ELA/LiteracyOregon, 2017

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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

Short

Min

ute-

by-M

inut

e • Observation• Questions (teachers and

s tud ents )• Instructional tasks• S tud ent d is cus s ions • Written work/

representations

• Students’ currentlearning status,relative difficulties andmisunderstandings,emerging or partiallyformed ideas, fullunderstanding

• Keep going, stopand find out more,provide oral feedbackto individuals, adjustinstructional movesin relation to studentlearning status (e.g.,act on “teachablemoments”)

Dai

ly L

esso

n

Planned and placed strategically in the lesson: • Observation• Questions (teachers and

s tud ents )• Instructional tasks• S tud ent d is cus s ions • Written work/

representations• Student self-reflection

(e.g., quick write)

• Students’ currentlearning status,relative difficulties andmisunderstandings,emerging or partiallyformed ideas, fullunderstanding

• Continue with plannedinstruction

• Instructionaladjustments in this orthe next lesson

• Find out more• Feedback to class or

individual students (oralor written)

Wee

k

• S tud ent d is cus s ions and work products

• Student self-reflection(e.g., journaling)

• Students’ currentlearning status relativeto lesson learning goals(e.g., have students metthe goal[s], are theynearly there?)

• Instructional planningfor start of new week

• Feedback to students(oral or written)

ELA/ELD Framework Figure Collection

Page 3

Handout 1.2

Cycle Methods Information Uses/Actions

Medium En

d-of

-Uni

t/P

roje

ct • Student work artifacts

(e.g., portfolio,writing project, oralpresentation)

• Use of rubrics• Student self-reflection

(e.g., short survey)• Other classroom

summative assessmentsdesigned by teacher(s)

• Status of studentlearning relative to unitlearning goals

• Grading• Reporting• Teacher reflection on

effectiveness of planningand instruction

• Teacher grade level/departmental discussionsof student work

Qua

rter

ly/I

nter

im/

Ben

chm

ark

• Portfolio• Oral reading observation• Test

• Status of achievementof intermediate goalstoward meetingstandards (resultsaggregated anddisaggregated)

• Making within-yearinstructional decisions

• Monitoring, reporting;grading; same-year adjustments tocurriculum programs

• Teacher reflection oneffectiveness of planningand instruction

• Readjusting professionallearning priorities andresource decisions

Long

Ann

ual

• Smarter BalancedSummative Assessment

• CELDT• Portfolio• District/school created

tes t

• Status of studentachievement withrespect to standards(results aggregated anddisaggregated)

• Judging students’ overalllearning

• Gauging student, school,district, and state year-to-year progress

• Monitoring, reportingand accountability

• Classification andplacement (e.g., ELs)

• Certification• Adjustments to following

year’s instruction,curriculum, programs

• Final grades• Professional learning

prioritization andresource decisions

• Teacher reflection(individual/grade level/department) on overalleffectiveness of planningand instruction

ELA/ELD Framework Figure Collection

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Handout 1.2

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Page 5

Handout 1.3

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Handout 1.3

Page 6

The

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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

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Grade 5

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Grade 5

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Handout 2.1

For BEAL Session 2.A: Outline Only

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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

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Grade 8

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Handout 2.2

Grade 8

For BEAL Session 2.A: Outline Only

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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 informationfrom 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-P

oin

tO

pin

ion

Pe

rfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 3

-5)

Sco

re

4

3

2

1

NS

Organization/Purpose

The

re

spo

nse

has

a c

lear

an

d

eff

ect

ive

org

aniz

atio

na

l str

uct

ure

, cr

eat

ing

a se

nse

of

un

ity

an

d

com

ple

ten

ess

. Th

e o

rga

niz

ati

on

is

sust

ain

ed

be

twe

en

an

d w

ith

in

par

agra

ph

s. T

he

re

spo

nse

is

con

sist

en

tly

an

d p

urp

ose

fully

fo

cuse

d:

op

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

co

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

ef

fect

ive

intr

oduc

tion

and

conc

lusio

n

lo

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

re

spo

nse

has

an

evi

de

nt

org

aniz

atio

nal

str

uct

ure

an

d a

se

nse

of

com

ple

ten

ess

. Th

ou

gh

the

re m

ay b

e m

ino

r fl

aws,

th

ey d

o

no

t in

terf

ere

wit

h t

he

ove

rall

coh

eren

ce. T

he

org

an

iza

tio

n is

ad

eq

uat

ely

su

stai

ne

d b

etw

ee

n a

nd

w

ith

in p

arag

rap

hs.

Th

e r

esp

on

se is

ge

ne

rally

fo

cuse

d:

op

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

ad

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

ad

equa

te in

trod

uctio

n an

d co

nclu

sion

ad

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

re

spo

nse

has

an

inco

nsi

ste

nt

org

aniz

atio

nal

str

uct

ure

. So

me

fl

aws

are

evi

de

nt,

an

d s

om

e i

de

as

ma

y b

e l

oo

sely

co

nn

ect

ed

. Th

e

org

an

iza

tio

n is

so

me

wh

at s

ust

ain

ed

be

twee

n an

d w

ithi

n pa

ragr

aphs

. Th

e re

spon

se m

ay h

ave

a m

ino

r d

rift

in

focu

s:

op

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

in

cons

isten

t use

of t

rans

ition

alst

rate

gies

and

/or l

ittle

var

iety

in

trod

uctio

n or

con

clus

ion,

ifpr

esen

t, m

ay b

e w

eak

un

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

re

spo

nse

has

litt

le o

r n

o

dis

cern

ible

org

aniz

atio

na

l str

uct

ure

. Th

e r

esp

on

se m

ay b

e r

ela

ted

to

th

e

op

inio

n b

ut

may

pro

vid

e li

ttle

or

no

fo

cus:

op

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

fe

w o

r no

tran

sitio

nal

stra

tegi

es a

re e

vide

nt

in

trod

uctio

n an

d/or

conc

lusio

n m

ay b

e m

issin

g

fr

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-P

oin

tO

pin

ion

Pe

rfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 3–5

)

Sco

re

4

3

2

1

NS

Evidence/Elaboration

The

re

spo

nse

pro

vid

es

tho

rou

gh

and

co

nvi

nci

ng

ela

bo

rati

on

of t

he

sup

po

rt/e

vid

en

ce f

or

the

op

inio

n

and

su

pp

ort

ing

ide

a(s

) th

at in

clu

de

s th

e e

ffe

ctiv

e u

se o

f so

urc

e m

ate

rial

. Th

e r

esp

on

se c

lear

ly a

nd

eff

ect

ive

ly

de

velo

ps

ide

as, u

sin

g p

reci

se

lan

guag

e:

co

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

cl

ear c

itatio

ns o

r att

ribut

ion

of so

urce

mat

eria

l

ef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es*

vo

cabu

lary

is c

lear

lyap

prop

riate

for t

he a

udie

nce

and

purp

ose

ef

fect

ive,

app

ropr

iate

styl

e en

hanc

es co

nten

t

The

re

spo

nse

pro

vid

es

ade

qu

ate

e

lab

ora

tio

n o

f th

e

sup

po

rt/e

vid

en

ce fo

r th

e o

pin

ion

an

d s

up

po

rtin

g id

ea(

s) t

hat

incl

ud

es

the

use

of

sou

rce

mat

eri

al. T

he

re

spo

nse

ad

eq

uat

ely

de

velo

ps

ide

as, e

mp

loyi

ng

a m

ix o

f p

reci

se

wit

h m

ore

ge

ne

ral l

an

guag

e:

ad

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

ad

equa

te u

se o

f cita

tions

or

attr

ibut

ion

to so

urce

mat

eria

l

ad

equa

te u

se o

f som

e el

abor

ativ

e te

chni

ques

*

vo

cabu

lary

is g

ener

ally

appr

opria

te fo

r the

au

dien

ce a

nd p

urpo

se

ge

nera

lly a

ppro

pria

te st

yle

is ev

iden

t

The

re

spo

nse

pro

vid

es

un

eve

n,

curs

ory

ela

bora

tion

of t

he

sup

po

rt/e

vid

en

ce fo

r th

e o

pin

ion

an

d s

up

po

rtin

g id

ea(

s) t

hat

incl

ud

es

par

tia

l or

un

eve

n u

se o

f so

urc

e

mat

eri

al. T

he

re

spo

nse

de

velo

ps

ide

as u

ne

ven

ly, u

sin

g si

mp

listi

c la

ngu

age

:

so

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

w

eak

use

of c

itatio

ns o

r at

trib

utio

n to

sour

ce m

ater

ial

w

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

vo

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

in

cons

isten

t or w

eak

atte

mpt

tocr

eate

app

ropr

iate

styl

e

The

re

spo

nse

pro

vid

es

min

imal

e

lab

ora

tio

n o

f th

e

sup

po

rt/e

vid

en

ce fo

r th

e o

pin

ion

an

d s

up

po

rtin

g id

ea(

s) t

hat

incl

ud

es

littl

e o

r n

o u

se o

f so

urc

e m

ate

rial

. Th

e r

esp

on

se is

vag

ue

, lac

ks c

lari

ty,

or

is c

on

fusi

ng:

ev

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

in

suffi

cien

t use

of c

itatio

ns o

rat

trib

utio

n to

sour

ce m

ater

ial

m

inim

al, i

f any

, use

of

elab

orat

ive

tech

niqu

es*

vo

cabu

lary

is li

mite

d or

inef

fect

ive

for t

he a

udie

nce

and

purp

ose

lit

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-P

oin

tO

pin

ion

Pe

rfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 3–5

)

Sco

re

2

1

0

NS

Conventions

The

re

spo

nse

dem

on

stra

tes

an a

de

qu

ate

com

ma

nd

of

con

ven

tio

ns:

ad

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

re

spo

nse

dem

on

stra

tes

a p

art

ial c

om

ma

nd

of

con

ven

tio

ns:

lim

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

re

spo

nse

dem

on

stra

tes

littl

e o

r n

o

com

ma

nd

of

con

ven

tio

ns:

in

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:

V

arie

ty: A

rang

e of

err

ors i

nclu

des s

ente

nce

form

atio

n, p

unct

uatio

n, c

apita

lizat

ion,

gra

mm

ar u

sage

, and

spel

ling.

Se

veri

ty: B

asic

err

ors a

re m

ore

heav

ily w

eigh

ted

than

hig

her-

leve

l err

ors.

D

en

sity

: 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

of t

he p

iece

.

Handout 2.5

Page 47

4-P

oin

tA

rgu

me

nta

tive

Per

form

ance

Tas

k W

riti

ng

Ru

bri

c (G

rad

es 6

-11)

Sco

re4

32

1N

S

Organization/Purpose

The

re

spo

nse

has

a c

lear

an

d

eff

ect

ive

org

aniz

atio

na

l str

uct

ure

, cr

eat

ing

a se

nse

of

un

ity

and

co

mp

lete

ne

ss. T

he

org

an

iza

tio

n is

fu

lly s

ust

ain

ed

be

twe

en

an

d w

ith

in

par

agra

ph

s. T

he

re

spo

nse

is

con

sist

en

tly

an

d p

urp

ose

fully

fo

cuse

d:

cl

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

co

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

ef

fect

ive

intr

oduc

tion

and

conc

lusio

n

lo

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

al

tern

ate

and

oppo

sing

argu

men

t(s)

are

clea

rlyac

know

ledg

ed o

r add

ress

ed*

The

re

spo

nse

has

an

evi

de

nt

org

aniz

atio

nal

str

uct

ure

an

d a

se

nse

o

f co

mp

lete

ne

ss.

Th

ou

gh t

he

re m

ay

be

min

or

flaw

s, t

he

y d

o n

ot

inte

rfe

re

wit

h t

he

ove

rall

coh

ere

nce

. T

he

o

rga

niz

ati

on

is a

de

qu

ate

ly s

ust

ain

ed

b

etw

ee

n a

nd

wit

hin

par

agra

ph

s. T

he

re

spo

nse

is g

en

era

lly f

ocu

sed

:

cl

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

ad

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

ad

equa

te in

trod

uctio

n an

d co

nclu

sion

ad

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

al

tern

ate

and

oppo

sing

argu

men

t(s)

are

ade

quat

ely

ackn

owle

dged

or a

ddre

ssed

*

The

re

spo

nse

has

an

inco

nsi

ste

nt

org

aniz

atio

nal

str

uct

ure

. So

me

fl

aws

are

evi

de

nt,

an

d s

om

e id

eas

m

ay b

e lo

ose

ly c

on

ne

cte

d. T

he

o

rga

niz

ati

on

is s

om

ew

hat

su

stai

ne

d

be

twe

en

an

d w

ith

in p

arag

rap

hs.

Th

e r

espo

nse

may

hav

e a

min

or

dri

ft

in f

ocu

s:

cl

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

in

cons

isten

t use

of t

rans

ition

al

stra

tegi

es a

nd/o

r litt

le v

arie

ty

in

trod

uctio

n or

con

clus

ion,

ifpr

esen

t, m

ay b

e w

eak

un

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

al

tern

ate

and

oppo

sing

argu

men

t(s)

may

be

conf

usin

g or

not a

ckno

wle

dged

*

The

re

spo

nse

has

litt

le o

r n

o

dis

cern

ible

org

aniz

atio

nal

st

ruct

ure

. Th

e r

esp

on

se m

ay b

e

rela

ted

to

th

e c

laim

bu

t m

ay

pro

vid

e li

ttle

or

no

fo

cus:

cl

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

fe

w o

r no

tran

sitio

nal s

trat

egie

sar

e ev

iden

t

in

trod

uctio

n an

d/or

con

clus

ion

may

be

miss

ing

fr

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

al

tern

ate

and

oppo

sing

argu

men

t(s)

may

not

be

ackn

owle

dged

*

In

suffi

cien

t (in

clud

es co

pied

te

xt)

In

a la

ngua

ge

othe

r tha

n En

glish

O

ff-to

pic

O

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-P

oin

tA

rgu

men

tati

veP

erfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

des

6-1

1)

Sco

re4

32

1N

S

Evidence/Elaboration

The

re

spo

nse

pro

vid

es

tho

rou

gh a

nd

co

nvi

nci

ng

elab

orat

ion

of th

e su

pp

ort

/evi

de

nce

fo

r th

e c

laim

an

d

argu

me

nt(

s) in

clu

din

g re

aso

ne

d, i

n-

de

pth

an

alys

is a

nd

th

e e

ffe

ctiv

e u

se

of

sou

rce

mat

eri

al.

The

re

spo

nse

cl

ear

ly a

nd

eff

ect

ive

ly d

eve

lop

s id

eas

, u

sin

g p

reci

se la

ngu

age

:

co

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

cl

ear c

itatio

ns o

r att

ribut

ion

toso

urce

mat

eria

l

ef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es*

vo

cabu

lary

is c

lear

ly a

ppro

pria

te

for t

he a

udie

nce

and

purp

ose

ef

fect

ive,

app

ropr

iate

styl

e en

hanc

es co

nten

t

The

re

spo

nse

pro

vid

es

ade

qu

ate

e

lab

ora

tio

n o

f th

e s

up

po

rt/e

vid

en

ce

for

the

cla

im a

nd

arg

um

en

t(s)

th

at

incl

ud

es

reas

on

ed

an

alys

is a

nd

th

e

use

of

sou

rce

mat

eri

al.

The

re

spo

nse

ad

eq

uat

ely

de

velo

ps

ide

as,

em

plo

yin

g a

mix

of

pre

cise

wit

h m

ore

ge

ne

ral l

angu

age

:

ad

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

ad

equa

te u

se o

f cita

tions

or

attr

ibut

ion

to so

urce

mat

eria

l

ad

equa

te u

se o

f som

e el

abor

ativ

e te

chni

ques

*

vo

cabu

lary

is g

ener

ally

appr

opria

te fo

r the

aud

ienc

e an

dpu

rpos

e

ge

nera

lly a

ppro

pria

te st

yle

is ev

iden

t

The

re

spo

nse

pro

vid

es

un

eve

n,

curs

ory

ela

bora

tio

n o

f th

e su

pp

ort

/evi

de

nce

for

the

cla

im a

nd

ar

gum

en

t(s)

th

at in

clu

de

s so

me

re

aso

ne

d a

nal

ysis

an

d p

arti

al o

r u

ne

ven

use

of

sou

rce

mat

eri

al.

The

re

spo

nse

de

velo

ps

ide

as u

ne

ven

ly,

usi

ng

sim

plis

tic

lan

guag

e:

so

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

w

eak

use

of c

itatio

ns o

rat

trib

utio

n to

sour

ce m

ater

ial

w

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

vo

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

in

cons

isten

t or w

eak

atte

mpt

tocr

eate

app

ropr

iate

styl

e

The

re

spo

nse

pro

vid

es

min

imal

e

lab

ora

tio

n o

f th

e s

up

po

rt/e

vid

en

ce

for

the

cla

im a

nd

arg

um

en

t(s)

th

at

incl

ud

es

littl

e o

r n

o u

se o

f so

urc

e

mat

eri

al. T

he

re

spo

nse

is v

agu

e, l

acks

cl

arit

y, o

r is

co

nfu

sin

g:

ev

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

in

suffi

cien

t use

of c

itatio

ns o

rat

trib

utio

n to

sour

ce m

ater

ial

m

inim

al, i

f any

, use

of e

labo

rativ

e te

chni

ques

*; e

mot

iona

l app

eal

may

dom

inat

e

vo

cabu

lary

is li

mite

d or

inef

fect

ive

for t

he a

udie

nce

and

purp

ose

lit

tle o

r no

evid

ence

of a

ppro

pria

te

styl

e

In

suffi

cien

t (in

clud

es co

pied

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 a

rgum

ent(

s).

Handout 2.6

Page 49

2-P

oin

tA

rgu

men

tati

veP

erfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

des

6-1

1)

Sco

re2

10

NS

Conventions

The

re

spo

nse

dem

on

stra

tes

an a

de

qu

ate

com

ma

nd

of

con

ven

tio

ns:

The

re

spo

nse

dem

on

stra

tes

a p

art

ial c

om

man

do

f co

nve

nti

on

s:Th

e r

esp

on

se d

emo

nst

rate

s li

ttle

or

no

com

ma

nd

of

con

ven

tio

ns:

In

suffi

cien

t (in

clud

es co

pied

te

xt)

In

a la

ngua

ge

othe

r tha

n En

glish

O

ff-to

pic

O

ff-pu

rpos

e

ad

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

lim

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

in

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:

V

arie

ty: A

rang

e of

err

ors i

nclu

des s

ente

nce

form

atio

n, p

unct

uatio

n, c

apita

lizat

ion,

gra

mm

ar u

sage

, and

spel

ling.

Se

veri

ty: B

asic

err

ors a

re m

ore

heav

ily w

eigh

ted

than

hig

her-

leve

l err

ors.

D

en

sity

: 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

of t

he p

iece

.

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

Grad

e 5 O

pini

on P

erfo

rman

ce Ta

sk: S

ervi

ce A

nim

als

STUD

ENT

SAM

PLE A

STU

DEN

T RE

SPO

NSE

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

gula

tions

. I st

rong

ly b

elive

that

the n

ew

rules

are

bet

ter,

mor

e saf

e, an

d m

ore h

elpfu

l com

paire

d to

the o

ld ru

les. L

et m

e exp

lain

why

.

It sp

ecifi

cly st

ates

in so

urce

3 li

nes 1

5-25

that

, “pe

ople

were

alow

ed to

choo

se a

ny se

rvice

ani

mal

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 h

ow d

ange

rous

it is

to h

ave a

pet

snak

e or l

izar

d. I g

et th

at it

migh

t mak

e the

disa

bled

pers

on fe

el co

mfy

and

cozy

. But

if y

ou b

roug

ht a

snak

e or o

ther

crea

ture

into

, let

’s sa

y, a

coffe

e sho

p, ho

w wo

uld

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 t

he se

rvice

ani

mal

atta

ckin

g. If

you

get a

ttack

ed b

y a

dog,

no b

ig de

al.

Now,

let’s

pre

tend

that

the d

og is

now

a sn

ake a

ttack

ing.

You

coul

d po

osib

ly d

ie (I

an n

ot u

sing s

nake

s for

any

pa

rticu

lar r

easo

n).

This

is wh

at re

ally

give

s 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

way

in k

nowi

ng if

th

at m

onke

y is

goin

g to

atta

ck o

r not

. If i

t did

atta

ck, t

he p

aral

yzed

man

wou

ld h

ave n

o wa

y to

pro

tect

him

self.

Eve

n th

ough

it o

nly

coul

d ha

ppen

, it i

s alw

ays g

ood

to b

e on

the s

afe s

ide.

I str

ongl

y be

live t

hat i

f the

A.D

.A. d

id n

ot m

ake t

hat l

aw, w

e wou

ld b

e in

a pr

etty

tigh

t situ

atio

n. If

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 o

ther

side

of t

he st

ory

beca

use r

ight n

ow, t

here

is n

othi

ng th

at co

uld

chan

ge

my

min

d.

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

latio

ns a

re b

ette

r, m

ore s

afe,

and

mor

e help

ful c

ompa

ired

to th

e old

rules

.

Handout 2.8

Page 52

Und

erstanding

Prfic

ienc

y

3 PO

INT

STh

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.

