eas
The respon
se has an inconsistent
organizatio
nal structure. Som
e fla
ws a
re evide
nt, a
nd som
e idea
s may
be loosely conn
ected. The
organizatio
n is so
mew
hat sustained
betw
een and within paragraphs. The
response may have a minor drift in
focus:
xop
inio
n m
ay b
e so
mew
hat
uncl
ear,
or th
e fo
cus m
ay b
ein
suffi
cien
tly su
stai
ned
for t
hepu
rpos
e an
d/or a
udie
nce
xin
cons
isten
t use o
f tra
nsiti
onal
stra
tegi
es a
nd/o
r litt
le v
arie
ty
xin
trod
uctio
n or c
oncl
usio
n, if
pres
ent,
may b
e w
eak
xun
even
pro
gres
sion
of id
eas
from
beg
inni
ng to
end
; and
/or
form
ulai
c; in
cons
isten
t or
uncl
ear c
onne
ctio
ns b
etw
een
and
amon
g id
eas
The respon
se has little or n
o discernible organizatio
nal structure.
The respon
se may be related to th
e op
inion bu
t may provide
little or n
o focus:
xop
inio
n m
ay b
e co
nfus
ing
oram
bigu
ous; re
spon
se m
ay b
eto
o br
ief o
r the
focu
s may d
rift
from
the
purp
ose
and/
orau
dien
ce
xfe
w o
r no
tran
sitio
nal
stra
teg i
es a
re e
vide
nt
xin
trod
uctio
n an
d/or
conc
lusio
n m
ay b
e m
issin
g
xfr
eque
nt e
xtra
neou
s ide
as m
aybe
evi
dent
; id
eas m
aybe
rand
omly o
rder
ed o
r hav
e an
uncl
ear p
rogr
essio
n
•In
suffi
cien
t(in
clud
es c
opie
dte
xt)
•In a la
ngua
geot
her t
han
Engl
ish
•O
ff‐to
pic
•O
ff‐pu
rpos
e
Page 133
Handout 2.16
Gra
de5
4‐Po
i nt
Opinion
Pe
rforman
ce Task Writing Ru
bric (G
rade
s 3–5)
Score
4 3
2 1
NS
Evidence/Elaboration
The respon
se provide
s tho
rough
and convincing
elabo
ratio
n of the
supp
ort/eviden
ce fo
r the
opinion
an
d supp
ortin
g idea(s) tha
t include
s the effective use of so
urce m
aterial.
The respon
se clearly
and
effe
ctively
develops ideas, using
precise
langua
ge:
xco
mpr
ehen
sive
evid
ence
(fact
s and
det
ails) fr
om th
e so
urce m
ater
ial i
s int
egra
ted,
rele
vant
, and
spec
ific
xcl
ear c
itatio
ns o
r att
ribut
ion
of so
urce m
ater
ial
xef
fect
ive
use
of a v
arie
ty o
fel
abor
ativ
e te
chni
ques
*
xvo
cabu
lary is cl
early
appr
opria
te fo
r the
aud
ienc
ean
d pu
rpos
e
xef
fect
ive, a
ppro
pria
te st
yle
enha
nces co
nten
t
The respon
se provide
s ade
quate
elab
oration of th
e supp
ort/eviden
ce for the
opinion
an
d supp
ortin
g idea(s) tha
t include
s the use of so
urce m
aterial. Th
e respon
se ade
quately de
velops
ideas, employing a mix of p
recise
with
more gene
ral lan
guage:
xad
equa
te e
vide
nce
(fact
s and
deta
ils) f
rom th
e so
urce
mat
eria
l is i
nteg
rate
d an
d re
levan
t, ye
t may b
e ge
nera
l
xad
equa
te u
se o
f cita
tions o
rat
trib
utio
n to so
urce m
ater
ial
xad
equa
te u
se o
f som
eel
abor
ativ
e te
chni
ques
*
xvo
c abu
lary is g
ener
ally
appr
opria
te fo
r the
audi
ence a
nd p
urpo
se
xge
nera
lly a
ppro
pria
te st
yle
isev
iden
t
The respon
se provide
s une
ven,
cursory elaboration of the
supp
ort/eviden
ce for the
opinion
an
d supp
ortin
g idea(s) tha
t include
s pa
rtial or u
neven use of so
urce
material. Th
e respon
se develop
s ideas u
nevenly, usin
g simplistic
langua
ge:
xso
me
evid
ence (f
acts a
ndde
tails
) fro
m th
e so
urce
mat
eria
l may b
e w
eakl
yin
tegr
ated
, im
prec
ise,
repe
titiv
e, v
ague
, and
/or
copi
ed
xw
eak
use
of c
itatio
ns o
rat
trib
utio
n to so
urce m
ater
ial
xw
eak
or u
neve
n us
e of
elab
orat
ive
tech
niqu
es*;
deve
lopm
ent m
ay co
nsist
prim
arily o
f sou
rce
sum
mar
y
xvo
cabu
lary u
se is u
neve
n or
som
ewha
t ine
ffect
ive
for t
heau
dien
ce a
n d p
urpo
se
xin
cons
isten
t or w
eak
atte
mpt to
crea
te a
ppro
pria
te st
yle
The respon
se provide
s minim
al
elab
oration of th
e supp
ort/eviden
ce for the
opinion
an
d supp
ortin
g idea(s) tha
t include
s little
or n
o use of so
urce m
aterial.
The respon
se is vague
, lacks clarity
, or is con
fusin
g:
xev
iden
ce (f
acts a
nd d
etai
ls)
from
the
sour
ce m
ater
ial i
sm
inim
al, i
rrel
evan
t, ab
sent
,in
corr
ectly
use
d, o
rpr
edom
inan
tly c
opie
d
xin
suffi
cien
t use o
f cita
tions o
rat
trib
utio
n to so
urce m
ater
ial
xm
inim
al, i
f any
, use o
fel
abor
ativ
e te
chni
ques
*
xvo
cabu
lary is li
mite
d or
inef
fect
ive
for t
he a
udie
nce
and
purp
ose
xlit
tle o
r no
evid
ence o
fap
prop
riate st
yle
•In
suffi
cien
t(in
clud
es c
opie
dte
xt)
•In a la
ngua
geot
her t
han
Engl
ish
•O
ff‐to
pic
•O
ff‐pu
rpos
e
*Ela
bora
tive
tech
niqu
es m
ay in
clud
e th
e us
e of
per
sona
l exp
erie
nces
that
sup
port
the
opin
ion.
Page 134
Handout 2.16
Gra
de5
2‐Po
i nt
Opinion
Pe
rforman
ce Task Writing Ru
bric (G
rade
s 3–5)
Score
2 1
0 NS
Conventions
The respon
se dem
onstrates a
n ad
equa
te
comman
d of co
nven
tions:
xad
equa
te u
se o
f cor
rect se
nten
ce fo
rmat
ion,
punc
tuat
ion, ca
pita
lizat
ion, g
ram
mar u
sage
,an
d sp
ellin
g
The respon
se dem
onstrates a
partia
l com
man
d of con
ventions:
xlim
ited
use
of co
rrec
t sen
tenc
e fo
rmat
ion,
punc
tuat
ion, ca
pita
lizat
ion, g
ram
mar u
sage
, and
spel
ling
The respon
se dem
onstrates little or n
o comman
d of co
nven
tions:
xin
freq
uent u
se o
f cor
rect se
nten
cefo
rmat
ion, p
unct
uatio
n, ca
pita
lizat
ion,
gram
mar u
sage
, and
spel
ling
•In
suffi
cien
t(in
clud
es c
opie
dte
xt)
•In a la
ngua
geot
her t
han
Engl
ish
•O
ff‐to
pic
•O
ff‐pu
rpos
e
Hol
istic
Sco
ring:
x
Variety: A
rang
e of
err
ors
incl
udes
sen
tenc
e fo
rmat
ion,
pun
ctua
tion,
cap
italiz
atio
n, g
ram
mar
usa
ge, a
nd s
pelli
ng.
xSeverity:
Bas
ic e
rror
s ar
e m
ore
heav
ily w
eigh
ted
than
hig
her-
leve
l err
ors.
xDensity: T
he p
ropo
rtion
of e
rror
s to
the
amou
nt o
f writ
ing
done
wel
l. Th
is in
clud
es th
e ra
tio o
f erro
rs to
the
leng
th o
f the
pie
ce.
Page 135
Handout 2.16
Smarter Balanced Assessment Consortium:
English/Language Arts Practice Test Scoring Guide
Grade 8 Performance Task
5/16/2014
Page 136
Handout 2.17
Item # Grade Claim Target DOK Item
Standard Evidence Statement
1 8 4 2 4 RI-1
The student will analyze information within and among multiple sources of information.
Key Elements: Source #2 (Is the Penny Worth It?) • The U.S. Department of Defense stopped using the penny on foreign military
bases over 30 years ago because pennies are “too heavy and are not cost-effective to ship.”
• The foreign military bases use a pricing system that rounds transactions tothe nearest 5-cents, and that rounding system seems to work well.
• Some fear that rounding will cost more for customers because of risingprices. Mark Weller says the “rounding tax” will cost consumers $600 millionper year.
• Dr. Whaples study says that over $700 million is wasted per year in theUnited States through the time it takes retail clerks and customers to countpennies.
• Many argue that price rounding cannot be done fairly, so finding a cheaperway to make pennies is a better option for cutting the costs of the penny.One option for cutting costs is by using steel to make pennies like was doneduring World War II.
Rubric: (2 points) Response is an evidence-based explanation that provides two pieces of evidence from Source #2 that support this idea and that explains how each example supports the idea. (1 point) Response is an evidence-based explanation that provides two pieces of evidence from Source #2 that support this idea but doesn't explain how each example supports the idea. OR Response is an evidence-based explanation that provides only one piece of evidence from Source #2 that supports this idea and that explains how that example supports the idea. Continued on next page
Page 149
Handout 2.17
Grade 8
(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.
Exemplar: (2 points) Source #2 adds to the reader’s understanding by providing more information about why some people think the penny should be eliminated. For example, it gives the concrete example of a study done by Dr. Whaples which indicated that eliminating the penny could save over $700 million because of the time wasted counting pennies. This concrete example helps the reader understand that eliminating the penny has the potential to save a significant amount of money. In addition, Source #2 also provides more information on the reasons some people think the penny should remain. For example, many people fear that eliminating the penny and rounding prices will cause customers to have to pay more over time. This example helps the reader understand that there may be negative consequences to eliminating the penny.
(1 point) Source #2 adds to the reader’s understanding by providing more information about why some people think the penny should be eliminated. For example, it gives the concrete example of a study done by Dr. Whaples which indicated that eliminating the penny could save over $700 million because of the time wasted counting pennies. This concrete example helps the reader understand that eliminating the penny has the potential to save a significant amount of money.
(0 points) Eliminating the penny could save the United States a lot of money.
Page 150
Handout 2.17
Item # Grade Claim Target DOK
Item Standard Evidence Statement
2 8 4 3 4 WHST-8
The student will use reasoning, evaluation, and evidence to assess the credibility of each source in order to select relevant information to support research.
Key Elements: Source #1 (Penny Wise, or 2.4 Cents Foolish?) • Congress has instructed the US Mint to study ways to make the penny more
cheaply.• Congress changed the composition of the penny in 1982 to be more zinc and
less copper.• Steel was used to make pennies during World War II.• A nickel costs more than 11 cents to produce and distribute.
Rubric: (2 points) Response is an evidence-based explanation that correctly identifies the most relevant source AND includes two pieces of evidence from that source that support this evaluation and that explains why each piece of evidence supports the idea that it is the most relevant source.
(1 point) Response is an evidence-based explanation that correctly identifies the most relevant source AND includes one piece of evidence from that source that support this evaluation and that explains why the piece of evidence supports the idea that it is the most relevant source. OR Response is an evidence-based explanation that correctly identifies the most relevant source AND includes two pieces of evidence from that source that support this evaluation but does not explain why each piece of evidence supports the idea that it is the most relevant source. OR Response is an evidence-based explanation that does not identify a source or correctly identify the most relevant source but includes two pieces of evidence from
Continued on next page
Page 151
Handout 2.17
Grade 8
the correct source and that explains why each piece of evidence supports the idea that it is the most relevant source.
(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.
Exemplar:
(2 points) Source #1 is most likely to be relevant to students researching the ways to reduce the cost of producing the penny because it provides the most detailed information about changes that have been made to the penny in the past to reduce costs. For example, it points out that in 1982 Congress changed the metals in the penny to contain more zinc and less copper in order to reduce the cost. Also, during WWII steel was used to make pennies instead of copper. These two pieces of information make Source #1 the most relevant source for ways to reduce the cost of producing pennies.
(1 point) Source #1 is most likely to be relevant to students researching the ways to reduce the cost of producing the penny because it provides the most detailed information about changes that have been made to the penny in the past to reduce costs. For example, it points out that in 1982 Congress changed the metals in the penny to contain more zinc and less copper in order to reduce the cost. This information makes Source #1 the most relevant source for ways to reduce the cost of producing pennies.
(0 points) Source #2 is the most relevant source to students researching the ways to reduce the cost of producing the penny.
Page 152
Handout 2.17
Item # Grade Claim Target DOK Item
Standard Evidence Statement
3 8 4 4 3 RST-1
The student will cite evidence to support analyses, arguments, or critiques.
Continued on next page
Page 153
Handout 2.17
Grade 8
Key Elements:
The penny has more value than what it can buy. • BothRounding price totals will cause an increase in prices.• NeitherThe low value of a penny is a good thing.• Source #3Changing the metals in the penny is a possible solution for people who want tokeep the penny.• Source #4
Rubric:
(1 point) 4 cells completed correctly
(0 points) Fewer than 4 cells completed correctly, any cell incorrect, or blank.
Page 154
Handout 2.17
Item # Grade Claim Target DOK Item
Standard Evidence Statement
4 8 2 7 4 W-1.a
The student will write full arguments about topics or texts, attending to purpose and audience: establish and support a claim, organize and cite supporting (text) evidence from credible sources, and develop a conclusion that is appropriate to purpose and audience and follows and supports the argument(s) presented.
