ELA/Literacy

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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?

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Handout 1.1

Figure 8.5. Types and Uses of Assessments Within Assessment Cycles

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Handout 1.2

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Page 5

Handout 1.3

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Handout 1.3

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THE

CEN

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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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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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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 information

from multiple print and digitalsources; assess the credibility ofeach source; and quote orparaphrase the data andconclusions of others whileavoiding plagiarism and providingbasic bibliographic informationfor sources.

W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, andresearch.

L-3a Vary sentence patterns formeaning, reader/listenerinterest, and style

L-3b Maintain consistency in styleand tone.

Target 7. COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.

Gr. 6 Standards: W-1a, W-1b,W-1c, W-1d, W-1e, W-4, W-5, W-8, W-9(DOK 4)

W-1

a. Introduce claim(s) and organizethe reasons and evidence clearly.Support claim(s) with clearreasons and relevant evidence,using credible sources anddemonstrating an understandingof the topic or text.

W-8 Gather relevant information frommultiple print and digital sources,using search terms effectively;assess the credibility and accuracyof each source; and quote orparaphrase the data andconclusions of others while avoidingplagiarism and following a standardformat for citation.

W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.

Target 7. COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.

Gr. 7 Standards: W-1a, W-1b, W-1c, W-1d, W-1e, W-4, W-5, W-8, W-9(DOK 4)

W-1

a. Introduce claim(s), acknowledgealternate or opposing claims, andorganize the reasons and evidencelogically.

b. Support claim(s) with logicalreasoning and relevant evidence,using accurate, credible sources anddemonstrating an understanding ofthe topic or text.

W-8 Gather relevant informationfrom multiple print and digitalsources, using search termseffectively; assess the credibilityand accuracy of each source; andquote or paraphrase the dataand conclusions of others whileavoiding plagiarism and followinga standard format for citation.

W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, andresearch.

Target 7. COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows and supports the argument(s) presented.

Gr. 8 Standards: W-1a, W-1b, W-1c, W-1d, W-1e, W-4, W-5, W-8, W-9(DOK 4)

W-1

a. Introduce claim(s),acknowledge and distinguishthe claim(s) from alternate oropposing claims, and organizethe reasons and evidencelogically.

b. Support claim(s) with logicalreasoning and relevantevidence, using accurate,credible sources anddemonstrating anunderstanding of the topicor text.

* More than one text may be needed to assess this standard.

Page 43

Handout 2.4

Grade 6-8 Summative Assessment Targets, Claim #2

ELA/Literacy Claim # 2

Students can produce effective writing for a range of purposes and audiences.

Grade 6 Grade 7 Grade 8

c. Use words, phrases, and clausesto clarify the relationships amongclaim(s) and reasons.

d. Establish and maintain a formalstyle.

e. Provide a concluding statementor section that follows from theargument presented.

W-4 Produce clear and coherentwriting in which thedevelopment, organization, andstyle are appropriate to task,purpose, and audience.

W-5 With some guidance andsupport from peers and adults,develop and strengthen writing asneeded by planning, revising,editing, rewriting, or trying a newapproach.

W-8 Gather relevant informationfrom multiple print and digitalsources; assess the credibility ofeach source; and quote orparaphrase the data andconclusions of others whileavoiding plagiarism and providingbasic bibliographic information forsources.

W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.

c. Use words, phrases, and clauses tocreate cohesion and clarify therelationships among claim(s),reasons, and evidence.

d. Establish and maintain a formalstyle.

e. Provide a concluding statement orsection that follows from andsupports the argument presented.

W-4 Produce clear and coherentwriting in which the development,organization, and style areappropriate to task, purpose, andaudience.

W-5 With some guidance andsupport from peers and adults,develop and strengthen writing asneeded by planning, revising,editing, rewriting, or trying a newapproach.

W-8 Gather relevant information frommultiple print and digital sources,using search terms effectively;assess the credibility and accuracyof each source; and quote orparaphrase the data andconclusions of others while avoidingplagiarism and following a standardformat for citation.

W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.

c. Use words, phrases, andclauses to create cohesion andclarify the relationships amongclaim(s), counterclaims,reasons, and evidence.

d. Establish and maintain a formalstyle.

e. Provide a concluding statementor section that follows from andsupports the argumentpresented.

W-4 Produce clear and coherentwriting in which thedevelopment, organization, andstyle are appropriate to task,purpose, and audience.

W-5 With some guidance andsupport from peers and adults,develop and strengthen writingas needed by planning, revising,editing, rewriting, or trying a newapproach.

W-8 Gather relevant informationfrom multiple print and digitalsources, using search termseffectively; assess the credibilityand accuracy of each source; andquote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W-9 Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.

Page 44

Handout 2.4

4-Po

int

Opi

nion

Perf

orm

ance

Tas

k W

ritin

g Ru

bric

(Gra

des 3

-5)

Scor

e 4

3 2

1 N

S

Organization/Purpose

The

resp

onse

has

a c

lear

and

ef

fect

ive

orga

niza

tiona

l str

uctu

re,

crea

ting

a se

nse

of u

nity

and

co

mpl

eten

ess.

The

org

aniz

atio

n is

sust

aine

d be

twee

n an

d w

ithin

pa

ragr

aphs

. The

resp

onse

is

cons

iste

ntly

and

pur

pose

fully

fo

cuse

d:

xop

inio

n is

intr

oduc

ed, c

lear

lyco

mm

unic

ated

, and

the

focu

s is

stro

ngly

mai

ntai

ned

for t

he

purp

ose

and

audi

ence

xco

nsist

ent u

se o

f a v

arie

ty o

ftr

ansit

iona

l str

ateg

ies t

ocl

arify

the

rela

tions

hips

be

twee

n an

d am

ong

idea

s

xef

fect

ive

intr

oduc

tion

and

conc

lusio

n

xlo

gica

l pro

gres

sion

of id

eas f

rom

begi

nnin

g to

end

; str

ong

conn

ectio

ns b

etw

een

and

amon

g id

eas w

ith so

me

synt

actic

var

iety

The

resp

onse

has

an

evid

ent

orga

niza

tiona

l str

uctu

re a

nd a

se

nse

of c

ompl

eten

ess.

Tho

ugh

ther

e m

ay b

e m

inor

flaw

s, th

ey d

o no

t int

erfe

re w

ith th

e ov

eral

l co

here

nce.

The

org

aniz

atio

n is

ad

equa

tely

sust

aine

d be

twee

n an

d w

ithin

par

agra

phs.

The

resp

onse

is

gene

rally

focu

sed:

xop

inio

n is

clea

r, an

d th

e fo

cus i

s mos

tly m

aint

aine

d fo

r the

pur

pose

and

audi

ence

xad

equa

te u

se o

f tra

nsiti

onal

stra

tegi

es w

ith so

me

varie

tyto

cla

rify

rela

tions

hips

be

twee

n an

d am

ong

idea

s

xad

equa

te in

trod

uctio

n an

d co

nclu

sion

xad

equa

te p

rogr

essio

n of

idea

s fr

om b

egin

ning

to e

nd; a

dequ

ate

conn

ectio

ns b

etw

een

and

amon

g id

eas

The

resp

onse

has

an

inco

nsis

tent

or

gani

zatio

nal s

truc

ture

. Som

e fla

ws a

re e

vide

nt, a

nd s

ome

idea

s m

ay b

e lo

osel

y co

nnec

ted.

The

or

gani

zatio

n is

som

ewha

t sus

tain

ed

betw

een

and

with

in p

arag

raph

s. Th

e re

spon

se m

ay h

ave

a m

inor

drif

t in

focu

s:

xop

inio

n m

ay b

e so

mew

hat

uncl

ear,

or th

e fo

cus m

ay b

e in

suffi

cien

tly su

stai

ned

for t

he

purp

ose

and/

or a

udie

nce

xin

cons

isten

t use

of t

rans

ition

alst

rate

gies

and

/or l

ittle

var

iety

xin

trod

uctio

n or

con

clus

ion,

ifpr

esen

t, m

ay b

e w

eak

xun

even

pro

gres

sion

of id

eas

from

beg

inni

ng to

end

; and

/or

form

ulai

c; in

cons

isten

t or

uncl

ear c

onne

ctio

ns b

etw

een

and

amon

g id

eas

The

resp

onse

has

litt

le o

r no

disc

erni

ble

orga

niza

tiona

l str

uctu

re.

The

resp

onse

may

be

rela

ted

to th

e op

inio

n bu

t may

pro

vide

litt

le o

r no

focu

s:

xop

inio

n m

ay b

e co

nfus

ing

or

ambi

guou

s; re

spon

se m

ay b

e to

o br

ief o

r the

focu

s may

drif

tfr

om th

e pu

rpos

e an

d/or

audi

ence

xfe

w o

r no

tran

sitio

nal

stra

tegi

es a

re e

vide

nt

xin

trod

uctio

n an

d/or

conc

lusio

n m

ay b

e m

issin

g

xfr

eque

nt e

xtra

neou

s ide

as m

aybe

evi

dent

; id

eas m

aybe

ra

ndom

ly o

rder

ed o

r hav

e an

un

clea

r pro

gres

sion

• In

suffi

cien

t(in

clud

es c

opie

d te

xt)

• In

a la

ngua

ge

othe

r tha

n En

glish

• O

ff-to

pic

• O

ff-pu

rpos

e

Handout 2.5

Page 45

4-Po

int

Opi

nion

Perf

orm

ance

Tas

k W

ritin

g Ru

bric

(Gra

des 3

–5)

Scor

e 4

3 2

1 N

S

Evidence/Elaboration

The

resp

onse

pro

vide

s tho

roug

h an

d co

nvin

cing

ela

bora

tion

of th

e su

ppor

t/ev

iden

ce fo

r the

opi

nion

an

d su

ppor

ting

idea

(s) t

hat i

nclu

des

the

effe

ctiv

e us

e of

sour

ce m

ater

ial.

The

resp

onse

clea

rly a

nd e

ffec

tivel

y de

velo

ps id

eas,

usi

ng p

reci

se

lang

uage

:

xco

mpr

ehen

sive

evid

ence

(fa

cts a

nd d

etai

ls) fr

om th

e so

urce

mat

eria

l is i

nteg

rate

d,re

leva

nt, a

nd sp

ecifi

c

xcl

ear c

itatio

ns o

r att

ribut

ion

of so

urce

mat

eria

l

xef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es*

xvo

cabu

lary

is c

lear

lyap

prop

riate

for t

he a

udie

nce

and

purp

ose

xef

fect

ive,

app

ropr

iate

styl

e en

hanc

es co

nten

t

The

resp

onse

pro

vide

s ade

quat

e el

abor

atio

n of

the

supp

ort/

evid

ence

for t

he o

pini

on

and

supp

ortin

g id

ea(s

) tha

t inc

lude

s th

e us

e of

sour

ce m

ater

ial.

The

resp

onse

ade

quat

ely

deve

lops

id

eas,

em

ploy

ing

a m

ix o

f pre

cise

w

ith m

ore

gene

ral l

angu

age:

xad

equa

te e

vide

nce

(fact

s and

de

tails

) fro

m th

e so

urce

m

ater

ial i

s int

egra

ted

and

relev

ant,

yet m

ay b

e ge

nera

l

xad

equa

te u

se o

f cita

tions

or

attr

ibut

ion

to so

urce

mat

eria

l

xad

equa

te u

se o

f som

e el

abor

ativ

e te

chni

ques

*

xvo

cabu

lary

is g

ener

ally

appr

opria

te fo

r the

au

dien

ce a

nd p

urpo

se

xge

nera

lly a

ppro

pria

te st

yle

is ev

iden

t

The

resp

onse

pro

vide

s une

ven,

cu

rsor

y el

abor

atio

n of

the

supp

ort/

evid

ence

for t

he o

pini

on

and

supp

ortin

g id

ea(s

) tha

t inc

lude

s pa

rtia

l or u

neve

n us

e of

sour

ce

mat

eria

l. Th

e re

spon

se d

evel

ops

idea

s une

venl

y, u

sing

sim

plis

tic

lang

uage

:

xso

me

evid

ence

(fac

ts a

nd

deta

ils) f

rom

the

sour

cem

ater

ial m

ay b

e w

eakl

yin

tegr

ated

, im

prec

ise,

repe

titiv

e, v

ague

, and

/or

copi

ed

xw

eak

use

of c

itatio

ns o

r at

trib

utio

n to

sour

ce m

ater

ial

xw

eak

or u

neve

n us

e of

elab

orat

ive

tech

niqu

es*;

deve

lopm

ent m

ay c

onsis

tpr

imar

ily o

f sou

rce

sum

mar

y

xvo

cabu

lary

use

is u

neve

n or

so

mew

hat i

neffe

ctiv

e fo

r the

au

dien

ce a

nd p

urpo

se

xin

cons

isten

t or w

eak

atte

mpt

tocr

eate

app

ropr

iate

styl

e

The

resp

onse

pro

vide

s min

imal

el

abor

atio

n of

the

supp

ort/

evid

ence

for t

he o

pini

on

and

supp

ortin

g id

ea(s

) tha

t inc

lude

s lit

tle o

r no

use

of so

urce

mat

eria

l. Th

e re

spon

se is

vag

ue, l

acks

clar

ity,

or is

con

fusi

ng:

xev

iden

ce (f

acts

and

det

ails)

from

the

sour

ce m

ater

ial i

s m

inim

al, i

rrel

evan

t, ab

sent

,in

corr

ectly

use

d, o

rpr

edom

inan

tly c

opie

d

xin

suffi

cien

t use

of c

itatio

ns o

rat

trib

utio

n to

sour

ce m

ater

ial

xm

inim

al, i

f any

, use

of

elab

orat

ive

tech

niqu

es*

xvo

cabu

lary

is li

mite

d or

inef

fect

ive

for t

he a

udie

nce

and

purp

ose

xlit

tle o

r no

evid

ence

of

appr

opria

te st

yle

• In

suffi

cien

t(in

clud

es c

opie

d te

xt)

• In

a la

ngua

ge

othe

r tha

n En

glish

• O

ff-to

pic

• O

ff-pu

rpos

e

*Ela

bora

tive

tech

niqu

es m

ay in

clud

e th

e us

e of

per

sona

l exp

erie

nces

that

supp

ort t

he o

pini

on.

Handout 2.5

Page 46

2-Po

int

Opi

nion

Perf

orm

ance

Tas

k W

ritin

g Ru

bric

(Gra

des 3

–5)

Scor

e 2

1 0

NS

Conventions

The

resp

onse

dem

onst

rate

s an

adeq

uate

com

man

d of

con

vent

ions

:

xad

equa

te u

se o

f cor

rect

sent

ence

form

atio

n,pu

nctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar u

sage

,an

d sp

ellin

g

The

resp

onse

dem

onst

rate

s a p

artia

l com

man

dof

con

vent

ions

:

xlim

ited

use

of c

orre

ct se

nten

ce fo

rmat

ion,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

mar

usa

ge, a

nd

spel

ling

The

resp

onse

dem

onst

rate

s litt

le o

r no

com

man

d of

con

vent

ions

:

xin

freq

uent

use

of c

orre

ct se

nten

ce

form

atio

n, p

unct

uatio

n, ca

pita

lizat

ion,

gram

mar

usa

ge, a

nd sp

ellin

g

• In

suffi

cien

t(in

clud

es c

opie

d te

xt)

• In

a la

ngua

ge

othe

r tha

n En

glish

• O

ff-to

pic

• O

ff-pu

rpos

e

Holis

tic S

corin

g:

xVa

riety

: A ra

nge

of e

rror

s inc

lude

s sen

tenc

e fo

rmat

ion,

pun

ctua

tion,

cap

italiz

atio

n, g

ram

mar

usa

ge, a

nd sp

ellin

g.x

Seve

rity:

Bas

ic e

rror

s are

mor

e he

avily

wei

ghte

d th

an h

ighe

r-le

vel e

rror

s.x

Dens

ity: T

he p

ropo

rtio

n of

err

ors t

o th

e am

ount

of w

ritin

g do

ne w

ell.

This

incl

udes

the

ratio

of e

rror

s to

the

leng

th o

f the

pie

ce.

Handout 2.5

Page 47

4-P

oint

Arg

umen

tativ

e Pe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 6-1

1)

Scor

e4

32

1N

S

Organization/Purpose

The

resp

onse

has

a c

lear

and

ef

fect

ive

orga

niza

tiona

l str

uctu

re,

crea

ting

a se

nse

of u

nity

and

co

mpl

eten

ess.

The

org

aniz

atio

n is

fully

sust

aine

d be

twee

n an

d w

ithin

pa

ragr

aphs

. The

resp

onse

is

cons

iste

ntly

and

pur

pose

fully

fo

cuse

d:

xcl

aim

is in

trod

uced

, cle

arly

com

mun

icat

ed, a

nd th

e fo

cus i

s st

rong

ly m

aint

aine

d fo

r the

pu

rpos

e an

d au

dien

ce

xco

nsist

ent u

se o

f a v

arie

ty o

ftr

ansit

iona

l str

ateg

ies t

o cl

arify

the

rela

tions

hips

bet

wee

n an

d am

ong

idea

s

xef

fect

ive

intr

oduc

tion

and

conc

lusio

n

xlo

gica

l pro

gres

sion

of id

eas f

rom

begi

nnin

g to

end

; str

ong

conn

ectio

ns b

etw

een

and

amon

gid

eas w

ith so

me

synt

actic

var

iety

xal

tern

ate

and

oppo

sing

argu

men

t(s)

are

clea

rlyac

know

ledg

ed o

r add

ress

ed*

The

resp

onse

has

an

evid

ent

orga

niza

tiona

l str

uctu

re a

nd a

sens

e of

com

plet

enes

s. T

houg

h th

ere

may

be

min

or fl

aws,

they

do

not i

nter

fere

w

ith th

e ov

eral

l coh

eren

ce.

The

orga

niza

tion

is a

dequ

atel

y su

stai

ned

betw

een

and

with

in p

arag

raph

s. T

he

resp

onse

is g

ener

ally

focu

sed:

xcl

aim

is c

lear

, and

the

focu

s is

mos

tly m

aint

aine

d fo

r the

pur

pose

an

d a

udie

nce

xad

equa

te u

se o

f tra

nsiti

onal

stra

tegi

es w

ith so

me

varie

ty to

clar

ify re

latio

nshi

ps b

etw

een

and

amon

g id

eas

xad

equa

te in

trod

uctio

n an

d co

nclu

sion

xad

equa

te p

rogr

essio

n of

idea

sfr

om b

egin

ning

to e

nd; a

dequ

ate

conn

ectio

ns b

etw

een

and

amon

gid

eas

xal

tern

ate

and

oppo

sing

argu

men

t(s)

are

ade

quat

ely

ackn

owle

dged

or a

ddre

ssed

*

The

resp

onse

has

an

inco

nsis

tent

or

gani

zatio

nal s

truc

ture

. Som

e fla

ws a

re e

vide

nt, a

nd s

ome

idea

s m

ay b

e lo

osel

y co

nnec

ted.