RATI

ONAL

E AND

EVID

ENCE

Or

gani

zatio

n an

d Pu

rpos

eG

rade

5 O

pini

on P

erfo

rman

ce

Task

: Ser

vice

Ani

mal

s

Stud

ent S

ampl

e A

Handout 2.8

Page 53

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Orga

niza

tion

and

Purp

ose:

Sco

re 3

OP

INIO

N PE

RFOR

MAN

CE TA

SK: S

ERVI

CE A

NIM

ALS

— S

TUDE

NT S

AMPL

E A

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• op

inio

n is

intro

duce

d, cl

early

co

mm

unica

ted,

and

the f

ocus

is

stron

gly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

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

• ef

fecti

ve in

trodu

ction

an

d co

nclu

sion

• lo

gica

l pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

stro

ng

conn

ectio

ns b

etwe

en an

d am

ong

idea

s with

som

e sy

ntac

tic va

riety

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

:

• op

inio

n is

clear

, 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

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:

• op

inio

n m

ay b

e som

ewha

t un

clear

, or t

he fo

cus m

ay b

e in

suffi

cient

ly su

stain

ed fo

r the

pu

rpos

e and

/or a

udien

ce•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

• in

trodu

ction

or c

onclu

sion,

if

pres

ent,

may

be w

eak

• un

even

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

and/

or

form

ulaic

; inco

nsist

ent o

r un

clear

conn

ectio

ns b

etwe

en

and

amon

g id

eas

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:

• op

inio

n m

ay b

e con

fusin

g or

am

bigu

ous;

resp

onse

may

be

too

brief

or t

he fo

cus m

ay d

rift

from

the p

urpo

se an

d/or

audi

ence

• fe

w or

no

trans

ition

al str

ateg

ies

are e

viden

t•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

• fre

quen

t ext

rane

ous i

deas

may

be

evid

ent;

idea

s may

be

rand

omly

orde

red

or h

ave a

n un

clear

pro

gres

sion

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

Off-p

urpo

se

4-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.8

Page 54

Und

erstanding

Prfic

ienc

y

2 PO

INT

STh

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.

RATI

ONAL

E AND

EVID

ENCE

Ev

iden

ce a

nd El

abor

atio

nG

rade

5 O

pini

on P

erfo

rman

ce

Task

: Ser

vice

Ani

mal

s

Stud

ent S

ampl

e A

Handout 2.8

Page 55

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Evid

ence

and

Ela

bora

tion:

Sco

re 2

OP

INIO

N PE

RFOR

MAN

CE TA

SK: S

ERVI

CE A

NIM

ALS

— S

TUDE

NT S

AMPL

E A

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• co

mpr

ehen

sive e

viden

ce (f

acts

and

deta

ils) f

rom

the s

ourc

e m

ater

ial is

inte

grat

ed, r

eleva

nt,

and

spec

ific

• cle

ar ci

tatio

ns o

r attr

ibut

ion

of

sour

ce m

ater

ial•

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

• ef

fecti

ve, a

ppro

priat

e sty

le en

hanc

es co

nten

t

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:

• ad

equa

te ev

iden

ce (f

acts

and

deta

ils) f

rom

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

• ad

equa

te u

se 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,

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:

• 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 o

f sou

rce s

umm

ary

• vo

cabu

lary u

se is

une

ven

or

som

ewha

t ine

ffecti

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 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:

• ev

iden

ce (f

acts

and

deta

ils)

from

the s

ourc

e mat

erial

is

min

imal,

irre

levan

t, ab

sent

, in

corre

ctly u

sed,

or

pred

omin

antly

copi

ed•

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*

• 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 o

f ap

prop

riate

style

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

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-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.8

Page 56

Und

erstanding

Prfic

ienc

y

2 PO

INT

STh

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

.

RATI

ONAL

E AND

EVID

ENCE

Co

nven

tions

Gra

de 5

Opi

nion

Per

form

ance

Ta

sk: S

ervi

ce A

nim

als

St

uden

t Sam

ple

A

Handout 2.8

Page 57

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Conv

entio

ns: S

core

2

OPIN

ION

PERF

ORM

ANCE

TASK

: SER

VICE

ANI

MAL

S —

STU

DENT

SAM

PLE

A

SCOR

E2

POIN

TS1 P

OINT

0 PO

INTS

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

:

• lim

ited

use o

f cor

rect

sent

ence

form

atio

n,

punc

tuat

ion,

capi

taliz

atio

n, gr

amm

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:

• in

frequ

ent u

se o

f cor

rect

sent

ence

fo

rmat

ion,

punc

tuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

• In

suffi

cient

(inc

lude

s co

pied

text

)•

In a

langu

age o

ther

th

an En

glish

• Of

f-top

ic•

Off-p

urpo

se

2-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.8

Page 58

Und

erstanding

Prfic

ienc

y

Grad

e 8 A

rgum

enta

tive P

erfo

rman

ce Ta

sk: P

enni

es

STUD

ENT

SAM

PLE A

STU

DEN

T RE

SPO

NSE

The p

rodu

ctio

n of

pen

nies

has

bee

n a

larg

ely d

iscus

sed

topi

c for

the p

ast f

ew y

ears

. The

coun

try

is tr

ying

to d

ecid

e wh

ethe

r or n

ot th

e pen

ny is

wor

th p

rodu

cing a

nym

ore.

The p

rodu

ctio

n co

st o

f pen

nies

is u

p to

twice

it’s

wort

h bu

t so

are

man

y ot

her c

oins

. Is i

t rea

lly w

orth

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 o

ne w

eek.

Man

y pe

ople

do n

ot se

e the

val

ue in

pen

nies

, 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 q

uart

er o

r a d

ime,

just

bec

ause

they

hav

e mor

e val

ue.

Wash

ingt

on M

iddl

e Sch

ool i

sn’t

the o

nly

plac

e tha

t fou

nd o

ut so

met

hing

new

abo

ut th

e pen

ny. I

nflat

ion

coul

d be

a

new

prob

lem o

n th

e rise

. With

out t

he p

enny

, ret

ailer

s will

hav

e to

eithe

r rou

nd u

p 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

per y

ear.

Is ge

tting

rid

of th

e pen

ny re

ally

wor

th a

ll th

e tro

uble

we w

ill h

ave t

o go

thro

ugh?

Rou

ndin

g pric

es ca

nnot

be d

one

fairl

y, so

it w

ould

sim

ple b

e eas

ier to

find

a w

ay to

lowe

r pro

duct

ion

cost

s. We

hav

e don

e it b

efor

e, su

rely

we c

an d

o it

agai

n. A

noth

er re

ason

the p

enny

is n

eces

sary

to k

eep

is be

caus

e it i

s act

ually

wor

th so

muc

h m

ore t

han

you

thin

k.

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 m

uch

mor

e to

get r

id

of th

em th

an to

kee

p th

em.

Handout 2.9

Page 59

Und

erstanding

Prfic

ienc

y

3 PO

INT

SBa

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

dequ

ate a

nd d

o no

t alw

ays 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: “

Man

y peo

ple d

o no

t see

the

valu

e in

penn

ies, b

ut it

clea

rly ad

ds u

p.”

RATI

ONAL

E AND

EVID

ENCE

Or

gani

zatio

n an

d Pu

rpos

eG

rade

8 A

rgum

enta

tive

Per

form

ance

Ta

sk: P

enni

es

Stud

ent S

ampl

e A

Handout 2.9

Page 60

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Orga

niza

tion

and

Purp

ose:

Sco

re 3

AR

GUM

ENTA

TIVE

PER

FORM

ANCE

TASK

: PEN

NIES

— S

TUDE

NT S

AMPL

E A

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• cla

im is

intro

duce

d, cl

early

co

mm

unica

ted,

and

the f

ocus

is

stron

gly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

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

• ef

fecti

ve in

trodu

ction

an

d co

nclu

sion

• lo

gica

l pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

stro

ng

conn

ectio

ns b

etwe

en an

d am

ong

idea

s with

som

e sy

ntac

tic va

riety

• alt

erna

te an

d op

posin

g ar

gum

ent(s

) are

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

adeq

uate

ly su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

is

gene

rally

focu

sed:

• cla

im is

clea

r, an

d th

e foc

us is

m

ostly

main

tain

ed fo

r the

pu

rpos

e and

audi

ence

• ad

equa

te u

se o

f tra

nsiti

onal

strat

egies

with

som

e var

iety t

o cla

rify r

elatio

nshi

ps b

etwe

en

and

amon

g id

eas

• ad

equa

te in

trodu

ction

an

d co

nclu

sion

• ad

equa

te p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d;

adeq

uate

conn

ectio

ns b

etwe

en

and

amon

g id

eas

• alt

erna

te an

d op

posin

g ar

gum

ent(s

) are

adeq

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

. 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:

• cla

im m

ay b

e som

ewha

t un

clear

, or t

he fo

cus m

ay b

e in

suffi

cient

ly su

stain

ed fo

r the

pu

rpos

e and

/or a

udien

ce•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

• in

trodu

ction

or c

onclu

sion,

if

pres

ent,

may

be w

eak

• un

even

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

and/

or

form

ulaic

; inco

nsist

ent o

r un

clear

conn

ectio

ns

amon

g id

eas

• alt

erna

te an

d op

posin

g ar

gum

ent(s

) may

be c

onfu

sing

or n

ot ac

know

ledge

d *

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:

• cla

im m

ay b

e con

fusin

g or

am

bigu

ous;

resp

onse

may

be

too

brief

or t

he fo

cus m

ay d

rift

from

the p

urpo

se an

d/or

audi

ence

• fe

w or

no

trans

ition

al str

ateg

ies

are e

viden

t•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

• fre

quen

t ext

rane

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 *

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 6

–11)

Handout 2.9

Page 61

Und

erstanding

Prfic

ienc

y

3 PO

INT

SBa

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.

RATI

ONAL

E AND

EVID

ENCE

Ev

iden

ce a

nd El

abor

atio

nG

rade

8 A

rgum

enta

tive

Per

form

ance

Ta

sk: P

enni

es

Stud

ent S

ampl

e A

Handout 2.9

Page 62

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Evid

ence

and

Elab

orat

ion:

Sco

re 3

AR

GUM

ENTA

TIVE

PER

FORM

ANCE

TASK

: PEN

NIES

— S

TUDE

NT S

AMPL

E A

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• co

mpr

ehen

sive e

viden

ce (f

acts

and

deta

ils) f

rom

the s

ourc

e m

ater

ial is

inte

grat

ed, r

eleva

nt,

and

spec

ific

• cle

ar ci

tatio

ns o

r attr

ibut

ion

to

sour

ce m

ater

ial•

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

• ef

fecti

ve, a

ppro

priat

e sty

le en

hanc

es co

nten

t

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:

• ad

equa

te ev

iden

ce (f

acts

and

deta

ils) f

rom

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

• ad

equa

te us

e of s

ome

elabo

rativ

e tec

hniq

ues*

• vo

cabu

lary i

s gen

erall

y ap

prop

riate

for t

he au

dien

ce

and

purp

ose

• ge

nera

lly ap

prop

riate

style

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

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

• in

suffi

cient

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

• m

inim

al, if

any,

use o

f ela

bora

tive t

echn

ique

s*;

emot

iona

l app

eal

may

dom

inat

e•

voca

bular

y is l

imite

d or

in

effe

ctive

for t

he au

dien

ce

and

purp

ose

• lit

tle or

no

evid

ence

of

appr

opria

te st

yle

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 6

–11)

Handout 2.9

Page 63

Und

erstanding

Prfic

ienc

y

2 PO

INT

STh

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.

RATI

ONAL

E AND

EVID

ENCE

Co

nven

tions

Gra

de 8

Arg

umen

tati

ve P

erfo

rman

ce

Task

: Pen

nies

St

uden

t Sam

ple

A

Handout 2.9

Page 64

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Conv

entio

ns: S

core

2

ARGU

MEN

TATI

VE P

ERFO

RMAN

CE TA

SK: P

ENNI

ES—

STU

DENT

SAM

PLE

A

SCOR

E2

POIN

TS1 P

OINT

0 PO

INTS

NS

CONVENTIONS

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

• ad

equa

te u

se o

f cor

rect

sent

ence

fo

rmat

ion,

pun

ctuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

• lim

ited

use o

f cor

rect

sent

ence

form

atio

n,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

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:

• in

frequ

ent u

se o

f cor

rect

sent

ence

fo

rmat

ion,

pun

ctuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

• In

suffi

cient

(inc

lude

s co

pied

text

)•

In a

langu

age o

ther

th

an En

glish

• Of

f-top

ic•

Off-p

urpo

se

Holis

tic Sc

orin

g:

•Va

riety

: A 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.

•Se

verit

y: B

asic

erro

rs ar

e mor

e hea

vily w

eight

ed th

an h

ighe

r-lev

el er

rors

.

•De

nsity

: The

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 6

–11)

Handout 2.9

Page 65

Und

erstanding

Prfic

ienc

y

Grad

e 5 O

pini

on P

erfo

rman

ce Ta

sk: S

ervi

ce A

nim

als

STUD

ENT

SAM

PLE B

STU

DEN

T RE

SPO

NSE

from

my

pers

pect

ive I

thin

k fr

om so

urce

#3

“onc

e the

new

rules

wen

t int

o eff

ect t

he o

nly

serv

ice a

nim

als p

erm

itted

in

pub

lic p

lace

s wer

e dog

s and

min

iture

hor

ses.”

and

“for

exam

ple b

irds c

ould

leav

e dro

ppin

gs o

n a

stor

e floo

r.”

That

’s wh

y I c

hose

ani

mal

s tha

t are

per

mitt

ed a

re o

nly

alou

d in

surt

ain

plac

es. c

ause

if I

was a

t a re

stur

aunt

and

th

ere w

as a

boa

cons

trict

or I

woul

d’nt

be s

atisfi

ed in

my

food

any

mor

e and

def

enet

ly I’

d los

e my

appe

tite w

hen

I go

to m

y fa

vorit

e res

tura

unt I

don

’t wa

nt to

see a

ny g

ross

ani

mal

s bec

ause

I su

dden

tly w

ould

not

wan

t my

favo

rite f

ood

anym

ore.

In so

urce

#3

it sa

ys D

iffer

ent a

nim

als c

arry

cert

ain

desie

ses.”

one

exam

ple i

f I sa

t nex

t to

a pe

t and

they

th

ey le

t my

pet i

f it w

ould

hav

e a d

isies

and

that

wou

ld b

e bad

.

Handout 2.10

Page 66

Und

erstanding

Prfic

ienc

y

1 PO

INT

This

resp

onse

has

no

disc

erni

ble o

rgan

izatio

nal s

tructu

re an

d pr

ovid

es lit

tle fo

cus.

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.

RATI

ONAL

E AND

EVID

ENCE

Or

gani

zatio

n an

d Pu

rpos

eG

rade

5 O

pini

on P

erfo

rman

ce

Task

: Ser

vice

Ani

mal

s

Stud

ent S

ampl

e B

Handout 2.10

Page 67

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Orga

niza

tion

and

Purp

ose:

Sco

re 1

OPIN

ION

PERF

ORM

ANCE

TASK

: SER

VICE

ANI

MAL

S —

STU

DENT

SAM

PLE

B

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• op

inio

n is

intro

duce

d, cl

early

co

mm

unica

ted,

and

the f

ocus

is

stron

gly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

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

• ef

fecti

ve in

trodu

ction

an

d co

nclu

sion

• lo

gica

l pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

stro

ng

conn

ectio

ns b

etwe

en an

d am

ong

idea

s with

som

e sy

ntac

tic va

riety

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

:

• op

inio

n is

clear

, 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

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:

• op

inio

n m

ay b

e som

ewha

t un

clear

, or t

he fo

cus m

ay b

e in

suffi

cient

ly su

stain

ed fo

r the

pu

rpos

e and

/or a

udien

ce•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

• in

trodu

ction

or c

onclu

sion,

if

pres

ent,

may

be w

eak

• un

even

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

and/

or

form

ulaic

; inco

nsist

ent o

r un

clear

conn

ectio

ns b

etwe

en

and

amon

g id

eas

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:

• op

inio

n m

ay b

e con

fusin

g or

am

bigu

ous;

resp

onse

may

be

too

brief

or t

he fo

cus m

ay d

rift

from

the p

urpo

se an

d/or

audi

ence

• fe

w or

no

trans

ition

al str

ateg

ies

are e

viden

t•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

• fre

quen

t ext

rane

ous i

deas

may

be

evid

ent;

idea

s may

be

rand

omly

orde

red

or h

ave a

n un

clear

pro

gres

sion

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

Off-p

urpo

se

4-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.10

Page 68

Und

erstanding

Prfic

ienc

y

1 PO

INT

The r

espo

nse d

oes n

ot in

clude

an ap

prop

riate

leve

l of e

labor

atio

n or

an ap

prop

riate

amou

nt o

f evid

ence

to su

ppor

t a sc

ore

abov

e 1. T

he st

uden

t’s at

tem

pts t

o cit

e sou

rce m

ater

ial is

limite

d; th

e res

pons

e onl

y inc

lude

s evid

ence

from

a sin

gle s

ourc

e (so

urce

3), a

nd su

ch ev

iden

ce is

not

well

inco

rpor

ated

into

the d

escr

iptio

n of

an o

vera

ll opi

nion

(i.e.

, sou

rce e

viden

ce is

pr

edom

inan

tly co

pied

). Th

ere i

s a w

eak a

ttem

pt to

empl

oy el

abor

ative

tech

niqu

es, e

viden

ced

by th

e fac

t tha

t the

who

le pa

per

focu

ses o

n pe

rson

al op

inio

n wi

thou

t con

necti

ng id

eas.

In ad

ditio

n, th

e voc

abul

ary i

s not

par

ticul

arly

effe

ctive

for t

he p

urpo

se

beca

use t

he w

ords

do

not h

elp to

conv

ey id

eas w

ith p

recis

ion

and

ther

e is l

ittle/

no ev

iden

ce o

f app

ropr

iate s

tyle.

RATI

ONAL

E AND

EVID

ENCE

Ev

iden

ce a

nd El

abor

atio

nG

rade

5 O

pini

on P

erfo

rman

ce

Task

: Ser

vice

Ani

mal

s

Stud

ent S

ampl

e B

Handout 2.10

Page 69

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Evid

ence

and

Ela

bora

tion:

Sco

re 1

OPIN

ION

PERF

ORM

ANCE

TASK

: SER

VICE

ANI

MAL

S —

STU

DENT

SAM

PLE

B

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• co

mpr

ehen

sive e

viden

ce (f

acts

and

deta

ils) f

rom

the s

ourc

e m

ater

ial is

inte

grat

ed, r

eleva

nt,

and

spec

ific

• cle

ar ci

tatio

ns o

r attr

ibut

ion

of

sour

ce m

ater

ial•

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

• ef

fecti

ve, a

ppro

priat

e sty

le en

hanc

es co

nten

t

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:

• ad

equa

te ev

iden

ce (f

acts

and

deta

ils) f

rom

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

• ad

equa

te u

se 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,

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:

• 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 o

f sou

rce s

umm

ary

• vo

cabu

lary u

se is

une

ven

or

som

ewha

t ine

ffecti

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 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:

• ev

iden

ce (f

acts

and

deta

ils)

from

the s

ourc

e mat

erial

is

min

imal,

irre

levan

t, ab

sent

, in

corre

ctly u

sed,

or

pred

omin

antly

copi

ed•

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*

• 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 o

f ap

prop

riate

style

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

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-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.10

Page 70

Und

erstanding

Prfic

ienc

y

0 PO

INT

STh

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.