Page 155
Handout 2.17
Gra
de8
4-Po
int
Arg
umen
tativ
e Pe
rforman
ce Task Writing Ru
bric (G
rade
s 6‐11)
Score
4 3
2 1
NS
Organization/Purpose
The respon
se has a clear and
effective organizatio
nal structure,
creatin
g a sense of unity and
completen
ess. The
organ
ization is
fully su
staine
d be
tween an
d with
in
paragrap
hs. The
respon
se is
consistently and
purpo
sefully
focused:
xcl
aim is in
trod
uced
, cle
arly
com
mun
icat
ed, a
nd th
e fo
cus i
sst
rong
ly m
aint
aine
d fo
r the
purp
ose
and
audi
ence
xco
nsist
ent u
se o
f a v
arie
ty o
ftr
ansit
iona
l str
ateg
ies t
o cl
arif y
the
rela
tions
hips b
etw
een
and
amon
g id
eas
xef
fect
ive
intr
oduc
tion
and
conc
lusio
n
xlo
gica
l pro
gres
sion
of id
eas f
rom
begi
nnin
g to e
nd; s
tron
gco
nnec
tions b
etw
een
and
amon
gid
eas w
ith so
me
synt
actic
varie
ty
xal
tern
ate
and
oppo
sing
argu
men
t(s) a
re cl
early
ackn
owle
dged
or a
ddre
ssed
*
The respon
se has an eviden
t organizatio
nal structure and
a se
nse
of co
mpleten
ess. Tho
ugh there may
be m
inor flaw
s, th
ey do no
t interfere
with
the overall coh
eren
ce. Th
e organizatio
n is ade
quately sustaine
d be
tween an
d with
in paragraph
s. The
respon
se is gen
erally fo
cused:
xcl
aim is cl
ear,
and
the
focu
s is
mos
tly m
aint
aine
d fo
r th e
pur
pose
and a
udie
nce
xad
equa
te u
se o
f tra
nsiti
onal
stra
tegi
es w
ith so
me
varie
ty to
clar
ify re
latio
nshi
ps b
etw
een
and
amon
g id
eas
xad
equa
te in
trod
uctio
n an
dco
nclu
sion
xad
equa
te p
rogr
essio
n of id
eas
from
beg
inni
ng to
end
; ade
quat
eco
nnec
tions b
etw
een
and
amon
gid
eas
xal
tern
ate
and
oppo
sing
argu
men
t(s) a
re a
dequ
atel
yac
know
ledg
ed o
r add
ress
ed*
The respon
se has an inconsistent
organizatio
nal structure. Som
e fla
ws a
re evide
nt, and
some ideas
may be loosely conn
ected. The
organizatio
n is so
mew
hat sustained
be
twee
n an
d with
in paragraph
s.
The response may have a minor drift
in fo
cus:
xcl
aim m
ay b
e so
mew
hat u
ncle
ar,
or th
e fo
cus m
ay b
e in
suffi
cien
tlysu
stai
n ed
for t
he p
urpo
se a
nd/o
rau
dien
ce
xin
cons
isten
t use o
f tra
nsiti
onal
stra
tegi
es a
nd/o
r litt
le v
arie
ty
xin
trod
uctio
n or c
oncl
usio
n, if
pres
ent,
may b
e w
eak
xun
even
pro
gres
sion
of id
eas f
rom
begi
nnin
g to e
nd; a
nd/o
rfo
rmul
aic; in
cons
isten
t or u
ncle
arco
nnec
tions a
mon
g id
eas
xal
tern
ate
and
oppo
sing
argu
men
t(s) m
ay b
e co
nfus
ing
orno
t ack
now
ledg
ed *
The respon
se has little or n
o discernible organizatio
nal
structure. The
respon
se m
ay be
related to th
e claim but m
ay
provide little
or n
o focus:
xcl
aim m
ay b
e co
nfus
ing
oram
bigu
ous; re
spon
se m
ay b
e to
o br
ief o
r the
focu
s may d
rift f
rom
the
purp
ose
and/
or a
udie
nce
xfe
w o
r no
tran
sitio
nal s
trat
egie
sar
e ev
iden
t
xin
trod
uctio
n an
d/or c
oncl
usio
nm
ay b
e m
issin
g
xfr
eque
nt e
xtra
neou
s ide
as m
ay b
eev
iden
t; id
eas m
ay b
e ra
ndom
lyor
dere
d or h
ave
uncl
ear
prog
ress
ion
xal
tern
ate
and
oppo
sing
argu
men
t(s) m
ay n
ot b
eac
know
ledg
ed *
xIn
suffi
cient
(inclu
des c
opie
d te
xt)
xIn a la
ngua
geot
her t
han
Engl
ish
xO
ff‐to
pic
xO
ff‐pu
rpos
e
*Ack
now
ledg
ing
and/
or a
ddre
ssin
g th
e op
posin
g po
int o
f vie
w b
egin
s at g
rade
7.
Page 157
Handout 2.18
Gra
de8
4‐Po
int
Argumen
tativ
e Pe
rforman
ce Task Writing Ru
bric (G
rade
s 6‐11)
Score
4 3
2 1
NS
Evidence/Elaboration
The respon
se provide
s tho
rough an
d convincing
elaboration of the
supp
ort/eviden
ce fo
r the
claim
and
argumen
t(s) includ
ing reason
ed, in‐
depth an
alysis and
the effective use
of so
urce m
aterial. Th
e respon
se
clearly
and
effe
ctively de
velops ideas,
using precise langua
ge:
xco
mpr
ehen
sive
evid
ence (f
acts
and
deta
ils) f
rom th
e so
urce
mat
eria
l is i
nteg
rate
d, re
leva
nt,
and
spec
ific
xcl
ear c
itatio
ns o
r att
ribut
ion
toso
urce m
ater
ial
xef
fect
ive
use
of a v
arie
ty o
fel
abor
ativ
e te
chni
ques
*
xvo
cabu
lary is cl
early
app
ropr
iate
for t
he a
udie
nce
and
purp
ose
xef
fect
ive, a
ppro
pria
te st
yle
enha
nces co
nten
t
The respon
se provide
s ade
quate
elab
oration of th
e supp
ort /eviden
ce
for the
claim and
argum
ent(s) th
at
includ
es re
ason
ed ana
lysis a
nd th
e use of so
urce m
aterial. Th
e respon
se
adeq
uately develop
s ide
as,
employ
ing a mix of p
recise with
more
gene
ral lan
guage:
xad
equa
te e
vide
nce
(fact
s and
deta
ils) f
rom th
e so
urce m
ater
ial
is in
tegr
ated
and
relev
ant,
yet m
aybe
gen
eral
xad
equa
te u
se o
f cita
tions o
rat
trib
utio
n to so
urce m
ater
ial
xad
equa
te u
se o
f som
e el
abor
ativ
ete
chni
ques
*
xvo
cabu
lary is g
ener
ally
appr
opria
te fo
r the
aud
ienc
e an
d pu
rpos
e
xge
nera
lly a
ppro
pria
te st
yle
isev
iden
t
The respon
se prov ide
s une
ven,
cursory elaboration of the
supp
ort/eviden
ce for the
claim
and
argumen
t(s) th
at includ
es so
me
reason
ed ana
lysis a
nd partia
l or
uneven
use of sou
rce material. Th
e respon
se develop
s ide
as une
venly,
using simplistic
langua
ge:
xso
me
evid
ence (f
acts a
nd d
etai
ls)fr
om th
e so
urce m
ater
ial m
ay b
ew
eakl
y in
tegr
ated
, im
prec
ise,
repe
titiv
e, v
ague
, and
/or c
opie
d
xw
eak
use
of c
itatio
ns o
rat
trib
utio
n to so
urce m
ater
ial
xw
eak
or u
neve
n us
e of e
labo
rativ
ete
chni
ques
*; d
evel
opm
ent m
ayco
nsist p
rimar
ily o
f sou
rce
sum
mar
y or m
ay re
ly o
nem
otio
nal a
ppea
l
xvo
cabu
lary u
se is u
neve
n or
som
ewha
t ine
ffect
ive
for t
h eau
dien
ce a
nd p
urpo
se
xin
cons
isten
t or w
eak
atte
mpt to
crea
te a
ppro
pria
te st
yle
The respon
se provide
s minim
al
elab
oration of th
e supp
ort/eviden
ce
for the
claim
and
argum
ent(s) th
at
includ
es little or n
o use of so
urce
material. Th
e respon
se is vague
, lacks
clarity
, or is c
onfusing:
xev
iden
ce (f
acts a
nd d
etai
ls) fr
omth
e so
urce m
ater
ial i
s min
imal
,irr
elev
ant,
abse
nt, i
ncor
rect
lyus
ed, o
r pre
dom
inan
tly c
opie
d
xin
suffi
cien
t use o
f cita
tions o
rat
trib
utio
n to so
urce m
ater
ial
xm
inim
al, i
f any
, use o
f ela
bora
tive
tech
niqu
es*; e
mot
iona
l app
eal
may d
omin
ate
xvo
cabu
lary is li
mite
d or in
effe
ctiv
efo
r the
aud
ienc
e an
d pu
rpos
e
xlit
tle o
r no
evid
ence o
f app
ropr
iate
styl
e
xIn
suffi
c ient
(inclu
des c
opie
d te
xt)
xIn a la
ngua
geot
her t
han
Engl
ish
xO
ff‐to
pic
xO
ff‐pu
rpos
e
*Ela
bora
tive
tech
niqu
es m
ay in
clud
e th
e us
e of p
erso
nal e
xper
ienc
es th
at su
ppor
t the
arg
umen
t(s).
Page 158
Handout 2.18
Gra
de8
2‐Po
int
Argumen
tativ
e Pe
rforman
ce Task Writing Ru
bric (G
rade
s 6‐11)
Score
2 1
0 NS
Conventions
The respon
se dem
onstrates a
n ad
equa
te
comman
d of co
nven
tions:
The respon
se dem
onstrates a
partia
l com
man
d of con
ventions:
The respon
se dem
onstrates little or n
o comman
d of co
nven
tions:
xIn
suffi
cient
(inclu
des c
opie
d te
xt)
xIn a la
ngua
geot
her t
han
Engl
ish
xO
ff‐to
pic
xO
ff‐pu
rpos
e
xad
equa
te u
se o
f cor
rect se
nten
ce fo
rmat
ion,
punc
tuat
ion, ca
pita
lizat
ion, g
ram
mar u
sage
,an
d sp
ellin
g
xlim
ited
use
of co
rrec
t sen
tenc
e fo
rmat
ion,
punc
tuat
ion, ca
pita
lizat
ion, g
ram
mar u
sage
, and
spel
ling
xin
freq
uent u
se o
f cor
rect se
nten
ce fo
rmat
ion,
punc
tuat
ion, ca
pita
lizat
ion, g
ram
mar u
sage
,an
d sp
ellin
g
Holis
tic S
corin
g:
xVa
riety
: A ra
nge
of e
rror
s inc
lude
s sen
tenc
e fo
rmat
ion, p
unct
uatio
n, ca
pita
lizat
ion, g
ram
mar u
sage
, and
spel
ling
xSeverity: B
asic e
rror
s are m
ore
heav
ily w
eigh
ted
than
hig
her‐
leve
l err
ors.
xDe
nsity
: The
pro
port
ion
of e
rror
s to
the
amou
nt o
f writ
ing
done
wel
l. Th
is in
clud
es th
e ra
tio o
f err
ors t
o th
e le
ngth o
f the
pie
ce.
Page 159
Handout 2.18
05/0
8/20
14
Poin
t O
pini
on
Perf
orm
ance
Tas
k W
ritin
g Ru
bric
(Gra
des
3-5)
Scor
e 4
3 2
1 N
S
Organization/Purpose
The
resp
onse
has
a c
lear
and
effe
ctiv
e or
gani
zatio
nal s
truc
ture
, cr
eatin
g a
sens
e of
uni
ty an
d co
mpl
eten
ess.
The
orga
niza
tion
is su
stai
ned
betw
een
and
with
in
para
grap
hs.
The
resp
onse
is
cons
isten
tly a
nd p
urpo
sefu
lly
focu
sed:
xop
inio
n is
intr
oduc
ed, c
lear
ly
com
mun
icat
ed, a
nd th
e fo
cus
is s
tron
gly
mai
ntai
ned
for t
hepu
rpos
e an
d au
dien
ce
xco
nsis
tent
use
of a
var
iety
of
tran
siti
onal
stra
tegi
es to
clar
ify th
e re
latio
nshi
psbe
twee
n an
d am
ong i
deas
xef
fect
ive
intr
oduc
tion
and
conc
lusi
on
xlo
gica
l pro
gres
sion
of i
deas
from
begi
nnin
g to
end;
str
ong
conn
ectio
ns b
etw
een
and
amon
g ide
as w
ith s
ome
synt
actic
var
iety
The
resp
onse
has
an
evid
ent
orga
niza
tiona
l st
ruct
ure
and
a se
nse
of c
ompl
eten
ess.
Thou
gh
ther
e m
ay b
e m
inor
flaw
s, th
ey d
o no
t int
erfe
re w
ith th
e ove
rall
cohe
renc
e. T
he o
rgan
izatio
n is
adeq
uate
ly su
stai
ned
betw
een
and
with
in p
arag
raph
s. Th
e re
spon
se is
ge
nera
lly fo
cuse
d:
xop
inio
n is
cle
ar, a
nd th
efo
cus
is m
ostly
mai
ntai
ned
for
the
purp
ose
and
audi
ence
xad
equa
te u
se o
f tra
nsiti
onal
stra
tegi
es w
ith s
ome
vari
ety
to c
lari
fy re
latio
nshi
ps
betw
een
and
amon
g ide
as
xad
equa
te in
trod
uctio
n an
dco
nclu
sion
xad
equa
te p
rogr
essi
on o
f ide
as
from
beg
inni
ng to
end
; ade
quat
eco
nnec
tions
bet
wee
n an
dam
ong i
deas
The
resp
onse
has
an
inco
nsist
ent
orga
niza
tiona
l st
ruct
ure.
Som
e fla
ws
are
evid
ent,
and
som
e id
eas
may
be
loos
ely
conn
ecte
d. T
he
orga
niza
tion
is so
mew
hat s
usta
ined
be
twee
n and
with
in p
arag
raph
s. Th
e re
spon
se m
ay h
ave
a m
inor
drif
t in
focu
s:
xop
inio
n m
ay b
e so
mew
hat
uncl
ear,
or t
he fo
cus
may
be
insu
ffici
ently
sust
aine
d fo
r the
purp
ose
and/
or a
udie
nce
xin
cons
iste
nt u
se o
f tra
nsiti
onal
st
rate
gies
and/
or li
ttle
var
iety
xin
trod
uctio
n or
con
clus
ion,
if
pres
ent,
may
be
wea
k
xun
even
pro
gres
sion
of i
deas
from
beg
inni
ng to
end
; and
/or
form
ulai
c; in
cons
iste
nt o
run
clea
r con
nect
ions
bet
wee
nan
d am
ong
idea
s
The
resp
onse
has
litt
le o
r no
disc
erni
ble o
rgan
izatio
nal
stru
ctur
e.