The

or

gani

zatio

n is

som

ewha

t sus

tain

ed

betw

een

and

with

in p

arag

raph

s.

The

resp

onse

may

hav

e a

min

or d

rift

in fo

cus:

xcl

aim

may

be

som

ewha

t unc

lear

,or

the

focu

s may

be

insu

ffici

ently

sust

aine

d fo

r the

pur

pose

and

/or

audi

ence

xin

cons

isten

t use

of t

rans

ition

al

stra

tegi

es a

nd/o

r litt

le v

arie

ty

xin

trod

uctio

n or

con

clus

ion,

ifpr

esen

t, m

ay b

e w

eak

xun

even

pro

gres

sion

of id

eas f

rom

begi

nnin

g to

end

; and

/or

form

ulai

c; in

cons

isten

t or

unc

lear

conn

ectio

ns a

mon

g id

eas

xal

tern

ate

and

oppo

sing

argu

men

t(s)

may

be

conf

usin

g or

not a

ckno

wle

dged

*

The

resp

onse

has

litt

le o

r no

disc

erni

ble

orga

niza

tiona

l st

ruct

ure.

The

resp

onse

may

be

rela

ted

to th

e cl

aim

but

may

pr

ovid

e lit

tle o

r no

focu

s:

xcl

aim

may

be

conf

usin

g or

am

bigu

ous;

resp

onse

may

be

too

brie

f or t

he fo

cus m

ay d

rift f

rom

the

purp

ose

and/

or a

udie

nce

xfe

w o

r no

tran

sitio

nal s

trat

egie

sar

e ev

iden

t

xin

trod

uctio

n an

d/or

con

clus

ion

may

be

miss

ing

xfr

eque

nt e

xtra

neou

s ide

as m

ay b

e ev

iden

t; id

eas m

ay b

e ra

ndom

lyor

dere

d or

hav

e un

clea

rpr

ogre

ssio

n

xal

tern

ate

and

oppo

sing

argu

men

t(s)

may

not

be

ackn

owle

dged

*

xIn

suffi

cien

t (in

clud

es co

pied

te

xt)

xIn

a la

ngua

ge

othe

r tha

n En

glish

xO

ff-to

pic

xO

ff-pu

rpos

e

*Ack

now

ledg

ing

and/

or a

ddre

ssin

g th

e op

posin

g po

int o

f vie

w b

egin

s at g

rade

7.

Handout 2.6

Page 48

4-Po

int

Argu

men

tativ

ePe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 6-1

1)

Scor

e4

32

1N

S

Evidence/Elaboration

The

resp

onse

pro

vide

s tho

roug

h an

d co

nvin

cing

elab

orat

ion

of th

e su

ppor

t/ev

iden

ce fo

r the

cla

im a

nd

argu

men

t(s)

incl

udin

g re

ason

ed, i

n-de

pth

anal

ysis

and

the

effe

ctiv

e us

e of

sour

ce m

ater

ial.

The

resp

onse

cl

early

and

effe

ctiv

ely

deve

lops

idea

s,

usin

g pr

ecis

e la

ngua

ge:

xco

mpr

ehen

sive

evid

ence

(fac

ts

and

deta

ils) f

rom

the

sour

ce

mat

eria

l is i

nteg

rate

d, re

leva

nt,

and

spec

ific

xcl

ear c

itatio

ns o

r att

ribut

ion

toso

urce

mat

eria

l

xef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es*

xvo

cabu

lary

is c

lear

ly a

ppro

pria

te

for t

he a

udie

nce

and

purp

ose

xef

fect

ive,

app

ropr

iate

styl

e en

hanc

es co

nten

t

The

resp

onse

pro

vide

s ade

quat

e el

abor

atio

n of

the

supp

ort /

evid

ence

fo

r the

clai

m a

nd a

rgum

ent(

s) th

at

incl

udes

reas

oned

ana

lysi

s and

the

use

of so

urce

mat

eria

l. Th

e re

spon

se

adeq

uate

ly d

evel

ops i

deas

, em

ploy

ing

a m

ix o

f pre

cise

with

mor

e ge

nera

l lan

guag

e:

xad

equa

te e

vide

nce

(fact

s and

de

tails

) fro

m th

e so

urce

mat

eria

lis

inte

grat

ed an

d re

levan

t, ye

t may

be g

ener

al

xad

equa

te u

se o

f cita

tions

or

attr

ibut

ion

to so

urce

mat

eria

l

xad

equa

te u

se o

f som

e el

abor

ativ

e te

chni

ques

*

xvo

cabu

lary

is g

ener

ally

appr

opria

te fo

r the

aud

ienc

e an

dpu

rpos

e

xge

nera

lly a

ppro

pria

te st

yle

is ev

iden

t

The

resp

onse

pro

vide

s une

ven,

cu

rsor

y el

abor

atio

n of

the

supp

ort/

evid

ence

for t

he c

laim

and

ar

gum

ent(

s) th

at in

clud

es so

me

reas

oned

ana

lysi

s and

par

tial o

r un

even

use

of s

ourc

e m

ater

ial.

The

resp

onse

dev

elop

s ide

as u

neve

nly,

us

ing

sim

plis

tic la

ngua

ge:

xso

me

evid

ence

(fac

ts a

nd d

etai

ls)fr

om th

e so

urce

mat

eria

l may

be

wea

kly

inte

grat

ed, i

mpr

ecise

,re

petit

ive,

vag

ue, a

nd/o

r cop

ied

xw

eak

use

of c

itatio

ns o

rat

trib

utio

n to

sour

ce m

ater

ial

xw

eak

or u

neve

n us

e of

ela

bora

tive

tech

niqu

es*;

dev

elop

men

t may

cons

ist p

rimar

ily o

f sou

rce

sum

mar

y or

may

rely

on

emot

iona

l app

eal

xvo

cabu

lary

use

is u

neve

n or

so

mew

hat i

neffe

ctiv

e fo

r the

au

dien

ce a

nd p

urpo

se

xin

cons

isten

t or w

eak

atte

mpt

tocr

eate

app

ropr

iate

styl

e

The

resp

onse

pro

vide

s min

imal

el

abor

atio

n of

the

supp

ort/

evid

ence

fo

r the

cla

im a

nd a

rgum

ent(

s) th

at

incl

udes

litt

le o

r no

use

of so

urce

m

ater

ial.

The

resp

onse

is v

ague

, lac

ks

clar

ity, o

r is

conf

usin

g:

xev

iden

ce (f

acts

and

det

ails)

from

the

sour

ce m

ater

ial i

s min

imal

,irr

elev

ant,

abse

nt, i

ncor

rect

lyus

ed, o

r pre

dom

inan

tly c

opie

d

xin

suffi

cien

t use

of c

itatio

ns o

rat

trib

utio

n to

sour

ce m

ater

ial

xm

inim

al, i

f any

, use

of e

labo

rativ

e te

chni

ques

*; e

mot

iona

l app

eal

may

dom

inat

e

xvo

cabu

lary

is li

mite

d or

inef

fect

ive

for t

he a

udie

nce

and

purp

ose

xlit

tle o

r no

evid

ence

of a

ppro

pria

te

styl

e

xIn

suffi

cien

t (in

clud

es co

pied

te

xt)

xIn

a la

ngua

ge

othe

r tha

n En

glish

xO

ff-to

pic

xO

ff-pu

rpos

e

*Ela

bora

tive

tech

niqu

es m

ay in

clud

e th

e us

e of

per

sona

l exp

erie

nces

that

supp

ort t

he a

rgum

ent(

s).

Handout 2.6

Page 49

2-Po

int

Argu

men

tativ

ePe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 6-1

1)

Scor

e2

10

NS

Conventions

The

resp

onse

dem

onst

rate

s an

adeq

uate

com

man

d of

con

vent

ions

:Th

e re

spon

se d

emon

stra

tes a

par

tial c

omm

and

of c

onve

ntio

ns:

The

resp

onse

dem

onst

rate

s litt

le o

r no

com

man

d of

con

vent

ions

:x

Insu

ffici

ent

(incl

udes

copi

ed

text

)

xIn

a la

ngua

ge

othe

r tha

n En

glish

xO

ff-to

pic

xO

ff-pu

rpos

e

xad

equa

te u

se o

f cor

rect

sent

ence

form

atio

n,pu

nctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar u

sage

,an

d sp

ellin

g

xlim

ited

use

of c

orre

ct se

nten

ce fo

rmat

ion,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

mar

usa

ge, a

nd

spel

ling

xin

freq

uent

use

of c

orre

ct se

nten

ce fo

rmat

ion,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

mar

usa

ge,

and

spel

ling

Holis

tic S

corin

g:

xVa

riety

: A ra

nge

of e

rror

s inc

lude

s sen

tenc

e fo

rmat

ion,

pun

ctua

tion,

cap

italiz

atio

n, g

ram

mar

usa

ge, a

nd sp

ellin

g.x

Seve

rity:

Bas

ic e

rror

s are

mor

e he

avily

wei

ghte

d th

an h

ighe

r-le

vel e

rror

s.x

Dens

ity: T

he p

ropo

rtio

n of

err

ors t

o th

e am

ount

of w

ritin

g do

ne w

ell.

This

incl

udes

the

ratio

of e

rror

s to

the

leng

th o

f the

pie

ce.

Handout 2.6

Page 50

Rubr

ic A

djec

tives

Clea

r, Co

nsist

ent,

Effe

ctive

, Log

ical

, St

rong

, Ap

prop

riate

, Co

mpr

ehen

sive,

Sp

ecifi

c4Cl

ear, 

Adeq

uate

, Ge

nera

l, Ge

nera

lly 

appr

opria

te3So

mew

hat 

uncl

ear, 

Insu

ffici

ent, 

Inco

nsist

ent, 

Wea

k, U

neve

n, 

Som

ewha

t in

effe

ctiv

e, 

Impr

ecise

, Vag

ue, 

Repe

titiv

e2Co

nfus

ing, 

Ambi

guou

s, B

rief, 

Few o

r no, 

Miss

ing, 

Extr

aneo

us, 

Unc

lear

, Min

imal

, Irr

elev

ant, 

Abse

nt, 

Inco

rrec

t, Co

pied

, In

effe

ctiv

e, 

Lim

ited, 

Infr

eque

nt1

Page 51

Handout 2.7

Und

erstanding

Prfic

ienc

y

Gra

de

5 O

pin

ion

Pe

rfo

rma

nce

Ta

sk:

Se

rvic

e A

nim

als

S

TU

DE

NT

SA

MP

LE

A

ST

UD

EN

T R

ES

PO

NS

E

Toda

y, I w

as a

sked

to p

ick a

side

abo

ut th

e new

serv

ice a

nim

al ru

les a

nd re

gulat

ions.

I str

ongly

beli

ve th

at th

e new

ru

les a

re b

ette

r, m

ore s

afe,

and

mor

e help

ful c

ompa

ired

to th

e old

rules

. Let

me e

xplai

n wh

y.

It sp

ecific

ly st

ates

in so

urce

3 li

nes 1

5-25

that

, “pe

ople

were

alow

ed to

choo

se an

y ser

vice a

nima

l as h

elper

s, in

cludi

ng p

igs, b

irds,

and

lizar

ds!”

So, d

oes t

hat m

ean

that

if I

were

disa

bled,

I cou

ld h

ave a

Gila

Mon

ster

? Pr

etty

m

uch

– Ye

s. Th

e new

laws

pro

hibi

t any

thin

g tha

t dan

gero

us h

appe

ning

, bec

ause

the a

nim

als h

ave b

een

limitt

ed to

do

gs a

nd sm

all h

orse

s.

Let m

e add

on to

how

dan

gero

us it

is to

hav

e a p

et sn

ake o

r liza

rd. I

get t

hat i

t migh

t mak

e the

disa

bled

pers

on fe

el co

mfy a

nd co

zy. B

ut if

you

brou

ght a

snak

e or o

ther

crea

ture

into

, let’s

say,

a coff

ee sh

op, h

ow w

ould

that

mak

e pa

sser

by fe

el? P

roba

bly n

ot so

good

.

Also

, the

re is

alw

ays t

he p

ossib

ility

of th

e ser

vice

ani

mal

atta

ckin

g. If

you

get a

ttack

ed by

a d

og, n

o big

deal.

No

w, le

t’s p

rete

nd th

at th

e dog

is n

ow a

snak

e atta

ckin

g. Yo

u co

uld

poos

ibly

die

(I an

not

usin

g sna

kes f

or a

ny

part

icular

reas

on).

This

is wh

at re

ally

gives

me t

he ch

ills.

Let’s

say,

a pa

raly

zed

man

has

a p

et m

onke

y. Th

ere i

s no w

ay in

kno

wing

if

that

mon

key

is go

ing t

o atta

ck or

not

. If i

t did

atta

ck, t

he p

araly

zed

man

wou

ld h

ave n

o way

to p

rote

ct h

imse

lf. E

ven

thou

gh it

only

coul

d ha

ppen

, it i

s alw

ays g

ood

to b

e on

the s

afe s

ide.

I str

ongly

beli

ve th

at if

the A

.D.A

. did

not

mak

e tha

t law

, we w

ould

be i

n a

pret

ty ti

ght s

ituat

ion. I

f I ow

ned

a st

ore,

I wou

ld n

ot w

ant m

onke

ys a

nd b

irds c

omm

ing t

hrou

gh m

y do

or. I

thin

k th

at th

e new

rules

are

bet

ter f

or a

ll of

us.

I per

sona

lly w

ould

love

to h

ear t

he ot

her s

ide o

f the

stor

y be

caus

e righ

t now

, the

re is

not

hing

that

coul

d ch

ange

m

y m

ind.

To co

nclu

de, I

wou

ld li

ke to

say

that

I st

rong

ly b

elive

that

A.D

.A.’s

new

rules

and

regu

lation

s are

bet

ter,

mor

e saf

e, an

d m

ore h

elpfu

l com

paire

d to

the o

ld ru

les.

Handout 2.8

Page 52

Und

erstanding

Prfic

ienc

y

3 POINTSTh

e ful

l writ

e ess

ay in

dica

tes t

hat t

he st

uden

t und

ersta

nds h

ow to

org

anize

and

esta

blish

pur

pose

for a

n op

inio

n pa

per.

This

resp

onse

has

an ev

iden

t org

aniza

tiona

l stru

cture

and

sens

e of c

ompl

eten

ess t

hat i

s ade

quat

ely su

stain

ed ac

ross

the f

ull w

rite

essa

y. Th

e min

or fl

aws t

hat k

eep

it fro

m b

eing

cons

isten

tly an

d pu

rpos

eful

ly fo

cuse

d do

not

inte

rfere

with

the o

vera

ll coh

eren

ce.

The s

tude

nt se

ts up

an o

rgan

izatio

nal s

tructu

re to

pro

vide s

uppo

rt to

the t

hree

reas

ons n

oted

in th

e int

rodu

ction

and

sum

ma-

rized

in th

e con

clusio

n, b

ut th

ere i

s no

part

of th

e ess

ay d

edica

ted

to d

iscus

sing

how

the A

.D.A

.’s ne

w ru

les ar

e “m

ore h

elpfu

l.” As

su

ch, t

he in

trodu

ction

and

conc

lusio

n co

uld

be st

rong

er to

anch

or th

e pap

er an

d to

fully

set t

he re

ader

up

to en

ter a

nd ex

it th

e stu

dent

’s re

spon

se. T

he p

rogr

essio

n of

idea

s and

tran

sitio

ns u

sed

acro

ss th

e ess

ay co

uld

be m

ade s

trong

er to

clar

ify th

e rela

tion-

ship

s bet

ween

and

amon

g id

eas.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Org

an

iza

tio

n a

nd

Pu

rpo

se

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

A

Handout 2.8

Page 53

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 O

rga

niz

ati

on

an

d P

urp

ose

: S

co

re 3

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

A

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

ORGANIZATION/PURPOSE

The r

espo

nse h

as a

clear

an

d ef

fecti

ve o

rgan

izatio

nal

struc

ture

, cre

atin

g a s

ense

of

unity

and

com

plet

enes

s. Th

e or

gani

zatio

n is

susta

ined

bet

ween

an

d wi

thin

par

agra

phs.

The

resp

onse

is co

nsist

ently

and

purp

osef

ully

focu

sed:

•

opin

ion

is in

trodu

ced,

clea

rly

com

mun

icate

d, an

d th

e foc

us is

str

ongl

y main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

cons

isten

t use

of a

varie

ty o

f tra

nsiti

onal

strat

egies

to cl

arify

th

e rela

tions

hips

bet

ween

and

amon

g id

eas

•

effe

ctive

intro

ducti

on

and

conc

lusio

n•

logi

cal p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; st

rong

co

nnec

tions

bet

ween

and

amon

g id

eas w

ith so

me

synt

actic

varie

ty

The r

espo

nse h

as an

evid

ent

orga

niza

tiona

l stru

cture

and

a se

nse o

f com

plet

enes

s. Th

ough

th

ere m

ay b

e min

or fl

aws,

they

do

not

inte

rfere

with

the o

vera

ll co

here

nce.

The o

rgan

izatio

n is

adeq

uate

ly su

stain

ed b

etwe

en

and

with

in p

arag

raph

s. Th

e re

spon

se is

gen

erall

y foc

used

:

•

opin

ion

is cle

ar, a

nd th

e foc

us is

m

ostly

main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

adeq

uate

use

of t

rans

ition

al str

ateg

ies w

ith so

me v

ariet

y to

clarif

y rela

tions

hips

bet

ween

an

d am

ong

idea

s•

adeq

uate

intro

ducti

on

and

conc

lusio

n•

adeq

uate

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

ad

equa

te co

nnec

tions

bet

ween

and

amon

g id

eas

The r

espo

nse h

as an

inco

nsist

ent

orga

niza

tiona

l stru

cture

. Som

e fla

ws ar

e evid

ent,

and

som

e id

eas m

ay b

e loo

sely

conn

ecte

d.