RATI

ONAL

E AND

EVID

ENCE

Co

nven

tions

Gra

de 5

Opi

nion

Per

form

ance

Ta

sk: S

ervi

ce A

nim

als

St

uden

t Sam

ple

B

Handout 2.10

Page 71

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Conv

entio

ns: S

core

0

OPIN

ION

PERF

ORM

ANCE

TASK

: SER

VICE

ANI

MAL

S —

STU

DENT

SAM

PLE

B

SCOR

E2

POIN

TS1 P

OINT

0 PO

INTS

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

:

• lim

ited

use o

f cor

rect

sent

ence

form

atio

n,

punc

tuat

ion,

capi

taliz

atio

n, gr

amm

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:

• in

frequ

ent u

se o

f cor

rect

sent

ence

fo

rmat

ion,

punc

tuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

• In

suffi

cient

(inc

lude

s co

pied

text

)•

In a

langu

age o

ther

th

an En

glish

• Of

f-top

ic•

Off-p

urpo

se

2-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.10

Page 72

Und

erstanding

Prfic

ienc

y

Grad

e 8 A

rgum

enta

tive P

erfo

rman

ce Ta

sk: P

enni

es

STUD

ENT

SAM

PLE B

STU

DEN

T RE

SPO

NSE

Penn

ies sh

ould

still

live

bec

ause

lets

say

that

you

hav

e five

doll

ars a

nd y

ou n

eed

chan

ge fo

r one

pen

ny w

here

you

go

ing t

o ge

t tha

t one

pen

ny if

that

doe

sn’t

exist

and

plu

s if y

ou el

imin

ate p

enni

es p

eopl

e will

go n

uts a

nd p

enni

es

have

bee

n ar

ound

for 2

00 y

ears

you

cant

just

thro

w so

met

hing

awa

y th

at’s

been

par

t of o

ur li

ves f

or 2

00 y

ears

, Im

on

bot

h sid

es b

ut m

ostly

on

keep

ing t

he p

enni

es in

stea

d of

elim

inat

ing t

hem

. The

coin

also

gave

rise

to th

e ter

ms l

ike

“pen

ny ca

ndy”

a p

iece o

f can

dy so

ld fo

r one

cent

and

pen

ny a

rcad

e an

amus

emen

t cen

ter w

ith m

achi

nes t

hat c

ost

one c

ent t

o op

erat

e. Th

is am

azin

g effo

rt w

as m

ade p

ossib

le du

e to

the p

ower

of t

he p

enny

. Man

y pe

ople

do n

ot se

e th

e val

ue in

the p

enny

, and

they

feel

as th

ough

pen

nies

are

not

wor

th th

e tro

uble

of ca

rryi

ng th

em a

roun

d. Pe

nnies

m

ight b

e a li

ttle b

ulky

, but

they

add

up

mor

eove

r, be

caus

e the

y ar

e wor

th so

littl

e, pe

ople

don’

t min

d do

natin

g the

m

to ch

arity

Handout 2.11

Page 73

Und

erstanding

Prfic

ienc

y

1 PO

INT

Base

d on

the o

rgan

izatio

n an

d pu

rpos

e rub

ric, t

his s

tude

nt re

ceive

s a sc

ore o

f 1. T

he st

uden

t’s p

ositi

on is

clea

r, bu

t the

supp

ort

for t

he cl

aim is

not

logi

cally

argu

ed. T

here

are t

rans

ition

s with

in id

eas (

“also

,” “bu

t,” “b

ecau

se”),

but

the t

rans

ition

s bet

ween

di

ffere

nt id

eas a

re n

ot fu

lly d

evelo

ped,

mak

ing

the s

uppo

rting

evid

ence

diffi

cult

to fo

llow;

the l

atte

r half

of t

he st

uden

t’s w

ritin

g co

nsist

s of a

serie

s of u

ncite

d qu

otat

ions

. The

stud

ent a

ttem

pts t

o in

clude

an o

rigin

ally w

orde

d in

trodu

ction

, but

it is

wea

k and

di

fficu

lt to

supp

ort.

The c

onclu

sion

is m

issin

g. Th

e stu

dent

’s co

unte

rclai

m is

anot

her u

ncite

d qu

otat

ion

with

out e

xplan

atio

n.

RATI

ONAL

E AND

EVID

ENCE

Or

gani

zatio

n an

d Pu

rpos

eG

rade

8 A

rgum

enta

tive

Per

form

ance

Ta

sk: P

enni

es

Stud

ent S

ampl

e B

Handout 2.11

Page 74

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Orga

niza

tion

and

Purp

ose:

Sco

re 1

ARGU

MEN

TATI

VE P

ERFO

RMAN

CE TA

SK: P

ENNI

ES—

STU

DENT

SAM

PLE

B

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• cla

im is

intro

duce

d, cl

early

co

mm

unica

ted,

and

the f

ocus

is

stron

gly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

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

• ef

fecti

ve in

trodu

ction

an

d co

nclu

sion

• lo

gica

l pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

stro

ng

conn

ectio

ns b

etwe

en an

d am

ong

idea

s with

som

e sy

ntac

tic va

riety

• alt

erna

te an

d op

posin

g ar

gum

ent(s

) are

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

adeq

uate

ly su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

is

gene

rally

focu

sed:

• cla

im is

clea

r, an

d th

e foc

us is

m

ostly

main

tain

ed fo

r the

pu

rpos

e and

audi

ence

• ad

equa

te u

se o

f tra

nsiti

onal

strat

egies

with

som

e var

iety t

o cla

rify r

elatio

nshi

ps b

etwe

en

and

amon

g id

eas

• ad

equa

te in

trodu

ction

an

d co

nclu

sion

• ad

equa

te p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d;

adeq

uate

conn

ectio

ns b

etwe

en

and

amon

g id

eas

• alt

erna

te an

d op

posin

g ar

gum

ent(s

) are

adeq

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

. 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:

• cla

im m

ay b

e som

ewha

t un

clear

, or t

he fo

cus m

ay b

e in

suffi

cient

ly su

stain

ed fo

r the

pu

rpos

e and

/or a

udien

ce•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

• in

trodu

ction

or c

onclu

sion,

if

pres

ent,

may

be w

eak

• un

even

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

and/

or

form

ulaic

; inco

nsist

ent o

r un

clear

conn

ectio

ns

amon

g id

eas

• alt

erna

te an

d op

posin

g ar

gum

ent(s

) may

be c

onfu

sing

or n

ot ac

know

ledge

d *

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:

• cla

im m

ay b

e con

fusin

g or

am

bigu

ous;

resp

onse

may

be

too

brief

or t

he fo

cus m

ay d

rift

from

the p

urpo

se an

d/or

audi

ence

• fe

w or

no

trans

ition

al str

ateg

ies

are e

viden

t•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

• fre

quen

t ext

rane

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 *

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 6

–11)

Handout 2.11

Page 75

Und

erstanding

Prfic

ienc

y

1 PO

INT

Base

d up

on th

e evid

ence

and

elabo

ratio

n ru

bric,

this

stude

nt re

ceive

s a sc

ore o

f 1. A

lthou

gh th

e stu

dent

inclu

des s

ever

al pi

eces

of

evid

ence

, the

lack

of e

labor

atio

n an

d re

fere

nces

mea

ns th

at th

is ev

iden

ce is

not

inte

grat

ed in

to a

cohe

rent

argu

men

t. Th

e use

of

voca

bular

y is i

neffe

ctive

for t

he au

dien

ce an

d pu

rpos

e, an

d in

clude

s phr

ases

such

as, “

Penn

ies sh

ould

still

live,”

and

“peo

ple

will g

o nu

ts.” G

iven

the l

imite

d or

igin

al te

xt, t

here

is lit

tle ev

iden

ce o

f the

stud

ent’s

mas

tery

of s

tylis

tic el

emen

ts fo

r the

pur

pose

an

d au

dien

ce.

RATI

ONAL

E AND

EVID

ENCE

Ev

iden

ce a

nd El

abor

atio

nG

rade

8 A

rgum

enta

tive

Per

form

ance

Ta

sk: P

enni

es

Stud

ent S

ampl

e B

Handout 2.11

Page 76

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Evid

ence

and

Elab

orat

ion:

Sco

re 3

AR

GUM

ENTA

TIVE

PER

FORM

ANCE

TASK

: PEN

NIES

— S

TUDE

NT S

AMPL

E B

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• co

mpr

ehen

sive e

viden

ce (f

acts

and

deta

ils) f

rom

the s

ourc

e m

ater

ial is

inte

grat

ed, r

eleva

nt,

and

spec

ific

• cle

ar ci

tatio

ns o

r attr

ibut

ion

to

sour

ce m

ater

ial•

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

• ef

fecti

ve, a

ppro

priat

e sty

le en

hanc

es co

nten

t

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:

• ad

equa

te ev

iden

ce (f

acts

and

deta

ils) f

rom

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

• ad

equa

te us

e of s

ome

elabo

rativ

e tec

hniq

ues*

• vo

cabu

lary i

s gen

erall

y ap

prop

riate

for t

he au

dien

ce

and

purp

ose

• ge

nera

lly ap

prop

riate

style

is

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

• in

suffi

cient

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

• m

inim

al, if

any,

use o

f ela

bora

tive t

echn

ique

s*;

emot

iona

l app

eal

may

dom

inat

e•

voca

bular

y is l

imite

d or

in

effe

ctive

for t

he au

dien

ce

and

purp

ose

• lit

tle or

no

evid

ence

of

appr

opria

te st

yle

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 6

–11)

Handout 2.11

Page 77

Und

erstanding

Prfic

ienc

y

0 PO

INT

SBa

sed

upon

the c

onve

ntio

ns ru

bric,

this

stude

nt ea

rns a

scor

e of 0

. Onl

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

text

. The

stud

ent 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

xt w

ritte

n co

rrectl

y, wh

ich m

akes

it m

ore d

ifficu

lt to

und

ersta

nd th

e stu

dent

’s wr

iting

.

RATI

ONAL

E AND

EVID

ENCE

Co

nven

tions

Gra

de 8

Arg

umen

tati

ve P

erfo

rman

ce

Task

: Pen

nies

St

uden

t Sam

ple

B

Handout 2.11

Page 78

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Conv

entio

ns: S

core

0

ARGU

MEN

TATI

VE P

ERFO

RMAN

CE TA

SK: P

ENNI

ES—

STU

DENT

SAM

PLE

B

SCOR

E2

POIN

TS1 P

OINT

0 PO

INTS

NS

CONVENTIONS

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

• ad

equa

te u

se o

f cor

rect

sent

ence

fo

rmat

ion,

pun

ctuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

• lim

ited

use o

f cor

rect

sent

ence

form

atio

n,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

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:

• in

frequ

ent u

se o

f cor

rect

sent

ence

fo

rmat

ion,

pun

ctuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

• In

suffi

cient

(inc

lude

s co

pied

text

)•

In a

langu

age o

ther

th

an En

glish

• Of

f-top

ic•

Off-p

urpo

se

Holis

tic Sc

orin

g:

•Va

riety

: A 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.

•Se

verit

y: B

asic

erro

rs ar

e mor

e hea

vily w

eight

ed th

an h

ighe

r-lev

el er

rors

.

•De

nsity

: The

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 6

–11)

Handout 2.11

Page 79

Und

erstanding

Prfic

ienc

y

Grad

e 5 O

pini

on P

erfo

rman

ce Ta

sk: S

ervi

ce A

nim

als

STUD

ENT

SAM

PLE C

STU

DEN

T RE

SPO

NSE

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 t

hey

can

have

in p

ublic

pla

ces?

In

Mar

ch 2

011,

this

new

rule

was a

dded

to th

e Am

erica

ns w

ith D

isabi

lities

Act

(ADA

) so

that

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.

Firs

t off,

and

mos

t im

port

antly

, if a

ny k

ind

of a

nim

al w

as a

llowe

d to

be a

serv

ice a

nim

al, i

t cou

ld b

e a d

ange

r to

peo

ple a

nd o

ther

ani

mal

s. Pe

ople

coul

d br

ing a

ll ki

nds o

f dan

gero

us a

nim

als w

ith th

em in

pub

lic p

lace

s lik

e po

rcup

ines

, cob

ras,

tiger

s, or

goril

las.

In S

ourc

e #1

it st

ates

“For

exam

ple,

a m

onke

y co

uld

sudd

enly

hur

t a p

erso

n if

it go

t ang

ry o

r frig

hten

ed fo

r som

e rea

son.

” Ac

cord

ing t

o Ap

ril T

ruitt

who

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

their

own

ers a

nd o

ther

s.”

Busin

ess o

wner

s can

not h

ave a

nim

als i

n th

eir p

ublic

pla

ces w

ho h

urt o

ther

s or b

ecom

e vio

lent s

udde

nly

and

that

is

why

not e

very

kin

d of

ani

mal

shou

ld b

e allo

wed

as a

serv

ice a

nim

al.

In S

ourc

e #3

it sa

ys “D

ogs a

nd m

inia

ture

ho

rses

, how

ever

, are

tam

e. T

hey

have

bee

n us

ed a

s pet

s for

hun

dred

s of y

ears

. Th

ey li

sten

to co

mm

ands

. Bot

h do

gs

and

min

iatu

re h

orse

s are

trai

ned

to gu

ide t

he b

lind.

The

se a

nim

als c

an b

e tru

sted

by

pet o

wner

s and

bus

inne

rs

owne

rs.”

Thi

s is w

hy o

nly

dogs

and

min

iatu

re h

orse

s sho

uld

be a

llowe

d in

pub

lic p

lace

s. T

hey

are n

ot d

ange

rous

to

peop

le an

d ot

her a

nim

als.

Seco

ndly,

if o

ther

kin

ds o

f ani

mal

s are

allo

wed

to b

e ser

vice

ani

mal

s, th

ere c

ould

be d

iseas

es sp

read

in a

pla

ce

of b

usin

ess.

In S

ourc

e #3

it st

ates

“For

exam

ple,

bird

s cou

ld le

ave d

ropp

ings

on

a st

ore fl

oor.

Thi

s cre

ates

an

unhe

alth

y se

tting

for o

ther

s.” I

f the

se b

irds l

eave

their

poo

p on

the fl

oor,

it wi

ll m

ean

busin

ess o

wner

s hav

e to

be

very

care

ful t

o cle

an u

p th

e mes

s so

that

peo

ple g

oing

ther

e don

’t ge

t sick

. It a

lso sa

ys in

Sou

rce #

3 th

at “D

iffer

ent

anim

als c

arry

cert

ain

dise

ases

.” If

peo

ple a

re a

llowe

d to

brin

g in

pigs

, bird

s, an

d liz

ards

, tho

se a

nim

als c

an sp

read

di

seas

es to

oth

er cu

stom

ers.

Dog

s and

min

iatu

re h

orse

s are

tam

e pet

s and

wou

ld n

ot sp

read

dise

ase t

he w

ay th

ese

othe

r ani

mal

s cou

ld.

CON

TIN

UED

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

mal

s ent

er th

eir p

lace

of

busin

ess.

Ani

mal

s who

are

a d

ange

r to

peop

le an

d ot

her a

nim

als c

ould

bec

ome v

iolen

t and

hur

t oth

er p

eopl

e who

co

me t

o th

at p

lace

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

abo

ut k

eepi

ng

a re

stau

rant

clea

n so

that

food

can

be se

rved

ther

e and

peo

ple d

on’t

get s

ick.

With

out t

he n

ew se

rvice

ani

mal

law,

pe

ople

coul

d br

ing a

ll ty

pes o

f ani

mal

s 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

have

to p

ay fi

nes t

o re

open

.In co

nclu

sion,

I st

rong

ly b

eliev

e tha

t ONL

Y DO

GS A

ND

MIN

IATU

RE H

ORSE

S sh

ould

be a

llowe

d to

wor

k as

serv

ice a

nim

als i

n pu

blic p

lace

s. O

ther

type

s of a

nim

als c

an b

e 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

eopl

e and

bu

sines

ses.

CON

TIN

UED

FRO

M P

AG

E 1

Grad

e 5

Opin

ion

Perf

orm

ance

Task

: Stu

dent

Sam

ple

C ST

UDEN

T RE

SPON

SE

Handout 2.12

Page 81

Und

erstanding

Prfic

ienc

y

Grad

e 5 O

pini

on P

erfo

rman

ce Ta

sk: S

ervi

ce A

nim

als

STUD

ENT

SAM

PLE D

STU

DEN

T RE

SPO

NSE

Opin

ion

abou

t Ser

vice

ani

mal

s

I hav

e lea

rned

that

disa

bled

peop

le ne

ed h

elp fr

om se

rvice

ani

mal

s 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

wal

k in

a sh

op/r

estr

aunt

and

not

be t

old, “

Sorr

y on

ly d

ogs a

nd m

initu

re h

ores

es a

llowd

ed”,

beca

use i

f you

hav

e a se

rvice

ani

mal

(bes

ides

a d

og o

r min

iture

hor

se) t

o co

mfo

rt y

ou o

r help

you

you

migh

t hav

e to

ask

som

one t

o do

it fo

r you

.

Anim

als l

ike “

Capu

chin

Mon

keys

are

won

derf

ul se

rvice

ani

mal

s, no

t eve

ryon

e agr

ees.

Capu

chin

s are

smal

l, ea

sy to

tr

ain,

and

able

to b

ond,

Howe

ver t

hey

are s

till w

ild. O

ther

ani

mal

s lik

e dolp

hins

and

snak

es ca

n be

a go

od w

ay to

ca

lm p

eopl

e 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 o

r 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

Grad

e 8 A

rgum

enta

tive P

erfo

rman

ce Ta

sk: P

enni

es

STUD

ENT

SAM

PLE C

STU

DEN

T RE

SPO

NSE

Shou

ld W

e Ke

ep th

e Pe

nny?

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

if we

got r

id o

f it.

For e

xsam

ple 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. “.

. . a

lunc

h bi

ll co

mes

out

to $

9.06

, it w

ould

be r

ound

ed d

own

to $

9.05

. If i

t was

$9.

09, i

t wo

uld

be ro

unde

d up

to $

9.10

,” Th

is wa

s sta

ted

in th

e sec

ond

sour

ce. B

ut th

is wo

uld

be m

ore l

ike a

tax

beca

use m

ost

stor

es w

ould

roun

d up

mor

e ofte

n th

en n

ot so

this

woul

d co

st p

eopl

e $60

0 m

illio

n ea

ch y

ear.

The p

enny

is a

big

part

of

our

hist

ory

too.

“The

firs

t pen

nies

, min

ted

until

185

7, we

re v

ery

larg

e . .

.” Th

e pen

ny h

as ch

ange

d ov

er th

e yea

rs

with

us.

It is

also

in m

any

popu

lar i

diom

s. “‘a

pen

ny fo

r you

r tho

ught

s’ . .

. ‘n

ot o

ne re

d ce

nt’.”

Also

som

ethi

ngs f

or

exsa

mpl

e pen

ny ca

ndy.

But t

he co

unte

r arg

umen

t wou

ld a

lso h

ave p

oint

s. Th

e pen

ny d

oes c

ost m

ore t

o m

ake t

han

it’s w

orth

, but

that

can

be fi

xed

by ch

angin

g how

it’s

mad

e. Al

so m

ost o

f the

tim

e peo

ple r

efus

e to

have

it in

chan

ge a

nd d

on’t

norm

ally

us

e the

m.

But I

still

thin

k we

shou

ld k

eep

the p

enny

. I fe

el th

is wa

y be

caus

e the

y ad

d up

. A p

enny

driv

e “. .

. ra

ised

over

$30

00

in o

ne w

eek!

” The

y ra

ised

this

muc

h m

oney

bec

ause

peo

ple w

ill w

illin

gly

give u

p pe

nnies

bec

ause

you

can’

t buy

muc

h wi

th th

em. S

o do

natin

g the

m a

dds u

p to

alot

of m

oney

. But

if y

ou h

ad a

qua

ter d

rive n

ot m

any

peop

le wi

ll do

nate

be

caus

e you

can

do st

uff w

ith q

uate

rs.

In co

nclu

sion

I fee

l we s

houl

d ke

ep th

e pen

ny. I

ts a

big

part

of o

ur h

istor

y an

d is

used

in co

mm

on p

hras

es. I

t may

be

mor

e exs

penc

ive t

o m

ake t

han

it’s w

orth

but

that

can

be fi

xed

by b

eing m

ade o

ut o

f diff

eren

t thi

ngs.

Savi

ng u

p pe

nnies

can

real

ly a

dd u

p. We

true

ly n

eed

the p

enny

.

Handout 2.13

Page 83

Und

erstanding

Prfic

ienc

y

Grad

e 8 A

rgum

enta

tive P

erfo

rman

ce Ta

sk: P

enni

es

STUD

ENT

SAM

PLE D

STU

DEN

T RE

SPO

NSE

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 o

bvio

us so

lutio

n wo

uld

be to

sim

ply

rem

ove t

he p

enny

. “Th

e Uni

ted

Stat

es go

vern

men

t…los

t 60.

2 m

illio

n on

the p

rodu

ctio

n an

d di

strib

utio

n of

pen

nies

…in

the 2

011

fisca

l yea

r…an

d th

e los

ses h

ave b

een

mou

ntin

g” (S

omm

er).

It is

clear

ly fo

olish

to co

ntin

ue m

akin

g pe

nnies

whe

n we

are

losin

g mill

ions

each

yea

r, m

illio

ns th

at co

uld

be u

sed

to b

ette

r peo

ple’s

live

s. In

stea

d we

was

te

it on

min

ting o

ut co

ins t

hat a

re o

nly

wort

h 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

add

up to

$70

0 m

illio

n pe

r yea

r…” (

Man

cuso

). Th

e tim

e spe

nt co

untin

g pe

nnies

shou

ld b

e use

d m

uch

mor

e pro

duct

ively

and

imag

ine i

f tho

se b

usin

esse

s cou

ld d

onat

e $70

0 m

illio

n to

char

ity.

Even

the D

epar

tmen

t of D

efen

se d

oesn

’t us

e pen

nies

any

mor

e. “F

or o

ver 3

0 ye

ars,

penn

ies h

aven

’t be

en u

sed

on fo

reign

mili

tary

bas

es. P

enni

es a

re ‘t

oo h

eavy

and

are

not

cost

effec

tive t

o sh

ip’ “

(Man

cuso

). It

is a

com

plet

e wa

ste t

o co

ntin

ue u

sing p

enni

es, a

nd ev

en th

e mili

tary

agr

ees.

If su

ch a

majo

r par

t of o

ur go

vern

men

t ref

uses

to u

se

penn

ies, t

he re

st o

f us s

houl

d ta

ke th

e hin

t.

Som

e peo

ple t

hink

that

rem

ovin

g the

pen

ny is

not

a go

od id

ea in

fear

s of i

nflat

ion

and

econ

omic

prob

lems.