The
resp
onse
may
be
rela
ted
to th
e op
inio
n bu
t may
pro
vide
litt
le o
r no
focu
s:
xop
inio
n m
ay b
e co
nfus
ing o
ram
bigu
ous;
resp
onse
may
be
too
brie
f or t
he fo
cus
may
dri
ftfr
om t
he p
urpo
se a
nd/o
rau
dien
ce
xfe
w o
r no
tran
siti
onal
st
rate
gies
are
evi
dent
xin
trod
uctio
n an
d/or
conc
lusi
on m
ay b
e m
issi
ng
xfr
eque
nt e
xtra
neou
s ide
as m
aybe
evi
dent
; id
eas
may
bera
ndom
ly o
rder
ed o
r hav
e an
uncl
ear p
rogr
essi
on
• In
suffi
cien
t(in
clud
es c
opie
dte
xt)
• In
a la
ngua
geot
her t
han
Engl
ish
• O
ff-to
pic
• O
ff-pu
rpos
e
Handout 2.18
Page 160
05/0
8/20
14
*Ela
bora
tive
tech
niqu
es m
ay in
clud
e th
e us
e of
per
sona
l exp
erie
nces
that
sup
port
the
opin
ion.
4-Po
int
Opi
nion
Pe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 3–
5)
Scor
e 4
3 2
1 N
S
Evidence/Elaboration
The
resp
onse
pro
vide
s tho
roug
h an
d co
nvin
cing
ela
bora
tion
of th
e su
ppor
t/ev
iden
ce fo
r th
e op
inio
n an
d su
ppor
ting
idea
(s) t
hat i
nclu
des
the
effe
ctiv
e us
e of
sour
ce m
ater
ial.
The
resp
onse
cle
arly
and
effe
ctiv
ely
deve
lops
idea
s, us
ing
prec
ise
lang
uage
:
xco
mpr
ehen
sive
evi
denc
e (fa
cts
and
deta
ils) f
rom
the
sour
ce m
ater
ial i
s in
tegr
ated
,re
leva
nt, a
nd s
peci
fic
xcl
ear c
itatio
ns o
r att
ribut
ion
of s
ourc
e m
ater
ial
xef
fect
ive
use
of a
var
iety
of
elab
orat
ive
tech
niqu
es*
xvo
cabu
lary
is c
lear
ly ap
prop
riate
for t
he a
udie
nce
and
purp
ose
xef
fect
ive,
app
ropr
iate
styl
een
hanc
es co
nten
t
The
resp
onse
pro
vide
s ade
quat
e el
abor
atio
n of
the
supp
ort/
evid
ence
for t
he o
pini
on
and
supp
ortin
g id
ea(s)
tha
t inc
lude
s th
e us
e of
sour
ce m
ater
ial.
The
resp
onse
ade
quat
ely
deve
lops
id
eas,
empl
oyin
g a m
ix o
f pre
cise
w
ith m
ore
gene
ral l
angu
age:
xad
equa
te e
vide
nce
(fact
s an
dde
tails
) fro
m th
e so
urce
mat
eria
l is i
nteg
rate
d an
d re
leva
nt, y
et m
ay b
e ge
nera
l
xad
equa
te u
se o
f cita
tions
or
attr
ibut
ion
to s
ourc
e m
ater
ial
xad
equa
te u
se o
f som
eel
abor
ativ
e te
chni
ques
*
xvo
cabu
lary
is g
ener
ally
appr
opria
te fo
r the
audi
ence
and
purp
ose
xge
nera
lly a
ppro
pria
te st
yle
is
evid
ent
The
resp
onse
pro
vide
s une
ven,
cu
rsor
y el
abor
atio
n of
the
supp
ort/
evid
ence
for t
he o
pini
on
and
supp
ortin
g id
ea(s)
tha
t inc
lude
s pa
rtia
l or
unev
en u
se o
f sou
rce
mat
eria
l. Th
e re
spon
se d
evel
ops
idea
s une
venl
y, u
sing
simpl
istic
la
ngua
ge:
xso
me
evid
ence
(fac
ts a
ndde
tails
) fro
m th
e so
urce
mat
eria
l may
be
wea
kly
inte
grat
ed, i
mpr
ecis
e,
repe
titiv
e, v
ague
, and
/or
copi
ed
xw
eak
use
of c
itatio
ns o
rat
trib
utio
n to
sou
rce
mat
eria
l
xw
eak
or u
neve
n us
e of
el
abor
ativ
e te
chni
ques
*;de
velo
pmen
t may
con
sist
prim
arily
of s
ourc
e su
mm
ary
xvo
cabu
lary
use
is u
neve
n or
som
ewha
t ine
ffect
ive
for t
heau
dien
ce a
nd p
urpo
se
xin
cons
iste
nt o
r wea
k at
tem
pt to
crea
te a
ppro
pria
te st
yle
The
resp
onse
pro
vide
s min
imal
el
abor
atio
n of
the
supp
ort/
evid
ence
for
the
opin
ion
and
supp
ortin
g id
ea(s)
tha
t inc
lude
s lit
tle o
r no
use
of so
urce
mat
eria
l. Th
e re
spon
se is
vag
ue, l
acks
cla
rity,
or
is co
nfus
ing:
xev
iden
ce (f
acts
and
det
ails
) fr
om t
he so
urce
mat
eria
l is
min
imal
, irr
elev
ant,
abse
nt,
inco
rrec
tly u
sed,
or
pred
omin
antly
cop
ied
xin
suffi
cien
t use
of c
itatio
ns o
rat
trib
utio
n to
sou
rce
mat
eria
l
xm
inim
al, i
f any
, use
of
elab
orat
ive
tech
niqu
es*
xvo
cabu
lary
is li
mite
d or
inef
fect
ive
for t
he a
udie
nce
and
purp
ose
xlit
tle o
r no
evid
ence
of
appr
opria
te st
yle
• In
suffi
cien
t(in
clud
es c
opie
dte
xt)
• In
a la
ngua
geot
her t
han
Engl
ish
• O
ff-to
pic
• O
ff-pu
rpos
e
Handout 2.18
Page 161
05/0
8/20
14
Hol
istic
Sco
ring:
x
Variety: A
rang
e of
err
ors
incl
udes
sen
tenc
e fo
rmat
ion,
pun
ctua
tion,
cap
italiz
atio
n, g
ram
mar
usa
ge, a
nd s
pellin
g.x
Severity:
Bas
ic e
rror
s ar
e m
ore
heav
ily w
eigh
ted
than
hig
her-
leve
l err
ors.
xDensity: T
he p
ropo
rtion
of e
rror
s to
the
amou
nt o
f writ
ing
done
wel
l. Th
is in
clud
es th
e ra
tio o
f err
ors
to th
e le
ngth
of t
he p
iece
.
2-Po
int
Opi
nion
Pe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 3–
5)
Scor
e 2
1 0
NS
Conventions
The
resp
onse
dem
onst
rate
s an
adeq
uate
com
man
d of
con
vent
ions
:
xad
equa
te u
se o
f cor
rect
sen
tenc
e fo
rmat
ion,
punc
tuat
ion,
capi
taliz
atio
n, g
ram
mar
usa
ge,
and
spel
ling
The
resp
onse
dem
onst
rate
s a p
artia
l com
man
dof
con
vent
ions
:
xlim
ited
use
of c
orre
ct se
nten
ce fo
rmat
ion,
punc
tuat
ion,
capi
taliz
atio
n, g
ram
mar
usa
ge, a
ndsp
ellin
g
The
resp
onse
dem
onst
rate
s litt
le o
r no
com
man
d of
con
vent
ions
:
xin
freq
uent
use
of c
orre
ct s
ente
nce
form
atio
n, p
unct
uatio
n, ca
pita
lizat
ion,
gram
mar
usa
ge, a
nd s
pelli
ng
• In
suffi
cien
t(in
clud
es c
opie
dte
xt)
• In
a la
ngua
geot
her t
han
Engl
ish
• O
ff-to
pic
• O
ff-pu
rpos
e
Handout 2.18
Page 162
05/0
8/20
14
4-Po
int
Info
rmat
iona
lPe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 3-
5)
Scor
e4
32
1N
S
Organization/Purpose
The
resp
onse
has
a c
lear
and
effe
ctiv
e or
gani
zatio
nal
stru
ctur
e,
crea
ting
a se
nse
of u
nity
and
com
plet
enes
s. Th
e or
gani
zatio
n is
sust
aine
d be
twee
n an
d w
ithin
pa
ragr
aphs
. Th
e re
spon
se is
co
nsist
ently
and
pur
pose
fully
fo
cuse
d:
xco
ntro
lling
/mai
n id
ea o
f a to
picis
cle
arly
com
mun
icat
ed, a
ndth
e fo
cus
is s
tron
gly
mai
ntai
ned
for t
he p
urpo
sean
d au
dien
ce
xco
nsis
tent
use
of a
var
iety
of
tran
siti
onal
stra
tegi
es to
cla
rify
the
rela
tions
hips
bet
wee
n an
dam
ong i
deas
xef
fect
ive
intr
oduc
tion
and
conc
lusi
on
xlo
gica
l pro
gres
sion
of i
deas
from
begi
nnin
g to
end;
str
ong
conn
ectio
ns b
etw
een
and
amon
g id
eas
with
som
e sy
ntac
tic v
arie
ty
The
resp
onse
has
an
evid
ent
orga
niza
tiona
l str
uctu
re an
d a
sens
e of
com
plet
enes
s. T
houg
h th
ere
may
be
min
or fl
aws,
they
do
not
inte
rfere
with
the
over
all c
oher
ence
. Th
e or
gani
zatio
n is
adeq
uate
ly
sust
aine
d be
twee
n an
d w
ithin
pa
ragr
aphs
. Th
e re
spon
se is
ge
nera
lly fo
cuse
d:
xco
ntro
lling
/mai
n id
ea o
f a to
pic
is c
lear
, and
the
focu
s is
mos
tlym
aint
aine
d fo
r the
pur
pose
and
audi
ence
xad
equa
te u
se o
f tra
nsiti
onal
stra
tegi
es w
ith s
ome
vari
ety
tocl
arify
the
rela
tions
hips
betw
een
and
amon
g id
eas
xad
equa
te in
trod
uctio
n an
dco
nclu
sion
xad
equa
te p
rogr
essi
on o
f ide
as
from
beg
inni
ng to
end
;ad
equa
te co
nnec
tions
bet
wee
nan
d am
ong
idea
s
The
resp
onse
has
an
inco
nsist
ent
orga
niza
tiona
l str
uctu
re. S
ome
flaw
s ar
e ev
iden
t, an
d so
me
idea
s may
be
loos
ely
conn
ecte
d. Th
e or
gani
zatio
n is
som
ewha
t su
stai
ned
betw
een
and
with
in p
arag
raph
s. Th
e res
pons
e m
ay
have
a m
inor
dri
ft in
focu
s:
xco
ntro
lling
/mai
n id
ea o
f a to
pic
may
be
som
ewha
t unc
lear
, or
the
focu
s m
ay b
e in
suffi
cien
tlysu
stai
ned
for t
he p
urpo
se
and/
or a
udie
nce
xin
cons
iste
nt u
se o
f tra
nsiti
onal
st
rate
gies
and
/or l
ittle
var
iety
xin
trod
uctio
n or
con
clus
ion,
if
pres
ent,
may
be
wea
k
xun
even
pro
gres
sion
of id
eas
from
beg
inni
ng to
end
; and
/or
form
ulai
c; in
cons
iste
nt o
run
clea
r con
nect
ions
bet
wee
nan
d am
ong
idea
s
The
resp
onse
has
litt
le o
r no
disc
erni
ble o
rgan
izatio
nal
stru
ctur
e.
The
resp
onse
may
be
rela
ted
to th
e to
pic b
ut m
ay p
rovi
de li
ttle
or n
o fo
cus:
xco
ntro
lling
/mai
n id
ea m
ay b
eco
nfus
ing o
r am
bigu
ous;
resp
onse
may
be
too
brie
f or t
hefo
cus
may
dri
ft fr
om th
epu
rpos
e an
d/or
aud
ienc
e
xfe
w o
r no
tran
siti
onal
st
rate
gies
are
evi
dent
xin
trod
uctio
n an
d/or
conc
lusi
on m
ay b
e m
issi
ng
xfr
eque
nt e
xtra
neou
s ide
as m
aybe
evi
dent
; id
eas
may
be ra
ndom
ly o
rder
ed o
r hav
e an
uncl
ear p
rogr
essi
on
xIn
suffi
cien
t(in
clud
esco
pied
text
)
xIn
a la
ngua
geot
her t
han
Engl
ish
� xO
ff-to
pic
� xO
ff-pu
rpos
e
Handout 2.18
Page 163
05/0
8/20
14
4-Po
int
Info
rmat
iona
lPe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 3-
5)
Scor
e4
32
1N
S
Evidence/Elaboration
The
resp
onse
pro
vide
s tho
roug
h el
abor
atio
n of
the
supp
ort/
evid
ence
fo
r th
e co
ntro
lling
/mai
n id
ea th
at
incl
udes
the
effe
ctiv
e us
e of
sour
ce
mat
eria
l. Th
e re
spon
se c
lear
ly an
d ef
fect
ivel
y de
velo
ps id
eas,
usin
g pr
ecise
lang
uage
:
xco
mpr
ehen
sive
evi
denc
e (fa
cts
and
deta
ils) f
rom
the
sour
cem
ater
ial i
s int
egra
ted,
re
leva
nt, a
nd s
peci
fic
xcl
ear c
itatio
ns o
r att
ribut
ion
toso
urce
mat
eria
l
xef
fect
ive
use
of a
varie
ty o
f el
abor
ativ
e te
chni
ques
*
xvo
cabu
lary
is c
lear
ly ap
prop
riate
fo
r th
e au
dien
ce a
nd p
urpo
se
� xef
fect
ive,
app
ropr
iate
styl
een
hanc
es co
nten
t
The
resp
onse
pro
vide
s ade
quat
e el
abor
atio
n of
the
supp
ort/
evid
ence
fo
r th
e co
ntro
lling
/mai
n id
ea t
hat
incl
udes
the
use
of s
ourc
e m
ater
ial.
The
resp
onse
ade
quat
ely d
evel
ops
idea
s, e
mpl
oyin
g a
mix
of p
reci
se an
d m
ore
gene
ral l
angu
age:
xad
equa
te e
vide
nce
(fact
san
d de
tails
) fro
m th
eso
urce
mat
eria
l is
inte
grat
ed a
nd re
leva
nt,
yet m
ay b
e ge
nera
l
xad
equa
te u
se o
f cita
tions
or a
ttrib
utio
n to
sou
rce
mat
eria
l� x
adeq
uate
use
of s
ome
elab
orat
ive
tech
niqu
es*
� xvo
cabu
lary
is g
ener
ally
appr
opria
te fo
r the
aud
ienc
e an
d pu
rpos
e
xge
nera
lly a
ppro
pria
te st
yle
is
evid
ent
The
resp
onse
pro
vide
s une
ven,
cu
rsor
y el
abor
atio
n of
the
su
ppor
t/ev
iden
ce fo
r the
co
ntro
lling
/mai
n id
ea th
at in
clud
es
unev
en o
r lim
ited
use
of so
urce
m
ater
ial.