The o

rgan

izatio

n is

som

ewha

t su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

may

ha

ve a

min

or d

rift i

n fo

cus:

•

opin

ion

may

be s

omew

hat

uncle

ar, o

r the

focu

s may

be

insu

fficie

ntly

susta

ined

for t

he

purp

ose a

nd/o

r aud

ience

•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

•

intro

ducti

on o

r con

clusio

n, if

pr

esen

t, m

ay b

e wea

k•

unev

en p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; an

d/or

fo

rmul

aic; in

cons

isten

t or

uncle

ar co

nnec

tions

bet

ween

an

d am

ong

idea

s

The r

espo

nse h

as lit

tle o

r no

disc

erni

ble o

rgan

izatio

nal

struc

ture

. The

resp

onse

may

be

relat

ed to

the o

pini

on b

ut m

ay

prov

ide l

ittle

or n

o fo

cus:

•

opin

ion

may

be c

onfu

sing

or

ambi

guou

s; re

spon

se m

ay b

e to

o br

ief o

r the

focu

s may

drif

t fro

m th

e pur

pose

and/

or au

dien

ce•

few

or n

o tra

nsiti

onal

strat

egies

ar

e evid

ent

•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

•

frequ

ent e

xtra

neou

s ide

as m

ay

be ev

iden

t; id

eas m

aybe

ra

ndom

ly or

dere

d or

hav

e an

uncle

ar p

rogr

essio

n

•

Insu

fficie

nt

(inclu

des

copi

ed te

xt)

•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

4-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.8

Page 54

Und

erstanding

Prfic

ienc

y

2 POINTSTh

e ful

l writ

e ess

ay p

rovid

es u

neve

n an

d cu

rsor

y sup

port

for t

he o

pini

on an

d in

suffi

cient

use

of s

ourc

e mat

erial

. The

stud

ent

atte

mpt

s to

supp

ort t

he o

pini

on w

ith ev

iden

ce fr

om o

nly o

ne o

f the

pos

sible

sour

ces,

and

does

not

selec

t the

mos

t effe

ctive

de

tail t

o cit

e fro

m th

at so

urce

. The

stud

ent e

labor

ates

on

deta

ils fr

om th

e sou

rces

usin

g an

ove

rabu

ndan

ce o

f per

sona

l opi

nion

s an

d in

terp

reta

tion:

“If i

t did

atta

ck, t

he p

araly

zed

man

wou

ld h

ave n

o wa

y to

prot

ect h

imse

lf. Ev

en th

ough

it o

nly c

ould

hap

pen,

it

is alw

ays g

ood

to b

e on

the s

afe s

ide.”

The s

tude

nt’s

writi

ng st

yle is

evid

ent,

and

tech

niqu

es ar

e use

d to

enga

ge th

e rea

der.

Howe

ver,

the s

tude

nt co

uld

use m

ore p

recis

e voc

abul

ary t

o str

engt

hen

his o

r her

stan

ce.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Ev

ide

nce

an

d E

lab

ora

tio

n

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

A

Handout 2.8

Page 55

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 E

vid

en

ce

an

d E

lab

ora

tio

n:

Sco

re 2

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

A

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

Evidence/Elaboration

The r

espo

nse p

rovid

es th

orou

gh

and

conv

incin

g ela

bora

tion

of

the s

uppo

rt/ev

iden

ce fo

r the

op

inio

n an

d su

ppor

ting

idea

(s)

that

inclu

des t

he ef

fecti

ve u

se o

f so

urce

mat

erial

. The

resp

onse

cle

arly

and

effe

ctive

ly de

velo

ps

idea

s, us

ing

prec

ise la

ngua

ge:

•

com

preh

ensiv

e evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

, rele

vant

, an

d sp

ecifi

c•

clear

cita

tions

or a

ttrib

utio

n of

so

urce

mat

erial

•

effe

ctive

use

of a

varie

ty o

f ela

bora

tive t

echn

ique

s*•

voca

bular

y is c

learly

ap

prop

riate

for t

he au

dien

ce

and

purp

ose

•

effe

ctive

, app

ropr

iate s

tyle

enha

nces

cont

ent

The r

espo

nse p

rovid

es ad

equa

te

elabo

ratio

n of

the s

uppo

rt/ev

iden

ce fo

r the

opi

nion

and

supp

ortin

g id

ea(s)

that

inclu

des

the u

se o

f sou

rce m

ater

ial. T

he

resp

onse

adeq

uate

ly de

velo

ps

idea

s, em

ploy

ing

a mix

of p

recis

e wi

th m

ore g

ener

al lan

guag

e:

•

adeq

uate

evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

and

relev

ant,

yet m

ay b

e gen

eral

•

adeq

uate

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

adeq

uate

use

of s

ome

elabo

rativ

e tec

hniq

ues*

•

voca

bular

y is g

ener

ally

appr

opria

te fo

r the

audi

ence

an

d pu

rpos

e•

gene

rally

appr

opria

te st

yle

is ev

iden

t

The r

espo

nse p

rovid

es u

neve

n,

curs

ory e

labor

atio

n of

the

supp

ort/e

viden

ce fo

r the

opi

nion

an

d su

ppor

ting

idea

(s) th

at

inclu

des p

artia

l or u

neve

n us

e of

sour

ce m

ater

ial. T

he re

spon

se

deve

lops

idea

s une

venl

y, us

ing

simpl

istic

langu

age:

•

som

e evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

may

be w

eakly

in

tegr

ated

, impr

ecise

, re

petit

ive, v

ague

, and

/or c

opied

•

weak

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

weak

or u

neve

n us

e of

elabo

rativ

e tec

hniq

ues*

; de

velo

pmen

t may

cons

ist

prim

arily

of s

ourc

e sum

mar

y•

voca

bular

y use

is u

neve

n or

so

mew

hat i

neffe

ctive

for t

he

audi

ence

and

purp

ose

•

inco

nsist

ent o

r wea

k atte

mpt

to

crea

te ap

prop

riate

style

The r

espo

nse p

rovid

es m

inim

al ela

bora

tion

of th

e sup

port/

evid

ence

for t

he o

pini

on an

d su

ppor

ting

idea

(s) th

at in

clude

s lit

tle o

r no

use o

f sou

rce m

ater

ial.

The r

espo

nse i

s vag

ue, la

cks

clarit

y, or

is co

nfus

ing:

•

evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce m

ater

ial is

m

inim

al, ir

relev

ant,

abse

nt,

inco

rrectl

y use

d, o

r pr

edom

inan

tly co

pied

•

insu

fficie

nt u

se o

f cita

tions

or

attri

butio

n to

sour

ce m

ater

ial•

min

imal,

if an

y, us

e of

elabo

rativ

e tec

hniq

ues*

•

voca

bular

y is l

imite

d or

in

effe

ctive

for t

he au

dien

ce

and

purp

ose

•

little

or n

o ev

iden

ce o

f ap

prop

riate

style

•

Insu

fficie

nt

(inclu

des

copi

ed te

xt)

•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

*Elab

orat

ive te

chni

ques

may

inclu

de th

e use

of p

erso

nal e

xper

ience

s tha

t sup

port

the c

ontro

lling/

main

idea

4-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.8

Page 56

Und

erstanding

Prfic

ienc

y

2 POINTSTh

ere i

s an

adeq

uate

com

man

d of

conv

entio

ns ac

ross

this

full w

rite e

ssay

. Hol

istica

lly, t

his r

espo

nse h

as m

inim

al er

rors

that

are

high

leve

l and

do

not d

istra

ct fro

m it

s rea

dabi

lity.

Of th

e min

imal

conv

entio

ns er

rors

, mos

t are

spell

ing

erro

rs o

n a s

mall

set o

f wo

rds a

nd ar

e few

in p

ropo

rtion

to th

e am

ount

of w

ritin

g co

mpl

eted

.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Co

nv

en

tio

ns

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

A

Handout 2.8

Page 57

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 C

on

ve

nti

on

s:

Sco

re 2

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

A

SC

OR

E2

PO

INT

S1

PO

INT

0 P

OIN

TS

NS

CONVENTIONS

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

•ad

equa

te us

e of c

orre

ct se

nten

ce

form

atio

n, pu

nctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

•

limite

d us

e of c

orre

ct se

nten

ce fo

rmat

ion,

pu

nctu

atio

n, ca

pita

lizat

ion,

gram

mar

us

age,

and

spell

ing

The r

espo

nse d

emon

strat

es lit

tle o

r no

com

man

d of c

onve

ntio

ns:

•

infre

quen

t use

of c

orre

ct se

nten

ce

form

atio

n, pu

nctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

•

Insu

fficie

nt (i

nclu

des

copi

ed te

xt)

•

In a

langu

age o

ther

th

an En

glish

•

Off-t

opic

•

Off-p

urpo

se

2-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.8

Page 58

Und

erstanding

Prfic

ienc

y

Gra

de

8 A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

: P

en

nie

s S

TU

DE

NT

SA

MP

LE

A

ST

UD

EN

T R

ES

PO

NS

E

The p

rodu

ction

of p

enni

es h

as b

een

a lar

gely

disc

usse

d to

pic f

or th

e pas

t few

yea

rs. T

he co

untr

y is

tryi

ng to

dec

ide

whet

her o

r not

the p

enny

is w

orth

pro

ducin

g any

mor

e. Th

e pro

duct

ion co

st of

pen

nies

is u

p to

twice

it’s

wort

h bu

t so

are

man

y ot

her c

oins.

Is it

reall

y wo

rth

getti

ng ri

d of

if a

ll it

will

do is

lowe

r a fe

w pr

oduc

tion

cost

s? T

he U

nite

d St

ates

shou

ld co

ntin

ue to

pro

duce

pen

nies

bec

ause

ther

e is m

uch

mor

e wor

th to

pen

nis t

han

you

woul

d th

ink.

Wash

ingt

on M

iddl

e Sch

ool r

ecen

tly h

oste

d an

ann

ual P

enny

Driv

e for

char

ity. W

ith ev

eryo

ne’s

assis

tanc

e, th

ey w

ere

able

to ra

ise $

3000

in on

e wee

k. M

any

peop

le do

not

see t

he v

alue i

n pe

nnies

, but

it cl

early

add

s up.

Thin

gs w

ould

n’t

have

bee

n th

e sam

e at W

MS

if it

had

been

a qu

arte

r or a

dim

e, ju

st b

ecau

se th

ey h

ave m

ore v

alue.

ashi

ngto

n idd

le ch

ool i

sn’t

the o

nly p

lace t

hat f

ound

out s

omet

hing

new

abou

t the

penn

y. In

ation

could

be a

new

prob

lem on

the r

ise. W

ithou

t the

pen

ny, r

etai

lers w

ill h

ave t

o eith

er ro

und

up or

dow

n on

their

pric

es, a

nd it

will

m

ost l

ikely

be u

p, cla

ims M

ark

Welle

r, Am

erica

ns fo

r Com

mon

Cen

ts sp

okes

pers

on. T

his i

sn’t

the o

nly

expe

nse t

hat

losin

g the

pen

ny w

ill co

st u

s. M

ark

Welle

r also

clai

ms t

hat “

roun

ding

tax”

will

cost

us $

600

mill

ion p

er y

ear.

Is ge

tting

rid

of th

e pen

ny re

ally

wort

h all

the t

roub

le we

will

hav

e to g

o thr

ough

? Ro

undi

ng p

rices

cann

ot b

e don

e fai

rly, s

o it w

ould

simple

be ea

sier t

o find

a wa

y to l

ower

prod

uctio

n co

sts.

e hav

e don

e it b

efore

, sur

ely w

e can

do

it ag

ain.

Ano

ther

reas

on th

e pen

ny is

nec

essa

ry to

kee

p is

beca

use i

t is a

ctua

lly w

orth

so m

uch

mor

e tha

n yo

u th

ink.

Ask

the k

ids a

t Was

hing

ton

Mid

dle S

choo

l. Th

ey h

ave c

learly

bee

n ab

le to

put

the p

enny

to go

od u

se. T

he U

nite

d St

ates

shou

ld co

ntin

ue to

pro

duce

pen

nies

bec

ause

elim

inat

ing p

enni

es w

ill co

st th

e nat

ion so

muc

h m

ore t

o get

rid

of th

em th

an to

kee

p th

em.

Handout 2.9

Page 59

Und

erstanding

Prfic

ienc

y

3 POINTSBa

sed

on th

e org

aniza

tion

and

purp

ose r

ubric

, the

stud

ent r

eceiv

es a

scor

e of 3

. The

stud

ent h

as a

stron

g in

trodu

ction

to th

e to

pic i

n wh

ich th

e clai

m is

intro

duce

d, cl

early

com

mun

icate

d, an

d str

ongl

y main

tain

ed fo

r the

pur

pose

, aud

ience

, and

task

. Th

e stu

dent

conc

lude

s the

resp

onse

in an

effe

ctive

way

. The

stud

ent u

ses s

ome t

rans

ition

s, in

cludi

ng o

ne ef

fecti

ve ex

ampl

e in

which

the s

tude

nt d

iscus

ses a

scho

ol fu

ndra

iser i

n pa

ragr

aph

two,

then

beg

ins p

arag

raph

thre

e with

the f

ollo

wing

tran

sitio

n:

“Was

hing

ton

Mid

dle S

choo

l isn’

t the

onl

y plac

e tha

t fou

nd o

ut so

met

hing

abou

t the

pen

ny.” H

owev

er, t

he u

se o

f tra

nsiti

onal

strat

egies

coul

d ha

ve b

een

mor

e effe

ctive

ly us

ed to

clar

ify d

iffer

ence

s bet

ween

idea

s. W

hile

the s

tude

nt d

emon

strat

es a

logi

cal p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d, th

e con

necti

ons b

etwe

en id

eas a

re o

nly a

deua

te an

d do

not

alwa

ys fl

ow

smoo

thly.

Opp

osin

g ar

gum

ents

are a

ckno

wled

ged

thro

ugho

ut th

e ess

ay, b

ut n

ot al

ways

in an

effe

ctive

ord

er. T

he co

unte

rclai

m is

in

suffi

cient

bec

ause

it co

nsist

s of o

ne st

atem

ent t

hat i

s not

supp

orte

d by

evid

ence

from

the s

ourc

es: “

any p

eopl

e do

not s

ee th

e va

lue i

n pe

nnies

, but

it cl

early

adds

up.”

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Org

an

iza

tio

n a

nd

Pu

rpo

se

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

A

Handout 2.9

Page 60

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 O

rga

niz

ati

on

an

d P

urp

ose

: S

co

re 3

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E A

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

ORGANIZATION/PURPOSE

The r

espo

nse h

as a

clear

and

effe

ctive

org

aniza

tiona

l stru

cture

, cr

eatin

g a s

ense

of u

nity

and

com

plet

enes

s. Th

e org

aniza

-tio

n is

fully

susta

ined

bet

ween

an

d wi

thin

par

agra

phs.

The

resp

onse

is co

nsist

ently

and

purp

osef

ully

focu

sed:

•

claim

is in

trodu

ced,

clea

rly

com

mun

icate

d, an

d th

e foc

us is

str

ongl

y main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

cons

isten

t use

of a

varie

ty o

f tra

nsiti

onal

strat

egies

to cl

arify

th

e rela

tions

hips

bet

ween

and

amon

g id

eas

•

effe

ctive

intro

ducti

on

and

conc

lusio

n•

logi

cal p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; st

rong

co

nnec

tions

bet

ween

and

amon

g id

eas w

ith so

me

synt

actic

varie

ty•

alter

nate

and

oppo

sing

argu

men

t(s) a

re cl

early

ac

know

ledge

d or

addr

esse

d*

The r

espo

nse h

as an

evid

ent o

rga-

niza

tiona

l stru

cture

and

a sen

se o

f co

mpl

eten

ess.

Thou

gh th

ere m

ay

be m

inor

flaw

s, th

ey d

o no

t int

er-

fere

with

the o

vera

ll coh

eren

ce.

The o

rgan

izatio

n is

adeq

uate

ly su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

is

gene

rally

focu

sed:

•

claim

is cl

ear,

and

the f

ocus

is

mos

tly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

adeq

uate

use

of t

rans

ition

al str

ateg

ies w

ith so

me v

ariet

y to

clarif

y rela

tions

hips

bet

ween

an

d am

ong

idea

s•

adeq

uate

intro

ducti

on

and

conc

lusio

n•

adeq

uate

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

ad

equa

te co

nnec

tions

bet

ween

an

d am

ong

idea

s•

alter

nate

and

oppo

sing

argu

men

t(s) a

re ad

equa

tely

ackn

owled

ged

or ad

dres

sed*

The r

espo

nse h

as an

inco

nsist

ent

orga

niza

tiona

l stru

cture

. Som

e fla

ws ar

e evid

ent,

and

som

e id

eas m

ay b

e loo

sely

conn

ecte

d.

The o

rgan

izatio

n is

som

ewha

t su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

may

ha

ve a

min

or d

rift i

n fo

cus:

•

claim

may

be s

omew

hat

uncle

ar, o

r the

focu

s may

be

insu

fficie

ntly

susta

ined

for t

he

purp

ose a

nd/o

r aud

ience

•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

•

intro

ducti

on o

r con

clusio

n, if

pr

esen

t, m

ay b

e wea

k•

unev

en p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; an

d/or

fo

rmul

aic; in

cons

isten

t or

uncle

ar co

nnec

tions

am

ong

idea

s•

alter

nate

and

oppo

sing

argu

men

t(s) m

ay b

e con

fusin

g or

not

ackn

owled

ged

*

The r

espo

nse h

as lit

tle o

r no

dis-

cern

ible

orga

niza

tiona

l stru

cture

. Th

e res

pons

e may

be r

elate

d to

th

e clai

m b

ut m

ay p

rovid

e litt

le or

no

focu

s:

•

claim

may

be c

onfu

sing

or

ambi

guou

s; re

spon

se m

ay b

e to

o br

ief o

r the

focu

s may

drif

t fro

m th

e pur

pose

and/

or au

dien

ce•

few

or n

o tra

nsiti

onal

strat

egies

ar

e evid

ent

•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

•

frequ

ent e

xtra

neou

s ide

as m

ay

be ev

iden

t; id

eas m

ay b

e ra

ndom

ly or

dere

d or

hav

e un

clear

pro

gres

sion

•

alter

nate

and

oppo

sing

argu

men

t(s) m

ay n

ot b

e ac

know

ledge

d *

•

Insu

fficie

nt

(inclu

des

copi

ed te

xt)

•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

*Ack

nowl

edgi

ng an

d/or

addr

essin

g th

e opp

osin

g po

int o

f view

beg

ins a

t gra

de 7.