This

is no

t the

case

. “A

num

ber o

f cou

ntrie

s, in

cludi

ng A

ustr

alia

, new

Zea

land

, bra

zil,

Finl

and,

the N

ethe

rland

s, No

rway

, Sw

eden

, Swi

tzer

land

, and

Brit

ain,

hav

e alre

ady

drop

ped

their

lowe

st-de

nom

inat

ed co

ins,

with

out d

ire co

nseq

uenc

es”

(Man

cuso

). If

all o

f the

se co

untr

ies ca

n dr

op th

eir lo

west

val

ue co

in w

ithou

t the

ir ec

onom

y co

llaps

ing,

it se

ems

reas

onab

le to

ass

ume t

hat w

e wou

ld b

e fine

too.

Even

mor

e pro

of is

that

Can

ada

has s

topp

ed m

intin

g out

pen

nies

, an

d wi

th a

ll of

our

cultu

ral,

econ

omic,

and

poli

tical

sim

ilarit

ies it

wou

ld se

em th

at it

may

be b

est f

or u

s to

stop

pe

nny-

prod

ucin

g too

.(Man

cuso

). If

Can

ada

has f

ound

enou

gh v

alid

reas

ons t

o st

op m

intin

g the

pen

ny, t

hen

we

shou

ld fo

llow

their

exam

ple.

Ceas

ing p

rodu

ctio

n of

the p

enny

wou

ld sa

ve m

illio

ns o

f doll

ars a

nd ti

me,

and

coul

d m

ake p

eopl

e’s li

ves b

ette

r. Fe

ars 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.

Handout 2.13

Page 84

Und

erstanding

Prfic

ienc

y

Grad

e 5 O

pini

on P

erfo

rman

ce Ta

sk: S

ervi

ce A

nim

als

STUD

ENT

SAM

PLE C

STU

DEN

T RE

SPO

NSE

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 t

hey

can

have

in p

ublic

pla

ces?

In

Mar

ch 2

011,

this

new

rule

was a

dded

to th

e Am

erica

ns w

ith D

isabi

lities

Act

(ADA

) so

that

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.

Firs

t off,

and

mos

t im

port

antly

, if a

ny k

ind

of a

nim

al w

as a

llowe

d to

be a

serv

ice a

nim

al, i

t cou

ld b

e a d

ange

r to

peo

ple a

nd o

ther

ani

mal

s. Pe

ople

coul

d br

ing a

ll ki

nds o

f dan

gero

us a

nim

als w

ith th

em in

pub

lic p

lace

s lik

e po

rcup

ines

, cob

ras,

tiger

s, or

goril

las.

In S

ourc

e #1

it st

ates

“For

exam

ple,

a m

onke

y co

uld

sudd

enly

hur

t a p

erso

n if

it go

t ang

ry o

r frig

hten

ed fo

r som

e rea

son.

” Ac

cord

ing t

o Ap

ril T

ruitt

who

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

their

own

ers a

nd o

ther

s.”

Busin

ess o

wner

s can

not h

ave a

nim

als i

n th

eir p

ublic

pla

ces w

ho h

urt o

ther

s or b

ecom

e vio

lent s

udde

nly

and

that

is

why

not e

very

kin

d of

ani

mal

shou

ld b

e allo

wed

as a

serv

ice a

nim

al.

In S

ourc

e #3

it sa

ys “D

ogs a

nd m

inia

ture

ho

rses

, how

ever

, are

tam

e. T

hey

have

bee

n us

ed a

s pet

s for

hun

dred

s of y

ears

. Th

ey li

sten

to co

mm

ands

. Bot

h do

gs

and

min

iatu

re h

orse

s are

trai

ned

to gu

ide t

he b

lind.

The

se a

nim

als c

an b

e tru

sted

by

pet o

wner

s and

bus

inne

rs

owne

rs.”

Thi

s is w

hy o

nly

dogs

and

min

iatu

re h

orse

s sho

uld

be a

llowe

d in

pub

lic p

lace

s. T

hey

are n

ot d

ange

rous

to

peop

le an

d ot

her a

nim

als.

Seco

ndly,

if o

ther

kin

ds o

f ani

mal

s are

allo

wed

to b

e ser

vice

ani

mal

s, th

ere c

ould

be d

iseas

es sp

read

in a

pla

ce

of b

usin

ess.

In S

ourc

e #3

it st

ates

“For

exam

ple,

bird

s cou

ld le

ave d

ropp

ings

on

a st

ore fl

oor.

Thi

s cre

ates

an

unhe

alth

y se

tting

for o

ther

s.” I

f the

se b

irds l

eave

their

poo

p on

the fl

oor,

it wi

ll m

ean

busin

ess o

wner

s hav

e to

be

very

care

ful t

o cle

an u

p th

e mes

s so

that

peo

ple g

oing

ther

e don

’t ge

t sick

. It a

lso sa

ys in

Sou

rce #

3 th

at “D

iffer

ent

anim

als c

arry

cert

ain

dise

ases

.” If

peo

ple a

re a

llowe

d to

brin

g in

pigs

, bird

s, an

d liz

ards

, tho

se a

nim

als c

an sp

read

di

seas

es to

oth

er cu

stom

ers.

Dog

s and

min

iatu

re h

orse

s are

tam

e pet

s and

wou

ld n

ot sp

read

dise

ase t

he w

ay th

ese

othe

r ani

mal

s cou

ld.

CON

TIN

UED

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

mal

s ent

er th

eir p

lace

of

busin

ess.

Ani

mal

s who

are

a d

ange

r to

peop

le an

d ot

her a

nim

als c

ould

bec

ome v

iolen

t and

hur

t oth

er p

eopl

e who

co

me t

o th

at p

lace

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

abo

ut k

eepi

ng

a re

stau

rant

clea

n so

that

food

can

be se

rved

ther

e and

peo

ple d

on’t

get s

ick.

With

out t

he n

ew se

rvice

ani

mal

law,

pe

ople

coul

d br

ing a

ll ty

pes o

f ani

mal

s 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

have

to p

ay fi

nes t

o re

open

.In co

nclu

sion,

I st

rong

ly b

eliev

e tha

t ONL

Y DO

GS A

ND

MIN

IATU

RE H

ORSE

S sh

ould

be a

llowe

d to

wor

k as

serv

ice a

nim

als i

n pu

blic p

lace

s. O

ther

type

s of a

nim

als c

an b

e 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

eopl

e and

bu

sines

ses.

CON

TIN

UED

FRO

M P

AG

E 1

Grad

e 5

Opin

ion

Perf

orm

ance

Task

: Stu

dent

Sam

ple

C ST

UDEN

T RE

SPON

SE

Handout 2.14

Page 86

Und

erstanding

Prfic

ienc

y

4 PO

INT

STh

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.

RATI

ONAL

E AND

EVID

ENCE

Or

gani

zatio

n an

d Pu

rpos

eG

rade

5 O

pini

on P

erfo

rman

ce

Task

: Ser

vice

Ani

mal

s

Stud

ent S

ampl

e C

Handout 2.14

Page 87

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Orga

niza

tion

and

Purp

ose:

Sco

re 4

OP

INIO

N PE

RFOR

MAN

CE TA

SK: S

ERVI

CE A

NIM

ALS

— S

TUDE

NT S

AMPL

E C

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• op

inio

n is

intro

duce

d, cl

early

co

mm

unica

ted,

and

the f

ocus

is

stron

gly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

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

• ef

fecti

ve in

trodu

ction

an

d co

nclu

sion

• lo

gica

l pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

stro

ng

conn

ectio

ns b

etwe

en an

d am

ong

idea

s with

som

e sy

ntac

tic va

riety

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

:

• op

inio

n is

clear

, 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

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:

• op

inio

n m

ay b

e som

ewha

t un

clear

, or t

he fo

cus m

ay b

e in

suffi

cient

ly su

stain

ed fo

r the

pu

rpos

e and

/or a

udien

ce•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

• in

trodu

ction

or c

onclu

sion,

if

pres

ent,

may

be w

eak

• un

even

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

and/

or

form

ulaic

; inco

nsist

ent o

r un

clear

conn

ectio

ns b

etwe

en

and

amon

g id

eas

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:

• op

inio

n m

ay b

e con

fusin

g or

am

bigu

ous;

resp

onse

may

be

too

brief

or t

he fo

cus m

ay d

rift

from

the p

urpo

se an

d/or

audi

ence

• fe

w or

no

trans

ition

al str

ateg

ies

are e

viden

t•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

• fre

quen

t ext

rane

ous i

deas

may

be

evid

ent;

idea

s may

be

rand

omly

orde

red

or h

ave a

n un

clear

pro

gres

sion

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

Off-p

urpo

se

4-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.14

Page 88

Und

erstanding

Prfic

ienc

y

4 PO

INT

STh

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.”

RATI

ONAL

E AND

EVID

ENCE

Ev

iden

ce a

nd El

abor

atio

nG

rade

5 O

pini

on P

erfo

rman

ce

Task

: Ser

vice

Ani

mal

s

Stud

ent S

ampl

e C

Handout 2.14

Page 89

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Evid

ence

and

Ela

bora

tion:

Sco

re 4

OP

INIO

N PE

RFOR

MAN

CE TA

SK: S

ERVI

CE A

NIM

ALS

— S

TUDE

NT S

AMPL

E C

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• co

mpr

ehen

sive e

viden

ce (f

acts

and

deta

ils) f

rom

the s

ourc

e m

ater

ial is

inte

grat

ed, r

eleva

nt,

and

spec

ific

• cle

ar ci

tatio

ns o

r attr

ibut

ion

of

sour

ce m

ater

ial•

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

• ef

fecti

ve, a

ppro

priat

e sty

le en

hanc

es co

nten

t

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:

• ad

equa

te ev

iden

ce (f

acts

and

deta

ils) f

rom

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

• ad

equa

te u

se 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,

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:

• 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 o

f sou

rce s

umm

ary

• vo

cabu

lary u

se is

une

ven

or

som

ewha

t ine

ffecti

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 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:

• ev

iden

ce (f

acts

and

deta

ils)

from

the s

ourc

e mat

erial

is

min

imal,

irre

levan

t, ab

sent

, in

corre

ctly u

sed,

or

pred

omin

antly

copi

ed•

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*

• 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 o

f ap

prop

riate

style

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

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-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.14

Page 90

Und

erstanding

Prfic

ienc

y

2 PO

INT

STh

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

.

RATI

ONAL

E AND

EVID

ENCE

Co

nven

tions

Gra

de 5

Opi

nion

Per

form

ance

Ta

sk: S

ervi

ce A

nim

als

St

uden

t Sam

ple

C

Handout 2.14

Page 91

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Conv

entio

ns: S

core

2

OPIN

ION

PERF

ORM

ANCE

TASK

: SER

VICE

ANI

MAL

S —

STU

DENT

SAM

PLE

C

SCOR

E2

POIN

TS1 P

OINT

0 PO

INTS

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

:

• lim

ited

use o

f cor

rect

sent

ence

form

atio

n,

punc

tuat

ion,

capi

taliz

atio

n, gr

amm

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:

• in

frequ

ent u

se o

f cor

rect

sent

ence

fo

rmat

ion,

punc

tuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

• In

suffi

cient

(inc

lude

s co

pied

text

)•

In a

langu

age o

ther

th

an En

glish

• Of

f-top

ic•

Off-p

urpo

se

2-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.14

Page 92

Und

erstanding

Prfic

ienc

y

Grad

e 5 O

pini

on P

erfo

rman

ce Ta

sk: S

ervi

ce A

nim

als

STUD

ENT

SAM

PLE D

STU

DEN

T RE

SPO

NSE

Opin

ion

abou

t Ser

vice

ani

mal

s

I hav

e lea

rned

that

disa

bled

peop

le ne

ed h

elp fr

om se

rvice

ani

mal

s 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

wal

k in

a sh

op/r

estr

aunt

and

not

be t

old, “

Sorr

y on

ly d

ogs a

nd m

initu

re h

ores

es a

llowd

ed”,

beca

use i

f you

hav

e a se

rvice

ani

mal

(bes

ides

a d

og o

r min

iture

hor

se) t

o co

mfo

rt y

ou o

r help

you

you

migh

t hav

e to

ask

som

one t

o do

it fo

r you

.

Anim

als l

ike “

Capu

chin

Mon

keys

are

won

derf

ul se

rvice

ani

mal

s, no

t eve

ryon

e agr

ees.

Capu

chin

s are

smal

l, ea

sy to

tr

ain,

and

able

to b

ond,

Howe

ver t

hey

are s

till w

ild. O

ther

ani

mal

s lik

e dolp

hins

and

snak

es ca

n be

a go

od w

ay to

ca

lm p

eopl

e 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 o

r 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 PO

INT

STh

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 focus is insufficiently sustained for the au

dience an

d purpose. The second paragraph attempts to communicate the idea that 

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.

RATI

ONAL

E AND

EVID

ENCE

Or

gani

zatio

n an

d Pu

rpos

eG

rade

5 O

pini

on P

erfo

rman

ce

Task

: Ser

vice

Ani

mal

s

Stud

ent S

ampl

e D

Handout 2.14

Page 94

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Orga

niza

tion

and

Purp

ose:

Sco

re 2

OP

INIO

N PE

RFOR

MAN

CE TA

SK: S

ERVI

CE A

NIM

ALS

— S

TUDE

NT S

AMPL

E D

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• op

inio

n is

intro

duce

d, cl

early

co

mm

unica

ted,

and

the f

ocus

is

stron

gly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

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

• ef

fecti

ve in

trodu

ction

an

d co

nclu

sion

• lo

gica

l pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

stro

ng

conn

ectio

ns b

etwe

en an

d am

ong

idea

s with

som

e sy

ntac

tic va

riety

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

there m

ay be m

inor flaws, they 

do n

ot in

terfe

re w

ith th

e ove

rall

cohe

renc

e. Th

e org

aniza

tion

is ad

equa

tely

susta

ined

bet

ween

an

d wi

thin

par

agra

phs.

The

resp

onse

is g

ener

ally f

ocus

ed:

• op

inio

n is

clear

, 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

The r

espo

nse h

as an

inco

nsist

ent

orga

niza

tiona

l stru

cture

. Som

e flaws are eviden

t, an

d so

me

idea

s may

be l

oose

ly co

nnec

ted.

Th

e org

aniza

tion

is so

mew

hat

susta

ined

bet

ween

and

with

in

para

grap

hs. T

he re

spon

se m

ay

have

a m

inor

drif

t in

focu

s:

• op

inio

n m

ay b

e som

ewha

t un

clear

, or t

he fo

cus m

ay b

e insufficiently sustained

for t

he

purp

ose a

nd/o

r aud

ience

• in

cons

isten

t use

of t

rans

ition

al str

ateg

ies an

d/or

little

varie

ty•

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:

• op

inio

n m

ay b

e con

fusin

g or

am

bigu

ous;

resp

onse

may

be

too

brief

or t

he fo

cus m

ay d

rift

from

the p

urpo

se an

d/or

audi

ence

• fe

w or

no

trans

ition

al str

ateg

ies

are e

viden

t•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

• fre

quen

t ext

rane

ous i

deas

may

be

evid

ent;

idea

s may

be

rand

omly

orde

red

or h

ave a

n un

clear

pro

gres

sion

• Insufficient

(inclu

des

copi

ed te

xt)

• In

a lan

guag

e ot

her t

han

Engl

ish•

Off-t

opic

• Of

f-pur

pose

4-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.14

Page 95

Und

erstanding

Prfic

ienc

y

1 PO

INT

The s

tude

nt co

mm

unica

tes d

isagr

eem

ent w

ith th

is ne

w ru

le an

d ela

bora

tes t

hat “

if yo

u ha

ve a

serv

ice an

imal

(bes

ides

a do

g or

a m

initu

re h

orse

) to

com

fort

you

or h

elp yo

u yo

u m

ight

hav

e to

ask s

omon

e to

do it

for y

ou.” T

his s

tate

men

t is n

ot p

recis

e, lea

ving

out i

mpo

rtant

info

rmat

ion

abou

t the

new

law

and

how

it wo

uld

impa

ct so

meo

ne w

ho h

ad a

diffe

rent

type

of s

ervic

e ani

mal.

As

such

, the

stat

emen

t pro

vides

onl

y vag

ue su

ppor

t for

the o

pini

on. P

arag

raph

3 in

clude

s a p

artia

l quo

tatio

n fro

m a

sour

ce

(quo

tatio

n m

arks

are o

nly p

rese

nt at

the b

egin

ning

of t

he q

uota

tion)

, and

it is

not

accu

rate

ly co

pied

; in ad

ditio

n, n

o so

urce

is

cited

. Mos

t im

porta

ntly,

the e

viden

ce in

clude

d in

par

agra

ph 3

does

not

supp

ort t

he o

pini

on (“

Howe

ver t

hey a

re st

ill wi

ld.”)

. The

stu

dent

fails

to el

abor

ate o

n th

is ev

iden

ce an

d in

stead

, in th

e nex

t sen

tenc

e, pr

ovid

es u

nclea

r ide

as ab

out o

ther

serv

ice an

imals

fro

m th

e sou

rces

.

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.

RATI

ONAL

E AND

EVID

ENCE

Ev

iden

ce a

nd El

abor

atio

nG

rade

5 O

pini

on P

erfo

rman

ce

Task

: Ser

vice

Ani

mal

s

Stud

ent S

ampl

e D

Handout 2.14

Page 96

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Evid

ence

and

Ela

bora

tion:

Sco

re 1

OPIN

ION

PERF

ORM

ANCE

TASK

: SER

VICE

ANI

MAL

S —

STU

DENT

SAM

PLE

D

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• co

mpr

ehen

sive e

viden

ce (f

acts

and

deta

ils) f

rom

the s

ourc

e m

ater

ial is

inte

grat

ed, r

eleva

nt,

and specific

• cle

ar ci

tatio

ns o

r attr

ibut

ion

of

sour

ce m

ater

ial•

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

• ef

fecti

ve, a

ppro

priat

e sty

le en

hanc

es co

nten

t

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:

• ad

equa

te ev

iden

ce (f

acts

and

deta

ils) f

rom

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

• ad

equa

te u

se 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,

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:

• 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 o

f sou

rce s

umm

ary

• vo

cabu

lary u

se is

une

ven

or

som

ewha

t ine

ffecti

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 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:

• ev

iden

ce (f

acts

and

deta

ils)

from

the s

ourc

e mat

erial

is

min

imal,

irre

levan

t, ab

sent

, in

corre

ctly u

sed,

or

pred

omin

antly

copi

ed• insufficient use of citations or 

attri

butio

n to

sour

ce m

ater

ial•

min

imal,

if an

y, us

e of

elabo

rativ

e tec

hniq

ues*

• 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 o

f ap

prop

riate

style

• In

sufficient

(inclu

des

copi

ed te

xt)

• In

a lan

guag

e ot

her t

han

Engl

ish•

Off-t

opic

• Of

f-pur

pose

*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-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.14

Page 97

Und

erstanding

Prfic

ienc

y

1 PO

INT

This

resp

onse

dem

onstr

ates

a pa

rtial

com

man

d of

conv

entio

ns. H

olist

ically

, thi

s res

pons

e has

a va

riety

of b

asic

erro

rs th

at

impede the reading of the response an

d are p

roportionally significant, including errors in spelling, sentence formation, an

d su

bseq

uent

pun

ctuat

ion

and

capi

taliz

atio

n.

RATI

ONAL

E AND

EVID

ENCE

Co

nven

tions

Gra

de 5

Opi

nion

Per

form

ance

Ta

sk: S

ervi

ce A

nim

als

St

uden

t Sam

ple

D

Handout 2.14

Page 98

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 5

Conv

entio

ns: S

core

1 OP

INIO

N PE

RFOR

MAN

CE TA

SK: S

ERVI

CE A

NIM

ALS

— S

TUDE

NT S

AMPL

E D

SCOR

E2

POIN

TS1 P

OINT

0 PO

INTS

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

:

• lim

ited

use o

f cor

rect

sent

ence

form

atio

n,

punc

tuat

ion,

capi

taliz

atio

n, gr

amm

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:

• in

frequ

ent u

se o

f cor

rect

sent

ence

fo

rmat

ion,

punc

tuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

• Insufficient (includes

copi

ed te

xt)

• In

a lan

guag

e oth

er

than

Engl

ish•

Off-t

opic

• Of

f-pur

pose

2-Po

int O

pini

on P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 3

–5)

Handout 2.14

Page 99

Und

erstanding

Prfic

ienc

y

Grad

e 8 A

rgum

enta

tive P

erfo

rman

ce Ta

sk: P

enni

es

STUD

ENT

SAM

PLE C

STU

DEN

T RE

SPO

NSE

Shou

ld W

e Ke

ep th

e Pe

nny?

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

if we

got r

id o

f it.

For e

xsam

ple 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. “.

. . a

lunc

h bi

ll co

mes

out

to $

9.06

, it w

ould

be r

ound

ed d

own

to $

9.05

. If i

t was

$9.

09, i

t wo

uld

be ro

unde

d up

to $

9.10

,” Th

is wa

s sta

ted

in th

e sec

ond

sour

ce. B

ut th

is wo

uld

be m

ore l

ike a

tax

beca

use m

ost

stor

es w

ould

roun

d up

mor

e ofte

n th

en n

ot so

this

woul

d co

st p

eopl

e $60

0 m

illio

n ea

ch y

ear.

The p

enny

is a

big

part

of

our

hist

ory

too.

“The

firs

t pen

nies

, min

ted

until

185

7, we

re v

ery

larg

e . .