The
resp
onse
dev
elop
s id
eas
unev
enly
, usin
g si
mpl
istic
la
ngua
ge:
xso
me
evid
ence
(fac
ts a
ndde
tails
) fro
m th
e so
urce
m
ater
ial m
ay b
e w
eakl
yin
tegr
ated
, im
prec
ise,
re
peti
tive,
vag
ue, a
nd/o
r cop
ied
xw
eak u
se o
f cita
tions
or
attr
ibut
ion
to s
ourc
em
ater
ial
xw
eak
or u
neve
n us
e of
el
abor
ativ
e te
chni
ques
*;de
velo
pmen
t may
con
sist
prim
arily
of s
ourc
esu
mm
ary
xvo
cabu
lary
use
is u
neve
n or
som
ewha
t ine
ffect
ive
for t
heau
dien
ce a
nd p
urpo
se
xin
cons
iste
nt o
r wea
k at
tem
pt to
crea
te a
ppro
pria
te st
yle
The
resp
onse
pro
vide
s min
imal
el
abor
atio
n of
the
supp
ort/
evid
ence
fo
r th
e co
ntro
lling
/mai
n id
ea th
at
incl
udes
litt
le o
r no
use
of so
urce
m
ater
ial.
The
resp
onse
is v
ague
, lac
ks
clar
ity, o
r is
conf
usin
g:
xev
iden
ce (f
acts
and
det
ails
) fro
mth
e so
urce
mat
eria
l is m
inim
al,
irrel
evan
t, a
bsen
t, in
corr
ectly
used
, or p
redo
min
antly
cop
ied
xin
suffi
cien
t use
of c
itatio
ns o
rat
trib
utio
n to
sou
rce
mat
eria
l
x m
inim
al, i
f any
, use
of
elab
orat
ive
tech
niqu
es*
xvo
cabu
lary
is li
mite
d or
inef
fect
ive
for t
he a
udie
nce
and
purp
ose
xlit
tle o
r no
evid
ence
of
appr
opria
te st
yle
xIn
suffi
cien
t(in
clud
esco
pied
text
)
xIn
a la
ngua
geot
her t
han
Engl
ish
� xO
ff-to
pic
� xO
ff-pu
rpos
e
*Ela
bora
tive t
echn
ique
s may
inclu
de th
e use
of p
erso
nal e
xper
ienc
es th
at su
ppor
t the
cont
rolli
ng/m
ain i
dea
Handout 2.18
Page 164
05/0
8/20
14
2-Po
int
Info
rmat
iona
l Pe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 3–
5)
Scor
e2
10
NS
Conventions
The
resp
onse
dem
onst
rate
s an
adeq
uate
com
man
d of
con
vent
ions
:
xad
equa
te u
se o
f cor
rect
sen
tenc
efo
rmat
ion,
pun
ctua
tion
, cap
italiz
atio
n,gr
amm
ar u
sage
, and
spe
lling
The
resp
onse
dem
onst
rate
s a p
artia
l com
man
dof
con
vent
ions
:
xlim
ited
use
of c
orre
ct se
nten
ce fo
rmat
ion,
punc
tuat
ion,
capi
taliz
atio
n, g
ram
mar
usa
ge,
and
spel
ling
The
resp
onse
dem
onst
rate
s lit
tle o
r no
com
man
d of
con
vent
ions
:
xin
freq
uent
use
of c
orre
ct s
ente
nce
form
atio
n, p
unct
uatio
n, ca
pita
lizat
ion,
gram
mar
usa
ge, a
nd s
pelli
ng
xIn
suffi
cien
t(in
clud
esco
pied
text
)
xIn
a la
ngua
geot
her t
han
Engl
ish
� xO
ff-to
pic
� xO
ff-pu
rpos
e
Holis
tic Sc
orin
g: x
Varie
ty: A
rang
e of e
rror
s inc
lude
s sen
tenc
e for
mat
ion,
pun
ctua
tion,
capi
taliz
atio
n, gr
amm
ar u
sage
, and
spel
ling.
xSe
verit
y: B
asic
erro
rs a
re m
ore h
eavil
y wei
ghte
d th
an h
ighe
r-le
vel e
rror
s.x
Dens
ity: T
he p
ropo
rtion
of e
rror
s to
the a
mou
nt o
f wri
ting d
one w
ell. T
his i
nclu
des t
he ra
tio o
f err
ors t
o th
e len
gth
of th
e pie
ce.
Handout 2.18
Page 165
05/0
8/20
14
4-Po
int
Nar
rativ
ePe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 3–
8)
Scor
e4
32
1NS
Organization/Purpose
The
orga
niza
tion
of th
e na
rrat
ive,
re
al o
r im
agin
ed, i
s ful
ly su
stai
ned
and
the
focu
s is c
lear
and
mai
ntai
ned
thro
ugho
ut:
xan
effe
ctiv
e pl
ot h
elps
to c
reat
ea
sens
e of
uni
ty a
ndco
mpl
eten
ess
xef
fect
ivel
y es
tabl
ishe
s a s
etti
ng,
narr
ator
/cha
ract
ers,
and
/or
poin
t of v
iew
*
xco
nsis
tent
use
of a
vari
ety
of
tran
siti
onal
stra
tegi
es to
cla
rify
the
rela
tion
ship
s be
twee
n an
dam
ong
idea
s; s
tron
g co
nnec
tion
betw
een
and
amon
g id
eas
xna
tura
l, lo
gica
l seq
uenc
e of
ev
ents
from
beg
inni
ng to
end
xef
fect
ive
open
ing
and
clos
ure
for a
udie
nce
and
purp
ose
The
orga
niza
tion
of th
e na
rrat
ive,
re
al o
r im
agin
ed, i
s ade
quat
ely
sust
aine
d, a
nd th
e fo
cus
is ad
equa
te
and
gene
rally
mai
ntai
ned:
xan
evi
dent
plo
t hel
ps to
cre
ate
a se
nse
of u
nity
and
com
plet
enes
s, th
ough
ther
em
ay b
e m
inor
flaw
s an
d so
me
idea
s m
ay b
e lo
osel
y co
nnec
ted
xad
equa
tely
est
ablis
hes
ase
ttin
g, n
arra
tor/
char
acte
rs,
and/
or p
oint
of v
iew
*
xad
equa
te u
se o
f a va
riet
y of
tr
ansi
tion
al s
trat
egie
s to
clar
ifyth
e re
lati
onsh
ips
betw
een
and
amon
g id
eas
xad
equa
te s
eque
nce
of e
vent
sfro
m b
egin
ning
to e
nd
xad
equa
te o
peni
ng a
nd c
losu
re
for a
udie
nce
and
purp
ose
The
orga
niza
tion
of th
e na
rrat
ive,
re
al o
r im
agin
ed, i
s som
ewha
t su
stai
ned
and
may
hav
e an
une
ven
focu
s:
xth
ere
may
be
an in
cons
iste
ntpl
ot, a
nd/o
r fla
ws
may
be
evid
ent
xun
even
ly o
r min
imal
lyes
tabl
ishe
s a
setti
ng,
narr
ator
/cha
ract
ers,
and
/or
poin
t of v
iew
*
xun
even
use
of a
ppro
pria
tetr
ansi
tion
al s
trat
egie
s and
/or
little
vari
ety
xw
eak
or u
neve
n se
quen
ce o
f ev
ents
xop
enin
g an
d cl
osur
e, if
pre
sent
,ar
e w
eak
The
orga
niza
tion
of th
e na
rrat
ive,
re
al o
r im
agin
ed, m
ay b
e m
aint
aine
d bu
t may
pro
vide
litt
le o
r no
focu
s:
xth
ere
is li
ttle
or n
o di
scer
nibl
e pl
ot o
r the
re m
ay ju
st b
e a
seri
es o
f eve
nts
xm
ay b
e br
ief o
r the
re is
litt
le to
no a
ttem
pt to
est
ablis
h a
sett
ing,
nar
rato
r/ch
arac
ters
,an
d/or
poi
nt o
f vie
w*
xfe
w o
r no
app
ropr
iate
tran
siti
onal
str
ateg
ies m
ay b
eev
iden
t and
may
cau
seco
nfus
ion
xlit
tle o
r no
orga
niza
tion
of a
nev
ent s
eque
nce;
freq
uent
extr
aneo
us id
eas a
nd/o
r a m
ajor
drift
may
be
evid
ent
xop
enin
g an
d/or
clo
sure
may
be m
issi
ng o
r uns
atis
fact
ory
xIn
suffi
cien
t(in
cude
s co
pied
text
)
xIn
a la
ngua
geot
her t
han
Engl
ish
xO
ff-to
pic
xO
ff-pu
rpos
e
*poi
nt o
f vie
w b
egin
s at g
rade
7
Handout 2.18
Page 166
05/0
8/20
14
4-Po
int
Nar
rativ
ePe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 3–
8)
Scor
e4
32
1NS
Development/Elaboration
The
narr
ativ
e, re
al o
r im
agin
ed,
prov
ides
thor
ough
, effe
ctiv
e el
abor
atio
n us
ing
rele
vant
de
tails
, dia
logu
e, a
nd/o
r de
scrip
tion:
xex
peri
ence
s, ch
arac
ters
, set
ting
an
d/or
eve
nts
are
clea
rly
deve
lope
d
xco
nnec
tions
to s
ourc
e m
ater
ials
m
ay e
nhan
ce th
e na
rrat
ive
xef
fect
ive
use
of a
vari
ety
of
narr
ativ
e te
chni
ques
that
adva
nce
the
stor
y or
illu
stra
te
the
expe
rien
ce
xef
fect
ive
use
of s
enso
ry,
conc
rete
, and
figu
rati
vela
ngua
ge th
at c
lear
ly a
dvan
ces
the
purp
ose
xef
fect
ive,
appr
opria
te st
yle
enha
nces
the
narr
atio
n
The
narr
ativ
e, re
al o
r im
agin
ed,
prov
ides
ade
quat
e el
abor
atio
n us
ing
deta
ils, d
ialo
gue,
and
/or
desc
ript
ion:
xex
peri
ence
s, ch
arac
ters
,se
ttin
g, a
nd/o
r eve
nts
are
adeq
uate
lyde
velo
ped
xco
nnec
tions
to s
ourc
e m
ater
ials
m
ay c
ontr
ibut
e to
the
narr
ativ
e
xad
equa
te u
se o
f a v
arie
ty o
f na
rrat
ive
tech
niqu
es th
atge
nera
lly a
dvan
ce th
e st
ory
orill
ustr
ate
the
expe
rien
ce
xad
equa
te u
se o
f sen
sory
,co
ncre
te, a
nd fi
gura
tive
lang
uage
that
gen
eral
ly
adva
nces
the
purp
ose
xge
nera
lly a
ppro
pria
test
yle
is e
vide
nt
The
narr
ativ
e, re
al o
r im
agin
ed,
prov
ides
une
ven,
curs
ory
elab
orat
ion
usin
g pa
rtia
l and
une
ven
deta
ils,
dial
ogue
, and
/or
desc
ript
ion:
xex
peri
ence
s, ch
arac
ters
,se
ttin
g, a
nd/o
r eve
nts
are
unev
enly
dev
elop
ed
xco
nnec
tions
to so
urce
mat
eria
lsm
ay b
e in
effe
ctiv
e, a
wkw
ard,
or
vagu
e bu
t do
not i
nter
fere
with
the
narr
ativ
e
xna
rrat
ive
tech
niqu
es a
reun
even
and
inco
nsis
tent
xpa
rtia
l or w
eak u
se o
f sen
sory
,co
ncre
te, a
nd fi
gura
tive
lang
uage
that
may
not
adv
ance
th
e pu
rpos
e
xin
cons
iste
nt o
r wea
k at
tem
pt to
crea
te a
ppro
pria
te st
yle
The
narr
ativ
e, re
al o
r im
agin
ed,
prov
ides
min
imal
ela
bora
tion
usin
g fe
w o
r no
deta
ils, d
ialo
gue,
and
/or
desc
riptio
n:
xex
peri
ence
s, ch
arac
ters
, se
tting
, an
d/or
eve
nts
may
be
vagu
e, la
ckcl
arit
y, o
r con
fusi
ng
xco
nnec
tions
to s
ourc
em
ater
ials
, if e
vide
nt, m
ay
detr
act f
rom
the
narr
ativ
e
xus
e of
nar
rati
ve te
chni
ques
m
ay b
e m
inim
al, a
bsen
t,in
corr
ect,
or i
rrel
evan
t
xm
ay h
ave
little
or n
o us
e of
se
nsor
y, c
oncr
ete,
or f
igur
ativ
ela
ngua
ge; l
angu
age
does
not
adva
nce
and
may
inte
rfer
e w
ithth
e pu
rpos
e
xlit
tle o
r no
evid
ence
of
appr
opria
te st
yle
xIn
suffi
cien
t(in
cude
s co
pied
text
)
xIn
a la
ngua
geot
her t
han
Engl
ish
xO
ff-to
pic
xO
ff-pu
rpos
e
Handout 2.18
Page 167
05/0
8/20
14
2-Po
int
Nar
rativ
ePe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 3-
8)
Scor
e2
10
NS
Conventions
The
resp
onse
dem
onst
rate
s an
adeq
uate
co
mm
and
of c
onve
ntio
ns:
xad
equa
te u
se o
f cor
rect
sen
tenc
e fo
rmat
ion,
pun
ctua
tion
, cap
ital
izat
ion,
gram
mar
usa
ge, a
nd s
pelli
ng
The
resp
onse
dem
onst
rate
s a p
artia
l com
man
d of
co
nven
tions
:
xlim
ited
use
of c
orre
ct s
ente
nce
form
atio
n,pu
nctu
atio
n, ca
pita
lizat
ion,
gram
mar
usa
ge,
and
spel
ling
The
resp
onse
dem
onst
rate
s lit
tle o
r no
com
man
d of
con
vent
ions
:
xin
freq
uent
use
of c
orre
ct se
nten
ce
form
atio
n, p
unct
uatio
n, ca
pita
lizat
ion,
gram
mar
usa
ge, a
nd s
pelli
ng
xIn
suffi
cien
t(in
cude
s co
pied
text
)
xIn
a la
ngua
geot
her t
han
Engl
ish
xO
ff-to
pic
xO
ff-pu
rpos
e
Hol
istic
Sco
ring:
x
Varie
ty: A
rang
e of
err
ors i
nclu
des
sent
ence
form
atio
n, p
unct
uatio
n, c
apita
lizat
ion,
gra
mm
ar u
sage
, and
spel
ling
xSe
verit
y: B
asic
err
ors a
re m
ore
heav
ily w
eigh
ted
than
hig
her-
leve
l err
ors.
xD
ensi
ty: T
he p
ropo
rtio
n of
err
ors t
o th
e am
ount
of w
ritin
g do
ne w
ell.