4-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.9

Page 61

Und

erstanding

Prfic

ienc

y

3 POINTSBa

sed

on th

e evid

ence

and

elabo

ratio

n ru

bric,

this

stude

nt re

ceive

s a sc

ore o

f 3. T

he st

uden

t effe

ctive

ly in

tegr

ates

sum

mar

ized

evid

ence

from

the s

ourc

es, b

ut o

nly r

efer

ence

s one

sour

ce d

irectl

y. It

is of

ten

diffi

cult

to d

eter

min

e the

diff

eren

ce b

etwe

en

evid

ence

and

elabo

ratio

n. Th

e stu

dent

’s sty

le of

writ

ing

is ev

iden

t in

the u

se o

f voi

ce th

roug

hout

the p

iece,

and

the s

tude

nt

dem

onstr

ates

adeq

uate

use

of e

labor

ative

tech

niqu

es. T

he vo

cabu

lary i

s clea

rly ap

prop

riate

for t

he au

dien

ce an

d pu

rpos

e.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Ev

ide

nce

an

d E

lab

ora

tio

n

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

A

Handout 2.9

Page 62

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 E

vid

en

ce a

nd

Ela

bo

rati

on

: S

co

re 3

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E A

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

Evidence/Elaboration

The r

espo

nse p

rovid

es th

orou

gh

and

conv

incin

g ela

bora

tion

of

the s

uppo

rt/ev

iden

ce fo

r the

cla

im an

d ar

gum

ent(s

) inc

ludi

ng

reas

oned

, in-d

epth

analy

sis

and

the e

ffecti

ve u

se o

f sou

rce

mat

erial

. The

resp

onse

clea

rly an

d ef

fecti

vely

deve

lops

idea

s, us

ing

prec

ise la

ngua

ge:

•

com

preh

ensiv

e evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

, rele

vant

, an

d sp

ecifi

c•

clear

cita

tions

or a

ttrib

utio

n to

so

urce

mat

erial

•

effe

ctive

use

of a

varie

ty o

f ela

bora

tive t

echn

ique

s*•

voca

bular

y is c

learly

ap

prop

riate

for t

he au

dien

ce

and

purp

ose

•

effe

ctive

, app

ropr

iate s

tyle

enha

nces

cont

ent

The r

espo

nse p

rovid

es ad

equa

te

elabo

ratio

n of

the s

uppo

rt/ev

iden

ce fo

r the

claim

and

argu

men

t(s) t

hat i

nclu

des

reas

oned

analy

sis an

d th

e use

of

sour

ce m

ater

ial. T

he re

spon

se

adeq

uate

ly de

velo

ps id

eas,

empl

oyin

g a m

ix of

pre

cise w

ith

mor

e gen

eral

langu

age:

•

adeq

uate

evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

and

relev

ant,

yet m

ay b

e gen

eral

•

adeq

uate

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

adeq

uate

use o

f som

e ela

bora

tive t

echn

ique

s*•

voca

bular

y is g

ener

ally

appr

opria

te fo

r the

audi

ence

an

d pu

rpos

e•

gene

rally

appr

opria

te st

yleis

evid

ent

The r

espo

nse p

rovid

es u

neve

n,

curso

ry el

abor

atio

n of

the s

up-

port/

evid

ence

for t

he cl

aim an

d ar

gum

ent(s

) tha

t inc

lude

s som

e re

ason

ed an

alysis

and

parti

al or

un

even

use

of so

urce

mat

erial

. The

re

spon

se d

evelo

ps id

eas u

neve

nly,

usin

g sim

plist

ic lan

guag

e:

• so

me e

viden

ce (f

acts

and

deta

ils) f

rom

the s

ourc

e m

ater

ial m

ay b

e wea

kly

inte

grat

ed, im

prec

ise,

repe

titive

, vag

ue, a

nd/o

r cop

ied•

weak

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

• we

ak o

r une

ven

use o

f ela

bora

tive t

echn

ique

s*;

deve

lopm

ent m

ay co

nsist

pr

imar

ily of

sour

ce su

mm

ary o

r m

ay re

ly on

emot

iona

l app

eal

• vo

cabu

lary u

se is

une

ven

or

som

ewha

t inef

fecti

ve fo

r the

au

dien

ce an

d pu

rpos

e•

inco

nsist

ent o

r wea

k atte

mpt

to

crea

te ap

prop

riate

style

The r

espo

nse p

rovid

es m

inim

al ela

bora

tion

of th

e sup

port/

evid

ence

for t

he cl

aim an

d ar

gum

ent(s

) tha

t inc

lude

s litt

le or

no

use o

f sou

rce m

ater

ial. T

he

resp

onse

is va

gue,

lacks

clar

ity, o

r is

conf

usin

g:

• ev

iden

ce (f

acts

and

deta

ils)

from

the s

ourc

e mat

erial

is

min

imal,

irre

levan

t, abs

ent,

inco

rrectl

y use

d, o

r pr

edom

inan

tly co

pied

•

insu

fficie

nt u

se o

f cita

tions

or

attri

butio

n to

sour

ce m

ater

ial•

min

imal,

if an

y, us

e of

elabo

rativ

e tec

hniq

ues*

; em

otio

nal a

ppea

l m

ay d

omin

ate

• vo

cabu

lary i

s lim

ited

or

inef

fecti

ve fo

r the

audi

ence

an

d pu

rpos

e•

little

or n

o ev

iden

ce of

ap

prop

riate

style

•

Insu

fficie

nt

(inclu

des

copi

ed te

xt)

•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

*Elab

orat

ive te

chni

ques

may

inclu

de th

e use

of p

erso

nal e

xper

ience

s tha

t sup

port

the a

rgum

ent(s

).**

Gene

ral la

yere

d ela

bora

tion:

A se

nten

ce-to

-sen

tenc

e pro

gres

sion

of so

urce

-bas

ed ar

gum

ents,

facts

, det

ails,

and/

or so

urce

-bas

ed ev

iden

ce th

at g

ener

ally d

evelo

ps an

d su

ppor

ts th

e clai

m. S

ourc

e-ba

sed

evid

ence

, if

pres

ent,

may

be i

n th

e for

m o

f gen

eral

or im

prec

ise re

fere

nces

. Re-

orde

ring

of th

e tex

t mig

ht im

pair

the c

onne

ction

of i

deas

.

4-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.9

Page 63

Und

erstanding

Prfic

ienc

y

2 POINTSTh

e stu

dent

rece

ives a

scor

e of 2

in th

e are

a of c

onve

ntio

ns. T

he st

uden

t dem

onstr

ates

solid

use

of c

orre

ct se

nten

ce fo

rmat

ion,

pu

nctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar, a

nd sp

ellin

g, an

d th

e rat

io o

f mist

akes

to th

e ove

rall w

ritin

g is

low.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Co

nv

en

tio

ns

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

A

Handout 2.9

Page 64

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 C

on

ve

nti

on

s:

Sco

re 2

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E A

SC

OR

E2

PO

INT

S1

PO

INT

0 P

OIN

TS

NS

CONVENTIONS

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

•

adeq

uate

use

of c

orre

ct se

nten

ce

form

atio

n, p

unctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

•

limite

d us

e of c

orre

ct se

nten

ce fo

rmat

ion,

pu

nctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar

usag

e, an

d sp

ellin

g

The r

espo

nse d

emon

strat

es lit

tle o

r no

com

man

d of c

onve

ntio

ns:

•

infre

quen

t use

of c

orre

ct se

nten

ce

form

atio

n, p

unctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

•

Insu

fficie

nt (i

nclu

des

copi

ed te

xt)

•

In a

langu

age o

ther

th

an En

glish

•

Off-t

opic

•

Off-p

urpo

se

Holis

tic Sc

orin

g:

•V

ari

ety

: A

rang

e of e

rrors

inclu

des s

ente

nce f

orm

atio

n, p

unctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar u

sage

, and

spell

ing.

•S

ev

eri

ty:

Basic

erro

rs ar

e mor

e hea

vily w

eight

ed th

an h

ighe

r-lev

el er

rors

.

•D

en

sity

: Th

e pro

porti

on o

f erro

rs to

the a

mou

nt o

f writ

ing

done

well

. Thi

s inc

lude

s the

ratio

of e

rrors

to th

e len

gth

of th

e piec

e.

2-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.9

Page 65

Und

erstanding

Prfic

ienc

y

Gra

de

5 O

pin

ion

Pe

rfo

rma

nce

Ta

sk:

Se

rvic

e A

nim

als

S

TU

DE

NT

SA

MP

LE

B

ST

UD

EN

T R

ES

PO

NS

E

from

my pe

rspe

ctive

I th

ink f

rom

sour

ce

3 “o

nce t

he n

ew ru

les w

ent i

nto e

ffect

the o

nly s

ervic

e ani

mals

perm

itted

in

publi

c plac

es w

ere d

ogs a

nd m

initu

re h

orse

s. an

d “for

eam

ple bi

rds c

ould

leave

drop

pings

on a

stor

e oo

r.

hat’s

why

I ch

ose a

nima

ls th

at ar

e per

mitte

d are

only

aloud

in su

rtain

plac

es. c

ause

if I

was a

t a re

stur

aunt

and

ther

e was

a bo

a con

stric

tor I

wou

ld’nt

be sa

tisfie

d in

my fo

od an

ymor

e and

defen

etly

I’d lo

se m

y app

etite

whe

n I g

o to

my f

avor

ite re

stur

aunt

I do

n’t w

ant t

o see

any g

ross

anim

als be

caus

e I su

dden

tly w

ould

not w

ant m

y fav

orite

food

an

ymor

e. In

sour

ce

3 it

says

iff

eren

t ani

mals

carr

y cer

tain

desie

ses.

one e

ample

if I

sat n

et t

o a pe

t and

they

th

ey le

t my p

et if

it w

ould

have

a dis

ies an

d tha

t wou

ld be

bad.

Handout 2.10

Page 66

Und

erstanding

Prfic

ienc

y

1 POINTTh

is re

spon

se h

as n

o di

scer

nibl

e org

aniza

tiona

l stru

cture

and

prov

ides

little

focu

s.

The s

tude

nt at

tem

pts t

o gi

ve an

opi

nion

by s

tatin

g, “T

hat’s

why

I cho

se an

imals

that

are p

erm

itted

are o

nly a

loud

in su

rtain

pl

aces

.” How

ever

, the

opi

nion

is am

bigu

ous.

Ther

e is n

o in

trodu

ction

or c

onclu

sion,

and

ther

e are

onl

y a fe

w at

tem

pts t

o in

clude

tra

nsiti

ons (

e.g., “

caus

e”).

Ther

e is a

n un

even

pro

gres

sion

of id

eas i

n th

e res

pons

e. Th

e stu

dent

beg

ins b

y disc

ussin

g bi

rds

leavin

g dr

oppi

ngs (

“bird

s cou

ld le

ave d

ropp

ings

”), th

en ju

mps

to h

ow ea

ting

next

to a

snak

e cou

ld ca

use a

ppet

ite lo

ss (“

I’d lo

se

my a

ppet

ite”).

The s

tude

nt th

en d

iscus

ses t

hat “

Diffe

rent

anim

als ca

rry ce

rtain

des

ieses

,” whi

ch m

ay b

e rela

ted

to b

irds l

eavin

g dr

oppi

ngs,

but,

if so

, the

resp

onse

doe

s not

clar

ify th

e con

necti

on. W

hile

all o

f the

se to

pics

som

ewha

t rela

te to

the s

tude

nt’s

opin

ion

state

men

t, th

ere a

re n

o cle

ar p

rogr

essio

ns b

etwe

en an

d am

ong

thes

e ide

as.

Holis

ticall

y, th

e bes

t sco

re fo

r thi

s res

pons

e is a

1.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Org

an

iza

tio

n a

nd

Pu

rpo

se

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

B

Handout 2.10

Page 67

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 O

rga

niz

ati

on

an

d P

urp

ose

: S

co

re 1

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

B

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

ORGANIZATION/PURPOSE

The r

espo

nse h

as a

clear

an

d ef

fecti

ve o

rgan

izatio

nal

struc

ture

, cre

atin

g a s

ense

of

unity

and

com

plet

enes

s. Th

e or

gani

zatio

n is

susta

ined

bet

ween

an

d wi

thin

par

agra

phs.

The

resp

onse

is co

nsist

ently

and

purp

osef

ully

focu

sed:

•

opin

ion

is in

trodu

ced,

clea

rly

com

mun

icate

d, an

d th

e foc

us is

str

ongl

y main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

cons

isten

t use

of a

varie

ty o

f tra

nsiti

onal

strat

egies

to cl

arify

th

e rela

tions

hips

bet

ween

and

amon

g id

eas

•

effe

ctive

intro

ducti

on

and

conc

lusio

n•

logi

cal p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; st

rong

co

nnec

tions

bet

ween

and

amon

g id

eas w

ith so

me

synt

actic

varie

ty

The r

espo

nse h

as an

evid

ent

orga

niza

tiona

l stru

cture

and

a se

nse o

f com

plet

enes

s. Th

ough

th

ere m

ay b

e min

or fl

aws,

they

do

not

inte

rfere

with

the o

vera

ll co

here

nce.

The o

rgan

izatio

n is

adeq

uate

ly su

stain

ed b

etwe

en

and

with

in p

arag

raph

s. Th

e re

spon

se is

gen

erall

y foc

used

:

•

opin

ion

is cle

ar, a

nd th

e foc

us is

m

ostly

main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

adeq

uate

use

of t

rans

ition

al str

ateg

ies w

ith so

me v

ariet

y to

clarif

y rela

tions

hips

bet

ween

an

d am

ong

idea

s•

adeq

uate

intro

ducti

on

and

conc

lusio

n•

adeq

uate

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

ad

equa

te co

nnec

tions

bet

ween

an

d am

ong

idea

s

The r

espo

nse h

as an

inco

nsist

ent

orga

niza

tiona

l stru

cture

. Som

e fla

ws ar

e evid

ent,

and

som

e id

eas m

ay b

e loo

sely

conn

ecte

d.

The o

rgan

izatio

n is

som

ewha

t su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

may

ha

ve a

min

or d

rift i

n fo

cus:

•

opin

ion

may

be s

omew

hat

uncle

ar, o

r the

focu

s may

be

insu

fficie

ntly

susta

ined

for t

he

purp

ose a

nd/o

r aud

ience

•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

•

intro

ducti

on o

r con

clusio

n, if

pr

esen

t, m

ay b

e wea

k•

unev

en p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; an

d/or

fo

rmul

aic; in

cons

isten

t or

uncle

ar co

nnec

tions

bet

ween

an

d am

ong

idea

s

The r

espo

nse h

as lit

tle o

r no

disc

erni

ble o

rgan

izatio

nal

struc

ture

. The

resp

onse

may

be

relat

ed to

the o

pini

on b

ut m

ay

prov

ide l

ittle

or n

o fo

cus:

•

opin

ion

may

be c

onfu

sing

or

ambi

guou

s; re

spon

se m

ay b

e to

o br

ief o

r the

focu

s may

drif

t fro

m th

e pur

pose

and/

or au

dien

ce•

few

or n

o tra

nsiti

onal

strat

egies

ar

e evid

ent

•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

•

frequ

ent e

xtra

neou

s ide

as m

ay

be ev

iden

t; id

eas m

aybe

ra

ndom

ly or

dere

d or

hav

e an

uncle

ar p

rogr

essio

n

•

Insu

fficie

nt

(inclu

des

copi

ed te

xt)

•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

4-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.10

Page 68

Und

erstanding

Prfic

ienc

y

1 POINTTh

e res

pons

e doe

s not

inclu

de an

appr

opria

te le

vel o

f elab

orat

ion

or an

appr

opria

te am

ount

of e

viden

ce to

supp

ort a

scor

e ab

ove 1

. The

stud

ent’s

atte

mpt

s to

cite s

ourc

e mat

erial

is lim

ited;

the r

espo

nse o

nly i

nclu

des e

viden

ce fr

om a

singl

e sou

rce

(sour

ce 3)

, and

such

evid

ence

is n

ot w

ell in

corp

orat

ed in

to th

e des

crip

tion

of an

ove

rall o

pini

on (i

.e., s

ourc

e evid

ence

is

pred

omin

antly

copi

ed).

Ther

e is a

wea

k atte

mpt

to em

ploy

elab

orat

ive te

chni

ques

, evid

ence

d by

the f

act t

hat t

he w

hole

pape

r fo

cuse

s on

pers

onal

opin

ion

with

out c

onne

cting

idea

s. In

addi

tion,

the v

ocab

ular

y is n

ot p

artic

ular

ly ef

fecti

ve fo

r the

pur

pose

be

caus

e the

wor

ds d

o no

t help

to co

nvey

idea

s with

pre

cisio

n an

d th

ere i

s litt

le/no

evid

ence

of a

ppro

priat

e sty

le.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Ev

ide

nce

an

d E

lab

ora

tio

n

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

B

Handout 2.10

Page 69

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 E

vid

en

ce

an

d E

lab

ora

tio

n:

Sco

re 1

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

B

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

Evidence/Elaboration

The r

espo

nse p

rovid

es th

orou

gh

and

conv

incin

g ela

bora

tion

of

the s

uppo

rt/ev

iden

ce fo

r the

op

inio

n an

d su

ppor

ting

idea

(s)

that

inclu

des t

he ef

fecti

ve u

se o

f so

urce

mat

erial

. The

resp

onse

cle

arly

and

effe

ctive

ly de

velo

ps

idea

s, us

ing

prec

ise la

ngua

ge:

•

com

preh

ensiv

e evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

, rele

vant

, an

d sp

ecifi

c•

clear

cita

tions

or a

ttrib

utio

n of

so

urce

mat

erial

•

effe

ctive

use

of a

varie

ty o

f ela

bora

tive t

echn

ique

s*•

voca

bular

y is c

learly

ap

prop

riate

for t

he au

dien

ce

and

purp

ose

•

effe

ctive

, app

ropr

iate s

tyle

enha

nces

cont

ent

The r

espo

nse p

rovid

es ad

equa

te

elabo

ratio

n of

the s

uppo

rt/ev

iden

ce fo

r the

opi

nion

and

supp

ortin

g id

ea(s)

that

inclu

des

the u

se o

f sou

rce m

ater

ial. T

he

resp

onse

adeq

uate

ly de

velo

ps

idea

s, em

ploy

ing

a mix

of p

recis

e wi

th m

ore g

ener

al lan

guag

e:

•

adeq

uate

evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

and

relev

ant,

yet m

ay b

e gen

eral

•

adeq

uate

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

adeq

uate

use

of s

ome

elabo

rativ

e tec

hniq

ues*

•

voca

bular

y is g

ener

ally

appr

opria

te fo

r the

audi

ence

an

d pu

rpos

e•

gene

rally

appr

opria

te st

yle

is ev

iden

t

The r

espo

nse p

rovid

es u

neve

n,

curs

ory e

labor

atio

n of

the

supp

ort/e

viden

ce fo

r the

opi

nion

an

d su

ppor

ting

idea

(s) th

at

inclu

des p

artia

l or u

neve

n us

e of

sour

ce m

ater

ial. T

he re

spon

se

deve

lops

idea

s une

venl

y, us

ing

simpl

istic

langu

age:

•

som

e evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

may

be w

eakly

in

tegr

ated

, impr

ecise

, re

petit

ive, v

ague

, and

/or c

opied

•

weak

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

weak

or u

neve

n us

e of

elabo

rativ

e tec

hniq

ues*

; de

velo

pmen

t may

cons

ist

prim

arily

of s

ourc

e sum

mar

y•

voca

bular

y use

is u

neve

n or

so

mew

hat i

neffe

ctive

for t

he

audi

ence

and

purp

ose

•

inco

nsist

ent o

r wea

k atte

mpt

to

crea

te ap

prop

riate

style

The r

espo

nse p

rovid

es m

inim

al ela

bora

tion

of th

e sup

port/

evid

ence

for t

he o

pini

on an

d su

ppor

ting

idea

(s) th

at in

clude

s lit

tle o

r no

use o

f sou

rce m

ater

ial.