.” Th

e pen

ny h

as ch

ange

d ov

er th

e yea

rs

with

us.

It is

also

in m

any

popu

lar i

diom

s. “‘a

pen

ny fo

r you

r tho

ught

s’ . .

. ‘n

ot o

ne re

d ce

nt’.”

Also

som

ethi

ngs f

or

exsa

mpl

e pen

ny ca

ndy.

But t

he co

unte

r arg

umen

t wou

ld a

lso h

ave p

oint

s. Th

e pen

ny d

oes c

ost m

ore t

o m

ake t

han

it’s w

orth

, but

that

can

be fi

xed

by ch

angin

g how

it’s

mad

e. Al

so m

ost o

f the

tim

e peo

ple r

efus

e to

have

it in

chan

ge a

nd d

on’t

norm

ally

us

e the

m.

But I

still

thin

k we

shou

ld k

eep

the p

enny

. I fe

el th

is wa

y be

caus

e the

y ad

d up

. A p

enny

driv

e “. .

. ra

ised

over

$30

00

in o

ne w

eek!

” The

y ra

ised

this

muc

h m

oney

bec

ause

peo

ple w

ill w

illin

gly

give u

p pe

nnies

bec

ause

you

can’

t buy

muc

h wi

th th

em. S

o do

natin

g the

m a

dds u

p to

alot

of m

oney

. But

if y

ou h

ad a

qua

ter d

rive n

ot m

any

peop

le wi

ll do

nate

be

caus

e you

can

do st

uff w

ith q

uate

rs.

In co

nclu

sion

I fee

l we s

houl

d ke

ep th

e pen

ny. I

ts a

big

part

of o

ur h

istor

y an

d is

used

in co

mm

on p

hras

es. I

t may

be

mor

e exs

penc

ive t

o m

ake t

han

it’s w

orth

but

that

can

be fi

xed

by b

eing m

ade o

ut o

f diff

eren

t thi

ngs.

Savi

ng u

p pe

nnies

can

real

ly a

dd u

p. We

true

ly n

eed

the p

enny

.

Handout 2.15

Page 100

Und

erstanding

Prfic

ienc

y

2 PO

INT

STh

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

]”; h

owev

er, t

he fo

cus o

f the

stud

ent’s

claim

is in

suffi

cient

ly su

stain

ed th

roug

hout

the e

ssay

. The

re is

a lac

k of c

ohes

ion

thro

ugho

ut th

e ess

ay w

ith fe

w ef

fect

ive tr

ansit

ions

to co

nnec

t or

intro

duce

idea

s. Fo

r exa

mpl

e, th

e writ

er sh

ifts f

rom

“if w

e got

rid

of th

e pen

ny th

en th

e am

ount

of m

oney

for t

hing

s wou

ld

be ro

unde

d up

or d

own”

into

“The

pen

ny is

a bi

g pa

rt of

our

hist

ory t

oo” a

nd th

en “I

t is a

lso in

man

y pop

ular

idio

ms.”

Whi

le th

e stu

dent

doe

s use

som

e tra

nsiti

onal

phra

ses (

“But

,” ”Al

so”),

ther

e is l

ittle

varie

ty an

d no

par

ticul

ar se

quen

ce o

utlin

ed

thro

ugh

their

use

. The

stud

ent a

ttem

pts t

o in

clude

an al

tern

ate a

nd o

ppos

ing

argu

men

t (“T

he p

enny

doe

s cos

t mor

e to

mak

e th

an it

’s wo

rth . .

.”); h

owev

er, t

he ar

gum

ent i

s not

adeq

uate

ly ad

dres

sed

or co

unte

red.

The

writ

er d

oes i

nclu

de a

conc

lusio

n th

at at

tem

pts t

o su

mm

arize

their

claim

: “In

conc

lusio

n I f

eel w

e sho

uld

keep

the p

enny

. Its

a big

par

t of o

ur h

istor

y and

is

used

in co

mm

on p

hras

es. I

t may

be m

ore e

xspe

ncive

to m

ake t

han

it’s w

orth

but

that

can

be fi

xed

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.

RATI

ONAL

E AND

EVID

ENCE

Or

gani

zatio

n an

d Pu

rpos

eG

rade

8 A

rgum

enta

tive

Per

form

ance

Ta

sk: P

enni

es

Stud

ent S

ampl

e C

Handout 2.15

Page 101

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Orga

niza

tion

and

Purp

ose:

Sco

re 2

AR

GUM

ENTA

TIVE

PER

FORM

ANCE

TASK

: PEN

NIES

— S

TUDE

NT S

AMPL

E C

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• cla

im is

intro

duce

d, cl

early

co

mm

unica

ted,

and

the f

ocus

is

stron

gly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

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

• ef

fecti

ve in

trodu

ction

and

con-

clusio

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:

• cla

im is

clea

r, an

d th

e foc

us is

m

ostly

main

tain

ed fo

r the

pu

rpos

e and

audi

ence

• ad

equa

te u

se o

f tra

nsiti

onal

strat

egies

with

som

e var

iety t

o cla

rify r

elatio

nshi

ps b

etwe

en

and

amon

g id

eas

• ad

equa

te in

trodu

ction

an

d co

nclu

sion

• ad

equa

te p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d;

adeq

uate

conn

ectio

ns b

etwe

en

and

amon

g id

eas

• alt

erna

te an

d op

posin

g ar

gum

ent(s

) are

adeq

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

. 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:

• cla

im m

ay b

e som

ewha

t un

clear

, or t

he fo

cus m

ay b

e in

suffi

cient

ly su

stain

ed fo

r the

pu

rpos

e and

/or a

udien

ce•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

• in

trodu

ction

or c

onclu

sion,

if

pres

ent,

may

be w

eak

• un

even

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

and/

or

form

ulaic

; inco

nsist

ent o

r un

clear

conn

ectio

ns

amon

g id

eas

• alt

erna

te an

d op

posin

g ar

gum

ent(s

) may

be c

onfu

sing

or n

ot ac

know

ledge

d *

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:

• cla

im m

ay b

e con

fusin

g or

am

bigu

ous;

resp

onse

may

be

too

brief

or t

he fo

cus m

ay d

rift

from

the p

urpo

se an

d/or

audi

ence

• fe

w or

no

trans

ition

al str

ateg

ies

are e

viden

t•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

• fre

quen

t ext

rane

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 *

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 6

–11)

Handout 2.15

Page 102

Und

erstanding

Prfic

ienc

y

2 PO

INT

STh

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

ex

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

1857

, wer

e ver

y lar

ge

. . .’ T

he p

enny

has

chan

ged

over

the y

ears

with

us.

It is

also

in m

any p

opul

ar id

iom

s. ‘“a

pen

ny fo

r you

r tho

ught

s” . .

. “no

t one

re

d ce

nt”.’

Also

som

ethi

ngs f

or ex

sam

ple p

enny

cand

y.” W

hile

the e

viden

ce su

ppor

ts th

e stu

dent

’s cla

im th

at “T

he p

enny

is a

big

part

of o

ur h

istor

y too

,” the

wea

k int

egra

tion

mak

es th

e sup

port

less e

ffecti

ve. T

he re

spon

se ex

hibi

ts we

ak so

urce

cita

tions

, as

well.

The fi

rst p

iece o

f evid

ence

, “Fo

r exs

ampl

e if w

e got

rid

of th

e pen

ny” i

s attr

ibut

ed to

the s

econ

d so

urce

, but

this

is th

e onl

y in

stanc

e of e

xplic

it cit

atio

n in

the r

espo

nse.

All o

ther

quo

tatio

ns an

d pa

raph

rase

d ev

iden

ce d

o no

t ref

eren

ce so

urce

mat

erial

, wh

ich is

a we

ak u

se o

f cita

tions

. The

stud

ent e

labor

ates

on

som

e evid

ence

: “‘T

he fi

rst p

enni

es, m

inte

d un

til 18

57, w

ere v

ery l

arge

. .

.’ The

pen

ny h

as ch

ange

d ov

er th

e yea

rs w

ith u

s.” B

ut in

oth

er in

stanc

es, t

he re

spon

se si

mpl

y list

s evid

ence

with

out p

rovid

ing

vario

us m

etho

ds o

f effe

ctive

elab

orat

ion.

Ther

efor

e, th

e stu

dent

dem

onstr

ates

a pa

rtial

and

unev

en u

se o

f sou

rce m

ater

ial. T

he

stude

nt’s

own

word

s are

too

limite

d to

crea

te an

appr

opria

te st

yle, a

nd th

e voc

abul

ary t

he st

uden

t use

s is u

neve

n (m

any w

ords

ar

e app

ropr

iate—

“cou

nter

argu

men

t,” “w

illing

ly,” “

exsp

enciv

e”—

but o

ther

s are

inef

fecti

ve fo

r the

audi

ence

and

purp

ose—

pron

ouns

that

do

not a

gree

with

ante

cede

nts:

“stu

ff,” “t

hing

s”).

RATI

ONAL

E AND

EVID

ENCE

Ev

iden

ce a

nd El

abor

atio

nG

rade

8 A

rgum

enta

tive

Per

form

ance

Ta

sk: P

enni

es

Stud

ent S

ampl

e C

Handout 2.15

Page 103

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Evid

ence

and

Elab

orat

ion:

Sco

re 2

AR

GUM

ENTA

TIVE

PER

FORM

ANCE

TASK

: PEN

NIES

— S

TUDE

NT S

AMPL

E C

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• co

mpr

ehen

sive e

viden

ce (f

acts

and

deta

ils) f

rom

the s

ourc

e m

ater

ial is

inte

grat

ed, r

eleva

nt,

and

spec

ific

• cle

ar ci

tatio

ns o

r attr

ibut

ion

to

sour

ce m

ater

ial•

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

• ef

fecti

ve, a

ppro

priat

e sty

le en

hanc

es co

nten

t

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:

• ad

equa

te ev

iden

ce (f

acts

and

deta

ils) f

rom

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

• ad

equa

te us

e of s

ome

elabo

rativ

e tec

hniq

ues*

• vo

cabu

lary i

s gen

erall

y ap

prop

riate

for t

he au

dien

ce

and

purp

ose

• ge

nera

lly ap

prop

riate

style

is

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

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

• in

suffi

cient

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

• m

inim

al, if

any,

use o

f ela

bora

tive t

echn

ique

s*;

emot

iona

l app

eal

may

dom

inat

e•

voca

bular

y is l

imite

d or

in

effe

ctive

for t

he au

dien

ce

and

purp

ose

• lit

tle or

no

evid

ence

of

appr

opria

te st

yle

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 6

–11)

Handout 2.15

Page 104

Und

erstanding

Prfic

ienc

y

1 PO

INT

The s

tude

nt d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

, with

a nu

mbe

r of b

asic

erro

rs, in

cludi

ng se

vera

l rep

eate

dly

miss

pelle

d co

mm

on w

ords

( “q

uate

r”, “

exsa

mpl

e”, a

nd “I

ts” )

and

som

e exa

mpl

es o

f inc

orre

ct se

nten

ce fo

rmat

ion,

“My

thou

ght o

n th

is ye

s.” H

owev

er, c

orre

ct us

e of c

onve

ntio

ns is

not

“inf

requ

ent”

and

the r

espo

nse e

arns

a sc

ore o

f 1 o

n th

e co

nven

tions

rubr

ic.

RATI

ONAL

E AND

EVID

ENCE

Co

nven

tions

Gra

de 8

Arg

umen

tati

ve P

erfo

rman

ce

Task

: Pen

nies

St

uden

t Sam

ple

C

Handout 2.15

Page 105

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Conv

entio

ns: S

core

1 AR

GUM

ENTA

TIVE

PER

FORM

ANCE

TASK

: PEN

NIES

— S

TUDE

NT S

AMPL

E C

SCOR

E2

POIN

TS1 P

OINT

0 PO

INTS

NS

CONVENTIONS

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

• ad

equa

te u

se o

f cor

rect

sent

ence

fo

rmat

ion,

pun

ctuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

• lim

ited

use o

f cor

rect

sent

ence

form

atio

n,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

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:

• in

frequ

ent u

se o

f cor

rect

sent

ence

fo

rmat

ion,

pun

ctuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

• In

suffi

cient

(inc

lude

s co

pied

text

)•

In a

langu

age o

ther

th

an En

glish

• Of

f-top

ic•

Off-p

urpo

se

Holis

tic Sc

orin

g:

•Va

riety

: A 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.

•Se

verit

y: B

asic

erro

rs ar

e mor

e hea

vily w

eight

ed th

an h

ighe

r-lev

el er

rors

.

•De

nsity

: The

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 6

–11)

Handout 2.15

Page 106

Und

erstanding

Prfic

ienc

y

Grad

e 8 A

rgum

enta

tive P

erfo

rman

ce Ta

sk: P

enni

es

STUD

ENT

SAM

PLE D

STU

DEN

T RE

SPO

NSE

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 o

bvio

us so

lutio

n wo

uld

be to

sim

ply

rem

ove t

he p

enny

. “Th

e Uni

ted

Stat

es go

vern

men

t…los

t 60.

2 m

illio

n on

the p

rodu

ctio

n an

d di

strib

utio

n of

pen

nies

…in

the 2

011

fisca

l yea

r…an

d th

e los

ses h

ave b

een

mou

ntin

g” (S

omm

er).

It is

clear

ly fo

olish

to co

ntin

ue m

akin

g pe

nnies

whe

n we

are

losin

g mill

ions

each

yea

r, m

illio

ns th

at co

uld

be u

sed

to b

ette

r peo

ple’s

live

s. In

stea

d we

was

te

it on

min

ting o

ut co

ins t

hat a

re o

nly

wort

h 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

add

up to

$70

0 m

illio

n pe

r yea

r…” (

Man

cuso

). Th

e tim

e spe

nt co

untin

g pe

nnies

shou

ld b

e use

d m

uch

mor

e pro

duct

ively

and

imag

ine i

f tho

se b

usin

esse

s cou

ld d

onat

e $70

0 m

illio

n to

char

ity.

Even

the D

epar

tmen

t of D

efen

se d

oesn

’t us

e pen

nies

any

mor

e. “F

or o

ver 3

0 ye

ars,

penn

ies h

aven

’t be

en u

sed

on fo

reign

mili

tary

bas

es. P

enni

es a

re ‘t

oo h

eavy

and

are

not

cost

effec

tive t

o sh

ip’ “

(Man

cuso

). It

is a

com

plet

e wa

ste t

o co

ntin

ue u

sing p

enni

es, a

nd ev

en th

e mili

tary

agr

ees.

If su

ch a

majo

r par

t of o

ur go

vern

men

t ref

uses

to u

se

penn

ies, t

he re

st o

f us s

houl

d ta

ke th

e hin

t.

Som

e peo

ple t

hink

that

rem

ovin

g the

pen

ny is

not

a go

od id

ea in

fear

s of i

nflat

ion

and

econ

omic

prob

lems.

This

is no

t the

case

. “A

num

ber o

f cou

ntrie

s, in

cludi

ng A

ustr

alia

, new

Zea

land

, bra

zil,

Finl

and,

the N

ethe

rland

s, No

rway

, Sw

eden

, Swi

tzer

land

, and

Brit

ain,

hav

e alre

ady

drop

ped

their

lowe

st-de

nom

inat

ed co

ins,

with

out d

ire co

nseq

uenc

es”

(Man

cuso

). If

all o

f the

se co

untr

ies ca

n dr

op th

eir lo

west

val

ue co

in w

ithou

t the

ir ec

onom

y co

llaps

ing,

it se

ems

reas

onab

le to

ass

ume t

hat w

e wou

ld b

e fine

too.

Even

mor

e pro

of is

that

Can

ada

has s

topp

ed m

intin

g out

pen

nies

, an

d wi

th a

ll of

our

cultu

ral,

econ

omic,

and

poli

tical

sim

ilarit

ies it

wou

ld se

em th

at it

may

be b

est f

or u

s to

stop

pe

nny-

prod

ucin

g too

.(Man

cuso

). If

Can

ada

has f

ound

enou

gh v

alid

reas

ons t

o st

op m

intin

g the

pen

ny, t

hen

we

shou

ld fo

llow

their

exam

ple.

Ceas

ing p

rodu

ctio

n of

the p

enny

wou

ld sa

ve m

illio

ns o

f doll

ars a

nd ti

me,

and

coul

d m

ake p

eopl

e’s li

ves b

ette

r. Fe

ars 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.

Handout 2.15

Page 107

Und

erstanding

Prfic

ienc

y

4 PO

INT

STh

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:

“Why

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

,” “So

me p

eopl

e thi

nk,” “

The c

lear c

ours

e of a

ctio

n 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,” “

it se

ems r

easo

nabl

e to

assu

me”

). No

t 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, “C

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

le’s l

ives b

ette

r. Fe

ars 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, “S

ome p

eopl

e thi

nk th

at re

mov

ing

the p

enny

is n

ot a

good

idea

.”

RATI

ONAL

E AND

EVID

ENCE

Or

gani

zatio

n an

d Pu

rpos

eG

rade

8 A

rgum

enta

tive

Per

form

ance

Ta

sk: P

enni

es

Stud

ent S

ampl

e D

Handout 2.15

Page 108

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Orga

niza

tion

and

Purp

ose:

Sco

re 4

AR

GUM

ENTA

TIVE

PER

FORM

ANCE

TASK

: PEN

NIES

— S

TUDE

NT S

AMPL

E D

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• cla

im is

intro

duce

d, cl

early

co

mm

unica

ted,

and

the f

ocus

is

stron

gly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

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

• ef

fecti

ve in

trodu

ction

and

con-

clusio

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:

• cla

im is

clea

r, an

d th

e foc

us is

m

ostly

main

tain

ed fo

r the

pu

rpos

e and

audi

ence

• ad

equa

te u

se o

f tra

nsiti

onal

strat

egies

with

som

e var

iety t

o cla

rify r

elatio

nshi

ps b

etwe

en

and

amon

g id

eas

• ad

equa

te in

trodu

ction

an

d co

nclu

sion

• ad

equa

te p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d;

adeq

uate

conn

ectio

ns b

etwe

en

and

amon

g id

eas

• alt

erna

te an

d op

posin

g ar

gum

ent(s

) are

adeq

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

. 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:

• cla

im m

ay b

e som

ewha

t un

clear

, or t

he fo

cus m

ay b

e in

suffi

cient

ly su

stain

ed fo

r the

pu

rpos

e and

/or a

udien

ce•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

• in

trodu

ction

or c

onclu

sion,

if

pres

ent,

may

be w

eak

• un

even

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

and/

or

form

ulaic

; inco

nsist

ent o

r un

clear

conn

ectio

ns

amon

g id

eas

• alt

erna

te an

d op

posin

g ar

gum

ent(s

) may

be c

onfu

sing

or n

ot ac

know

ledge

d *

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:

• cla

im m

ay b

e con

fusin

g or

am

bigu

ous;

resp

onse

may

be

too

brief

or t

he fo

cus m

ay d

rift

from

the p

urpo

se an

d/or

audi

ence

• fe

w or

no

trans

ition

al str

ateg

ies

are e

viden

t•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

• fre

quen

t ext

rane

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 *

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 6

–11)

Handout 2.15

Page 109

Und

erstanding

Prfic

ienc

y

3 PO

INT

STh

e stu

dent

’s re

spon

se sc

ores

a 3.

Alth

ough

it in

clude

s com

preh

ensiv

e evid

ence

from

the s

ourc

es, t

he re

spon

se at

tribu

tes t

wo o

f th

ose p

ieces

of e

viden

ce to

the i

ncor

rect

sour

ce. T

his i

s one

elem

ent t

hat d

istin

guish

es th

is re

spon

se fr

om o

ne th

at w

ould

scor

e a 4

. The

stud

ent a

ttrib

utes

all b

ut o

ne o

f the

piec

es o

f evid

ence

to th

e sec

ond

sour

ce w

hen

two

of th

ose e

xam

ples

(“‘A

num

ber

of co

untri

es, in

cludi

ng A

ustra

lia, n

ew Z

ealan

d, b

razil

, Fin

land,

the N

ethe

rland

s, No

rway

, Swe

den,

Switz

erlan

d, an

d Br

itain

, hav

e alr

eady

dro

pped

their

lowe

st-de

nom

inat

ed co

ins,

with

out d

ire co

nseq

uenc

es’”

and

“Eve

n m

ore p

roof

is th

at C

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

y-pr

oduc

ing

too”

) sho

uld

be at

tribu

ted

to th

e firs

t sou

rce i

nste

ad. A

dditi

onall

y, th

e res

pons

e pro

vides

an an

alysis

that

is

reas

oned

but

not

in d

epth

, whi

ch m

akes

the o

vera

ll use

of e

labor

ative

tech

niqu

es ad

equa

te ra

ther

than

effe

ctive

. The

stud

ent’s

us

e of v

ocab

ular

y and

style

is cl

early

appr

opria

te an

d ef

fecti

ve. O

vera

ll, th

e pre

pond

eran

ce o

f evid

ence

show

s tha

t thi

s sco

re is

a 3

: The

resp

onse

pro

vides

adeq

uate

elab

orat

ion

of th

e evid

ence

for t

he cl

aim th

at in

clude

s rea

sone

d an

alysis

.