This
incl
udes
the
ratio
of e
rror
s to
the
leng
th o
f the
pie
ce.
Handout 2.18
Page 168
Argu
men
tativ
e 05
0814
4-Po
int
Argu
men
tativ
e Pe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 6-1
1)
Scor
e4
32
1N
S
Organization/Purpose
The
resp
onse
has
a c
lear
and
effe
ctiv
e or
gani
zatio
nal
stru
ctur
e,
crea
ting
a se
nse
of u
nity
and
co
mpl
eten
ess.
The
org
aniza
tion
is fu
lly su
stai
ned
betw
een
and
with
in
para
grap
hs.
The
resp
onse
is
cons
isten
tly a
nd p
urpo
sefu
lly
focu
sed:
xcl
aim
is in
trod
uced
, cle
arly
com
mun
icat
ed, a
nd th
e fo
cus
isst
rong
ly m
aint
aine
d fo
r the
purp
ose
and
audi
ence
xco
nsis
tent
use
of a
var
iety
of
tran
siti
onal
stra
tegi
es to
cla
rify
the
rela
tion
ship
s bet
wee
n an
dam
ong
idea
s
xef
fect
ive
intr
oduc
tion
and
conc
lusi
on
xlo
gica
l pro
gres
sion
of i
deas
from
begi
nnin
g to
end;
str
ong
conn
ectio
ns b
etw
een
and
amon
g id
eas
with
som
e sy
ntac
tic v
arie
ty
xal
tern
ate
and
oppo
sing
ar
gum
ent(
s) ar
e cl
early
ac
know
ledg
ed o
r add
ress
ed*
The
resp
onse
has
an
evid
ent
orga
niza
tiona
l str
uctu
re an
d a
sens
e of
com
plet
enes
s. T
houg
h th
ere
may
be
min
or fl
aws,
they
do
not i
nter
fere
w
ith th
e ov
eral
l coh
eren
ce.
The
orga
niza
tion
is ad
equa
tely
sust
aine
d be
twee
n an
d w
ithin
par
agra
phs.
The
resp
onse
is g
ener
ally
focu
sed:
xcl
aim
is c
lear
, and
the
focu
s is
mos
tly m
aint
aine
d fo
r the
pur
pose
and
aud
ienc
e
xad
equa
te u
se o
f tra
nsiti
onal
stra
tegi
es w
ith s
ome
vari
ety
tocl
arify
rela
tion
ship
s bet
wee
n an
dam
ong i
deas
xad
equa
te in
trod
uctio
n an
dco
nclu
sion
xad
equa
te p
rogr
essi
on o
f ide
as
from
beg
inni
ng to
end
; ade
quat
eco
nnec
tions
bet
wee
n an
d am
ong
idea
s
xal
tern
ate
and
oppo
sing
ar
gum
ent(s
) ar
e ad
equa
tely
ackn
owle
dged
or a
ddre
ssed
*
The
resp
onse
has
an
inco
nsist
ent
orga
niza
tiona
l str
uctu
re. S
ome
flaw
s ar
e ev
iden
t, an
d so
me
idea
s m
ay b
e lo
osel
y co
nnec
ted.
The
orga
niza
tion
is so
mew
hat
sust
aine
d be
twee
n an
d w
ithin
par
agra
phs.
The
resp
onse
may
hav
e a
min
or d
rift
in fo
cus:
xcl
aim
may
be
som
ewha
t unc
lear
,or
the
focu
s m
ay b
e in
suffi
cien
tlysu
stai
ned
for t
he p
urpo
se a
nd/o
rau
dien
ce
xin
cons
iste
nt u
se o
f tra
nsiti
onal
st
rate
gies
and/
or li
ttle
var
iety
xin
trod
uctio
n or
con
clus
ion,
if
pres
ent,
may
be
wea
k
xun
even
pro
gres
sion
of i
deas
from
begi
nnin
g to
end;
and
/or
form
ulai
c; in
cons
iste
nt o
r unc
lear
conn
ectio
ns a
mon
g id
eas
xal
tern
ate
and
oppo
sing
ar
gum
ent(
s) m
ay b
e co
nfus
ing
orno
t ack
now
ledg
ed *
The
resp
onse
has
litt
le o
r no
disc
erni
ble
orga
niza
tiona
l st
ruct
ure.
The
resp
onse
may
be
rela
ted
to th
e cl
aim
but
may
pr
ovid
e lit
tle o
r no
focu
s:
xcl
aim
may
be
conf
usin
g or
ambi
guou
s; re
spon
se m
ay b
e to
obr
ief o
r the
focu
s m
ay d
rift
from
the
purp
ose
and/
or a
udie
nce
xfe
w o
r no
tran
siti
onal
str
ateg
ies
are
evid
ent
xin
trod
uctio
n an
d/or
con
clus
ion
may
be
mis
sing
xfr
eque
nt e
xtra
neou
s ide
as m
ay b
eev
iden
t; id
eas
may
be
rand
omly
or
dere
d or
hav
e un
clea
rpr
ogre
ssio
n
xal
tern
ate a
nd o
ppos
ing
argu
men
t(s)
may
not
be
ackn
owle
dged
*
xIn
suffi
cien
t(in
clud
es c
opie
dte
xt)
xIn
a la
ngua
geot
her t
han
Engl
ish
xO
ff-to
pic
xO
ff-pu
rpos
e
*Ack
now
ledg
ing a
nd/o
r add
ress
ing t
he o
ppos
ing p
oint
of v
iew
beg
ins a
t gra
de 7
.
Handout 2.18
Page 169
Argu
men
tativ
e 05
0814
4-Po
int
Argu
men
tativ
ePe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 6-1
1)
Scor
e 4
3 2
1 N
S
Evidence/Elaboration
The
resp
onse
pro
vide
s tho
roug
h an
d co
nvin
cing
elab
orati
on o
f the
su
ppor
t/ev
iden
ce fo
r th
e cl
aim
and
ar
gum
ent(
s) in
clud
ing r
easo
ned,
in-
dept
h an
alys
is an
d th
e ef
fect
ive
use
of s
ourc
e m
ater
ial.
The
resp
onse
cl
early
and
effe
ctiv
ely
deve
lops
idea
s,
usin
g pr
ecise
lang
uage
:
xco
mpr
ehen
sive
evi
denc
e (fa
cts
and
deta
ils) f
rom
the
sour
cem
ater
ial i
s int
egra
ted,
rele
vant
,an
d sp
ecifi
c
xcl
ear c
itatio
ns o
r att
ribut
ion
toso
urce
mat
eria
l
xef
fect
ive
use
of a
var
iety
of
elab
orat
ive
tech
niqu
es*
xvo
cabu
lary
is c
lear
ly a
ppro
pria
te
for
the
audi
ence
and
pur
pose
xef
fect
ive,
appr
opria
te st
yle
enha
nces
cont
ent
The
resp
onse
pro
vide
s ade
quat
e el
abor
atio
n of
the
supp
ort /
evid
ence
fo
r th
e cl
aim
and
arg
umen
t(s)
tha
t in
clud
es re
ason
ed a
naly
sis a
nd th
e us
e of
sour
ce m
ater
ial.
The
resp
onse
ad
equa
tely
dev
elop
s ide
as,
empl
oyin
g a
mix
of p
reci
se w
ith m
ore
gene
ral l
angu
age:
xad
equa
te e
vide
nce
(fact
s an
dde
tails
) fro
m th
e so
urce
mat
eria
lis
inte
grat
ed an
d rel
evan
t, ye
t may
be g
ener
al
xad
equa
te u
se o
f cita
tions
or
attr
ibut
ion
to s
ourc
e m
ater
ial
xad
equa
te u
se o
f som
e el
abor
ativ
ete
chni
ques
*
xvo
cabu
lary
is g
ener
ally
appr
opria
te fo
r the
aud
ienc
e an
d pu
rpos
e
xge
nera
lly a
ppro
pria
te st
yle
is
evid
ent
The
resp
onse
pro
vide
s une
ven,
cu
rsor
y el
abor
atio
n of
the
supp
ort/
evid
ence
for t
he cl
aim
and
argu
men
t(s)
that
incl
udes
som
e re
ason
ed a
naly
sis a
nd p
artia
l or
unev
en u
se o
f sou
rce
mat
eria
l. Th
e re
spon
se d
evel
ops
idea
s un
even
ly,
usin
g sim
plist
ic la
ngua
ge:
xso
me
evid
ence
(fac
ts a
nd d
etai
ls)
from
the
sou
rce
mat
eria
l may
be
wea
kly
inte
grat
ed, i
mpr
ecis
e,
repe
titi
ve, v
ague
, and
/or c
opie
d
xw
eak
use
of c
itatio
ns o
rat
trib
utio
n to
sou
rce
mat
eria
l
xw
eak
or u
neve
n us
e of
ela
bora
tive
tech
niqu
es*;
dev
elop
men
t may
cons
ist p
rimar
ily o
f sou
rce
sum
mar
y or
may
rely
on
emot
iona
l app
eal
xvo
cabu
lary
use
is u
neve
n or
som
ewha
t ine
ffect
ive
for t
heau
dien
ce a
nd p
urpo
se
xin
cons
iste
nt o
r wea
k at
tem
pt to
crea
te a
ppro
pria
te st
yle
The
resp
onse
pro
vide
s min
imal
el
abor
atio
n of
the
supp
ort/
evid
ence
fo
r the
clai
m a
nd a
rgum
ent(s
) th
at
incl
udes
litt
le o
r no
use
of s
ourc
e m
ater
ial.
The
resp
onse
is v
ague
, lac
ks
clar
ity, o
r is c
onfu
sing:
xev
iden
ce (f
acts
and
det
ails
) fro
mth
e so
urce
mat
eria
l is m
inim
al,
irrel
evan
t, a
bsen
t, in
corr
ectly
used
, or p
redo
min
antly
cop
ied
xin
suffi
cien
t use
of c
itatio
ns o
rat
trib
utio
n to
sou
rce
mat
eria
l
xm
inim
al, i
f any
, use
of e
labo
rativ
ete
chni
ques
*; e
mot
iona
l app
eal
may
dom
inat
e
xvo
cabu
lary
is li
mite
d or
inef
fect
ive
for
the
audi
ence
and
pur
pose
xlit
tle o
r no
evid
ence
of a
ppro
pria
test
yle
xIn
suffi
cien
t(in
clud
es c
opie
dte
xt)
xIn
a la
ngua
geot
her t
han
Engl
ish
xO
ff-to
pic
xO
ff-pu
rpos
e
*Ela
bora
tive t
echn
ique
s may
inclu
de th
e use
of p
erso
nal e
xper
ienc
es th
at su
ppor
t the
arg
umen
t(s).
Handout 2.18
Page 170
Argu
men
tativ
e 05
0814
2-Po
int
Argu
men
tativ
ePe
rfor
man
ce T
ask
Writ
ing
Rubr
ic (G
rade
s 6-1
1)
Scor
e2
10
NS
Conventions
The
resp
onse
dem
onst
rate
s an
adeq
uate
com
man
d of
con
vent
ions
:Th
e re
spon
se d
emon
stra
tes a
par
tial
com
man
dof
con
vent
ions
:Th
e re
spon
se d
emon
stra
tes l
ittle
or n
oco
mm
and
of c
onve
ntio
ns:
xIn
suffi
cien
t(in
clud
es c
opie
dte
xt)
xIn
a la
ngua
geot
her t
han
Engl
ish
xO
ff-to
pic
xO
ff-pu
rpos
e
xad
equa
te u
se o
f cor
rect
sen
tenc
e fo
rmat
ion,
punc
tuat
ion,
capi
taliz
atio
n, g
ram
mar
usa
ge,
and
spel
ling
xlim
ited
use
of c
orre
ct s
ente
nce
form
atio
n,pu
nctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar u
sage
, and
spel
ling
xin
freq
uent
use
of c
orre
ct s
ente
nce
form
atio
n,pu
nctu
atio
n, ca
pita
lizat
ion,
gra
mm
ar u
sage
,an
d sp
ellin
g
Hol
istic
Sco
ring:
x
Varie
ty: A
rang
e of
err
ors i
nclu
des
sent
ence
form
atio
n, p
unct
uatio
n, c
apita
lizat
ion,
gra
mm
ar u
sage
, and
spel
ling
xSe
verit
y: B
asic
err
ors a
re m
ore
heav
ily w
eigh
ted
than
hig
her-
leve
l err
ors.
xD
ensi
ty: T
he p
ropo
rtio
n of
err
ors t
o th
e am
ount
of w
ritin
g do
ne w
ell.
This
incl
udes
the
ratio
of e
rror
s to
the
leng
th o
f the
pie
ce.
Handout 2.18
Page 171
05/0
8/20
14
4-Po
int
Expl
anat
ory
Perf
orm
ance
Tas
k W
ritin
g Ru
bric
(Gra
des
6–11
)
Scor
e4
32
1N
S
Organization/Purpose
The
resp
onse
has
a c
lear
and
effe
ctiv
e or
gani
zatio
nal
stru
ctur
e,
crea
ting
a se
nse
of u
nity
and
com
plet
enes
s. Th
e or
gani
zatio
n is
fully
sust
aine
d be
twee
n an
d w
ithin
pa
ragr
aphs
. Th
e re
spon
se is
co
nsist
ently
and
pur
pose
fully
fo
cuse
d:
xth
esis
/con
trol
ling i
dea
of a
topi
c is
cle
arly
com
mun
icat
ed,
and
the
focu
s is
str
ongl
ym
aint
aine
d fo
r the
pur
pose
and
audi
ence
xco
nsis
tent
use
of a
var
iety
of
tran
siti
onal
stra
tegi
es to
cla
rify
the
rela
tions
hips
bet
wee
n an
dam
ong i
deas
xef
fect
ive
intr
oduc
tion
and
conc
lusi
onx
logi
cal p
rogr
essi
on o
f ide
as fr
ombe
ginn
ing t
o en
d; s
tron
g co
nnec
tions
bet
wee
n an
d am
ong
idea
s w
ith s
ome
synt
actic
var
iety
The
resp
onse
has
an
evid
ent
orga
niza
tiona
l str
uctu
re an
d a
sens
e of
com
plet
enes
s. T
houg
h th
ere
may
be
min
or fl
aws,
they
do
not i
nter
fere
w
ith th
e ov
eral
l coh
eren
ce. T
he
orga
niza
tion
is ad
equa
tely
sust
aine
d be
twee
n an
d w
ithin
par
agra
phs.