The r

espo

nse i

s vag

ue, la

cks

clarit

y, or

is co

nfus

ing:

•

evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce m

ater

ial is

m

inim

al, ir

relev

ant,

abse

nt,

inco

rrectl

y use

d, o

r pr

edom

inan

tly co

pied

•

insu

fficie

nt u

se o

f cita

tions

or

attri

butio

n to

sour

ce m

ater

ial•

min

imal,

if an

y, us

e of

elabo

rativ

e tec

hniq

ues*

•

voca

bular

y is l

imite

d or

in

effe

ctive

for t

he au

dien

ce

and

purp

ose

•

little

or n

o ev

iden

ce o

f ap

prop

riate

style

•

Insu

fficie

nt

(inclu

des

copi

ed te

xt)

•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

*Elab

orat

ive te

chni

ques

may

inclu

de th

e use

of p

erso

nal e

xper

ience

s tha

t sup

port

the c

ontro

lling/

main

idea

4-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.10

Page 70

Und

erstanding

Prfic

ienc

y

0 POINTSTh

e stu

dent

resp

onse

dem

onstr

ates

little

to n

o co

mm

and

of co

nven

tions

. Eac

h se

nten

ce h

as m

ultip

le er

rors

in st

ructu

re,

punc

tuat

ion,

and

spell

ing.

Thes

e erro

rs su

bsta

ntial

ly de

tract

from

the r

espo

nse’s

ove

rall r

eada

bilit

y. Ov

erall

, a sc

ore o

f 0 is

mos

t ap

prop

riate

for t

his r

espo

nse.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Co

nv

en

tio

ns

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

B

Handout 2.10

Page 71

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 C

on

ve

nti

on

s:

Sco

re 0

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

B

SC

OR

E2

PO

INT

S1

PO

INT

0 P

OIN

TS

NS

CONVENTIONS

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

•ad

equa

te us

e of c

orre

ct se

nten

ce

form

atio

n, pu

nctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

•

limite

d us

e of c

orre

ct se

nten

ce fo

rmat

ion,

pu

nctu

atio

n, ca

pita

lizat

ion,

gram

mar

us

age,

and

spell

ing

The r

espo

nse d

emon

strat

es lit

tle o

r no

com

man

d of c

onve

ntio

ns:

•

infre

quen

t use

of c

orre

ct se

nten

ce

form

atio

n, pu

nctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

•

Insu

fficie

nt (i

nclu

des

copi

ed te

xt)

•

In a

langu

age o

ther

th

an En

glish

•

Off-t

opic

•

Off-p

urpo

se

2-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.10

Page 72

Und

erstanding

Prfic

ienc

y

Gra

de

8 A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

: P

en

nie

s S

TU

DE

NT

SA

MP

LE

B

ST

UD

EN

T R

ES

PO

NS

E

enni

es sh

ould

still

live b

ecau

se le

ts sa

y tha

t you

hav

e five

dolla

rs an

d you

nee

d cha

nge f

or on

e pen

ny w

here

you

goin

g to g

et th

at on

e pen

ny if

that

does

n’t e

ist an

d plus

if yo

u eli

mina

te pe

nnies

peop

le wi

ll go n

uts a

nd pe

nnies

ha

ve be

en ar

ound

for 2

year

s you

cant

ust

thro

w so

meth

ing a

way t

hat’s

been

part

of ou

r live

s for

2 ye

ars,

Im

on bo

th si

des b

ut m

ostly

on ke

epin

g the

penn

ies in

stea

d of e

limin

atin

g the

m.

he co

in al

so ga

ve ri

se to

the t

erms

like

“p

enny

cand

y a

piece

of ca

ndy s

old fo

r one

cent

and p

enny

arca

de an

amus

emen

t cen

ter w

ith m

achi

nes t

hat c

ost

one c

ent t

o ope

rate

. hi

s ama

zing e

ffort

was

mad

e pos

sible

due t

o the

powe

r of t

he pe

nny.

any p

eople

do n

ot se

e th

e valu

e in

the p

enny

, and

they

feel

as th

ough

penn

ies ar

e not

wor

th th

e tro

uble

of ca

rryin

g the

m ar

ound

. en

nies

mi

ght b

e a li

ttle b

ulky,

but t

hey a

dd u

p mor

eove

r, be

caus

e the

y are

wor

th so

littl

e, pe

ople

don’t

min

d don

atin

g the

m to

char

ity

Handout 2.11

Page 73

Und

erstanding

Prfic

ienc

y

1 POINTBa

sed

on th

e org

aniza

tion

and

purp

ose r

ubric

, thi

s stu

dent

rece

ives a

scor

e of 1

. The

stud

ent’s

pos

ition

is cl

ear,

but t

he su

ppor

t fo

r the

claim

is n

ot lo

gica

lly ar

gued

. The

re ar

e tra

nsiti

ons w

ithin

idea

s (“a

lso,” “

but,”

“bec

ause

”), b

ut th

e tra

nsiti

ons b

etwe

en

diffe

rent

idea

s are

not

fully

dev

elope

d, m

akin

g th

e sup

porti

ng ev

iden

ce d

ifficu

lt to

follo

w th

e lat

ter h

alf o

f the

stud

ents

writ

ing

cons

ists o

f a se

ries o

f unc

ited

quot

atio

ns. T

he st

uden

t atte

mpt

s to

inclu

de an

orig

inall

y wor

ded

intro

ducti

on, b

ut it

is w

eak a

nd

diffi

cult

to su

ppor

t. Th

e con

clusio

n is

miss

ing.

The s

tude

nts c

ount

ercla

im is

anot

her u

ncite

d uo

tatio

n wi

thou

t epl

anat

ion.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Org

an

iza

tio

n a

nd

Pu

rpo

se

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

B

Handout 2.11

Page 74

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 O

rga

niz

ati

on

an

d P

urp

ose

: S

co

re 1

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E B

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

ORGANIZATION/PURPOSE

The r

espo

nse h

as a

clear

and

effe

ctive

org

aniza

tiona

l stru

cture

, cr

eatin

g a s

ense

of u

nity

and

com

plet

enes

s. Th

e org

aniza

-tio

n is

fully

susta

ined

bet

ween

an

d wi

thin

par

agra

phs.

The

resp

onse

is co

nsist

ently

and

purp

osef

ully

focu

sed:

•

claim

is in

trodu

ced,

clea

rly

com

mun

icate

d, an

d th

e foc

us is

str

ongl

y main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

cons

isten

t use

of a

varie

ty o

f tra

nsiti

onal

strat

egies

to cl

arify

th

e rela

tions

hips

bet

ween

and

amon

g id

eas

•

effe

ctive

intro

ducti

on

and

conc

lusio

n•

logi

cal p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d st

rong

co

nnec

tions

bet

ween

and

amon

g id

eas w

ith so

me

synt

actic

varie

ty•

alter

nate

and

oppo

sing

argu

men

t(s) a

re cl

early

ac

know

ledge

d or

addr

esse

d*

The r

espo

nse h

as an

evid

ent o

rga-

niza

tiona

l stru

cture

and

a sen

se o

f co

mpl

eten

ess.

Thou

gh th

ere m

ay

be m

inor

flaw

s, th

ey d

o no

t int

er-

fere

with

the o

vera

ll coh

eren

ce.

The o

rgan

izatio

n is

adeq

uate

ly su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

is

gene

rally

focu

sed:

•

claim

is cl

ear,

and

the f

ocus

is

mos

tly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

adeq

uate

use

of t

rans

ition

al str

ateg

ies w

ith so

me v

ariet

y to

clarif

y rela

tions

hips

bet

ween

an

d am

ong

idea

s•

adeq

uate

intro

ducti

on

and

conc

lusio

n•

adeq

uate

pro

gres

sion

of id

eas

from

beg

inni

ng to

end

ad

equa

te co

nnec

tions

bet

ween

an

d am

ong

idea

s•

alter

nate

and

oppo

sing

argu

men

t(s) a

re ad

equa

tely

ackn

owled

ged

or ad

dres

sed*

The r

espo

nse h

as an

inco

nsist

ent

orga

niza

tiona

l stru

cture

. Som

e fla

ws ar

e evid

ent,

and

som

e id

eas m

ay b

e loo

sely

conn

ecte

d.

The o

rgan

izatio

n is

som

ewha

t su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

may

ha

ve a

min

or d

rift i

n fo

cus:

•

claim

may

be s

omew

hat

uncle

ar, o

r the

focu

s may

be

insu

fficie

ntly

susta

ined

for t

he

purp

ose a

nd/o

r aud

ience

•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

•

intro

ducti

on o

r con

clusio

n, if

pr

esen

t, m

ay b

e wea

k•

unev

en p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d an

dor

fo

rmul

aic in

cons

isten

t or

uncle

ar co

nnec

tions

am

ong

idea

s•

alter

nate

and

oppo

sing

argu

men

t(s) m

ay b

e con

fusin

g or

not

ackn

owled

ged

*

The r

espo

nse h

as lit

tle o

r no

dis-

cern

ible

orga

niza

tiona

l stru

cture

. Th

e res

pons

e may

be r

elate

d to

th

e clai

m b

ut m

ay p

rovid

e litt

le or

no

focu

s:

•

claim

may

be c

onfu

sing

or

ambi

guou

s re

spon

se m

ay b

e to

o br

ief o

r the

focu

s may

drif

t fro

m th

e pur

pose

and/

or au

dien

ce•

few

or n

o tra

nsiti

onal

strat

egies

ar

e evid

ent

•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

•

freue

nt e

trane

ous i

deas

may

be

evid

ent

idea

s may

be

rand

omly

orde

red

or h

ave

uncle

ar p

rogr

essio

n•

alter

nate

and

oppo

sing

argu

men

t(s) m

ay n

ot b

e ac

know

ledge

d *

•

Insu

fficie

nt

(inclu

des

copi

ed te

t•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

*Ack

nowl

edgi

ng an

d/or

addr

essin

g th

e opp

osin

g po

int o

f view

beg

ins a

t gra

de 7.

4-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.11

Page 75

Und

erstanding

Prfic

ienc

y

1 POINTBa

sed

upon

the e

viden

ce an

d ela

bora

tion

rubr

ic, th

is stu

dent

rece

ives a

scor

e of 1

. Alth

ough

the s

tude

nt in

clude

s sev

eral

piec

es

of ev

iden

ce, t

he la

ck o

f elab

orat

ion

and

refe

renc

es m

eans

that

this

evid

ence

is n

ot in

tegr

ated

into

a co

here

nt ar

gum

ent.

The u

se

of vo

cabu

lary i

s ine

ffecti

ve fo

r the

audi

ence

and

purp

ose,

and

inclu

des p

hras

es su

ch as

, “Pe

nnies

shou

ld st

ill liv

e,” an

d “p

eopl

e wi

ll go

nuts.

ive

n th

e lim

ited

orig

inal

tet,

ther

e is l

ittle

evid

ence

of t

he st

uden

ts m

aste

ry o

f sty

listic

elem

ents

for t

he p

urpo

se

and

audi

ence

.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Ev

ide

nce

an

d E

lab

ora

tio

n

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

B

Handout 2.11

Page 76

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 E

vid

en

ce a

nd

Ela

bo

rati

on

: S

co

re 3

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E B

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

Evidence/Elaboration

The r

espo

nse p

rovid

es th

orou

gh

and

conv

incin

g ela

bora

tion

of

the s

uppo

rt/ev

iden

ce fo

r the

cla

im an

d ar

gum

ent(s

) inc

ludi

ng

reas

oned

, in-d

epth

analy

sis

and

the e

ffecti

ve u

se o

f sou

rce

mat

erial

. The

resp

onse

clea

rly an

d ef

fecti

vely

deve

lops

idea

s, us

ing

prec

ise la

ngua

ge:

•

com

preh

ensiv

e evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

, rele

vant

, an

d sp

ecifi

c•

clear

cita

tions

or a

ttrib

utio

n to

so

urce

mat

erial

•

effe

ctive

use

of a

varie

ty o

f ela

bora

tive t

echn

ique

s*•

voca

bular

y is c

learly

ap

prop

riate

for t

he au

dien

ce

and

purp

ose

•

effe

ctive

, app

ropr

iate s

tyle

enha

nces

cont

ent

The r

espo

nse p

rovid

es ad

equa

te

elabo

ratio

n of

the s

uppo

rt/ev

iden

ce fo

r the

claim

and

argu

men

t(s) t

hat i

nclu

des

reas

oned

analy

sis an

d th

e use

of

sour

ce m

ater

ial. T

he re

spon

se

adeq

uate

ly de

velo

ps id

eas,

empl

oyin

g a m

i of

pre

cise w

ith

mor

e gen

eral

langu

age:

•

adeq

uate

evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

and

relev

ant,

yet m

ay b

e gen

eral

•

adeq

uate

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

adeq

uate

use o

f som

e ela

bora

tive t

echn

ique

s*•

voca

bular

y is g

ener

ally

appr

opria

te fo

r the

audi

ence

an

d pu

rpos

e•

gene

rally

appr

opria

te st

yle

is ev

iden

t

The r

espo

nse p

rovid

es u

neve

n,

curso

ry el

abor

atio

n of

the s

up-

port/

evid

ence

for t

he cl

aim an

d ar

gum

ent(s

) tha

t inc

lude

s som

e re

ason

ed an

alysis

and

parti

al or

un

even

use

of so

urce

mat

erial

. The

re

spon

se d

evelo

ps id

eas u

neve

nly,

usin

g sim

plist

ic lan

guag

e:

• so

me e

viden

ce (f

acts

and

deta

ils) f

rom

the s

ourc

e m

ater

ial m

ay b

e wea

kly

inte

grat

ed, im

prec

ise,

repe

titive

, vag

ue, a

nd/o

r cop

ied•

weak

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

• we

ak o

r une

ven

use o

f ela

bora

tive t

echn

iue

s

deve

lopm

ent m

ay co

nsist

pr

imar

ily of

sour

ce su

mm

ary o

r m

ay re

ly on

emot

iona

l app

eal

• vo

cabu

lary u

se is

une

ven

or

som

ewha

t inef

fecti

ve fo

r the

au

dien

ce an

d pu

rpos

e•

inco

nsist

ent o

r wea

k atte

mpt

to

crea

te ap

prop

riate

style

The r

espo

nse p

rovid

es m

inim

al ela

bora

tion

of th

e sup

port/

evid

ence

for t

he cl

aim an

d ar

gum

ent(s

) tha

t inc

lude

s litt

le or

no

use o

f sou

rce m

ater

ial. T

he

resp

onse

is va

gue,

lacks

clar

ity, o

r is

conf

usin

g:

• ev

iden

ce (f

acts

and

deta

ils)

from

the s

ourc

e mat

erial

is

min

imal,

irre

levan

t, abs

ent,

inco

rrectl

y use

d, o

r pr

edom

inan

tly co

pied

•

insu

fficie

nt u

se o

f cita

tions

or

attri

butio

n to

sour

ce m

ater

ial•

min

imal,

if an

y, us

e of

elabo

rativ

e tec

hniq

ues

em

otio

nal a

ppea

l m

ay d

omin

ate

• vo

cabu

lary i

s lim

ited

or

inef

fecti

ve fo

r the

audi

ence

an

d pu

rpos

e•

little

or n

o ev

iden

ce of

ap

prop

riate

style

•

Insu

fficie

nt

(inclu

des

copi

ed te

t•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

Elab

orat

ive te

chni

ues m

ay in

clude

the u

se o

f per

sona

l epe

rienc

es th

at su

ppor

t the

argu

men

t(s.

**Ge

nera

l laye

red

elabo

ratio

n: A

sent

ence

-to-s

ente

nce p

rogr

essio

n of

sour

ce-b

ased

argu

men

ts, fa

cts, d

etail

s, an

d/or

sour

ce-b

ased

evid

ence

that

gen

erall

y dev

elops

and

supp

orts

the c

laim

. Sou

rce-

base

d ev

iden

ce,

if pr

esen

t, m

ay b

e in

the f

orm

of g

ener

al or

impr

ecise

refe

renc

es.

eor

derin

g of

the t

et m

ight

impa

ir th

e con

necti

on o

f ide

as.

4-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.11

Page 77

Und

erstanding

Prfic

ienc

y

0 POINTSas

ed u

pon

the c

onve

ntio

ns ru

bric,

this

stude

nt ea

rns a

scor

e of

. nl

y the

firs

t half

of t

he re

spon

se is

cons

ider

ed w

hen

assig

ning

a sc

ore,

since

the l

atte

r half

is co

pied

tet.

The s

tude

nt m

akes

a va

riety

of e

rrors

in se

nten

ce fo

rmat

ion,

pun

ctuat

ion,

an

d ca

pita

lizat

ion.

Whi

le th

e stu

dent

dem

onstr

ates

an ad

equa

te co

mm

and

of co

rrect

spell

ing

and

gram

mar

usa

ge, t

he re

spon

se

has a

hig

h pr

opor

tion

of er

rors

to te

t writ

ten

corre

ctly,

which

mak

es it

mor

e diffi

cult

to u

nder

stand

the s

tude

nts w

ritin

g.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Co

nv

en

tio

ns

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

B

Handout 2.11

Page 78

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 C

on

ve

nti

on

s:

Sco

re 0

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E B

SC

OR

E2

PO

INT

S1

PO

INT

0 P

OIN

TS

NS

CONVENTIONS

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

•

adeq

uate

use

of c

orre

ct se

nten

ce

form

atio

n, p

unctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

•

limite

d us

e of c

orre

ct se

nten

ce fo

rmat

ion,

pu

nctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar

usag

e, an

d sp

ellin

g

The r

espo

nse d

emon

strat

es lit

tle o

r no

com

man

d of c

onve

ntio

ns:

•

infre

quen

t use

of c

orre

ct se

nten

ce

form

atio

n, p

unctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

•

Insu

fficie

nt (i

nclu

des

copi

ed te

t•

In a

langu

age o

ther

th

an En

glish

•

Off-t

opic

•

Off-p

urpo

se

Holis

tic Sc

orin

g:

•V

ari

ety

: A

rang

e of e

rrors

inclu

des s

ente

nce f

orm

atio

n, p

unctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar u

sage

, and

spell

ing.

•S

ev

eri

ty:

Basic

erro

rs ar

e mor

e hea

vily w

eight

ed th

an h

ighe

r-lev

el er

rors

.

•D

en

sity

: Th

e pro

porti

on o

f erro

rs to

the a

mou

nt o

f writ

ing

done

well

. Thi

s inc

lude

s the

ratio

of e

rrors

to th

e len

gth

of th

e piec

e.