RATI

ONAL

E AND

EVID

ENCE

Ev

iden

ce a

nd El

abor

atio

nG

rade

8 A

rgum

enta

tive

Per

form

ance

Ta

sk: P

enni

es

Stud

ent S

ampl

e D

Handout 2.15

Page 110

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Evid

ence

and

Elab

orat

ion:

Sco

re 3

AR

GUM

ENTA

TIVE

PER

FORM

ANCE

TASK

: PEN

NIES

— S

TUDE

NT S

AMPL

E D

SCOR

E4

POIN

TS3

POIN

TS2

POIN

TS1 P

OINT

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:

• co

mpr

ehen

sive e

viden

ce (f

acts

and

deta

ils) f

rom

the s

ourc

e m

ater

ial is

inte

grat

ed, r

eleva

nt,

and

spec

ific

• cle

ar ci

tatio

ns o

r attr

ibut

ion

to

sour

ce m

ater

ial•

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

• ef

fecti

ve, a

ppro

priat

e sty

le en

hanc

es co

nten

t

The r

espo

nse p

rovid

es ad

equa

te

elabo

ratio

n of

the s

uppo

rt/

evid

ence

for t

he cl

aim an

d ar

gum

ent(s

) tha

t inc

lude

s re

ason

ed an

alysis

and

the u

se

of so

urce

mat

erial

. The

resp

onse

ad

equa

tely

deve

lops

idea

s, em

ploy

ing

a mix

of p

recis

e with

m

ore g

ener

al lan

guag

e:

• ad

equa

te ev

iden

ce (f

acts

and

deta

ils) f

rom

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

• ad

equa

te us

e of s

ome

elabo

rativ

e tec

hniq

ues*

• vo

cabu

lary i

s gen

erall

y ap

prop

riate

for t

he au

dien

ce

and

purp

ose

• ge

nera

lly ap

prop

riate

style

is ev

iden

t

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

) 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

• in

suffi

cient

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

• m

inim

al, if

any,

use o

f ela

bora

tive t

echn

ique

s*;

emot

iona

l app

eal

may

dom

inat

e•

voca

bular

y is l

imite

d or

in

effe

ctive

for t

he au

dien

ce

and

purp

ose

• lit

tle or

no

evid

ence

of

appr

opria

te st

yle

• In

suffi

cient

(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

• Of

f-top

ic•

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 6

–11)

Handout 2.15

Page 111

Und

erstanding

Prfic

ienc

y

2 PO

INT

STh

is stu

dent

dem

onstr

ates

adeq

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.

RATI

ONAL

E AND

EVID

ENCE

Co

nven

tions

Gra

de 8

Arg

umen

tati

ve P

erfo

rman

ce

Task

: Pen

nies

St

uden

t Sam

ple

D

Handout 2.15

Page 112

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Grad

e 8

Conv

entio

ns: S

core

2

ARGU

MEN

TATI

VE P

ERFO

RMAN

CE TA

SK: P

ENNI

ES—

STU

DENT

SAM

PLE

D

SCOR

E2

POIN

TS1 P

OINT

0 PO

INTS

NS

CONVENTIONS

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

• ad

equa

te u

se o

f cor

rect

sent

ence

fo

rmat

ion,

pun

ctuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

• lim

ited

use o

f cor

rect

sent

ence

form

atio

n,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

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:

• in

frequ

ent u

se o

f cor

rect

sent

ence

fo

rmat

ion,

pun

ctuat

ion,

capi

taliz

atio

n,

gram

mar

usa

ge, a

nd sp

ellin

g

• In

suffi

cient

(inc

lude

s co

pied

text

)•

In a

langu

age o

ther

th

an En

glish

• Of

f-top

ic•

Off-p

urpo

se

Holis

tic Sc

orin

g:

•Va

riety

: A 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.

•Se

verit

y: B

asic

erro

rs ar

e mor

e hea

vily w

eight

ed th

an h

ighe

r-lev

el er

rors

.

•De

nsity

: The

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-Po

int A

rgum

enta

tive P

erfo

rman

ce Ta

sk W

ritin

g Ru

bric

(Gra

des 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

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Handout 2.16

Grade 5

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Handout 2.16

Grade 5

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Handout 2.16

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Handout 2.16

Grade 5

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Handout 2.16

Grade 5

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Handout 2.16

Grade 5

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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

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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

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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

Grade 5

Page 132

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: 

op

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

co

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 

ef

fect

ive 

intr

oduc

tion 

and

conc

lusio

n

lo

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

 var

iety

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, th

ey 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: 

op

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 

ad

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 

ad

equa

te in

trod

uctio

n an

dco

nclu

sion

ad

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: 

op

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 

in

cons

isten

t use o

f tra

nsiti

onal

stra

tegi

es a

nd/o

r litt

le v

arie

ty

in

trod

uctio

n or c

oncl

usio

n, if

pres

ent, 

may b

e w

eak

un

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: 

op

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 

fe

w o

r no 

tran

sitio

nal

stra

teg i

es a

re e

vide

nt

in

trod

uctio

n an

d/or

conc

lusio

n m

ay b

e m

issin

g

fr

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: 

co

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

cl

ear c

itatio

ns o

r att

ribut

ion

of so

urce m

ater

ial

ef

fect

ive 

use 

of a v

arie

ty o

fel

abor

ativ

e te

chni

ques

*

vo

cabu

lary is c

lear

lyap

prop

riate fo

r the

 aud

ienc

ean

d pu

rpos

e

ef

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: 

ad

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

ad

equa

te u

se o

f cita

tions o

rat

trib

utio

n to so

urce m

ater

ial

ad

equa

te u

se o

f som

eel

abor

ativ

e te

chni

ques

*

vo

c abu

lary is g

ener

ally

appr

opria

te fo

r the

audi

ence a

nd p

urpo

se

ge

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, using

 simplistic

 langua

ge: 

so

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

w

eak 

use 

of c

itatio

ns o

rat

trib

utio

n to so

urce m

ater

ial

w

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

vo

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

in

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 sou

rce material. 

The respon

se is vague

, lacks clarity, 

or is con

fusing: 

ev

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

in

suffi

cien

t use o

f cita

tions o

rat

trib

utio

n to so

urce m

ater

ial

m

inim

al, i

f any

, use o

fel

abor

ativ

e te

chni

ques

*

vo

cabu

lary is li

mite

d or

inef

fect

ive 

for t

he a

udie

nce

and 

purp

ose

lit

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 

*El

abor

ativ

e te

chni

ques

may

incl

ude

the

use

of p

erso

nal e

xper

ienc

es th

at s

uppo

rt th

e op

inio

n.

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 con

ventions: 

ad

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:  

lim

ited 

use 

of c

orre

ct se

nten

ce 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 con

ventions: 

in

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:

Varie

ty: A

ran

ge o

f 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.

Se

verit

y: B

asic

err

ors

are

mor

e he

avily

wei

ghte

d th

an h

ighe

r-le

vel e

rror

s.

Den

sity

: Th

e pr

opor

tion

of e

rror

s to

the

amou

nt o

f writ

ing

done

wel

l. T

his

incl

udes

the

ratio

of e

rror

s 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

Page 137

Handout 2.17

Grade 8

Page 138

Handout 2.17

Page 139

Handout 2.17

Grade 8

Page 140

Handout 2.17

Page 141

Handout 2.17

Grade 8

Page 142

Handout 2.17

Page 143

Handout 2.17

Grade 8

Page 144

Handout 2.17

Page 145

Handout 2.17

Grade 8

Page 146

Handout 2.17

Page 147

Handout 2.17

Grade 8

Page 148

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

Grade 8

Page 156

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: 

cl

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

co

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

ef

fect

ive 

intr

oduc

tion 

and

conc

lusio

n

lo

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

 var

iety

al

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 com

pleten

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: 

cl

aim is c

lear

, and

 the 

focu

s is

mos

tly m

aint

aine

d fo

r th e

 pur

pose

and  a

udie

nce

ad

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

ad

equa

te in

trod

uctio

n an

dco

nclu

sion

ad

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

al

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: 

cl

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

in

cons

isten

t use o

f tra

nsiti

onal

stra

tegi

es a

nd/o

r litt

le v

arie

ty

in

trod

uctio

n or c

oncl

usio

n, if

pres

ent, 

may b

e w

eak

un

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

al

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: 

cl

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

fe

w o

r no 

tran

sitio

nal s

trat

egie

sar

e ev

iden

t

in

trod

uctio

n an

d/or c

oncl

usio

nm

ay b

e m

issin

g

fr

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

al

tern

ate 

and 

oppo

sing

argu

men

t(s) m

ay n

ot b

eac

know

ledg

ed *

In

suffi

cien

t(in

clud

es c

opie

d te

xt)

In a la

ngua

geot

her t

han

Engl

ish

O

ff‐to

pic

O

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

 effectiv

ely de

velops ideas, 

using precise langua

ge: 

co

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

cl

ear c

itatio

ns o

r att

ribut

ion 

toso

urce m

ater

ial

ef

fect

ive 

use 

of a v

arie

ty o

fel

abor

ativ

e te

chni

ques

*

vo

cabu

lary is c

lear

ly a

ppro

pria

tefo

r the

 aud

ienc

e an

d pu

rpos

e

ef

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 /evi den

ce 

for the

 claim

 and

 argum

ent(s) th

at 

includ

es re

ason

ed ana

lysis a

nd th

e use of sou

rce material. Th

e respon

se 

adeq

uately develop

s ideas, 

employ

ing a mix of p

recise with

 more 

gene

ral lan

guage: 

ad

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

ad

equa

te u

se o

f cita

tions o

rat

trib

utio

n to so

urce m

ater

ial

ad

equa

te u

se o

f som

e el

abor

ativ

ete

chni

ques

*

vo

cabu

lary is g

ener

ally

appr

opria

te fo

r the

 aud

ienc

e an

d pu

rpos

e

ge

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 ideas u

nevenly, 

using simplistic

 langua

ge: 

so

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

w

eak 

use 

of c

itatio

ns o

rat

trib

utio

n to so

urce m

ater

ial

w

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

vo

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

in

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 sou

rce 

material. Th

e respon

se is vague

, lacks 

clarity

, or is c

onfusing: 

ev

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

in

suffi

cien

t use o

f cita

tions o

rat

trib

utio

n to so

urce m

ater

ial

m

inim

al, i

f any

, use o

f ela

bora

tive

tech

niqu

es*; e

mot

iona

l app

eal

may d

omin

ate

vo

cabu

lary is li

mite

d or in

effe

ctiv

efo

r the

 aud

ienc

e an

d pu

rpos

e

lit

tle o

r no 

evid

ence o

f app

ropr

iate

styl

e

In

suffi

c ien

t(in

clud

es c

opie

d te

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 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 con

ventions: 

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 con

ventions: 

In

suffi

cien

t(in

clud

es c

opie

d te

xt)

In a la

ngua

geot

her t

han

Engl

ish

O

ff‐to

pic

O

ff‐pu

rpos

e 

ad

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

lim

ited 

use 

of c

orre

ct se

nten

ce fo

rmat

ion,

punc

tuat

ion, ca

pita

lizat

ion, g

ram

mar u

sage

, and

spel

ling

in

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: 

Va

riety

: A ra

nge 

of e

rror

s inc

lude

s sen

tenc

e fo

rmat

ion, p

unct

uatio

n, c

apita

lizat

ion, g

ram

mar u

sage

, and

 spe

lling

Severity: B

asic e

rror

s are m

ore 

heav

ily w

eigh

ted 

than

 hig

her‐

leve

l err

ors.

Den

sity: T

he p

ropo

rtio

n 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

/08

/20

14

Poin

t

Op

inio

n

Perf

orm

ance

Tas

k W

riti

ng

Ru

bri

c (G

rad

es 3

-5)

Sco

re

4

3

2

1

NS

Organization/Purpose

The

re

spo

nse

has

a c

lear

an

d

eff

ect

ive

org

aniz

atio

nal

str

uct

ure

,

cre

atin

g a

sen

se o

f u

nit

y an

d

com

ple

ten

ess

. Th

e o

rgan

izat

ion

is

sust

ain

ed

be

twe

en

an

d w

ith

in

par

agra

ph

s. T

he

re

spo

nse

is

con

sist

en

tly

and

pu

rpo

sefu

lly

focu

sed

:

op

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

co

nsis

tent

use

of a

var

iety

of

tran

siti

onal

stra

tegi

es to

clar

ify th

e re

lati

onsh

ips

betw

een

and

amon

g id

eas

ef

fect

ive

intr

oduc

tion

and

conc

lusi

on

lo

gica

l pro

gres

sion

of i

deas

from

begi

nnin

g to

end;

str

ong

conn

ecti

ons b

etw

een

and

amon

g id

eas

wit

h so

me

synt

acti

c va

riet

y

The

re

spo

nse

has

an

evi

de

nt

org

aniz

atio

nal

str

uct

ure

an

d a

sen

se o

f co

mp

lete

ne

ss. T

ho

ugh

the

re m

ay b

e m

ino

r fl

aws,

th

ey

do

n

ot

inte

rfe

re w

ith

th

e o

vera

ll

coh

ere

nce

. Th

e o

rgan

izat

ion

is

ade

qu

ate

ly s

ust

ain

ed

be

twe

en

an

d

wit

hin

par

agra

ph

s.

The

re

spo

nse

is

gen

era

lly

focu

sed

:

op

inio

n is

cle

ar, a

nd th

efo

cus

is m

ostl

y m

aint

aine

dfo

r th

e pu

rpos

e an

dau

dien

ce

ad

equa

te u

se o

f tra

nsiti

onal

stra

tegi

es w

ith s

ome

vari

ety

to c

lari

fy re

lati

onsh

ips

betw

een

and

amon

g id

eas

ad

equa

te in

trod

ucti

on a

ndco

nclu

sion

ad

equa

te p

rogr

essi

on o

f ide

as

from

beg

inni

ng to

end

; ade

quat

eco

nnec

tion

s be

twee

n an

dam

ong

idea

s

The

re

spo

nse

has

an

in

con

sist

en

t

org

aniz

atio

nal

str

uct

ure

. So

me

flaw

s ar

e e

vid

en

t, a

nd

so

me

id

eas

may

be

lo

ose

ly c

on

ne

cte

d.

The

o

rgan

izat

ion

is

som

ew

hat

su

stai

ne

d

be

twe

en

and

wit

hin

par

agra

phs

. Th

e

resp

on

se m

ay h

ave

a m

ino

r d

rift

in

focu

s:

op

inio

n m

ay b

e so

mew

hat

uncl

ear,

or t

he fo

cus

may

be

insu

ffici

entl

y sus

tain

ed fo

r the

purp

ose

and/

or a

udie

nce

in

cons

iste

nt u

se o

f tra

nsit

iona

l st

rate

gies

and

/or l

ittle

var

iety

in

trod

ucti

on o

r con

clus

ion,

if

pres

ent,

may

be

wea

k

un

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

re

spo

nse

has

lit

tle

or

no

dis

cern

ible

org

aniz

atio

nal

str

uct

ure

.

The

re

spo

nse

may

be

re

late

d t

o t

he

op

inio

n b

ut

may

pro

vid

e li

ttle

or

no

fo

cus:

op

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

fe

w o

r no

tran

siti

onal

st

rate

gies

are

evi

dent

in

trod

ucti

on a

nd/o

rco

nclu

sion

may

be

mis

sing

fr

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

/08

/20

14

*E

lab

ora

tive

tech

niq

ues m

ay

inclu

de th

e u

se o

f pers

on

al e

xperi

en

ces th

at su

pport

th

e o

pin

ion

.

4-Po

int

O

pin

ion

Pe

rfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

des

3–5

)

Sco

re

4

3

2

1

NS

Evidence/Elaboration

The

re

spo

nse

pro

vid

es

tho

rou

gh

and

co

nvi

nci

ng

ela

bo

rati

on

of

the

sup

po

rt/e

vid

en

ce fo

r th

e o

pin

ion

and

su

pp

ort

ing

ide

a(s)

th

at i

ncl

ud

es

the

eff

ect

ive

use

of

sou

rce

mat

eri

al.

The

re

spo

nse

cle

arly

an

d e

ffe

ctiv

ely

de

velo

ps

ide

as,

usi

ng

pre

cise

lan

guag

e:

co

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

cl

ear c

itat

ions

or a

ttrib

utio

nof

sou

rce

mat

eria

l

ef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es*

vo

cabu

lary

is c

lear

ly

appr

opri

ate

for t

he a

udie

nce

and

purp

ose

ef

fect

ive,

app

ropr

iate

styl

een

hanc

es co

nten

t

The

re

spo

nse

pro

vid

es

ade

qu

ate

ela

bo

rati

on

of

the

su

pp

ort

/evi

de

nce

for

the

op

inio

n

and

su

pp

ort

ing

ide

a(s)

th

at i

ncl

ud

es

the

use

of

sou

rce

mat

eri

al.

The

resp

on

se a

de

qu

ate

ly d

eve

lop

s id

eas

, e

mp

loyi

ng

a m

ix o

f p

reci

se

wit

h m

ore

ge

ne

ral l

angu

age

:

ad

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

ad

equa

te u

se o

f cit

atio

ns o

rat

trib

utio

n to

sou

rce

mat

eria

l

ad

equa

te u

se o

f som

eel

abor

ativ

e te

chni

ques

*

vo

cabu

lary

is g

ener

ally

ap

prop

riat

e fo

r the

audi

ence

and

pur

pose

ge

nera

lly a

ppro

pria

te st

yle

is

evid

ent

The

re

spo

nse

pro

vid

es

un

eve

n,

curs

ory

ela

bo

rati

on

of t

he

sup

po

rt/e

vid

en

ce fo

r th

e o

pin

ion

and

su

pp

ort

ing

ide

a(s)

th

at i

ncl

ud

es

par

tial

or

un

eve

n u

se o

f so

urc

e

mat

eri

al.

The

re

spo

nse

de

velo

ps

ide

as u

ne

ven

ly, u

sin

g si

mp

list

ic

lan

guag

e:

so

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

titi

ve, v

ague

, and

/or

copi

ed

w

eak

use

of c

itat

ions

or

attr

ibut

ion

to s

ourc

e m

ater

ial

w

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

vo

cabu

lary

use

is u

neve

n or

som

ewha

t ine

ffect

ive

for t

heau

dien

ce a

nd p

urpo

se

in

cons

iste

nt o

r wea

k at

tem

pt to

crea

te a

ppro

pria

te st

yle

The

re

spo

nse

pro

vid

es

min

imal

ela

bo

rati

on

of

the

su

pp

ort

/evi

de

nce

for

the

op

inio

n

and

su

pp

ort

ing

ide

a(s)

th

at i

ncl

ud

es

litt

le o

r n

o u

se o

f so

urc

e m

ate

rial

.

The

re

spo

nse

is

vagu

e,

lack

s cl

arit

y,

or

is c

on

fusi

ng:

ev

iden

ce (f

acts

and

det

ails

) fr

om t

he s

ourc

e m

ater

ial i

s m

inim

al, i

rrel

evan

t, a

bsen

t,in

corr

ectl

y use

d, o

rpr

edom

inan

tly

copi

ed

in

suffi

cien

t use

of c

itat

ions

or

attr

ibut

ion

to s

ourc

e m

ater

ial

m

inim

al, i

f any

, use

of

elab

orat

ive

tech

niqu

es*

vo

cabu

lary

is li

mit

ed o

rin

effe

ctiv

e fo

r the

aud

ienc

ean

d pu

rpos

e

lit

tle

or n

o ev

iden

ce o

f ap

prop

riat

e 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

/08

/20

14

Holis

tic S

cori

ng:

V

ari

ety

: A ra

nge

of e

rror

s in

clud

es s

ente

nce

form

atio

n, p

unct

uatio

n, c

apita

lizat

ion,

gra

mm

ar u

sage

, and

spe

lling.

S

ev

eri

ty: B

asic

err

ors

are

mor

e he

avily

wei

ghte

d th

an h

ighe

r-le

vel e

rror

s.

De

ns

ity: 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

O

pin

ion

Pe

rfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

des

3–5

)

Sco

re

2

1

0

NS

Conventions

The

re

spo

nse

de

mo

nst

rate

s an

ad

eq

uat

e

com

man

d o

f co

nve

nti

on

s:

ad

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

re

spo

nse

de

mo

nst

rate

s a

par

tial

co

mm

and

of

con

ven

tio

ns:

lim

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

The

re

spo

nse

de

mo

nst

rate

s li

ttle

or

no

com

man

d o

f co

nve

nti

on

s:

in

freq

uent

use

of c

orre

ct s

ente

nce

form

atio

n, p

unct

uati

on, c

apita

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

/08

/20

14

4-Po

int

Info

rmat

ion

alPe

rfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

des

3-5

)

Sco

re4

32

1N

S

Organization/Purpose

The

re

spo

nse

has

a c

lear

an

d

eff

ect

ive

org

aniz

atio

nal

str

uct

ure

, cr

eat

ing

a se

nse

of

un

ity

and

com

ple

ten

ess

. Th

e o

rgan

izat

ion

is

sust

ain

ed

be

twe

en

an

d w

ith

in

par

agra

ph

s. T

he

re

spo

nse

is

con

sist

en

tly

and

pu

rpo

sefu

lly

focu

sed

:

co

ntro

lling

/mai

n id

ea o

f a to

pic

is c

lear

ly c

omm

unic

ated

, and

the

focu

s is

str

ongl

ym

aint

aine

d fo

r the

pur

pose

and

audi

ence

co

nsis

tent

use

of a

var

iety

of

tran

siti

onal

stra

tegi

es to

cla

rify

the

rela

tion

ship

s be

twee

n an

dam

ong

idea

s

ef

fect

ive

intr

oduc

tion

and

conc

lusi

on

lo

gica

l pro

gres

sion

of i

deas

from

begi

nnin

g to

end;

str

ong

conn

ecti

ons b

etw

een

and

amon

g id

eas

wit

h so

me

synt

actic

var

iety

The

re

spo

nse

has

an

evi

de

nt

org

aniz

atio

nal

str

uct

ure

an

d a

se

nse

o

f co

mp

lete

ne

ss.