The
resp
onse
is g
ener
ally
focu
sed:
xth
esis
/con
trol
ling
idea
of a
topi
c is
cle
ar, a
nd th
e fo
cus
ism
ostly
mai
ntai
ned
for t
hepu
rpos
e an
d au
dien
ce
xad
equa
te u
se o
f tra
nsiti
onal
stra
tegi
es w
ith s
ome
vari
ety
tocl
arify
the
rela
tions
hips
betw
een
and
amon
g id
eas
xad
equa
te in
trod
uctio
n an
dco
nclu
sion
xad
equa
te p
rogr
essi
on o
f ide
as
from
beg
inni
ng to
end
;ad
equa
te co
nnec
tions
bet
wee
nan
d am
ong
idea
s
The
resp
onse
has
an
inco
nsist
ent
orga
niza
tiona
l str
uctu
re. S
ome
flaw
s ar
e ev
iden
t, an
d so
me
idea
s may
be
loos
ely
conn
ecte
d. Th
e or
gani
zatio
n is
som
ewha
t sus
tain
ed b
etw
een
and
with
in p
arag
raph
s. Th
e res
pons
e m
ay
have
a m
inor
dri
ft in
focu
s:
xth
esis
/con
trol
ling i
dea
of a
topic
may
be
som
ewha
t unc
lear
, or
the
focu
s m
ay b
e in
suffi
cien
tlysu
stai
ned
for t
he p
urpo
se
and/
or a
udie
nce
xin
cons
iste
nt u
se o
f tra
nsiti
onal
st
rate
gies
and
/or l
ittle
var
iety
xin
trod
uctio
n or
con
clus
ion,
if
pres
ent,
may
be
wea
kx
unev
en p
rogr
essi
on of
idea
sfr
om b
egin
ning
to e
nd; a
nd/o
rfo
rmul
aic;
inco
nsis
tent
or
uncl
ear c
onne
ctio
ns b
etw
een
and
amon
g id
eas
The
resp
onse
has
litt
le o
r no
disc
erni
ble o
rgan
izatio
nal
stru
ctur
e.
The
resp
onse
may
be
rela
ted
to th
e to
pic b
ut m
ay p
rovi
de li
ttle
or n
o fo
cus:
xth
esis
/con
trol
ling i
dea
may
be
conf
usin
g or
ambi
guou
s;re
spon
se m
ay b
e to
o br
ief o
r the
focu
s m
ay d
rift
from
the
purp
ose
and/
or a
udie
nce
xfe
w o
r no
tran
siti
onal
st
rate
gies
are
evi
dent
xin
trod
uctio
n an
d/or
conc
lusi
on m
ay b
e m
issi
ng
xfr
eque
nt e
xtra
neou
s ide
as m
aybe
evi
dent
; ide
as m
ay b
era
ndom
ly o
rder
ed o
r hav
e an
uncl
ear p
rogr
essi
on
xIn
suff
icie
nt(i
nclu
des
copi
ed t
ext)
xIn
ala
ngua
geot
her t
han
Engl
ish
xO
ff-to
pic
xO
ff-pu
rpos
e
Handout 2.18
Page 172
05/0
8/20
14
4-Po
int
Expl
anat
ory
Perf
orm
ance
Tas
k W
ritin
g Ru
bric
(Gra
des
6–11
)
Scor
e4
32
1N
S
Evidence/Elaboration
The
resp
onse
pro
vide
s tho
roug
h el
abor
atio
n of
the
supp
ort/
evid
ence
fo
r th
e th
esis/
cont
rolli
ng id
ea th
at
incl
udes
the
effe
ctiv
e us
e of
sour
ce
mat
eria
l. Th
e re
spon
se c
lear
ly an
d ef
fect
ivel
y de
velo
ps id
eas,
usin
g pr
ecise
lang
uage
:
xco
mpr
ehen
sive
evi
denc
e (fa
cts
and
deta
ils) f
rom
the
sour
cem
ater
ial i
s int
egra
ted,
re
leva
nt, a
nd s
peci
fic
xcl
ear c
itatio
ns o
r att
ribut
ion
toso
urce
mat
eria
l
xef
fect
ive u
se o
f a v
arie
ty o
f el
abor
ativ
e te
chni
ques
* � x
voca
bula
ry is
cle
arly
appr
opria
te
for
the
audi
ence
and
pur
pose
xef
fect
ive,
appr
opria
te st
yle
enha
nces
cont
ent
The
resp
onse
pro
vide
s ade
quat
e el
abor
atio
n of
the
supp
ort/
evid
ence
fo
r th
e th
esis/
cont
rolli
ng id
ea th
at
incl
udes
the
use
of s
ourc
e m
ater
ial.
The
resp
onse
ade
quat
ely d
evel
ops
idea
s, e
mpl
oyin
g a
mix
of p
reci
se an
d m
ore
gene
ral l
angu
age:
�
xad
equa
te e
vide
nce
(fact
s an
dde
tails
) fro
m th
e so
urce
mat
eria
l is i
nteg
rate
d an
d re
leva
nt, y
et m
ay b
e ge
nera
l
xad
equa
te u
se o
f cita
tions
or
attr
ibut
ion
to s
ourc
e m
ater
ial
xad
equa
te u
se o
f som
e el
abor
ativ
ete
chni
ques
*
xvo
cabu
lary
is g
ener
ally
appr
opria
te fo
r the
aud
ienc
e an
d pu
rpos
e
xge
nera
lly a
ppro
pria
te st
yle
is
evid
ent
The
resp
onse
pro
vide
s une
ven,
curs
ory
elab
orat
ion
of th
e su
ppor
t/ev
iden
ce fo
r th
e th
esis/
cont
rolli
ng id
ea th
at in
clud
es
unev
en o
r lim
ited
use
of so
urce
m
ater
ial.
The
resp
onse
dev
elop
s id
eas
unev
enly
, usin
g si
mpl
istic
lang
uage
:
xso
me
evid
ence
(fac
ts a
ndde
tails
) fro
m th
e so
urce
m
ater
ial m
ay b
e w
eakl
yin
tegr
ated
, im
prec
ise,
re
peti
tive,
vag
ue, a
nd/o
r cop
ied
xw
eak
use
of c
itatio
ns o
rat
trib
utio
n to
sou
rce
mat
eria
l
xw
eak
or u
neve
n us
e of
el
abor
ativ
e te
chni
ques
*;de
velo
pmen
t may
con
sist
prim
arily
of s
ourc
e su
mm
ary
xvo
cabu
lary
use
is u
neve
n or
som
ewha
t ine
ffect
ive
for t
heau
dien
ce a
nd p
urpo
se
xin
cons
iste
nt o
r wea
k at
tem
pt to
crea
te a
ppro
pria
te st
yle
The
resp
onse
pro
vide
s min
imal
el
abor
atio
n of
the
supp
ort/
evid
ence
fo
r th
e th
esis/
cont
rolli
ng id
ea th
at
incl
udes
litt
le o
r no
use
of so
urce
m
ater
ial.
The
resp
onse
is v
ague
, lac
ks
clar
ity, o
r is
conf
usin
g:
xev
iden
ce (f
acts
and
det
ails
) fro
mth
e so
urce
mat
eria
l is m
inim
al,
irrel
evan
t, a
bsen
t, in
corr
ectly
used
, or p
redo
min
antly
cop
ied
xin
suffi
cien
t use
of c
itatio
ns o
rat
trib
utio
n to
sou
rce
mat
eria
l
xm
inim
al, i
f any
, use
of
elab
orat
ive
tech
niqu
es*
xvo
cabu
lary
is li
mite
d or
inef
fect
ive
for t
he a
udie
nce
and
purp
ose
xlit
tle o
r no
evid
ence
of
appr
opria
te st
yle
xIn
suffi
cien
t(in
clud
esco
pied
text
)
xIn
a la
ngua
geot
her t
han
Engl
ish
� xO
ff-to
pic
� xO
ff-pu
rpos
e
*Ela
bora
tive
tech
niqu
es m
ay in
clud
e th
e us
e of
per
sona
l exp
erie
nces
that
supp
ort
the
cont
rolli
ng id
ea.
Handout 2.18
Page 173
05/0
8/20
14
2-Po
int
Expl
anat
ory
Perf
orm
ance
Tas
k W
ritin
g Ru
bric
(Gra
des
6-11
)
Scor
e2
10
NS
Conventions
The
resp
onse
dem
onst
rate
s an
adeq
uate
com
man
d of
con
vent
ions
: x
adeq
uate
use
of c
orre
ct s
ente
nce
form
atio
n,pu
nctu
atio
n, c
apit
aliz
atio
n, gr
amm
ar u
sage
,an
d sp
ellin
g
The
resp
onse
dem
onst
rate
s a p
artia
l com
man
dof
con
vent
ions
: x
limite
d us
e of
cor
rect
sen
tenc
e for
mat
ion,
punc
tuat
ion,
capi
taliz
atio
n, g
ram
mar
usa
ge, a
ndsp
ellin
g
The
resp
onse
dem
onst
rate
s lit
tle o
r no
com
man
d of
con
vent
ions
: x
infr
eque
nt u
se o
f cor
rect
sen
tenc
efo
rmat
ion,
pun
ctua
tion,
capi
taliz
atio
n,gr
amm
ar u
sage
, and
spel
ling
xIn
suffi
cien
t(in
clud
esco
pied
text
)
xIn
a la
ngua
geot
her t
han
Engl
ish
� xO
ff-to
pic
� xO
ff-pu
rpos
e
Hol
istic
Sco
ring:
x
Varie
ty: A
rang
e of
err
ors i
nclu
des
sent
ence
form
atio
n, p
unct
uatio
n, c
apita
lizat
ion,
gra
mm
ar u
sage
, and
spel
ling
xSe
verit
y: B
asic
err
ors a
re m
ore
heav
ily w
eigh
ted
than
hig
her-
leve
l err
ors.
xD
ensi
ty: T
he p
ropo
rtio
n of
err
ors t
o th
e am
ount
of w
ritin
g do
ne w
ell.
This
incl
udes
the
ratio
of e
rror
s to
the
leng
th o
f the
pie
ce.
Handout 2.18
Page 174
Stud
ent S
ampl
es: G
rade
5
GRAD
E 5
✱ E
LA ✱
OPI
NION
PER
FORM
ANCE
TASK
Und
erstanding
Prfic
ienc
y
Sam
ple E
In m
y opin
ion I
don’t
thin
k oth
er se
rvice
anim
als be
sides
dogs
and m
iniat
ure h
orse
s sho
uld be
alou
d in
publi
c plac
es. I
say t
his
beca
use t
hose
othe
r ani
mals
can
leave
was
te on
the fl
oor i
n pu
blic p
laces
, can
atta
ck so
meon
e, an
d som
e peo
ple ca
n be
sens
itive
to
o som
e of t
hese
anim
als.
Firs
t, ot
her t
ypes
of se
rvice
anim
als ar
e not
tame
and t
hey c
an le
ave w
aste
on th
e floo
r of r
esta
uran
ts. I
n so
urce
#3
it sa
ys,
“Dog
s and
min
iatur
e hor
ses,
howe
ver,
are t
ame.
They
hav
e bee
n us
ed as
pets
for h
undr
eds o
f yea
rs…T
hese
anim
als ca
n be
trus
ted
by pe
t own
ers a
nd bu
sines
s own
ers.”
It i
s righ
t to a
llow
disab
led pe
ople
to br
ing t
heir
serv
ice do
gs an
d min
iatur
e hor
ses w
ith
them
into
publi
c plac
es bu
t, it
is no
t righ
t to a
llow
othe
r ser
vice a
nima
ls in
. Sou
rce #
3 sa
ys, “
In ad
dition
, som
e ani
mals
are n
ot
train
ed to
keep
an ar
ea cl
ean.”
It a
lso sa
ys, “
For e
xamp
le bir
ds co
uld le
ave d
ropp
ings
on a
stor
e floo
r.” O
ther
type
s of s
ervic
e an
imals
can
leave
was
te on
the fl
oor i
n pu
blic p
laces
. The
cost
emer
s will
not w
ant g
o to t
hat p
lace a
gain
beca
use t
hey w
ill sa
y tha
t th
e res
traur
ant l
ets t
he se
rvice
anim
als ju
st le
ave w
aste
on th
e floo
r and
they
don’t
clea
n it
up. S
orce
#3
says
, “Th
is cr
eate
s an
unhe
althy
setti
ng fo
r oth
ers.”
Seco
nd, o
ther
serv
ice an
imals
can
atta
ck so
meon
e. S
orce
#3
says
that
dogs
and m
iniat
ure h
orse
s, “T
hey l
isten
to co
mman
ds.”
Bu
t sor
ce #
1 sa
ys, “
She p
oints
out t
hat i
t is p
ossib
le for
capu
chin
s to b
ecom
e viol
ent s
udde
nly a
nd th
is ca
n be
a da
nger
to th
eir
owne
rs an
d oth
ers.”
Oth
er an
imals
migh
t hav
e rab
ies or
flea
s and
whe
n it
bites
the p
erso
n it
could
infec
t the
m ma
ybe c
ausin
g th
em to
hav
e to g
o to t
he h
ospit
al to
get h
elp. B
ut if
it w
as a
well t
rain
ed do
g it w
ould
just s
it do
wn an
d help
the d
isable
d per
son
and
liste
n to
their
comm
ands
. Fi
nally
, som
e peo
ple ar
e sen
sitive
to bi
rds o
r afra
id of
snak
es. I
f som
eone
use
d one
of th
ese a
nima
ls as
their
serv
ice an
imal
then
ot
her p
eople
wou
ldn’t
want
to go
outs
ide be
caus
e the
y migh
t sta
rt sn
eezin
g or g
et af
raid.
The
y migh
t get
afra
id of
snak
es be
caus
e th
ey m
ight h
ave w
atch
ed sc
ary m
ovies
that
hav
e hug
e sna
kes i
n it.
In co
nclus
ion I
thin
k tha
t onl
y ser
vice d
ogs a
nd m
iniat
ure h
orse
s sho
uld be
allow
ed in
publi
c plac
es. I
thin
k thi
s bec
ause
of th
ese
thre
e rea
sons
firs
t the
anim
als ca
n lea
ve w
aste
on th
e floo
r in
publi
c, se
cond
the s
ervic
e ani
mal c
an at
tack
some
one,
and t
hird
th
e ser
vice a
nima
l can
mak
e peo
ple sn
eeze
or pe
ople
migh
t be f
right
ened
. AS
you
can
see o
nly s
ervic
e ani
mals
such
as do
gs an
d mi
niat
ure h
orse
s sho
uld be
allow
ed in
publi
c plac
es.
Handout 3.1
Page 175
Stud
ent S
ampl
es: G
rade
5
GRAD
E 5
✱ E
LA ✱
OPI
NION
PER
FORM
ANCE
TASK
Und
erstanding
Prfic
ienc
y
Sam
ple F
I agr
ee on
the n
ew ru
le th
at al
lows o
nly d
ogs a
nd m
iniat
ure h
orse
s as s
ervic
e ani
mals
in pu
blic p
laces
. I ag
ree o
n th
is be
caus
e of
the n
ext l
isted
para
grap
hs.