2-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.11

Page 79

Und

erstanding

Prfic

ienc

y

Gra

de

5 O

pin

ion

Pe

rfo

rma

nce

Ta

sk:

Se

rvic

e A

nim

als

S

TU

DE

NT

SA

MP

LE

C

ST

UD

EN

T R

ES

PO

NS

E

Did

you

know

that

peo

ple w

ith d

isabi

lities

are

lim

ited

to th

e kin

d of

serv

ice a

nim

als th

ey ca

n ha

ve in

pub

lic p

laces

?

In M

arch

201

1, th

is ne

w ru

le wa

s add

ed to

the A

mer

icans

with

Disa

bilit

ies A

ct (A

DA) s

o tha

t onl

y do

gs a

nd

min

iatu

re h

orse

s are

allo

wed.

I st

rong

ly a

gree

with

this

new

rule,

and

ther

e are

mul

tiple

reas

ons w

hy.

irst o

ff, an

d mos

t imp

orta

ntly,

if an

y kin

d of a

nima

l was

allow

ed to

be a

serv

ice an

imal,

it co

uld be

a da

nger

to

peo

ple a

nd ot

her a

nim

als. P

eople

coul

d br

ing a

ll ki

nds o

f dan

gero

us a

nim

als w

ith th

em in

pub

lic p

laces

like

po

rcup

ines

, cob

ras,

tiger

s, or

goril

las.

In S

ourc

e #1

it st

ates

“For

exam

ple, a

mon

key

coul

d su

dden

ly h

urt a

per

son

if it

got a

ngry

or fr

ighte

ned

for s

ome r

easo

n.”

Acco

rdin

g to A

pril

Trui

tt wh

o wor

ks fo

r the

Prim

ate R

esuc

e Cen

ter

“…it

is po

ssib

le fo

r cap

uchi

ns to

bec

ome v

iolen

t sud

denl

y an

d th

is ca

n be

a d

ange

r to t

heir

owne

rs a

nd ot

hers

.”

Busin

ess o

wner

s can

not h

ave a

nim

als in

their

pub

lic p

laces

who

hur

t oth

ers o

r bec

ome v

iolen

t sud

denl

y an

d th

at

is wh

y no

t eve

ry k

ind

of a

nim

al sh

ould

be a

llowe

d as

a se

rvice

ani

mal.

In

Sour

ce #

3 it

says

“Dog

s and

min

iatu

re

hors

es, h

owev

er, a

re ta

me.

The

y ha

ve b

een

used

as p

ets f

or h

undr

eds o

f yea

rs.

They

list

en to

com

man

ds. B

oth

dogs

an

d m

inia

ture

hor

ses a

re tr

aine

d to

guid

e the

blin

d. T

hese

ani

mals

can

be tr

uste

d by

pet

owne

rs a

nd b

usin

ners

ow

ners

.” T

his i

s why

only

dog

s and

min

iatu

re h

orse

s sho

uld

be a

llowe

d in

pub

lic p

laces

. T

hey

are n

ot d

ange

rous

to

peop

le an

d ot

her a

nim

als.

Seco

ndly,

if ot

her k

inds

of a

nim

als a

re a

llowe

d to

be s

ervi

ce a

nim

als, t

here

coul

d be

dise

ases

spre

ad in

a p

lace

of bu

sines

s. In

ou

rce

3 it

stat

es “

or e

ample

, bird

s cou

ld lea

ve dr

oppin

gs on

a st

ore

oor.

hi

s cre

ates

an

unhe

althy

setti

ng fo

r oth

ers.

If t

hese

bird

s lea

ve th

eir po

op on

the

oor,

it wi

ll mea

n bu

sines

s own

ers h

ave t

o be

very

care

ful t

o clea

n up

the m

ess s

o tha

t peo

ple go

ing t

here

don’t

get s

ick. I

t also

says

in

ourc

e 3

that

“iff

eren

t an

imals

carr

y ce

rtai

n di

seas

es.”

If p

eople

are

allo

wed

to b

ring i

n pi

gs, b

irds,

and

lizar

ds, t

hose

ani

mals

can

spre

ad

dise

ases

to ot

her c

usto

mer

s. D

ogs a

nd m

inia

ture

hor

ses a

re ta

me p

ets a

nd w

ould

not

spre

ad d

iseas

e the

way

thes

e ot

her a

nim

als co

uld.

CO

NT

INU

ED

ON

PA

GE

2

Handout 2.12

Page 80

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Busin

ess o

wner

s wou

ld b

e hur

t if t

hey

were

allo

wed

to h

ave a

ll ty

pes o

f ser

vice

ani

mals

ente

r the

ir pla

ce of

bu

sines

s. A

nim

als w

ho a

re a

dan

ger t

o peo

ple a

nd ot

her a

nim

als co

uld

beco

me v

iolen

t and

hur

t oth

er p

eople

who

co

me t

o tha

t plac

e of b

usin

ess.

The

se b

usin

ess o

wner

s cou

ld b

e sue

d. Al

so, t

here

are

laws

in p

lace a

bout

kee

ping

a

rest

aura

nt cl

ean

so th

at fo

od ca

n be

serv

ed th

ere a

nd p

eople

don

’t ge

t sick

. W

ithou

t the

new

serv

ice a

nim

al law

, pe

ople

coul

d br

ing a

ll ty

pes o

f ani

mals

who

carr

y an

d sp

read

dise

ases

. Th

ese b

usin

ess o

wner

s cou

ld h

ave t

heir

rest

aura

nts s

hut d

own

and h

ave t

o pay

fine

s to r

eope

n.In

conc

lusion

, I st

rong

ly be

lieve

that

II

sh

ould

be al

lowed

to w

ork a

s ser

vice a

nima

ls in

publi

c plac

es.

ther

type

s of a

nima

ls ca

n be

da

nger

ous a

nd sp

read

dise

ases

. Th

ese a

re h

uge r

easo

ns w

hy th

is ne

w ru

le is

the b

est.

We m

ust p

rote

ct p

eople

and

bu

sines

ses.

CO

NT

INU

ED

FR

OM

PA

GE

1

Gra

de

5 O

pin

ion

Pe

rfo

rma

nce

Ta

sk

: S

tud

en

t S

am

ple

C

ST

UD

EN

T R

ES

PO

NS

E

Handout 2.12

Page 81

Und

erstanding

Prfic

ienc

y

Gra

de

5 O

pin

ion

Pe

rfo

rma

nce

Ta

sk:

Se

rvic

e A

nim

als

S

TU

DE

NT

SA

MP

LE

D

ST

UD

EN

T R

ES

PO

NS

E

Opin

ion a

bout

Servic

e a

nim

als

I hav

e lea

rned

that

disa

bled

peop

le ne

ed h

elp fr

om se

rvice

ani

mals

and

that

I di

sagr

ee w

ith th

e new

rule.

Peop

le th

at h

ave b

een

disa

bled

and

has a

serv

ice a

nim

al sh

ould

walk

in a

shop

/res

trau

nt a

nd n

ot b

e told

, “So

rry

only

dog

s and

min

iture

hor

eses

allo

wded

”, be

caus

e if y

ou h

ave a

serv

ice a

nim

al (b

esid

es a

dog

or m

initu

re h

orse

) to

com

fort

you

or h

elp y

ou y

ou m

ight h

ave t

o ask

som

one t

o do i

t for

you

.

Anim

als li

ke “C

apuc

hin

Mon

keys

are

won

derf

ul se

rvice

ani

mals

, not

ever

yone

agr

ees.

Capu

chin

s are

small

, eas

y to

tr

ain,

and

able

to b

ond,

Howe

ver t

hey

are s

till w

ild. O

ther

ani

mals

like

dolp

hins

and

snak

es ca

n be

a go

od w

ay to

ca

lm p

eople

dow

n wh

ile sw

imm

ing/

bein

g in

a bi

g cro

wd.

I thi

nk th

at if

ther

e is a

serv

ice a

nim

al th

at ca

n m

ake y

ou ca

lm or

help

you

, you

shou

ld n

ot b

e told

not

to h

ave i

t in

pub

lic.

Handout 2.12

Page 82

Und

erstanding

Prfic

ienc

y

Gra

de

8 A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

: P

en

nie

s S

TU

DE

NT

SA

MP

LE

C

ST

UD

EN

T R

ES

PO

NS

E

Should

We K

eep t

he P

enny?

Shou

ld w

e kee

p th

e pen

ny?

My

thou

ght o

n th

is ye

s, we

shou

ld k

eep

the p

enny

. The

re a

re m

any

thin

gs th

at w

ould

be

effec

ted i

f we g

ot ri

d of i

t. or

esa

mple

if we

got r

id of

the p

enny

then

the a

moun

t of m

oney

for t

hing

s wou

ld be

roun

ded u

p or d

own.

“. . .

a lun

ch bi

ll com

es ou

t to

., it

wou

ld be

roun

ded d

own

to

.5. I

f it w

as

., it

wo

uld be

roun

ded u

p to

.1,

his w

as st

ated

in th

e sec

ond s

ourc

e. Bu

t thi

s wou

ld be

mor

e like

a ta

beca

use m

ost

stor

es w

ould

roun

d up m

ore o

ften

then

not

so th

is wo

uld co

st pe

ople

milli

on ea

ch ye

ar.

he pe

nny i

s a bi

g par

t of

our h

istor

y too

. “he

firs

t pen

nies

, min

ted u

ntil

15

, wer

e ver

y lar

ge . .

.

he pe

nny h

as ch

ange

d ove

r the

year

s wi

th u

s. It

is als

o in

many

popu

lar id

ioms.

“a pe

nny f

or yo

ur th

ough

ts’ .

. . no

t one

red c

ent’.

lso

some

thin

gs fo

r e

samp

le pe

nny c

andy

.Bu

t the

coun

ter a

rgum

ent w

ould

also h

ave p

oints

. he

penn

y doe

s cos

t mor

e to m

ake t

han

it’s w

orth

, but

that

can

be fi

ed by

chan

ging h

ow it

’s ma

de.

lso m

ost o

f the

time

peop

le re

fuse

to h

ave i

t in

chan

ge an

d don

’t no

rmall

y us

e the

m.

But I

still

thin

k we s

hould

keep

the p

enny

. I fe

el th

is wa

y bec

ause

they

add u

p. pe

nny d

rive “

. . . r

aised

over

3

in

one w

eek

he

y rais

ed th

is mu

ch m

oney

beca

use p

eople

will

willin

gly gi

ve u

p pen

nies

beca

use y

ou ca

n’t bu

y muc

h wi

th th

em.

o don

atin

g the

m ad

ds u

p to a

lot of

mon

ey. B

ut if

you

had a

uat

er dr

ive n

ot m

any p

eople

will

dona

te

beca

use y

ou ca

n do

stuff

with

uat

ers.

In co

nclus

ion I

feel w

e sho

uld ke

ep th

e pen

ny. I

ts a

big pa

rt of

our h

istor

y and

is u

sed i

n co

mmon

phra

ses.

It ma

ybe

more

esp

enciv

e to m

ake t

han

it’s w

orth

but t

hat c

an be

fied

by be

ing m

ade o

ut of

diffe

rent

thin

gs.

avin

g up

penn

ies ca

n re

ally a

dd u

p. e t

ruely

nee

d the

penn

y.

Handout 2.13

Page 83

Und

erstanding

Prfic

ienc

y

Gra

de

8 A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

: P

en

nie

s S

TU

DE

NT

SA

MP

LE

D

ST

UD

EN

T R

ES

PO

NS

E

Why

shou

ld w

e kee

p th

e pen

ny w

hen

it co

sts m

ore t

han

it is

wort

h? T

he ob

viou

s solu

tion

woul

d be

to si

mply

re

mov

e the

pen

ny. “

The U

nite

d St

ates

gove

rnm

ent…

lost 6

0.2

mill

ion on

the p

rodu

ction

and

dist

ribut

ion of

pen

nies

…in

the 2

11 fi

scal

year

and t

he lo

sses

hav

e bee

n mo

untin

g

omme

r. I

t is c

learly

fooli

sh to

cont

inue

mak

ing

penn

ies w

hen

we ar

e los

ing m

illion

s eac

h ye

ar, m

illion

s tha

t cou

ld be

use

d to b

ette

r peo

ple’s

lives

. Ins

tead

we w

aste

it

on m

intin

g out

coin

s tha

t are

only

wor

th on

e cen

t.

The m

ain

reas

on w

hy w

e sho

uld

rem

ove t

he p

enny

is th

at it

was

tes b

oth

time a

nd m

oney

. “Hi

s stu

dy sh

ows t

hat

the t

ime w

aste

d on

coun

ting p

enni

es co

uld ad

d up t

o m

illion

per y

ear

an

cuso

. he

time

spen

t cou

ntin

g pe

nnies

shou

ld be

use

d m

uch

mor

e pro

duct

ively

and

imag

ine i

f tho

se bu

sines

ses c

ould

dona

te $

700

mill

ion to

char

ity.

Even

the D

epar

tmen

t of D

efens

e doe

sn’t

use p

enni

es a

nym

ore.

“For

over

30

year

s, pe

nnies

hav

en’t

been

use

d on

fore

ign m

ilita

ry ba

ses.

enni

es ar

e to

o hea

vy an

d are

not

cost

effec

tive t

o shi

p’ “

ancu

so. I

t is a

comp

lete

wast

e to c

ontin

ue u

sing p

enni

es, a

nd ev

en th

e mili

tary

agre

es. I

f suc

h a m

aor p

art o

f our

gove

rnme

nt re

fuse

s to u

se

penn

ies, t

he re

st of

us s

houl

d ta

ke th

e hin

t.

ome p

eople

thin

k tha

t rem

ovin

g the

penn

y is n

ot a

good

idea

in fe

ars o

f in

ation

and e

cono

mic p

roble

ms.

his

is no

t the

case

. “A

num

ber o

f cou

ntrie

s, in

cludi

ng A

ustr

alia,

new

Zeala

nd, b

razil

, Fin

land,

the N

ethe

rland

s, No

rway

, we

den,

witz

erlan

d, an

d Brit

ain, h

ave a

lread

y dro

pped

their

lowe

st-de

nomi

nate

d coin

s, wi

thou

t dire

cons

eue

nces

an

cuso

. If a

ll of t

hese

coun

tries

can

drop

their

lowe

st va

lue co

in w

ithou

t the

ir ec

onom

y coll

apsin

g, it

seem

s re

ason

able

to as

sume

that

we w

ould

be fi

ne to

o. ve

n mo

re pr

oof i

s tha

t an

ada h

as st

oppe

d min

ting o

ut pe

nnies

, an

d wi

th a

ll of

our c

ultu

ral,

econ

omic,

and

poli

tical

simila

rities

it w

ould

seem

that

it m

ay b

e bes

t for

us t

o sto

p pe

nny-p

rodu

cing t

oo.

ancu

so. I

f an

ada h

as fo

und e

noug

h va

lid re

ason

s to s

top m

intin

g the

penn

y, th

en w

e sh

ould

follo

w th

eir ex

ample

.

easin

g pro

duct

ion of

the p

enny

wou

ld sa

ve m

illion

s of d

ollar

s and

time

, and

could

mak

e peo

ple’s

lives

bette

r. Fe

ars o

f eco

nom

ic co

llaps

e are

unf

ound

ed. T

he cl

ear c

ours

e of a

ction

is to

rem

ove t

he p

enny

.

Handout 2.13

Page 84

Und

erstanding

Prfic

ienc

y

Gra

de

5 O

pin

ion

Pe

rfo

rma

nce

Ta

sk:

Se

rvic

e A

nim

als

S

TU

DE

NT

SA

MP

LE

C

ST

UD

EN

T R

ES

PO

NS

E

Did

you

know

that

peo

ple w

ith d

isabi

lities

are

lim

ited

to th

e kin

d of

serv

ice a

nim

als th

ey ca

n ha

ve in

pub

lic p

laces

?

In M

arch

201

1, th

is ne

w ru

le wa

s add

ed to

the A

mer

icans

with

Disa

bilit

ies A

ct (A

DA) s

o tha

t onl

y do

gs a

nd

min

iatu

re h

orse

s are

allo

wed.

I st

rong

ly a

gree

with

this

new

rule,

and

ther

e are

mul

tiple

reas

ons w

hy.

irst o

ff, an

d mos

t imp

orta

ntly,

if an

y kin

d of a

nima

l was

allow

ed to

be a

serv

ice an

imal,

it co

uld be

a da

nger

to

peo

ple a

nd ot

her a

nim

als. P

eople

coul

d br

ing a

ll ki

nds o

f dan

gero

us a

nim

als w

ith th

em in

pub

lic p

laces

like

po

rcup

ines

, cob

ras,

tiger

s, or

goril

las.

In S

ourc

e #1

it st

ates

“For

exam

ple, a

mon

key

coul

d su

dden

ly h

urt a

per

son

if it

got a

ngry

or fr

ighte

ned

for s

ome r

easo

n.”

Acco

rdin

g to A

pril

Trui

tt wh

o wor

ks fo

r the

Prim

ate R

esuc

e Cen

ter

“…it

is po

ssib

le fo

r cap

uchi

ns to

bec

ome v

iolen

t sud

denl

y an

d th

is ca

n be

a d

ange

r to t

heir

owne

rs a

nd ot

hers

.”

Busin

ess o

wner

s can

not h

ave a

nim

als in

their

pub

lic p

laces

who

hur

t oth

ers o

r bec

ome v

iolen

t sud

denl

y an

d th

at

is wh

y no

t eve

ry k

ind

of a

nim

al sh

ould

be a

llowe

d as

a se

rvice

ani

mal.

In

Sour

ce #

3 it

says

“Dog

s and

min

iatu

re

hors

es, h

owev

er, a

re ta

me.

The

y ha

ve b

een

used

as p

ets f

or h

undr

eds o

f yea

rs.

They

list

en to

com

man

ds. B

oth

dogs

an

d m

inia

ture

hor

ses a

re tr

aine

d to

guid

e the

blin

d. T

hese

ani

mals

can

be tr

uste

d by

pet

owne

rs a

nd b

usin

ners

ow

ners

.” T

his i

s why

only

dog

s and

min

iatu

re h

orse

s sho

uld

be a

llowe

d in

pub

lic p

laces

. T

hey

are n

ot d

ange

rous

to

peop

le an

d ot

her a

nim

als.

Seco

ndly,

if ot

her k

inds

of a

nim

als a

re a

llowe

d to

be s

ervi

ce a

nim

als, t

here

coul

d be

dise

ases

spre

ad in

a p

lace

of bu

sines

s. In

ou

rce

3 it

stat

es “

or e

ample

, bird

s cou

ld lea

ve dr

oppin

gs on

a st

ore

oor.

hi

s cre

ates

an

unhe

althy

setti

ng fo

r oth

ers.