Tho

ugh

th

ere

may

be

min

or

flaw

s, t

he

y d

o n

ot

inte

rfe

re w

ith

th

e o

vera

ll c

oh

ere

nce

.

The

org

aniz

atio

n i

s ad

eq

uat

ely

su

stai

ne

d b

etw

ee

n a

nd

wit

hin

par

agra

ph

s. T

he

re

spo

nse

is

gen

era

lly

focu

sed

:

co

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

ad

equa

te u

se o

f tra

nsiti

onal

stra

tegi

es w

ith s

ome

vari

ety

tocl

arify

the

rela

tion

ship

sbe

twee

n an

d am

ong

idea

s

ad

equa

te in

trod

ucti

on a

ndco

nclu

sion

ad

equa

te p

rogr

essi

on o

f ide

as

from

beg

inni

ng to

end

;ad

equa

te co

nnec

tion

s bet

wee

nan

d am

ong

idea

s

The

re

spo

nse

has

an

in

con

sist

en

t

org

aniz

atio

nal

str

uct

ure

. So

me

fla

ws

are

evi

de

nt,

an

d s

om

e i

de

as m

ay b

e

loo

sely

co

nn

ect

ed

. Th

e o

rgan

izat

ion

is

som

ew

hat

su

stai

ne

d b

etw

een

an

d

wit

hin

par

agra

ph

s. T

he

resp

onse

may

h

ave

a m

ino

r d

rift

in

focu

s:

co

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

tly

sust

aine

d fo

r the

pur

pose

an

d/or

aud

ienc

e

in

cons

iste

nt u

se o

f tra

nsit

iona

l st

rate

gies

and

/or l

ittle

var

iety

in

trod

ucti

on o

r con

clus

ion,

if

pres

ent,

may

be

wea

k

un

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

re

spo

nse

has

lit

tle

or

no

dis

cern

ible

org

aniz

atio

nal

str

uct

ure

. Th

e r

esp

on

se m

ay b

e r

ela

ted

to

th

e

top

ic b

ut

may

pro

vid

e li

ttle

or

no

focu

s:

co

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

fe

w o

r no

tran

siti

onal

st

rate

gies

are

evi

dent

in

trod

ucti

on a

nd/o

rco

nclu

sion

may

be

mis

sing

fr

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

In

suffi

cien

t(in

clud

esco

pied

text

)

In

a la

ngua

geot

her t

han

Engl

ish

O

ff-to

pic

O

ff-pu

rpos

e

Handout 2.18

Page 163

05

/08

/20

14

4-Po

int

Info

rmat

iona

lPe

rfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

des

3-5

)

Sco

re4

32

1N

S

Evidence/Elaboration

The

re

spo

nse

pro

vid

es

tho

rou

gh

ela

bo

rati

on

of

the

su

pp

ort

/evi

de

nce

fo

r th

e c

on

tro

llin

g/m

ain

ide

a th

at

incl

ud

es

the

eff

ect

ive

use

of

sou

rce

mat

eri

al. T

he

re

spo

nse

cle

arly

an

d

eff

ect

ive

ly d

eve

lop

s id

eas

, u

sin

g

pre

cise

lan

guag

e:

co

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

cl

ear c

itat

ions

or a

ttrib

utio

n to

sour

ce m

ater

ial

ef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es*

vo

cabu

lary

is c

lear

ly a

ppro

pria

te

for

the

audi

ence

and

pur

pose

effe

ctiv

e, a

ppro

pria

te st

yle

enha

nces

cont

ent

The

re

spo

nse

pro

vid

es

ade

qu

ate

ela

bo

rati

on

of

the

su

pp

ort

/evi

de

nce

fo

r th

e c

on

tro

llin

g/m

ain

ide

a th

at

incl

ud

es

the

use

of

sou

rce

mat

eri

al.

The

re

spo

nse

ad

eq

uat

ely

de

velo

ps

ide

as,

em

plo

yin

g a

mix

of

pre

cise

an

d

mo

re g

en

era

l lan

guag

e:

ad

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

ad

equa

te u

se o

f cit

atio

nsor

att

ribu

tion

to s

ourc

em

ater

ial

ad

equa

te u

se o

f som

eel

abor

ativ

e te

chni

ques

*

voca

bula

ry is

gen

eral

ly

appr

opri

ate

for t

he a

udie

nce

and

purp

ose

ge

nera

lly a

ppro

pria

te st

yle

is

evid

ent

The

re

spo

nse

pro

vid

es

un

eve

n,

curs

ory

ela

bo

rati

on

of

the

su

pp

ort

/evi

de

nce

for

the

con

tro

llin

g/m

ain

ide

a th

at i

ncl

ud

es

un

eve

n o

r li

mit

ed

use

of

sou

rce

m

ate

rial

. Th

e r

esp

on

se d

eve

lop

s

ide

as u

ne

ven

ly, u

sin

g si

mp

list

ic

lan

guag

e:

so

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

w

eak u

se o

f cit

atio

ns o

rat

trib

utio

n to

sou

rce

mat

eria

l

w

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

vo

cabu

lary

use

is u

neve

n or

som

ewha

t ine

ffect

ive

for t

heau

dien

ce a

nd p

urpo

se

in

cons

iste

nt o

r wea

k at

tem

pt to

crea

te a

ppro

pria

te st

yle

The

re

spo

nse

pro

vid

es

min

imal

ela

bo

rati

on

of

the

su

pp

ort

/evi

de

nce

fo

r th

e c

on

tro

llin

g/m

ain

ide

a th

at

incl

ud

es

litt

le o

r n

o u

se o

f so

urc

e

mat

eri

al.

The

re

spo

nse

is v

agu

e,

lack

s cl

arit

y, o

r is

co

nfu

sin

g:

ev

iden

ce (f

acts

and

det

ails

) fro

mth

e so

urce

mat

eria

l is m

inim

al,

irre

leva

nt, a

bsen

t, in

corr

ectly

used

, or p

redo

min

antl

y co

pied

in

suffi

cien

t use

of c

itat

ions

or

attr

ibut

ion

to s

ourc

e m

ater

ial

m

inim

al, i

f any

, use

of

elab

orat

ive

tech

niqu

es*

vo

cabu

lary

is li

mit

ed o

rin

effe

ctiv

e fo

r the

aud

ienc

ean

d pu

rpos

e

lit

tle

or n

o ev

iden

ce o

f ap

prop

riat

e st

yle

In

suffi

cien

t(in

clud

esco

pied

text

)

In

a la

ngua

geot

her t

han

Engl

ish

O

ff-to

pic

O

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

/08

/20

14

2-Po

int

Info

rmat

iona

l Pe

rfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

des

3–5

)

Sco

re2

10

NS

Conventions

The

re

spo

nse

de

mo

nst

rate

s an

ad

eq

uat

e

com

man

d o

f co

nve

nti

on

s:

ad

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

re

spo

nse

de

mo

nst

rate

s a

par

tial

co

mm

and

of

con

ven

tio

ns:

lim

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

,an

d sp

ellin

g

The

re

spo

nse

de

mo

nst

rate

s li

ttle

or

no

com

man

d o

f co

nve

nti

on

s:

in

freq

uent

use

of c

orre

ct s

ente

nce

form

atio

n, p

unct

uati

on, c

apita

lizat

ion,

gram

mar

usa

ge, a

nd s

pelli

ng

In

suffi

cien

t(in

clud

esco

pied

text

)

In

a la

ngua

geot

her t

han

Engl

ish

O

ff-to

pic

O

ff-pu

rpos

e

Holis

tic Sc

orin

g:

Var

iety

: A ra

nge o

f err

ors i

nclu

des s

ente

nce f

orm

atio

n, p

unct

uatio

n, ca

pita

lizat

ion,

gram

mar

usa

ge, a

nd sp

ellin

g.

Seve

rity

: Bas

ic er

rors

are

mor

e hea

vily w

eigh

ted

than

hig

her-

leve

l err

ors.

D

en

sity

: The

pro

porti

on o

f err

ors t

o th

e am

ount

of w

ritin

g don

e wel

l. Thi

s inc

lude

s the

ratio

of e

rror

s to

the l

engt

h of

the p

iece

.

Handout 2.18

Page 165

05

/08

/20

14

4-Po

int

Nar

rati

vePe

rfo

rma

nce

Tas

k W

riti

ng

Ru

bri

c (G

rad

es 3–

8)

Sco

re4

32

1N

S

Organization/Purpose

The

org

aniz

atio

n o

f th

e n

arra

tive

, re

al o

r im

agin

ed

, is

full

y su

stai

ne

d

and

th

e fo

cus

is c

lear

an

d

mai

nta

ine

d t

hro

ugh

ou

t:

an

effe

ctiv

e pl

ot h

elps

to c

reat

ea

sens

e of

uni

ty a

ndco

mpl

eten

ess

ef

fect

ivel

y es

tabl

ishe

s a s

etti

ng,

narr

ator

/cha

ract

ers,

and

/or

poin

t of v

iew

*

co

nsis

tent

use

of a

var

iety

of

tran

siti

onal

str

ateg

ies t

o cl

arify

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

na

tura

l, lo

gica

l seq

uenc

e of

ev

ents

from

beg

inni

ng to

end

ef

fect

ive

open

ing

and

clos

ure

for

audi

ence

and

pur

pose

The

org

aniz

atio

n o

f th

e n

arra

tive

, re

al o

r im

agin

ed

, is

ade

qu

ate

ly

sust

ain

ed

, an

d t

he

focu

s is

ad

eq

uat

e

and

ge

ne

rall

y m

ain

tain

ed

:

an

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

ad

equa

tely

est

ablis

hes

ase

ttin

g, n

arra

tor/

char

acte

rs,

and/

or p

oint

of v

iew

*

ad

equa

te u

se o

f a v

arie

ty o

f tr

ansi

tion

al s

trat

egie

s to

clar

ifyth

e re

lati

onsh

ips

betw

een

and

amon

g id

eas

ad

equa

te s

eque

nce

of e

vent

sfr

om b

egin

ning

to e

nd

ad

equa

te o

peni

ng a

nd c

losu

re

for

audi

ence

and

pur

pose

The

org

aniz

atio

n o

f th

e n

arra

tive

, re

al o

r im

agin

ed

, is

som

ew

hat

sust

ain

ed

an

d m

ay h

ave

an

un

eve

n

focu

s:

th

ere

may

be

an in

cons

iste

ntpl

ot, a

nd/o

r fla

ws

may

be

evid

ent

un

even

ly o

r min

imal

lyes

tabl

ishe

s a

sett

ing,

narr

ator

/cha

ract

ers,

and

/or

poin

t of v

iew

*

un

even

use

of a

ppro

pria

tetr

ansi

tion

al s

trat

egie

s and

/or

littl

e va

riet

y

w

eak

or u

neve

n se

quen

ce o

f ev

ents

op

enin

g an

d cl

osur

e, if

pre

sent

,ar

e w

eak

The

org

aniz

atio

n o

f th

e n

arra

tive

, re

al o

r im

agin

ed

, may

be

mai

nta

ine

d

bu

t m

ay p

rovi

de

litt

le o

r n

o fo

cus:

th

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

m

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*

fe

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

lit

tle

or n

o or

gani

zati

on o

f an

even

t seq

uenc

e; fr

eque

ntex

tran

eous

idea

s and

/or a

maj

ordr

ift m

ay b

e ev

iden

t

op

enin

g an

d/or

clo

sure

may

be m

issi

ng o

r uns

atis

fact

ory

In

suffi

cien

t(in

cude

s co

pied

text

)

In

a la

ngua

geot

her t

han

Engl

ish

O

ff-to

pic

O

ff-pu

rpos

e

*poi

nt o

f vie

w b

egin

s at g

rade

7

Handout 2.18

Page 166

05

/08

/20

14

4-Po

int

Nar

rati

vePe

rfo

rma

nce

Tas

k W

riti

ng

Ru

bri

c (G

rad

es 3–

8)

Sco

re4

32

1N

S

Development/Elaboration

The

nar

rati

ve, r

eal

or

imag

ine

d,

pro

vid

es

tho

rou

gh, e

ffe

ctiv

e

ela

bo

rati

on

usi

ng

rele

van

t

de

tail

s, d

ialo

gue

, an

d/o

r

de

scri

pti

on

:

ex

peri

ence

s, ch

arac

ters

, set

ting

an

d/or

eve

nts

are

clea

rly

deve

lope

d

co

nnec

tion

s to

sour

ce m

ater

ials

m

ay e

nhan

ce th

e na

rrat

ive

ef

fect

ive

use

of a

var

iety

of

narr

ativ

e te

chni

ques

that

adva

nce

the

stor

y or

illu

stra

te

the

expe

rien

ce

ef

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

ef

fect

ive,

app

ropr

iate

styl

een

hanc

es th

e na

rrat

ion

The

nar

rati

ve, r

eal

or

imag

ine

d,

pro

vid

es

ade

qu

ate

ela

bo

rati

on

usi

ng

de

tail

s, d

ialo

gue

, an

d/o

r d

esc

rip

tio

n:

ex

peri

ence

s, ch

arac

ters

,se

ttin

g, a

nd/o

r eve

nts

are

adeq

uate

lyde

velo

ped

co

nnec

tion

s to

sour

ce m

ater

ials

m

ay c

ontr

ibut

e to

the

narr

ativ

e

ad

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

ad

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

ge

nera

lly a

ppro

pria

test

yle

is e

vide

nt

The

nar

rati

ve,

real

or

imag

ine

d,

pro

vid

es

un

eve

n, c

urs

ory

ela

bo

rati

on

usi

ng

par

tial

an

d u

ne

ven

de

tail

s,

dia

logu

e, a

nd

/or

de

scri

pti

on

:

ex

peri

ence

s, ch

arac

ters

,se

ttin

g, a

nd/o

r eve

nts

are

unev

enly

dev

elop

ed

co

nnec

tion

s to

sour

ce m

ater

ials

may

be

inef

fect

ive,

aw

kwar

d, o

rva

gue

but d

o no

t int

erfe

re w

ith

the

narr

ativ

e

na

rrat

ive

tech

niqu

es a

reun

even

and

inco

nsis

tent

pa

rtia

l or w

eak

use

of s

enso

ry,

conc

rete

, and

figu

rati

vela

ngua

ge th

at m

ay n

ot a

dvan

ce

the

purp

ose

in

cons

iste

nt o

r wea

k at

tem

pt to

crea

te a

ppro

pria

te st

yle

The

nar

rati

ve, r

eal

or

imag

ine

d,

pro

vid

es

min

imal

ela

bo

rati

on

usi

ng

few

or

no

de

tail

s, d

ialo

gue

, an

d/o

r

de

scri

pti

on

:

ex

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

co

nnec

tion

s to

sour

cem

ater

ials

, if e

vide

nt, m

ay

detr

act f

rom

the

narr

ativ

e

us

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

m

ay h

ave

littl

e or

no

use

of

sens

ory,

con

cret

e, o

r fig

urat

ive

lang

uage

; lan

guag

e do

es n

otad

vanc

e an

d m

ay in

terf

ere

wit

hth

e pu

rpos

e

lit

tle

or n

o ev

iden

ce o

f ap

prop

riat

e st

yle

In

suffi

cien

t(in

cude

s co

pied

text

)

In

a la

ngua

geot

her t

han

Engl

ish

O

ff-to

pic

O

ff-pu

rpos

e

Handout 2.18

Page 167

05

/08

/20

14

2-Po

int

Nar

rati

vePe

rfo

rma

nce

Tas

k W

riti

ng

Ru

bri

c (G

rad

es 3

-8)

Sco

re2

10

NS

Conventions

The

re

spo

nse

de

mo

nst

rate

s an

ad

eq

uat

e

com

man

d o

f co

nve

nti

on

s:

ad

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

re

spo

nse

de

mo

nst

rate

s a

par

tial

co

mm

and

of

con

ven

tio

ns:

lim

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

re

spo

nse

de

mo

nst

rate

s li

ttle

or

no

com

man

d o

f co

nve

nti

on

s:

in

freq

uent

use

of c

orre

ct s

ente

nce

form

atio

n, p

unct

uati

on, c

apit

aliz

atio

n,gr

amm

ar u

sage

, and

spe

lling

In

suffi

cien

t(in

cude

s co

pied

text

)

In

a la

ngua

geot

her t

han

Engl

ish

O

ff-to

pic

O

ff-pu

rpos

e

Hol

istic

Sco

ring:

Var

iety

: A ra

nge

of e

rror

s inc

lude

s se

nten

ce fo

rmat

ion,

pun

ctua

tion,

cap

italiz

atio

n, g

ram

mar

usa

ge, a

nd sp

ellin

g

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.

Den

sity

: The

pro

port

ion

of e

rror

s to

the

amou

nt o

f writ

ing

done

wel

l. Th

is in

clud

es t

he ra

tio o

f err

ors t

o th

e le

ngth

of t

he p

iece

.

Handout 2.18

Page 168

Arg

um

en

tative

05

08

14

4-P

oin

tA

rgu

me

nta

tiv

e

Pe

rfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6-

11)

Sco

re4

32

1N

S

Organization/Purpose

The

re

spo

nse

has

a c

lear

an

d

eff

ect

ive

org

aniz

atio

nal

str

uct

ure

,

cre

atin

g a

sen

se o

f u

nit

y an

d

com

ple

ten

ess

. Th

e o

rgan

izat

ion

is

full

y su

stai

ne

d b

etw

ee

n a

nd

wit

hin

par

agra

ph

s. T

he

re

spo

nse

is

con

sist

en

tly

and

pu

rpo

sefu

lly

focu

sed

:

cl

aim

is in

trod

uced

, cle

arly

co

mm

unic

ated

, and

the

focu

s is

stro

ngly

mai

ntai

ned

for t

hepu

rpos

e an

d au

dien

ce

co

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

ef

fect

ive

intr

oduc

tion

and

conc

lusi

on

lo

gica

l pro

gres

sion

of i

deas

from

begi

nnin

g to

end;

str

ong

conn

ecti

ons b

etw

een

and

amon

g id

eas

wit

h so

me

synt

actic

var

iety

al

tern

ate

and

oppo

sing

ar

gum

ent(

s) a

re c

lear

ly

ackn

owle

dged

or a

ddre

ssed

*

The

re

spo

nse

has

an

evi

de

nt

org

aniz

atio

nal

str

uct

ure

an

d a

se

nse

of

com

ple

ten

ess

. T

ho

ugh

th

ere

may

be

min

or

flaw

s, t

he

y d

o n

ot

inte

rfe

re

wit

h t

he

ove

rall

co

he

ren

ce.

The

org

aniz

atio

n i

s ad

eq

uat

ely

su

stai

ne

d

be

twe

en

an

d w

ith

in p

arag

rap

hs.

Th

e

resp

on

se i

s ge

ne

rall

y fo

cuse

d:

cl

aim

is c

lear

, and

the

focu

s is

mos

tly

mai

ntai

ned

for t

he p

urpo

sean

d a

udie

nce

ad

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

idea

s

ad

equa

te in

trod

ucti

on a

ndco

nclu

sion

ad

equa

te p

rogr

essi

on o

f ide

as

from

beg

inni

ng to

end

; ade

quat

eco

nnec

tion

s be

twee

n an

d am

ong

idea

s

al

tern

ate

and

oppo

sing

ar

gum

ent(

s) a

re a

dequ

atel

y ac

know

ledg

ed o

r add

ress

ed*

The

re

spo

nse

has

an

in

con

sist

en

t

org

aniz

atio

nal

str

uct

ure

. So

me

flaw

s ar

e e

vid

en

t, a

nd

so

me

id

eas

may

be

lo

ose

ly c

on

ne

cte

d. T

he

o

rgan

izat

ion

is

so

me

wh

at s

ust

ain

ed

be

twe

en

an

d w

ith

in p

arag

rap

hs.