The fi
rst r
easo
n th
at I
agre
e with
the n
ew ru
le is
beca
use i
t dist
erbe
some
peop
le. T
ake a
hot
el for
inst
ines
. In
a hot
el yo
u wa
nt
relax
ation
and p
eace
but i
f a se
rvice
anim
al, li
ke a
bird,
is sq
uakin
g aro
und y
ou ge
t no p
eace
or th
e rela
xatio
n yo
u we
re lo
okin
g for
. Th
is br
ings
me t
o my n
ext r
easo
n.Th
e sec
ond r
easo
n I a
gree
was
beca
use o
f los
ing b
usin
ess.
If yo
u we
re in
Sta
rbuc
ks, ju
st h
appil
y drin
king y
our c
offee
, and
then
yo
u se
e a sn
ake c
ome i
n. Ev
en th
ough
the s
nake
was
comf
ortin
g som
e one
, you
still
would
n’t w
ant t
he sn
ake t
o bite
you.
It sa
ys in
so
urce
num
ber t
hree
that
, “A
man
has a
larg
e sna
ke dr
aped
over
his
shou
lders
. He w
ants
to en
ter a
café
for lu
nch
. . . O
nce t
he n
ew
rules
wen
t int
o effe
ct, t
he on
ly se
rvice
anim
als pe
rmitt
ed in
publi
c plac
es ar
e dog
s and
min
iatur
e hor
ses.”
The l
ast r
easo
n wh
y I ag
ree w
ith th
e new
rule
is be
caus
e of t
he ja
nato
rial w
orke
rs. I
f a ja
nito
r had
to pi
ck u
p som
e ani
mals
drop
ping i
t wou
ld be
an u
nhea
lthly
envio
rmen
t to t
he co
stum
ers a
nd th
e jan
itor a
lread
y has
enou
gh pe
ople
to pi
ck u
p afte
r.I a
gree
with
the n
ew ru
le be
caus
e of h
ow m
uch
busin
ess m
anige
rs ar
e kee
ping,
how
diste
rbin
g the
serv
ice an
imal
is an
d how
mu
ch w
ork t
hey t
ake t
o clea
n up
afte
r hav
ing i
n a p
ublic
plac
e.
Handout 3.1
Page 176
Stud
ent S
ampl
es: G
rade
5
GRAD
E 5
✱ E
LA ✱
OPI
NION
PER
FORM
ANCE
TASK
Und
erstanding
Prfic
ienc
y
Sam
ple G
I disa
gree
with
the r
ule th
at on
ly se
rvice
dogs
and m
iniat
ure h
orse
s sho
uld be
allow
ed in
publi
c plac
es. O
ther
anim
als ca
n he
lp pe
ople
and i
t’s n
ot fa
ir th
at th
ey ca
n’t be
let o
ut in
publi
c. If
the a
nima
l hur
ts so
meon
e the
n it
shou
ldn’t
be in
publi
c, bu
t onl
y tha
t on
e ani
mal, n
ot it
’s wh
ole sp
ecies
.Th
e firs
t rea
son
I disa
gree
with
this
rule,
is w
hat d
id th
e oth
er se
rvice
anim
als do
ha
t did
thes
e oth
er an
imals
like
serv
ice
monk
eys o
r ser
vice s
nake
s eve
r do
The
y are
train
ed to
help
, not
to h
urt.
And i
t’s n
ot fa
ir to
the h
uman
or th
e ani
mal t
hat t
hey
can’t
be in
publi
c jus
t bec
ause
peop
le th
ink t
hat t
hey m
ight b
e dan
gero
us. T
hese
anim
als ca
n be
train
ed.
onke
ys sp
end a
long
tim
e aro
und h
uman
s befo
re th
ey ev
en ge
t tra
ined
. The
y also
spen
d tim
e aro
und p
ets.
It sa
ys in
sour
ce #
1, “T
hey g
et u
sed t
o bein
g ar
ound
pets
.” Th
ey di
dn’t
hurt
that
pet.
Anot
her r
easo
n th
at I
disag
ree w
ith th
is ru
le is,
that
mon
keys
are g
ood p
ets.
If so
meon
e with
a dis
abili
ty w
ante
d to t
ake t
heir
“pet
” mo
nkey
with
them
down
to a
coffe
e sho
p and
they
wer
e sto
pped
, tha
t wou
ldn’t
be fa
ir at
all I
t say
s in
sour
ce #
1 th
at, “
. . . m
onke
ys
are r
eady
to go
live
with
some
one w
ho n
eeds
them
to h
elp m
ake l
ife a
little
bit e
asier
.” If
a per
son
with
a dis
abili
ty w
ante
d help
with
so
meth
ing a
t the
coffe
e sho
p and
their
mon
key o
r sna
ke or
even
liza
rd co
uldn’t
come
, the
y wou
ld be
sad.
that
their
lovin
g “pe
t” co
uldn’t
go w
ith th
em. .
The fi
nal r
easo
n th
at I
disag
ree w
ith th
at ru
le is,
peop
le ne
ed th
eir se
rvice
anim
als. I
f a pe
rson
nee
ded h
elp at
some
plac
e like
a gr
ocer
y sto
re an
d the
y cou
ldn’t
have
their
anim
al, th
ey’ll
prob
ably
have
trou
ble ge
tting
their
shop
ping d
one.
. It s
ays i
n so
urce
#2
that
, “. .
. Ass
istan
ce an
imals
like
this
capu
chin
mon
key a
re sm
art a
nd n
imble
enou
gh to
help
in lo
ts of
way
s . . .
” So i
f som
eone
ne
eded
help
and h
ad to
hav
e the
ir se
rvice
anim
al an
d cou
ldn’t
reac
h so
meth
ing o
n a h
igh sh
elf, it
wou
ld be
reall
y har
d for
them
.In
conc
lusion
, I do
not
agre
e with
this
rule
for m
any r
easo
ns. P
eople
agre
e with
it bu
t hav
e the
y tho
ught
that
, thi
s isn
’t fai
r to
peop
le. T
hey n
eed t
hese
anim
als an
d if t
hey c
an’t
have
them
in pu
blic,
it wi
ll be r
eally
har
d for
them
. And
I ho
pe th
at yo
u ca
n ag
ree
with
me.
Handout 3.1
Page 177
Stud
ent S
ampl
es: G
rade
5
GRAD
E 5
✱ E
LA ✱
OPI
NION
PER
FORM
ANCE
TASK
Und
erstanding
Prfic
ienc
y
Sam
ple H
I disa
gre w
ith th
is ru
le for
1 n
ot ev
eryb
ody h
as a
dog o
r a po
ny an
d 2 pe
ople
shou
ld be
able
to br
ing t
he se
rvice
anim
al th
ey fe
el mo
st co
mthe
rbale
with
. But
shou
ld so
me on
e brin
g a n
on se
rvie
anim
al in
to th
e sto
re n
o bea
caus
e the
ir no
t tra
ined
. Now
you
know
my
opin
oin an
d I w
ill te
ll you
3 re
ason
s why
this
is my
opin
oin.
Firs
t if y
ou h
ad a
diffre
nt an
imal
it co
uld do
difre
nt th
ings
like
iif y
ou h
ad a
chim
pans
e it c
ould
reac
h hi
gh st
uff fo
r you
. In
the
artic
le th
is ma
n ha
d a sn
ake a
nd h
e said
“The
snak
e is a
serv
ice an
imal
that
help
s con
fort h
im”.
And t
hats
just
one r
easo
n wh
y ot
her r
easo
ns th
ere a
re m
ore r
easo
ns li
ke th
is ne
xt on
e.Ca
puch
in m
onke
ys ca
n do
wor
k for
disa
bled p
eople
who
can
do th
em al
one.
Own
ers f
eel s
afte
r with
mon
key h
elp ev
en th
oug t
hey
are d
ange
rous
. Th
e fina
le an
d las
t rea
son
to h
ave d
iffre
nt se
rvice
anim
als is
the j
oy of
doin
g thi
ngs a
gain
beac
ause
diffr
ent a
nima
ls all
ow yo
u to
do di
ffren
t thi
ngs.
Dogs
can
help
you
but w
ith th
e no d
ogs s
igns d
ouse
n’t th
at m
ean
no se
rvice
dogs
. Plus
mon
keys
hav
e paw
s alm
ost l
ike a
hand
and t
hey c
ould
prob
ly gr
ab m
ore t
hing
s like
soda
stra
ws fo
r you
to dr
ink o
ut of
. Now
if yo
u for
got w
hat I
was
ta
lking
abou
t thi
s will
remi
nd yo
u.I t
hink
with
all o
f the
se de
tails
you
shou
ld re
memb
er bu
t I w
as gi
ving y
ou m
y opin
oin on
if ot
her s
ervie
anim
als sh
ould
be
allow
ed. A
nd I
said
“I dis
agre
e with
the r
ule fo
r one
not
ever
y one
has
a do
g or a
pony
.” Bu
t now
you
know
my o
pinoin
on th
is su
bject
and I
hop
e you
agre
e.
Handout 3.1
Page 178
Und
erstanding
Prfic
ienc
y
Stud
ent S
ampl
es: G
rade
8
GRAD
E 8
✱ E
LA ✱
ARG
UMEN
TATI
VE P
ERFO
RMAN
CE TA
SK
I thi
nk th
ey sh
ould
stop
mak
ing t
he pe
nny.
The r
easo
n is
it co
sts m
ore t
o mak
e the
n its
wor
th.
The r
easo
n I t
hink
it co
sts m
ore t
o mak
e the
n its
wor
th is
beca
use o
f the
fact
s the
y gav
e me i
t the
sour
ces.
One e
xamp
le of
the
fact t
hey g
ave m
e is t
he m
int l
ost
. mi
llion
in th
e las
t yea
r. A
noth
er fa
ct th
ey ga
ve m
e is i
t 1.
cent
s to p
rodu
ce a
penn
y.In
conc
lusion
thos
e are
just
some
fact
s the
y gav
e me t
o pro
ve it
cost
s mor
e mon
ey to
mak
e a pe
nny t
hen
its w
orth
.
Sam
ple E
Handout 3.2
Page 179
Stud
ent S
ampl
es: G
rade
8
GRAD
E 8
✱ E
LA ✱
ARG
UMEN
TATI
VE P
ERFO
RMAN
CE TA
SK
Und
erstanding
Prfic
ienc
y
Sam
ple C
Do w
e rea
lly n
eed p
enni
es? I
f we g
et ri
d of t
hem,
it ce
rtain
ly wo
uldn’t
ange
r Jim
Flah
erty
who
says
“Pen
nies
take
up t
oo m
uch
spac
e on
our d
ress
ers a
t hom
e”. I
t tur
ns ou
t, pe
nnies
cost
mor
e to m
ake t
han
they
are w
orth
. But
, som
e peo
ple sa
y a pe
nny
save
d is a
penn
y ear
ned.
Ther
e are
two d
iffer
ent s
ides t
o thi
s sto
ry . .
. wha
t do y
ou th
ink
Penn
ys ca
n be
very
help
ful t
o peo
ple, in
man
y dife
rent
way
s inc
ludin
g help
ing b
usin
esse
s by s
lowly
gain
ing m
ore a
nd m
ore m
oney
ov
er ti
me. B
ut, if
we g
et ri
d of t
he pe
nny a
nd ro
und u
p or d
own
acco
rdin
gly, b
usin
esse
s wou
ld ge
t eve
n mo
re m
oney
over
time.
By
keep
ing p
enni
es, p
eople
who
can
affor
d to t
hrow
them
into
foun
tain
s cou
ld pu
t the
m in
char
ity bo
xes t
hat w
ill ev
entu
ally a
dd up
to
help
peop
le in
nee
d.If
Amer
ica ba
nned
the p
enny
it w
ouldn
’t be
the e
nd of
the w
orld.
It w
ould
hurt
many
orga
niza
tions
, and
man
y diff
eren
t thi
ngs.
But,
it wo
uld al
so h
elp th
em, b
y rou
ndin
g, ev
eryt
hing
wou
ld be
mor
e sim
ple. B
usin
esse
s and
orga
niza
tions
wou
ld ge
t mor
e mon
ey
and o
vera
ll help
the c
ommu
nity
.
Handout 3.2
Page 180
Und
erstanding
Prfic
ienc
y
Stud
ent S
ampl
es: G
rade
8
GRAD
E 8
✱ E
LA ✱
ARG
UMEN
TATI
VE P
ERFO
RMAN
CE TA
SK
Sam
ple G
I thi
nk w
e sho
uld ju
st w
e jus
t sto
p pro
ducin
g pen
nies
beca
use i
t it w
as a
wast
e of m
oney
for e
xamp
le in
sour
ce #
2 it
says
“e
stim
ated
m
illion
in w
ages
that
busin
esse
s pay
reta
il cle
rks t
o cou
nt pe
nnies
” tha
t’s C
leary
is a
lot of
mon
ey ju
st fo
r co
untin
g pen
nies
! An
othe
r rea
son
I thi
nk th
e gov
ernm
ent s
hould
stop
mak
ing p
enni
es is
wer
e not
mak
ing a
profi
t whe
n ma
king t
he pe
nnies
we
are l
osin
g mon
ey li
ttle b
y litt
le for
exam
ple in
sour
ce #
it sa
ys “j
ust o
ver 1
. ce
nts t
o mak
e a pe
nny.”
Thi
s is t
ellin
g you
by
each
penn
y the
y are
mak
ing t
hey a
re lo
sing a
bout
.
cent
s and
so on
top o
f the
m
illion
dolla
rs th
ey ar
e was
ting t
he ar
e als
o los
ing a
tota
l of
. ce
nts e
ach
penn
y the
y are
mak
ing.
A lot
of pe
ople
that
I kn
ow do
n’t ev
en u
se pe
nnies
they
just
thro
w th
em aw
ay.
I thi
nk so
mebo
dy w
ould
disag
ree w
ith m
e by s
ayin
g the
penn
y sho
uld ke
ep be
ing p
rodu
ced b
ecau
se at
some
case
s you
migh
t nee
d th
e pen
ny in
case
some
thin
g is
. do
llars
but y
ou on
ly ha
ve
.3 do
llars
that
penn
y cou
ld be
very
use
ful b
ut I
could
disa
gree
wi
th th
at pe
rson
beca
use e
ven
some
wor
kers
at st
ores
don’t
reall
y car
e if y
ou do
n’t h
ave t
hat p
enny
. And
the g
over
nmen
t is j
ust
losin
g mon
ey ou
t of m
akin
g pen
nies
that
is w
hy I
thin
k the
penn
y sho
uld st
op be
ing m
ade.