If t

hese

bird

s lea

ve th

eir po

op on

the

oor,

it wi

ll mea

n bu

sines

s own

ers h

ave t

o be

very

care

ful t

o clea

n up

the m

ess s

o tha

t peo

ple go

ing t

here

don’t

get s

ick. I

t also

says

in

ourc

e 3

that

“iff

eren

t an

imals

carr

y ce

rtai

n di

seas

es.”

If p

eople

are

allo

wed

to b

ring i

n pi

gs, b

irds,

and

lizar

ds, t

hose

ani

mals

can

spre

ad

dise

ases

to ot

her c

usto

mer

s. D

ogs a

nd m

inia

ture

hor

ses a

re ta

me p

ets a

nd w

ould

not

spre

ad d

iseas

e the

way

thes

e ot

her a

nim

als co

uld.

CO

NT

INU

ED

ON

PA

GE

2

Handout 2.14

Page 85

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Busin

ess o

wner

s wou

ld b

e hur

t if t

hey

were

allo

wed

to h

ave a

ll ty

pes o

f ser

vice

ani

mals

ente

r the

ir pla

ce of

bu

sines

s. A

nim

als w

ho a

re a

dan

ger t

o peo

ple a

nd ot

her a

nim

als co

uld

beco

me v

iolen

t and

hur

t oth

er p

eople

who

co

me t

o tha

t plac

e of b

usin

ess.

The

se b

usin

ess o

wner

s cou

ld b

e sue

d. Al

so, t

here

are

laws

in p

lace a

bout

kee

ping

a

rest

aura

nt cl

ean

so th

at fo

od ca

n be

serv

ed th

ere a

nd p

eople

don

’t ge

t sick

. W

ithou

t the

new

serv

ice a

nim

al law

, pe

ople

coul

d br

ing a

ll ty

pes o

f ani

mals

who

carr

y an

d sp

read

dise

ases

. Th

ese b

usin

ess o

wner

s cou

ld h

ave t

heir

rest

aura

nts s

hut d

own

and h

ave t

o pay

fine

s to r

eope

n.In

conc

lusion

, I st

rong

ly be

lieve

that

II

sh

ould

be al

lowed

to w

ork a

s ser

vice a

nima

ls in

publi

c plac

es.

ther

type

s of a

nima

ls ca

n be

da

nger

ous a

nd sp

read

dise

ases

. Th

ese a

re h

uge r

easo

ns w

hy th

is ne

w ru

le is

the b

est.

We m

ust p

rote

ct p

eople

and

bu

sines

ses.

CO

NT

INU

ED

FR

OM

PA

GE

1

Gra

de

5 O

pin

ion

Pe

rfo

rma

nce

Ta

sk

: S

tud

en

t S

am

ple

C

ST

UD

EN

T R

ES

PO

NS

E

Handout 2.14

Page 86

Und

erstanding

Prfic

ienc

y

4 POINTSTh

e stu

dent

’s re

spon

se h

as a

clear

and

effe

ctive

org

aniza

tiona

l stru

cture

that

is m

ainta

ined

from

beg

inni

ng to

end.

The o

pini

on is

conv

eyed

in a

purp

osef

ul w

ay in

the i

ntro

ducti

on; t

he el

abor

atio

n fo

llows

a lo

gica

l pro

gres

sion

of id

eas;

and

it is

reite

rate

d cle

arly

in th

e con

clusio

n. Th

e que

stion

in th

e int

rodu

ction

(“Di

d yo

u kn

ow th

at p

eopl

e with

disa

bilit

ies ar

e lim

ited

to th

e kin

d of

serv

ice an

imals

they

can

have

in p

ublic

plac

es?”

) effe

ctive

ly in

trodu

ces t

he to

pic a

nd se

rves

to h

ook t

he re

ader

.

The t

rans

ition

al str

ateg

ies ar

e var

ied, a

nd th

e rep

eate

d us

e of t

he n

umbe

ring

strat

egy i

n th

e sec

ond

and

third

par

agra

phs

(“Firs

t off,”

“Sec

ondl

y”) g

ive th

e res

pons

e a co

hesiv

e fee

l.

Over

all, t

he o

rgan

izatio

nal s

tructu

re su

ppor

ts a s

trong

resp

onse

and

earn

s a sc

ore o

f 4.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Org

an

iza

tio

n a

nd

Pu

rpo

se

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

C

Handout 2.14

Page 87

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 O

rga

niz

ati

on

an

d P

urp

ose

: S

co

re 4

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

C

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

ORGANIZATION/PURPOSE

The r

espo

nse h

as a

clear

an

d ef

fecti

ve o

rgan

izatio

nal

struc

ture

, cre

atin

g a s

ense

of

unity

and

com

plet

enes

s. Th

e or

gani

zatio

n is

susta

ined

bet

ween

an

d wi

thin

par

agra

phs.

The

resp

onse

is co

nsist

ently

and

purp

osef

ully

focu

sed:

•

opin

ion

is in

trodu

ced,

clea

rly

com

mun

icate

d, an

d th

e foc

us is

str

ongl

y main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

cons

isten

t use

of a

varie

ty o

f tra

nsiti

onal

strat

egies

to cl

arify

th

e rela

tions

hips

bet

ween

and

amon

g id

eas

•

effe

ctive

intro

ducti

on

and

conc

lusio

n•

logi

cal p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; st

rong

co

nnec

tions

bet

ween

and

amon

g id

eas w

ith so

me

synt

actic

varie

ty

The r

espo

nse h

as an

evid

ent

orga

niza

tiona

l stru

cture

and

a se

nse o

f com

plet

enes

s. Th

ough

th

ere m

ay b

e min

or fl

aws,

they

do

not

inte

rfere

with

the o

vera

ll co

here

nce.

The o

rgan

izatio

n is

adeq

uate

ly su

stain

ed b

etwe

en

and

with

in p

arag

raph

s. Th

e re

spon

se is

gen

erall

y foc

used

:

•

opin

ion

is cle

ar, a

nd th

e foc

us is

m

ostly

main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

adeq

uate

use

of t

rans

ition

al str

ateg

ies w

ith so

me v

ariet

y to

clarif

y rela

tions

hips

bet

ween

an

d am

ong

idea

s•

adeq

uate

intro

ducti

on

and

conc

lusio

n•

adeq

uate

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

ad

equa

te co

nnec

tions

bet

ween

an

d am

ong

idea

s

The r

espo

nse h

as an

inco

nsist

ent

orga

niza

tiona

l stru

cture

. Som

e fla

ws ar

e evid

ent,

and

som

e id

eas m

ay b

e loo

sely

conn

ecte

d.

The o

rgan

izatio

n is

som

ewha

t su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

may

ha

ve a

min

or d

rift i

n fo

cus:

•

opin

ion

may

be s

omew

hat

uncle

ar, o

r the

focu

s may

be

insu

fficie

ntly

susta

ined

for t

he

purp

ose a

nd/o

r aud

ience

•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

•

intro

ducti

on o

r con

clusio

n, if

pr

esen

t, m

ay b

e wea

k•

unev

en p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; an

d/or

fo

rmul

aic; in

cons

isten

t or

uncle

ar co

nnec

tions

bet

ween

an

d am

ong

idea

s

The r

espo

nse h

as lit

tle o

r no

disc

erni

ble o

rgan

izatio

nal

struc

ture

. The

resp

onse

may

be

relat

ed to

the o

pini

on b

ut m

ay

prov

ide l

ittle

or n

o fo

cus:

•

opin

ion

may

be c

onfu

sing

or

ambi

guou

s; re

spon

se m

ay b

e to

o br

ief o

r the

focu

s may

drif

t fro

m th

e pur

pose

and/

or au

dien

ce•

few

or n

o tra

nsiti

onal

strat

egies

ar

e evid

ent

•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

•

frequ

ent e

xtra

neou

s ide

as m

ay

be ev

iden

t; id

eas m

aybe

ra

ndom

ly or

dere

d or

hav

e an

uncle

ar p

rogr

essio

n

•

Insu

fficie

nt

(inclu

des

copi

ed te

xt)

•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

4-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.14

Page 88

Und

erstanding

Prfic

ienc

y

4 POINTSTh

is re

spon

se p

rovid

es th

orou

gh an

d co

nvin

cing

evid

ence

supp

ortin

g th

e opi

nion

that

onl

y dog

s and

min

iatur

e hor

ses s

houl

d be

all

owed

as se

rvice

anim

als in

pub

lic p

laces

.

Ther

e is c

lear i

nteg

ratio

n of

the s

ourc

e mat

erial

to su

ppor

t the

opi

nion

, and

the s

tude

nt ev

en in

clude

s a st

atem

ent t

o no

te th

e cr

edib

ility o

f an

expe

rt fro

m th

e arti

cle: “

Acco

rdin

g to

Apr

il Tru

itt w

ho w

orks

for t

he P

rimat

e Res

uce C

ente

r . . .

.” In

addi

tion,

co

mpr

ehen

sive e

viden

ce is

pro

vided

to su

ppor

t the

idea

that

oth

er se

rvice

anim

als sh

ould

not

be i

nclu

ded

in th

is law

. All o

f the

ev

iden

ce u

sed

is re

levan

t, sp

ecifi

c, an

d in

tegr

ated

into

the r

espo

nse,

with

mul

tiple

piec

es o

f evid

ence

use

d to

supp

ort e

ach

face

t of

the o

pini

on.

Elab

orat

ive te

chni

ques

are e

ffecti

vely

used

thro

ugho

ut th

e res

pons

e. Fo

r exa

mpl

e, in

par

agra

ph 2,

the s

tude

nt q

uote

s two

sta

tem

ents

from

sour

ce 1

and

then

use

s tha

t inf

orm

atio

n to

infe

r tha

t “Bu

sines

s own

ers c

anno

t hav

e ani

mals

in th

eir p

ublic

plac

es

who

hurt

othe

rs o

r bec

ome v

iolen

t sud

denl

y and

that

is w

hy n

ot ev

ery k

ind

of an

imal

shou

ld b

e allo

wed

as a

serv

ice an

imal.

” Th

e stu

dent

sand

wich

es q

uota

tions

effe

ctive

ly th

roug

hout

the r

espo

nse b

y int

rodu

cing

the q

uota

tion,

stat

ing

the q

uota

tion,

and

conc

ludi

ng w

ith an

expl

anat

ion

of h

ow th

e quo

tatio

n pr

ovid

es su

ppor

t for

the o

vera

ll opi

nion

. In

addi

tion,

the s

tude

nt p

rovid

es

an el

abor

ative

par

agra

ph ab

out h

ow b

usin

ess o

wner

s wou

ld b

e im

pacte

d if

all ty

pes o

f ser

vice a

nim

als w

ere a

llowe

d.

The s

tyle

used

is ef

fecti

ve an

d he

lps t

o en

hanc

e the

cont

ent o

f the

writ

ing.

The s

tude

nt u

ses t

erm

s app

ropr

iate t

o op

inio

n wr

iting

, su

ch as

“I st

rong

ly ag

ree .

. .,” “

I stro

ngly

belie

ve . .

.,” an

d “.

. . th

ere a

re m

ultip

le re

ason

s why

.” Mos

t of t

he vo

cabu

lary u

sed

is cle

arly

appr

opria

te fo

r the

audi

ence

and

purp

ose;

howe

ver,

at ti

mes

the l

angu

age c

ould

be m

ore p

recis

e—fo

r exa

mpl

e, in

the

sent

ence

“The

se ar

e hug

e rea

sons

why

this

new

rule

is th

e bes

t.”

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Ev

ide

nce

an

d E

lab

ora

tio

n

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

C

Handout 2.14

Page 89

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 E

vid

en

ce

an

d E

lab

ora

tio

n:

Sco

re 4

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

C

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

Evidence/Elaboration

The r

espo

nse p

rovid

es th

orou

gh

and

conv

incin

g ela

bora

tion

of

the s

uppo

rt/ev

iden

ce fo

r the

op

inio

n an

d su

ppor

ting

idea

(s)

that

inclu

des t

he ef

fecti

ve u

se o

f so

urce

mat

erial

. The

resp

onse

cle

arly

and

effe

ctive

ly de

velo

ps

idea

s, us

ing

prec

ise la

ngua

ge:

•

com

preh

ensiv

e evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

, rele

vant

, an

d sp

ecifi

c•

clear

cita

tions

or a

ttrib

utio

n of

so

urce

mat

erial

•

effe

ctive

use

of a

varie

ty o

f ela

bora

tive t

echn

ique

s*•

voca

bular

y is c

learly

ap

prop

riate

for t

he au

dien

ce

and

purp

ose

•

effe

ctive

, app

ropr

iate s

tyle

enha

nces

cont

ent

The r

espo

nse p

rovid

es ad

equa

te

elabo

ratio

n of

the s

uppo

rt/ev

iden

ce fo

r the

opi

nion

and

supp

ortin

g id

ea(s)

that

inclu

des

the u

se o

f sou

rce m

ater

ial. T

he

resp

onse

adeq

uate

ly de

velo

ps

idea

s, em

ploy

ing

a mix

of p

recis

e wi

th m

ore g

ener

al lan

guag

e:

•

adeq

uate

evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

and

relev

ant,

yet m

ay b

e gen

eral

•

adeq

uate

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

adeq

uate

use

of s

ome

elabo

rativ

e tec

hniq

ues*

•

voca

bular

y is g

ener

ally

appr

opria

te fo

r the

audi

ence

an

d pu

rpos

e•

gene

rally

appr

opria

te st

yle

is ev

iden

t

The r

espo

nse p

rovid

es u

neve

n,

curs

ory e

labor

atio

n of

the

supp

ort/e

viden

ce fo

r the

opi

nion

an

d su

ppor

ting

idea

(s) th

at

inclu

des p

artia

l or u

neve

n us

e of

sour

ce m

ater

ial. T

he re

spon

se

deve

lops

idea

s une

venl

y, us

ing

simpl

istic

langu

age:

•

som

e evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

may

be w

eakly

in

tegr

ated

, impr

ecise

, re

petit

ive, v

ague

, and

/or c

opied

•

weak

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

weak

or u

neve

n us

e of

elabo

rativ

e tec

hniq

ues*

; de

velo

pmen

t may

cons

ist

prim

arily

of s

ourc

e sum

mar

y•

voca

bular

y use

is u

neve

n or

so

mew

hat i

neffe

ctive

for t

he

audi

ence

and

purp

ose

•

inco

nsist

ent o

r wea

k atte

mpt

to

crea

te ap

prop

riate

style

The r

espo

nse p

rovid

es m

inim

al ela

bora

tion

of th

e sup

port/

evid

ence

for t

he o

pini

on an

d su

ppor

ting

idea

(s) th

at in

clude

s lit

tle o

r no

use o

f sou

rce m

ater

ial.

The r

espo

nse i

s vag

ue, la

cks

clarit

y, or

is co

nfus

ing:

•

evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce m

ater

ial is

m

inim

al, ir

relev

ant,

abse

nt,

inco

rrectl

y use

d, o

r pr

edom

inan

tly co

pied

•

insu

fficie

nt u

se o

f cita

tions

or

attri

butio

n to

sour

ce m

ater

ial•

min

imal,

if an

y, us

e of

elabo

rativ

e tec

hniq

ues*

•

voca

bular

y is l

imite

d or

in

effe

ctive

for t

he au

dien

ce

and

purp

ose

•

little

or n

o ev

iden

ce o

f ap

prop

riate

style

•

Insu

fficie

nt

(inclu

des

copi

ed te

xt)

•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

*Elab

orat

ive te

chni

ques

may

inclu

de th

e use

of p

erso

nal e

xper

ience

s tha

t sup

port

the c

ontro

lling/

main

idea

4-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.14

Page 90

Und

erstanding

Prfic

ienc

y

2 POINTSTh

e stu

dent

’s re

spon

se d

emon

strat

es a

stron

g co

mm

and

of co

nven

tions

. The

re ar

e a m

inor

spell

ing

erro

rs, b

ut th

ese d

o no

t af

fect

the r

eada

bilit

y of t

he o

pini

on p

iece a

nd ar

e pro

porti

onall

y ver

y few

whe

n co

mpa

red

to th

e am

ount

of w

ords

with

com

plex

sp

ellin

g pa

ttern

s tha

t are

spell

ed co

rrectl

y. Th

e res

pons

e inc

lude

s a va

riety

of s

ente

nce f

orm

atio

ns w

hich

enha

nce i

ts ov

erall

style

an

d de

mon

strat

es th

at th

e stu

dent

und

ersta

nds r

ules

of g

ram

mar

, pun

ctuat

ion,

and

capi

taliz

atio

n. O

vera

ll, th

e res

pons

e ear

ns a

scor

e of 2

.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Co

nv

en

tio

ns

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

C

Handout 2.14

Page 91

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 C

on

ve

nti

on

s:

Sco

re 2

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

C

SC

OR

E2

PO

INT

S1

PO

INT

0 P

OIN

TS

NS

CONVENTIONS

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

•ad

equa

te us

e of c

orre

ct se

nten

ce

form

atio

n, pu

nctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

•

limite

d us

e of c

orre

ct se

nten

ce fo

rmat

ion,

pu

nctu

atio

n, ca

pita

lizat

ion,

gram

mar

us

age,

and

spell

ing

The r

espo

nse d

emon

strat

es lit

tle o

r no

com

man

d of c

onve

ntio

ns:

•

infre

quen

t use

of c

orre

ct se

nten

ce

form

atio

n, pu

nctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

•

Insu

fficie

nt (i

nclu

des

copi

ed te

xt)

•

In a

langu

age o

ther

th

an En

glish

•

Off-t

opic

•

Off-p

urpo

se

2-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.14

Page 92

Und

erstanding

Prfic

ienc

y

Gra

de

5 O

pin

ion

Pe

rfo

rma

nce

Ta

sk:

Se

rvic

e A

nim

als

S

TU

DE

NT

SA

MP

LE

D

ST

UD

EN

T R

ES

PO

NS

E

Opin

ion a

bout

Servic

e a

nim

als

I hav

e lea

rned

that

disa

bled

peop

le ne

ed h

elp fr

om se

rvice

ani

mals

and

that

I di

sagr

ee w

ith th

e new

rule.

Peop

le th

at h

ave b

een

disa

bled

and

has a

serv

ice a

nim

al sh

ould

walk

in a

shop

/res

trau

nt a

nd n

ot b

e told

, “So

rry

only

dog

s and

min

iture

hor

eses

allo

wded

”, be

caus

e if y

ou h

ave a

serv

ice a

nim

al (b

esid

es a

dog

or m

initu

re h

orse

) to

com

fort

you

or h

elp y

ou y

ou m

ight h

ave t

o ask

som

one t

o do i

t for

you

.

Anim

als li

ke “C

apuc

hin

Mon

keys

are

won

derf

ul se

rvice

ani

mals

, not

ever

yone

agr

ees.