The

re

spo

nse

may

hav

e a

min

or

dri

ft

in fo

cus:

cl

aim

may

be

som

ewha

t unc

lear

,or

the

focu

s m

ay b

e in

suffi

cien

tly

sust

aine

d fo

r the

pur

pose

and

/or

audi

ence

in

cons

iste

nt u

se o

f tra

nsiti

onal

st

rate

gies

and

/or l

ittle

var

iety

in

trod

ucti

on o

r con

clus

ion,

if

pres

ent,

may

be

wea

k

un

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

ecti

ons a

mon

g id

eas

al

tern

ate

and

oppo

sing

ar

gum

ent(

s) m

ay b

e co

nfus

ing

orno

t ack

now

ledg

ed *

The

re

spo

nse

has

lit

tle

or

no

dis

cern

ible

org

aniz

atio

nal

stru

ctu

re. T

he

re

spo

nse

may

be

rela

ted

to

th

e c

laim

bu

t m

ay

pro

vid

e li

ttle

or

no

focu

s:

cl

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

fe

w o

r no

tran

siti

onal

str

ateg

ies

are

evid

ent

in

trod

ucti

on a

nd/o

r con

clus

ion

may

be

mis

sing

fr

eque

nt e

xtra

neou

s ide

as m

ay b

eev

iden

t; i

deas

may

be

rand

omly

or

dere

d or

hav

e un

clea

rpr

ogre

ssio

n

al

tern

ate

and

oppo

sing

ar

gum

ent(

s) m

ay n

ot b

eac

know

ledg

ed *

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

*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

Arg

um

en

tative

05

08

14

4-Po

int

Arg

ume

ntat

ive

Pe

rfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6-

11)

Sco

re

4 3

2 1

NS

Evidence/Elaboration

The

re

spo

nse

pro

vid

es

tho

rou

gh a

nd

co

nvi

nci

ng

elab

orat

ion

of t

he

sup

po

rt/e

vid

en

ce fo

r th

e c

laim

an

d

argu

me

nt(

s) i

ncl

ud

ing

reas

on

ed

, in

-

de

pth

an

alys

is a

nd

th

e e

ffe

ctiv

e u

se

of

sou

rce

mat

eri

al.

The

re

spo

nse

cle

arly

an

d e

ffe

ctiv

ely

de

velo

ps

ide

as,

usi

ng

pre

cise

lan

guag

e:

co

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

cl

ear c

itat

ions

or a

ttrib

utio

n to

sour

ce m

ater

ial

ef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es*

vo

cabu

lary

is c

lear

ly a

ppro

pria

te

for

the

audi

ence

and

pur

pose

ef

fect

ive,

app

ropr

iate

styl

een

hanc

es co

nten

t

The

re

spo

nse

pro

vid

es

ade

qu

ate

e

lab

ora

tio

n o

f th

e s

up

po

rt/e

vid

en

ce

for

the

cla

im a

nd

arg

um

en

t(s)

th

at

incl

ud

es

reas

on

ed

an

alys

is a

nd

th

e

use

of

sou

rce

mat

eri

al.

The

re

spo

nse

ade

qu

ate

ly d

eve

lop

s id

eas

,

em

plo

yin

g a

mix

of

pre

cise

wit

h m

ore

ge

ne

ral l

angu

age

:

ad

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

ad

equa

te u

se o

f cit

atio

ns o

rat

trib

utio

n to

sou

rce

mat

eria

l

ad

equa

te u

se o

f som

e el

abor

ativ

ete

chni

ques

*

vo

cabu

lary

is g

ener

ally

ap

prop

riat

e fo

r the

aud

ienc

e an

d pu

rpos

e

ge

nera

lly a

ppro

pria

te st

yle

is

evid

ent

The

re

spo

nse

pro

vid

es

un

eve

n,

curs

ory

ela

bo

rati

on o

f the

sup

po

rt/e

vid

en

ce fo

r th

e c

laim

an

d

argu

me

nt(

s) t

hat

in

clu

de

s so

me

re

aso

ne

d a

nal

ysis

an

d p

arti

al o

r

un

eve

n u

se o

f so

urc

e m

ate

rial

. Th

e

resp

on

se d

eve

lop

s id

eas

un

eve

nly

,

usi

ng

sim

pli

stic

lan

guag

e:

so

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

w

eak

use

of c

itat

ions

or

attr

ibut

ion

to s

ourc

e m

ater

ial

w

eak

or u

neve

n us

e of

ela

bora

tive

tech

niqu

es*;

dev

elop

men

t may

cons

ist p

rim

arily

of s

ourc

esu

mm

ary

or m

ay re

ly o

nem

otio

nal a

ppea

l

vo

cabu

lary

use

is u

neve

n or

som

ewha

t ine

ffect

ive

for t

heau

dien

ce a

nd p

urpo

se

in

cons

iste

nt o

r wea

k at

tem

pt to

crea

te a

ppro

pria

te st

yle

The

re

spo

nse

pro

vid

es

min

imal

e

lab

ora

tio

n o

f th

e s

up

po

rt/e

vid

en

ce

for

the

cla

im a

nd

arg

um

en

t(s)

th

at

incl

ud

es

litt

le o

r n

o u

se o

f so

urc

e

mat

eri

al. T

he

re

spo

nse

is

vagu

e,

lack

s

clar

ity,

or

is c

on

fusi

ng:

ev

iden

ce (f

acts

and

det

ails

) fro

mth

e so

urce

mat

eria

l is m

inim

al,

irre

leva

nt, a

bsen

t, in

corr

ectly

used

, or p

redo

min

antl

y co

pied

in

suffi

cien

t use

of c

itat

ions

or

attr

ibut

ion

to s

ourc

e m

ater

ial

m

inim

al, i

f any

, use

of e

labo

rativ

ete

chni

ques

*; e

mot

iona

l app

eal

may

dom

inat

e

vo

cabu

lary

is li

mit

ed o

r ine

ffect

ive

for

the

audi

ence

and

pur

pose

lit

tle

or n

o ev

iden

ce o

f app

ropr

iate

styl

e

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 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

Arg

um

en

tative

05

08

14

2-Po

int

Arg

ume

ntat

ive

Pe

rfo

rman

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6-

11)

Sco

re2

10

NS

Conventions

The

re

spo

nse

de

mo

nst

rate

s an

ad

eq

uat

e

com

man

d o

f co

nve

nti

on

s:

The

re

spo

nse

de

mo

nst

rate

s a

par

tial

co

mm

and

of

con

ven

tio

ns:

The

re

spo

nse

de

mo

nst

rate

s li

ttle

or

no

com

man

d o

f co

nve

nti

on

s:

Insu

ffici

ent

(incl

udes

cop

ied

text

)

In

a la

ngua

geot

her t

han

Engl

ish

O

ff-to

pic

O

ff-pu

rpos

e

ad

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

lim

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

in

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:

Var

iety

: A ra

nge

of e

rror

s inc

lude

s se

nten

ce fo

rmat

ion,

pun

ctua

tion,

cap

italiz

atio

n, g

ram

mar

usa

ge, a

nd sp

ellin

g

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.

Den

sity

: The

pro

port

ion

of e

rror

s to

the

amou

nt o

f writ

ing

done

wel

l. Th

is in

clud

es t

he ra

tio o

f err

ors t

o th

e le

ngth

of t

he p

iece

.

Handout 2.18

Page 171

05

/08

/20

14

4-Po

int

Expl

anat

ory

Per

form

ance

Tas

k W

riti

ng

Ru

bri

c (G

rad

es 6–1

1)

Sco

re4

32

1N

S

Organization/Purpose

The

re

spo

nse

has

a c

lear

an

d

eff

ect

ive

org

aniz

atio

nal

str

uct

ure

,

cre

atin

g a

sen

se o

f u

nit

y an

d

com

ple

ten

ess

. Th

e o

rgan

izat

ion

is

full

y su

stai

ne

d b

etw

ee

n a

nd

wit

hin

par

agra

ph

s. T

he

re

spo

nse

is

con

sist

en

tly

and

pu

rpo

sefu

lly

focu

sed

:

th

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

co

nsis

tent

use

of a

var

iety

of

tran

siti

onal

stra

tegi

es to

cla

rify

the

rela

tion

ship

s be

twee

n an

dam

ong

idea

s

effe

ctiv

e in

trod

ucti

on a

ndco

nclu

sion

lo

gica

l pro

gres

sion

of i

deas

from

begi

nnin

g to

end;

str

ong

conn

ecti

ons b

etw

een

and

amon

g id

eas

wit

h so

me

synt

actic

var

iety

The

re

spo

nse

has

an

evi

de

nt

org

aniz

atio

nal

str

uct

ure

an

d a

se

nse

of

com

ple

ten

ess

. Th

ou

gh t

he

re m

ay

be

min

or

flaw

s, t

he

y d

o n

ot

inte

rfe

re

wit

h t

he

ove

rall

co

he

ren

ce. T

he

org

aniz

atio

n i

s ad

eq

uat

ely

su

stai

ne

d

be

twe

en

an

d w

ith

in p

arag

rap

hs.

Th

e

resp

on

se i

s ge

ne

rall

y fo

cuse

d:

th

esis

/con

trol

ling

idea

of a

topi

c is

cle

ar, a

nd th

e fo

cus

ism

ostl

y m

aint

aine

d fo

r the

purp

ose

and

audi

ence

ad

equa

te u

se o

f tra

nsiti

onal

stra

tegi

es w

ith s

ome

vari

ety

tocl

arify

the

rela

tion

ship

sbe

twee

n an

d am

ong

idea

s

adeq

uate

intr

oduc

tion

and

conc

lusi

on

adeq

uate

pro

gres

sion

of i

deas

fr

om b

egin

ning

to e

nd;

adeq

uate

conn

ecti

ons b

etw

een

and

amon

g id

eas

The

re

spo

nse

has

an

in

con

sist

en

t

org

aniz

atio

nal

str

uct

ure

. So

me

fla

ws

are

evi

de

nt,

an

d s

om

e i

de

as m

ay b

e

loo

sely

co

nn

ect

ed

. Th

e o

rgan

izat

ion

is s

om

ew

hat

su

stai

ne

d b

etw

ee

n a

nd

wit

hin

par

agra

ph

s. T

he

resp

onse

may

hav

e a

min

or

dri

ft i

n fo

cus:

th

esis

/con

trol

ling i

dea

of a

topi

cm

ay b

e so

mew

hat u

ncle

ar, o

rth

e fo

cus

may

be

insu

ffici

entl

ysu

stai

ned

for t

he p

urpo

se

and/

or a

udie

nce

in

cons

iste

nt u

se o

f tra

nsit

iona

l st

rate

gies

and

/or l

ittle

var

iety

in

trod

ucti

on o

r con

clus

ion,

if

pres

ent,

may

be

wea

k

unev

en p

rogr

essi

on o

f ide

asfr

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

re

spo

nse

has

lit

tle

or

no

dis

cern

ible

org

aniz

atio

nal

str

uct

ure

.

The

re

spo

nse

may

be

re

late

d t

o t

he

to

pic

bu

t m

ay p

rovi

de

litt

le o

r n

o

focu

s:

th

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

fe

w o

r no

tran

siti

onal

st

rate

gies

are

evi

dent

in

trod

ucti

on a

nd/o

rco

nclu

sion

may

be

mis

sing

fr

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

In

suff

icie

nt

(in

clu

de

sco

pie

d t

ext

)

In

ala

ngua

geot

her t

han

Engl

ish

O

ff-to

pic

O

ff-pu

rpos

e

Handout 2.18

Page 172

05

/08

/20

14

4-Po

int

Expl

anat

ory

Per

form

ance

Tas

k W

riti

ng

Ru

bri

c (G

rad

es 6–1

1)

Sco

re4

32

1N

S

Evidence/Elaboration

The

re

spo

nse

pro

vid

es

tho

rou

gh

ela

bo

rati

on

of

the

su

pp

ort

/evi

de

nce

fo

r th

e t

he

sis/

con

tro

llin

g id

ea

that

incl

ud

es

the

eff

ect

ive

use

of

sou

rce

mat

eri

al. T

he

re

spo

nse

cle

arly

an

d

eff

ect

ive

ly d

eve

lop

s id

eas

, u

sin

g p

reci

se la

ngu

age

:

co

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

cl

ear c

itat

ions

or a

ttrib

utio

n to

sour

ce m

ater

ial

ef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es*

vo

cabu

lary

is c

lear

ly a

ppro

pria

te

for

the

audi

ence

and

pur

pose

ef

fect

ive,

app

ropr

iate

styl

een

hanc

es co

nten

t

The

re

spo

nse

pro

vid

es

ade

qu

ate

ela

bo

rati

on

of

the

su

pp

ort

/evi

de

nce

fo

r th

e t

he

sis/

con

tro

llin

g id

ea

that

incl

ud

es

the

use

of

sou

rce

mat

eri

al.

The

re

spo

nse

ad

eq

uat

ely

de

velo

ps

ide

as,

em

plo

yin

g a

mix

of

pre

cise

an

d

mo

re g

en

era

l lan

guag

e:

ad

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

ad

equa

te u

se o

f cit

atio

ns o

rat

trib

utio

n to

sou

rce

mat

eria

l

ad

equa

te u

se o

f som

e el

abor

ativ

ete

chni

ques

*

vo

cabu

lary

is g

ener

ally

ap

prop

riat

e fo

r the

aud

ienc

e an

d pu

rpos

e

ge

nera

lly a

ppro

pria

te st

yle

is

evid

ent

The

re

spo

nse

pro

vid

es

un

eve

n, c

urs

ory

e

lab

ora

tio

n o

f th

e s

up

po

rt/e

vid

en

ce fo

r

the

th

esi

s/co

ntr

oll

ing

ide

a th

at in

clu

de

s

un

eve

n o

r li

mit

ed

use

of

sou

rce

mat

eri

al. T

he

re

spo

nse

de

velo

ps

ide

as

un

eve

nly

, usi

ng

sim

pli

stic

lan

guag

e:

so

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

w

eak

use

of c

itat

ions

or

attr

ibut

ion

to s

ourc

e m

ater

ial

w

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

vo

cabu

lary

use

is u

neve

n or

som

ewha

t ine

ffect

ive

for t

heau

dien

ce a

nd p

urpo

se

in

cons

iste

nt o

r wea

k at

tem

pt to

crea

te a

ppro

pria

te st

yle

The

re

spo

nse

pro

vid

es

min

imal

ela

bo

rati

on

of

the

su

pp

ort

/evi

de

nce

fo

r th

e t

he

sis/

con

tro

llin

g id

ea

that

incl

ud

es

litt

le o

r n

o u

se o

f so

urc

e

mat

eri

al.

The

re

spo

nse

is v

agu

e,

lack

s

clar

ity,

or

is c

on

fusi

ng:

ev

iden

ce (f

acts

and

det

ails

) fro

mth

e so

urce

mat

eria

l is m

inim

al,

irre

leva

nt, a

bsen

t, in

corr

ectly

used

, or p

redo

min

antl

y co

pied

in

suffi

cien

t use

of c

itat

ions

or

attr

ibut

ion

to s

ourc

e m

ater

ial

m

inim

al, i

f any

, use

of

elab

orat

ive

tech

niqu

es*

vo

cabu

lary

is li

mit

ed o

rin

effe

ctiv

e fo

r the

aud

ienc

ean

d pu

rpos

e

lit

tle

or n

o ev

iden

ce o

f ap

prop

riat

e st

yle

In

suffi

cien

t(in

clud

esco

pied

text

)

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

supp

ort

the

cont

rolli

ng id

ea.

Handout 2.18

Page 173

05

/08

/20

14

2-Po

int

Expl

anat

ory

Perf

orm

ance

Tas

k W

riti

ng

Ru

bri

c (G

rad

es 6

-11)

Sco

re2

10

NS

Conventions

The

re

spo

nse

de

mo

nst

rate

s an

ad

eq

uat

eco

mm

and

of

con

ven

tio

ns:

ad

equa

te u

se o

f cor

rect

sen

tenc

e fo

rmat

ion,

punc

tuat

ion,

cap

ital

izat

ion,

gram

mar

usa

ge,

and

spel

ling

The

re

spo

nse

de

mo

nst

rate

s a

par

tial

co

mm

and

of

con

ven

tio

ns:

lim

ited

use

of c

orre

ct s

ente

nce f

orm

atio

n,pu

nctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar u

sage

, and

spel

ling

The

re

spo

nse

de

mo

nst

rate

s li

ttle

or

no

com

man

d o

f co

nve

nti

on

s:

in

freq

uent

use

of c

orre

ct s

ente

nce

form

atio

n, p

unct

uati

on, c

apita

lizat

ion,

gram

mar

usa

ge, a

nd s

pelli

ng

In

suffi

cien

t(in

clud

esco

pied

text

)

In

a la

ngua

geot

her t

han

Engl

ish

O

ff-to

pic

O

ff-pu

rpos

e

Hol

istic

Sco

ring:

Var

iety

: A ra

nge

of e

rror

s inc

lude

s se

nten

ce fo

rmat

ion,

pun

ctua

tion,

cap

italiz

atio

n, g

ram

mar

usa

ge, a

nd sp

ellin

g

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.

Den

sity

: The

pro

port

ion

of e

rror

s to

the

amou

nt o

f writ

ing

done

wel

l. Th

is in

clud

es t

he ra

tio o

f err

ors t

o th

e le

ngth

of t

he p

iece

.

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

? Wha

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. M

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 $

56.5

millio

n in

the l

ast y

ear.

Ano

ther

fact

they

gave

me i

s it 1

.8 ce

nts t

o pro

duce

a pe

nny.

In co

nclus

ion th

ose a

re ju

st so

me fa

cts t

hey g

ave m

e to p

rove

it co

sts m

ore m

oney

to m

ake a

penn

y the

n its

wor

th.

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

$70

0 mi

llion

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 #

4 it

says

“jus

t ove

r 1.8

cent

s to m

ake a

penn

y.” T

his i

s tell

ing y

ou by

ea

ch pe

nny t

hey a

re m

akin

g the

y are

losin

g abo

ut 0

.8 ce

nts a

nd so

on to

p of t

he 7

00 m

illion

dolla

rs th

ey ar

e was

ting t

he ar

e als

o los

ing a

tota

l of 0

.8 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 5

.04 do

llars

but y

ou on

ly ha

ve 5

.03 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. W

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

20

seco

nds t

o find

a pe

nny i

n ou

r pur

se or

satch

el. A

meric

ans h

ave g

otte

n so

lazy

in th

e pa

st co

upule

of ye

ars a

nd th

ats w

hy th

is is

even

a to

pic. A

meric

ans a

re to

lazy

to go

into

their

purs

e and

look

for a

penn

y.Pe

nnys

and q

uarte

rs ar

nt m

uch

but t

hey a

re w

orth

some

thin

g, an

d if y

ou h

ave o

ne h

undr

ed pe

nnies

then

that

s eno

ugh

to bu

y a

mcdo

nalds

dolla

r men

u mea

l for

a ho

mles

s per

son.

Amer

icas g

otte

n to

a po

int w

here

peop

le ac

tuall

y spe

nd ti

me w

ritin

g abo

ut th

is.

In m

y 14

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.Wh

enev

er 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

e-one

-lea

ve-on

e jar

.I t

hink

that

ther

e are

thin

gs m

ore i

mpor

tant

to w

orry

abou

t in

our w

orld

than

penn

ies an

d how

we s

hould

elim

inat

e the

m. If

we

did h

appe

n to

elim

inat

e all t

he pe

nnies

in th

e wor

ld it

would

be im

poss

ible t

o des

troy a

ll of t

hem.

Why

wou

ld we

go th

roug

h th

e st

rugg

le of

findin

g and

dest

ooyin

g all t

he pe

nnies

in th

e wor

ld, fo

r one

reas

on, s

avin

g tim

e?

Handout 3.2

Page 182

Anal

yzin

g St

uden

t Wor

k O

bser

vatio

n Sa

mpl

e E

Sam

ple

F Th

ree

spec

ific

stre

ngth

s:

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 183

Obs

erva

tion

Sam

ple

GSa

mpl

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

r im

prov

emen

t did

you

se

e ac

ross

sam

ples

?

Wha

t kno

wle

dge

or sk

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.

Page 186

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+

Page 188

Handout 3.4: Receiving Feedback Activity

3

ALL ABOUT ME

THE STORY OF MY LIFE SO FAR BY

_____________________________

Page 189

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

Page 190

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

Page 191

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

Page 192

Handout 3.4: Receiving Feedback Activity

7

ALL ABOUT ME

C- do over!

THE STORY OF MY LIFE SO FAR BY

_____________________________

Page 193

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  

General �

Buck  Institute  of  Education  www.bie.org/project_search �The� 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.org �Bank� 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 � Studies �

Stanford  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.

Page 197

Handout 3.5

©� 2014 � Stanford � Center � for � Assessment, � Learning, � and � Equity � (SCALE)� � ��

�

Math �

Washington  State  OSPI-­‐Developed  Assessments  http://www.k12.wa.us/SocialStudies/Assessments/default.aspx �Produced� 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#2 �The � Connecticut � Academic � Performance � Test � (CAPT) � is � one � of � the � early � pioneers � of � high� quality �performance � tasks. � Though� these � are � designed� for � standardized� administration, � the � tasks � provide �great � starters � for � curriculum � embedded � tasks. �

West  Virginia  Department  of  Education-­‐-­‐Teach  21  http://wvde.state.wv.us/teach21/pbl.html �Teach � 21� is � a� bank � of � projects � written � and � developed � by � West � Virginia� teachers, � vetted � by � peers �and � other � curriculum � partners. �

Science �

�

Stanford  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.html �PALS� 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=320892This� 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.�

Page 198

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). � Rethinking �advanced� 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), � 4 �14. [SIPX � � � $2.41]

Stanford � Center � for � Opportunity � Policy � in � Education � (SCOPE). � (2014). � Student-­‐centered  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), � 55 �59. [SIPXĀ .-� FREE]

History �

Wineburg, � S. � and � Martin, � D. � (2009). � Tampering � with � history: � Adapting � primary � sources � for �struggling � 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. �

Page 199

Handout 3.5