Handout 3.2
Page 181
Stud
ent S
ampl
es: G
rade
8
GRAD
E 8
✱ E
LA ✱
ARG
UMEN
TATI
VE P
ERFO
RMAN
CE TA
SK
Und
erstanding
Prfic
ienc
y
Sam
ple H
Afte
r rea
ding a
ll of t
his,
I beli
eve t
hat w
e sho
uld ke
ep th
e pen
ny in
the U
nite
d Sta
tes o
f Ame
ricas
curr
ency
. I th
ink t
his b
ecau
se w
hy
take
it aw
ay af
ter a
ll the
time
wev
e had
it in
our c
ount
ry.
hy sh
ould
we ta
ke th
em aw
ay. o
ur liv
es ar
nt be
ing s
ever
ly aff
ecte
d by t
he
crea
tion
of th
e pen
ny. s
o wha
t if i
t tak
es us
2 se
cond
s to fi
nd a
penn
y in
our p
urse
or sa
tchel.
Ame
rican
s hav
e got
ten
so la
zy in
the
past
coup
ule of
year
s and
that
s why
this
is ev
en a
topic
. Ame
rican
s are
to la
zy to
go in
to th
eir pu
rse a
nd lo
ok fo
r a pe
nny.
Penn
ys an
d qua
rters
arnt
muc
h bu
t the
y are
wor
th so
meth
ing,
and i
f you
hav
e one
hun
dred
penn
ies th
en th
ats e
noug
h to
buy a
mc
dona
lds do
llar m
enu m
eal f
or a
homl
ess p
erso
n. Am
erica
s got
ten
to a
poin
t whe
re pe
ople
actu
ally s
pend
time
writ
ing a
bout
this.
In
my 1
year
s on
this
earth
, thi
s is t
he fir
st ti
me I’
ve ev
er h
eard
anyo
ne ev
en th
ink a
bout
elim
inat
ing t
he pe
nny.
No on
e thi
nks t
he
penn
y is w
orth
our t
ime a
nd eff
ort t
o eve
n st
art a
ny co
ntro
vers
y on,
rath
er th
an el
imin
atin
g the
penn
y.” I
thin
k it w
ould
be a
bette
r ar
gume
nt if
alot
of pe
ople
were
in ag
reem
ent w
ith th
is an
d tho
ught
it w
as to
o stre
nuou
s to fi
nd a
penn
y in
ther
e pur
se, b
ut n
o.he
neve
r Im
at th
e sto
re w
ith m
y mom
or D
ad th
ey al
ways
man
age t
o find
a ex
tra pe
nny,
or th
ey ta
ke on
e fro
m th
e tak
eone
leave
-one j
ar.
I thi
nk th
at th
ere a
re th
ings
mor
e imp
orta
nt to
wor
ry ab
out i
n ou
r wor
ld th
an pe
nnies
and h
ow w
e sho
uld el
imin
ate t
hem.
If w
e did
hap
pen
to el
imin
ate a
ll the
penn
ies in
the w
orld
it wo
uld be
impo
ssibl
e to d
estro
y all o
f the
m. W
hy w
ould
we go
thro
ugh
the
stru
ggle
of fin
ding a
nd de
stoo
ying a
ll the
penn
ies in
the w
orld,
for o
ne re
ason
, sav
ing t
ime
Handout 3.2
Page 182
An
aly
zin
g S
tu
de
nt W
ork
Obs
erva
tion
Sam
ple
E Sa
mpl
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Thre
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reng
ths:
Thre
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or
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ovem
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Wha
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mig
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ause
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ied?
Handout 3.3
Page 183
Obs
erva
tion
Sam
ple
GSa
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e H
Thre
e sp
ecifi
c st
reng
ths:
Thre
e sp
ecifi
c ar
eas f
or
impr
ovem
ent
(circ
le th
e gr
eate
st
need
):
Wha
t kno
wle
dge
or sk
ill
gaps
mig
ht c
ause
the
spec
ific
issue
s you
id
entif
ied?
Handout 3.3
Page 184
Wha
t pat
tern
s of
stre
ngth
did
you
see
acro
ss sa
mpl
es?
Wha
t are
as fo
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prov
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t did
you
se
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ross
sam
ples
?
Wha
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dge
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ill
gaps
mig
ht c
ause
thes
e iss
ues y
ou id
entif
ied?
Handout 3.3
Page 185
Obs
erva
tions
THE ROLE OF WOMEN IN SHAKESPEARE’S HAMLET:
How Gender Attitudes Are Revealed by Presence and Absence
______________________________
English 1A
Mrs. Jones
95%
Your thesis is stated in a clever and compelling way in your
opening paragraph. The body paragraphs make your points in a
logical order, and each main idea is supported with strong evidence.
I especially like the way you used quotes on this topic from the lit crit
that we discussed in class. One area for growth is pulling in and
addressing some of the counterclaims we identified in our text talk. I
look forward to seeing more! This was a pleasure to read.
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Handout 3.4: Receiving Feedback Activity
1
THE ROLE OF WOMEN IN SHAKESPEARE’S HAMLET:
How Gender Attitudes Are Revealed by Presence and Absence
______________________________
English 1A
Mrs. Jones
September 20, 2016
Page 187
Handout 3.4: Receiving Feedback Activity
September 20, 2016 A
++
2
ALL ABOUT ME
THE STORY OF MY LIFE SO FAR BY
_____________________________
A+
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Handout 3.4: Receiving Feedback Activity
3
ALL ABOUT ME
THE STORY OF MY LIFE SO FAR BY
_____________________________
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Handout 3.4: Receiving Feedback Activity
4
THE ROLE OF WOMEN IN SHAKESPEARE’S HAMLET:
How Gender Attitudes Are Revealed by Presence and Absence
______________________________
English 1A
Mrs. Jones
September 20, 2016
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Handout 3.4: Receiving Feedback Activity
5
THE ROLE OF WOMEN IN SHAKESPEARE’S HAMLET:
How Gender Attitudes Are Revealed by Presence and Absence
______________________________
English 1A
Mrs. Jones
September 20, 2016
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Handout 3.4 Receiving Feedback Activity
6
B- Good Job
ALL ABOUT ME
This is an interesting story about a robot, but your narrative does not tell me anything about you or your life. Somehow your writing got off topic. Let’s try this again so we can get a better grade!
THE STORY OF MY LIFE SO FAR BY
_____________________________
D
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Handout 3.4: Receiving Feedback Activity
7
ALL ABOUT ME
C- do over!
THE STORY OF MY LIFE SO FAR BY
_____________________________
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Handout 3.4: Receiving Feedback Activity
8
D-/F Work unacceptable, please resubmit.
THE ROLE OF WOMEN IN SHAKESPEARE’S HAMLET:
How Gender Attitudes Are Revealed by Presence and Absence
______________________________
English 1A
Mrs. Jones
September 20, 2016
Page 194
Handout 3.4: Receiving Feedback Activity
9
THE ROLE OF WOMEN IN SHAKESPEARE’S HAMLET:
How Gender Attitudes Are Revealed by Presence and Absence
______________________________
English 1A
Mrs. Jones
September 20, 2016
80%
B-
Page 195
Handout 3.4: Receiving Feedback Activity
10
25%
F
THE ROLE OF WOMEN IN SHAKESPEARE’S HAMLET:
How Gender Attitudes Are Revealed by Presence and Absence
______________________________
English 1A
Mrs. Jones
September 20, 2016
Page 196
Handout 3.4: Receiving Feedback Activity
11
©Ā2014.Stanford Center for Assessment, Learning, and Equity (SCALE)
Additional)Resources)Designing!for!Deeper!Learning:!
How!to!Develop!Performance!Tasks!for!the!Common!Core!
Recommended)Performance)Task)Banks)
GeneralBuck)Institute)of)Education)www.bie.org/project_searchThe� Buck� Institute� has� a� curated bank� of� projects,�� both�� heir�� own,�� and�� those they have� collected� from� other� developers.� Many� of� these� projects� include� assessments� and� assessment� tools,� like� rubrics.� The� bank� is� searchable� by� CCSS� standards.� Also,� (www.bie.org/objects/documents)� has� great� teacher� resources� for� project� based� learning� like� planning� forms, rubrics,� group� work� contracts,� etc.
English/Language Arts
Literacy)Design)Collaborative)www.literacydesigncollaborative.orgBank� of� teacher-created� modules� that� were� created� with� CCSS-aligned� LDC� templates,� which� are explicitly� CCSS aligned.� Rubrics� are� also� included.� (Mostly� 6-12� but� beginning� to� branch� into� K-5).
Reading)and)Writing)Project)http://readingandwritingproject.org/resources/assessments/reading writing assessments Offers� CCSS-aligned� performance� assessments� for� grades� K-8.� �Tasks� are� designed� as� on-demand� but� could� be� adapted to� become� curriculum-embedded. Tasks� include� rubrics.�
History/Social StudiesStanford)History)Education)Group:)Beyond)the)Bubble)https://beyondthebubble.stanford.edu/This site, produced by the Stanford History Education Group, has short constructed� response assessments� (HATs)� that� focus� on� particular� historical� skills.� Free� registration� is� required� to� download� assessments� and� rubrics� at� this� site, but the� resources� are� well worth� it (Grades� 6-12).
College)Board)Advanced)Placement)Essay)Questions)• http://media.collegeboard.com/digitalServices/pdf/ap/apcentral/AP_USH_DBQ.pdf
(copy and� paste� the� URL� into� your� web� browser)The� College Board� releases� questions� from� prior� Advanced� Placement� tests.� Download� apdf� with� Document-based� questions� for� American� history� from� 1973-1999.
• http://apcentral.collegeboard.com/apc/members/exam/exam_information/2090.htmlFind� Free Response� questions� (that� include� documents)� and� accompanying� scoring� systemsfor� World� History� from� the� past� two� years.
• http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.htmlYou� can� browse� the� list� of� home� pages� for� all� courses� to� pick� a� social� science� course� andfind� a� released� sample� test� and� other� resources.� These� assessments� may� need� adaptationas� they� are� designed� to� be� on-demand� tests� for� AP� courses,� but� they� can� provide� a� goodstarting� point.
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Handout 3.5
©� 2014 Stanford Center for Assessment, Learning, and Equity (SCALE)
Math
Washington)State)OSPIIDeveloped)Assessments)http://www.k12.wa.us/SocialStudies/Assessments/default.aspxProduced� by� the� Office� of� Superintendent� of� Public� Instruction� of� the� state� of� Washington� (in� 2008), this� collection� of� K-12� assessments� includes� one� page of CCSS-aligned� prompts� and� rubrics� for� civics, economics,� geography, history� and� international� perspectives.
Mathematics)Assessment)Project)(MAP))http://map.mathshell.org)The Mathematics Assessment Project (MAP) features updated MARS� tasks, lessons, tests, rubrics,professional development, all aligned� to� the Common� Core. Created� by UC� Berkeley, Shell Center,and University of Nottingham.
Connecticut)Academic)Performance)Test)(Released)Items))http://www.csde.state.ct.us/public/csde/cedar/assessment/capt/released_items.htm#2The Connecticut Academic Performance Test (CAPT) is one of the early pioneers of high� qualityperformance tasks. Though� these are designed� for standardized� administration, the tasks providegreat starters for curriculum embedded tasks.
West)Virginia)Department)of)EducationIITeach)21)http://wvde.state.wv.us/teach21/pbl.htmlTeach 21� is a� bank of projects written and developed by West Virginia� teachers, vetted by peersand other curriculum partners.
ScienceStanford)Education)Assessment)Laboratory)(SEAL))http://web.stanford.edu/dept/SUSE/SEAL/� This� site� contains� 14� primarily� physical� science�� performance�� assessments.� The� topics� range� from� electricity,� friction, and� incline planes� (physics);� mystery� powders� and� floating/sinking� (chemistry);� and� rocks� and� astronomy� (earth� science).� Each� assessment� contains� the� student� directions, teacher instructions,�� scoring�� system,�� and��� st�� of�� materials.
Performance)Assessment)Links)in)Science)(PALS))))http://pals.sri.com/tasks/index.htmlPALS� is� a� task� bank� of� science� performance� assessments� complied� by� SRI� International for� grades K�-12� and� represent� a� large� number� of� performance� assessment� developers.� Go� to� the� site� and� select� the� grade� band� you� are� interested� in,� then� select� course� (physical,� life,� earth/space,� and� science/technology).� Then� select� the� specific� topic� of� the� performance� assessments.� Most� assessments� have� the� student� and� teacher� materials,� a� scoring� system, and� a� sample� of� student� work.� This� is� a� great� resource.
Connecticut)State)Department)of)Education)• http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320892
This� site� provides� sample laboratory� investigations� as� well� as� performance� assessments�focusing� on scientific� issues� in� society.� The� site� includes� sample� performance� assessments in�� 6 stand�� areas�� focusing�� on�� Energy�� Transformations;�� Chemical Structures� and�Properties;� Global� Interdependence;� Cell Chemistry� and� Biochemistry;� and� Genetics,�Evolution� and� Biodiversity.� Each� assessment� contains� teacher� and� student� materials.�
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Handout 3.5
©Ā2014.Stanford Center for Assessment, Learning, and Equity (SCALE)
)
• http://www.csde.state.ct.us/public/csde/cedar/assessment/capt/released_items.htm#2Connecticut Academic Performance Test (CAPT) tasks for multiple� years in science� andmath.
Further)Readings)
General
Jaquith, A., Martin, D., & Johnston, J. (2014). Developing!a!performance!assessment!system!from!
the!ground!up:!Lessons!learned!from!three!Linked!Learning!pathways.� Stanford, CA:Stanford Center for Opportunity Policy in Education.
Parker, W., Mosborg, S., Bransford, J., Vye, N., Wilkerson, J. and Abbott, R. (2011). Rethinkingadvanced� high� school� coursework:� Tackling� the� depth/breadth� tension� in� the� AP� US� government� and� politics� course.� Journal!of!Curriculum!Studies, 43(4),� 533-559.� [SIPX� - $8.63]
Shepard, L. (2000). The� Role� of Assessment in a� Learning Culture. Educational!Researcher,!29(7), 414. [SIPX $2.41]
Stanford Center for Opportunity Policy in Education (SCOPE). (2014). StudentGcentered!schools:!Closing!the!opportunity!gap. https://edpolicy.stanford.edu/publications/pubs/1200
Tashlik, P. (2010). Changing the National Conversation on Assessment. Phi!Delta!Kappan,� 91(6), 5559. [SIPXĀ .- FREE]
History
Wineburg, S. and Martin, D. (2009). Tampering with history: Adapting primary sources forstruggling readers.!Social!Education,� 73(5), 212–216.
Other)Resources)
For additional resources related to performance� assessment, we encourage you to browse the websites of�SCALE’s� partner organizations. A� full list of partners and� descriptions of their work can� be found� here.
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Handout 3.5