Capu

chin

s are

small

, eas

y to

tr

ain,

and

able

to b

ond,

Howe

ver t

hey

are s

till w

ild. O

ther

ani

mals

like

dolp

hins

and

snak

es ca

n be

a go

od w

ay to

ca

lm p

eople

dow

n wh

ile sw

imm

ing/

bein

g in

a bi

g cro

wd.

I thi

nk th

at if

ther

e is a

serv

ice a

nim

al th

at ca

n m

ake y

ou ca

lm or

help

you

, you

shou

ld n

ot b

e told

not

to h

ave i

t in

pub

lic.

Handout 2.14

Page 93

Und

erstanding

Prfic

ienc

y

2 POINTSTh

is re

spon

se h

as an

org

aniza

tiona

l stru

cture

that

is in

cons

isten

t and

onl

y som

ewha

t sus

tain

ed.

The o

pini

on is

stat

ed in

the i

ntro

ducti

on (“

I disa

gree

with

the n

ew ru

le”) b

ut la

cks e

xplan

atio

n re

gard

ing

what

the r

ule i

s, th

us

weak

enin

g th

e int

rodu

ction

. The

conc

lusio

n re

itera

tes t

he o

pini

on w

ith m

ore d

etail

than

the i

ntro

ducti

on, b

ut th

e wor

ding

is a

uncle

ar (“

. . . if

ther

e is a

serv

ice an

imal

that

can

mak

e you

calm

or h

elp yo

u, yo

u sh

ould

not

be t

old

not t

o ha

ve it

in p

ublic

.”).

The f

ocus

is in

suffi

cient

ly su

stain

ed fo

r the

audi

ence

and

purp

ose.

The s

econ

d pa

ragr

aph

atte

mpt

s to

com

mun

icate

the i

dea t

hat

peop

le wh

o ha

ve se

rvice

anim

als o

ther

than

dog

s or h

orse

s may

nee

d to

ask a

stra

nger

for h

elp, w

hen

in p

ublic

, if th

eir an

imal

is no

t allo

wed,

but

the w

riter

doe

s not

clar

ify th

e exp

lanat

ion

until

the e

nd o

f the

par

agra

ph. A

dditi

onall

y, th

ere i

s a d

rift i

n fo

cus i

n pa

ragr

aph

3 whe

n th

e stu

dent

disc

usse

s tha

t the

capu

chin

mon

key i

s wild

, the

n ju

mps

to th

e ide

a tha

t dol

phin

s and

snak

es ca

n “c

alm p

eopl

e dow

n.”

Tran

sitio

nal s

trate

gies

are n

ot ev

iden

t, an

d th

ere i

s an

uncle

ar p

rogr

essio

n of

idea

s acr

oss t

he re

spon

se. W

hile

the t

opic

of

para

grap

h 2 i

s alig

ned

with

the o

pini

on, p

arag

raph

3 ve

ers i

n fo

cus,

disc

ussin

g ho

w th

e cap

uchi

n m

onke

y can

be “

wond

erfu

l” bu

t “s

till w

ild.” T

he st

uden

t doe

s not

conn

ect t

his i

dea t

o di

sagr

eein

g wi

th th

e new

rule.

Holis

ticall

y, th

e bes

t sco

re fo

r thi

s res

pons

e is a

2.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Org

an

iza

tio

n a

nd

Pu

rpo

se

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

D

Handout 2.14

Page 94

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 O

rga

niz

ati

on

an

d P

urp

ose

: S

co

re 2

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

D

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

ORGANIZATION/PURPOSE

The r

espo

nse h

as a

clear

an

d ef

fecti

ve o

rgan

izatio

nal

struc

ture

, cre

atin

g a s

ense

of

unity

and

com

plet

enes

s. Th

e or

gani

zatio

n is

susta

ined

bet

ween

an

d wi

thin

par

agra

phs.

The

resp

onse

is co

nsist

ently

and

purp

osef

ully

focu

sed:

•

opin

ion

is in

trodu

ced,

clea

rly

com

mun

icate

d, an

d th

e foc

us is

str

ongl

y main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

cons

isten

t use

of a

varie

ty o

f tra

nsiti

onal

strat

egies

to cl

arify

th

e rela

tions

hips

bet

ween

and

amon

g id

eas

•

effe

ctive

intro

ducti

on

and

conc

lusio

n•

logi

cal p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; st

rong

co

nnec

tions

bet

ween

and

amon

g id

eas w

ith so

me

synt

actic

varie

ty

The r

espo

nse h

as an

evid

ent

orga

niza

tiona

l stru

cture

and

a se

nse o

f com

plet

enes

s. Th

ough

th

ere m

ay b

e min

or fl

aws,

they

do

not

inte

rfere

with

the o

vera

ll co

here

nce.

The o

rgan

izatio

n is

adeq

uate

ly su

stain

ed b

etwe

en

and

with

in p

arag

raph

s. Th

e re

spon

se is

gen

erall

y foc

used

:

•

opin

ion

is cle

ar, a

nd th

e foc

us is

m

ostly

main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

adeq

uate

use

of t

rans

ition

al str

ateg

ies w

ith so

me v

ariet

y to

clarif

y rela

tions

hips

bet

ween

an

d am

ong

idea

s•

adeq

uate

intro

ducti

on

and

conc

lusio

n•

adeq

uate

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

ad

equa

te co

nnec

tions

bet

ween

an

d am

ong

idea

s

The r

espo

nse h

as an

inco

nsist

ent

orga

niza

tiona

l stru

cture

. Som

e fla

ws ar

e evid

ent,

and

som

e id

eas m

ay b

e loo

sely

conn

ecte

d.

The o

rgan

izatio

n is

som

ewha

t su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

may

ha

ve a

min

or d

rift i

n fo

cus:

•

opin

ion

may

be s

omew

hat

uncle

ar, o

r the

focu

s may

be

insu

fficie

ntly

susta

ined

for t

he

purp

ose a

nd/o

r aud

ience

•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

•

intro

ducti

on o

r con

clusio

n, if

pr

esen

t, m

ay b

e wea

k•

unev

en p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; an

d/or

fo

rmul

aic; in

cons

isten

t or

uncle

ar co

nnec

tions

bet

ween

an

d am

ong

idea

s

The r

espo

nse h

as lit

tle o

r no

disc

erni

ble o

rgan

izatio

nal

struc

ture

. The

resp

onse

may

be

relat

ed to

the o

pini

on b

ut m

ay

prov

ide l

ittle

or n

o fo

cus:

•

opin

ion

may

be c

onfu

sing

or

ambi

guou

s; re

spon

se m

ay b

e to

o br

ief o

r the

focu

s may

drif

t fro

m th

e pur

pose

and/

or au

dien

ce•

few

or n

o tra

nsiti

onal

strat

egies

ar

e evid

ent

•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

•

frequ

ent e

xtra

neou

s ide

as m

ay

be ev

iden

t; id

eas m

aybe

ra

ndom

ly or

dere

d or

hav

e an

uncle

ar p

rogr

essio

n

•

Insu

fficie

nt(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

4-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.14

Page 95

Und

erstanding

Prfic

ienc

y

1 POINTTh

e stu

dent

com

mun

icate

s disa

gree

men

t with

this

new

rule

and

elabo

rate

s tha

t “if

you

have

a se

rvice

anim

al (b

esid

es a

dog

or a

min

iture

hor

se) t

o co

mfo

rt yo

u or

help

you

you

mig

ht h

ave t

o as

k som

one t

o do

it fo

r you

.” Thi

s sta

tem

ent i

s not

pre

cise,

leavin

g ou

t im

porta

nt in

form

atio

n ab

out t

he n

ew la

w an

d ho

w it

woul

d im

pact

som

eone

who

had

a di

ffere

nt ty

pe o

f ser

vice a

nim

al.

As su

ch, t

he st

atem

ent p

rovid

es o

nly v

ague

supp

ort f

or th

e opi

nion

. Par

agra

ph 3

inclu

des a

par

tial q

uota

tion

from

a so

urce

(q

uota

tion

mar

ks ar

e onl

y pre

sent

at th

e beg

inni

ng o

f the

quo

tatio

n), a

nd it

is n

ot ac

cura

tely

copi

ed; in

addi

tion,

no

sour

ce is

cit

ed. M

ost i

mpo

rtant

ly, th

e evid

ence

inclu

ded

in p

arag

raph

3 do

es n

ot su

ppor

t the

opi

nion

(“Ho

weve

r the

y are

still

wild

.”). T

he

stude

nt fa

ils to

elab

orat

e on

this

evid

ence

and

inste

ad, in

the n

ext s

ente

nce,

prov

ides

unc

lear i

deas

abou

t oth

er se

rvice

anim

als

from

the s

ourc

es.

The v

ocab

ular

y use

d is

unev

en an

d so

mew

hat i

neffe

ctive

for a

udien

ce an

d pu

rpos

e. Th

e stu

dent

use

s wor

ds an

d ph

rase

s suc

h as

“disa

bled

,” “di

sagr

ee,” a

nd “s

ervic

e ani

mal”

; how

ever

, the

re ar

e sev

eral

insta

nces

in w

hich

the s

tude

nt d

oes n

ot u

se p

recis

e vo

cabu

lary (

e.g., “

you

shou

ld n

ot b

e tol

d no

t to

have

it in

pub

lic”;

“sho

uld

walk

in a

shop

/ res

traun

t and

not

be t

old”

).

Ther

e is a

n at

tem

pt to

crea

te st

yle, b

ut it

is u

neve

nly i

nteg

rate

d. Th

e res

pons

e inc

lude

s the

stud

ent p

ortra

ying

how

a sho

p ow

ner

woul

d ta

lk to

a pe

rson

with

disa

bilit

ies w

ho at

tem

pted

to b

ring

a diff

eren

t typ

e of s

ervic

e ani

mal

into

a sh

op/re

staur

ant b

y say

ing,

“‘S

orry

onl

y dog

s and

min

iture

hor

eses

allo

wded

.’” Ov

erall

, the

bes

t sco

re fo

r thi

s res

pons

e is a

1.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Ev

ide

nce

an

d E

lab

ora

tio

n

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

D

Handout 2.14

Page 96

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 E

vid

en

ce

an

d E

lab

ora

tio

n:

Sco

re 1

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

D

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

Evidence/Elaboration

The r

espo

nse p

rovid

es th

orou

gh

and

conv

incin

g ela

bora

tion

of

the s

uppo

rt/ev

iden

ce fo

r the

op

inio

n an

d su

ppor

ting

idea

(s)

that

inclu

des t

he ef

fecti

ve u

se o

f so

urce

mat

erial

. The

resp

onse

cle

arly

and

effe

ctive

ly de

velo

ps

idea

s, us

ing

prec

ise la

ngua

ge:

•

com

preh

ensiv

e evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

, rele

vant

, an

d sp

ecifi

c•

clear

cita

tions

or a

ttrib

utio

n of

so

urce

mat

erial

•

effe

ctive

use

of a

varie

ty o

f ela

bora

tive t

echn

ique

s*•

voca

bular

y is c

learly

ap

prop

riate

for t

he au

dien

ce

and

purp

ose

•

effe

ctive

, app

ropr

iate s

tyle

enha

nces

cont

ent

The r

espo

nse p

rovid

es ad

equa

te

elabo

ratio

n of

the s

uppo

rt/ev

iden

ce fo

r the

opi

nion

and

supp

ortin

g id

ea(s)

that

inclu

des

the u

se o

f sou

rce m

ater

ial. T

he

resp

onse

adeq

uate

ly de

velo

ps

idea

s, em

ploy

ing

a mix

of p

recis

e wi

th m

ore g

ener

al lan

guag

e:

•

adeq

uate

evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

and

relev

ant,

yet m

ay b

e gen

eral

•

adeq

uate

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

adeq

uate

use

of s

ome

elabo

rativ

e tec

hniq

ues*

•

voca

bular

y is g

ener

ally

appr

opria

te fo

r the

audi

ence

an

d pu

rpos

e•

gene

rally

appr

opria

te st

yle

is ev

iden

t

The r

espo

nse p

rovid

es u

neve

n,

curs

ory e

labor

atio

n of

the

supp

ort/e

viden

ce fo

r the

opi

nion

an

d su

ppor

ting

idea

(s) th

at

inclu

des p

artia

l or u

neve

n us

e of

sour

ce m

ater

ial. T

he re

spon

se

deve

lops

idea

s une

venl

y, us

ing

simpl

istic

langu

age:

•

som

e evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

may

be w

eakly

in

tegr

ated

, impr

ecise

, re

petit

ive, v

ague

, and

/or c

opied

•

weak

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

weak

or u

neve

n us

e of

elabo

rativ

e tec

hniq

ues*

; de

velo

pmen

t may

cons

ist

prim

arily

of s

ourc

e sum

mar

y•

voca

bular

y use

is u

neve

n or

so

mew

hat i

neffe

ctive

for t

he

audi

ence

and

purp

ose

•

inco

nsist

ent o

r wea

k atte

mpt

to

crea

te ap

prop

riate

style

The r

espo

nse p

rovid

es m

inim

al ela

bora

tion

of th

e sup

port/

evid

ence

for t

he o

pini

on an

d su

ppor

ting

idea

(s) th

at in

clude

s lit

tle o

r no

use o

f sou

rce m

ater

ial.

The r

espo

nse i

s vag

ue, la

cks

clarit

y, or

is co

nfus

ing:

•

evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce m

ater

ial is

m

inim

al, ir

relev

ant,

abse

nt,

inco

rrectl

y use

d, o

r pr

edom

inan

tly co

pied

•

insu

fficie

nt u

se o

f cita

tions

or

attri

butio

n to

sour

ce m

ater

ial•

min

imal,

if an

y, us

e of

elabo

rativ

e tec

hniq

ues*

•

voca

bular

y is l

imite

d or

in

effe

ctive

for t

he au

dien

ce

and

purp

ose

•

little

or n

o ev

iden

ce o

f ap

prop

riate

style

•

Insu

fficie

nt(in

clude

s co

pied

text

)•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

*Elab

orat

ive te

chni

ques

may

inclu

de th

e use

of p

erso

nal e

xper

ience

s tha

t sup

port

the c

ontro

lling/

main

idea

4-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.14

Page 97

Und

erstanding

Prfic

ienc

y

1 POINTTh

is re

spon

se d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

. Hol

istica

lly, t

his r

espo

nse h

as a

varie

ty o

f bas

ic er

rors

that

im

pede

the r

eadi

ng o

f the

resp

onse

and

are p

ropo

rtion

ally s

igni

fican

t, in

cludi

ng er

rors

in sp

ellin

g, se

nten

ce fo

rmat

ion,

and

subs

eque

nt p

unctu

atio

n an

d ca

pita

lizat

ion.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Co

nv

en

tio

ns

Gra

de

5 O

pin

ion

Pe

rfo

rm

an

ce

Ta

sk

: S

erv

ice

An

ima

ls

Stu

de

nt S

am

ple

D

Handout 2.14

Page 98

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

5 C

on

ve

nti

on

s:

Sco

re 1

O

PIN

ION

PE

RF

OR

MA

NC

E T

AS

K:

SE

RV

ICE

AN

IMA

LS

— S

TU

DE

NT

SA

MP

LE

D

SC

OR

E2

PO

INT

S1

PO

INT

0 P

OIN

TS

NS

CONVENTIONS

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

•ad

equa

te us

e of c

orre

ct se

nten

ce

form

atio

n, pu

nctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

•

limite

d us

e of c

orre

ct se

nten

ce fo

rmat

ion,

pu

nctu

atio

n, ca

pita

lizat

ion,

gram

mar

us

age,

and

spell

ing

The r

espo

nse d

emon

strat

es lit

tle o

r no

com

man

d of c

onve

ntio

ns:

•

infre

quen

t use

of c

orre

ct se

nten

ce

form

atio

n, pu

nctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

•

Insu

fficie

nt (i

nclu

des

copi

ed te

xt)

•

In a

langu

age o

ther

th

an En

glish

•

Off-t

opic

•

Off-p

urpo

se

2-P

oin

t O

pin

ion

Pe

rfo

rma

nce

Ta

sk W

riti

ng

Ru

bri

c (G

rad

es

3–

5)

Handout 2.14

Page 99

Und

erstanding

Prfic

ienc

y

Gra

de

8 A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

: P

en

nie

s S

TU

DE

NT

SA

MP

LE

C

ST

UD

EN

T R

ES

PO

NS

E

Should

We K

eep t

he P

enny?

Shou

ld w

e kee

p th

e pen

ny?

My

thou

ght o

n th

is ye

s, we

shou

ld k

eep

the p

enny

. The

re a

re m

any

thin

gs th

at w

ould

be

effec

ted i

f we g

ot ri

d of i

t. or

esa

mple

if we

got r

id of

the p

enny

then

the a

moun

t of m

oney

for t

hing

s wou

ld be

roun

ded u

p or d

own.

“. . .

a lun

ch bi

ll com

es ou

t to

., it

wou

ld be

roun

ded d

own

to

.5. I

f it w

as

., it

wo

uld be

roun

ded u

p to

.1,

his w

as st

ated

in th

e sec

ond s

ourc

e. Bu

t thi

s wou

ld be

mor

e like

a ta

beca

use m

ost

stor

es w

ould

roun

d up m

ore o

ften

then

not

so th

is wo

uld co

st pe

ople

milli

on ea

ch ye

ar.

he pe

nny i

s a bi

g par

t of

our h

istor

y too

. “he

firs

t pen

nies

, min

ted u

ntil

15

, wer

e ver

y lar

ge . .

.

he pe

nny h

as ch

ange

d ove

r the

year

s wi

th u

s. It

is als

o in

many

popu

lar id

ioms.

“a pe

nny f

or yo

ur th

ough

ts’ .

. . no

t one

red c

ent’.

lso

some

thin

gs fo

r e

samp

le pe

nny c

andy

.Bu

t the

coun

ter a

rgum

ent w

ould

also h

ave p

oints

. he

penn

y doe

s cos

t mor

e to m

ake t

han

it’s w

orth

, but

that

can

be fi

ed by

chan

ging h

ow it

’s ma

de.

lso m

ost o

f the

time

peop

le re

fuse

to h

ave i

t in

chan

ge an

d don

’t no

rmall

y us

e the

m.

But I

still

thin

k we s

hould

keep

the p

enny

. I fe

el th

is wa

y bec

ause

they

add u

p. pe

nny d

rive “

. . . r

aised

over

3

in

one w

eek

he

y rais

ed th

is mu

ch m

oney

beca

use p

eople

will

willin

gly gi

ve u

p pen

nies

beca

use y

ou ca

n’t bu

y muc

h wi

th th

em.

o don

atin

g the

m ad

ds u

p to a

lot of

mon

ey. B

ut if

you

had a

uat

er dr

ive n

ot m

any p

eople

will

dona

te

beca

use y

ou ca

n do

stuff

with

uat

ers.

In co

nclus

ion I

feel w

e sho

uld ke

ep th

e pen

ny. I

ts a

big pa

rt of

our h

istor

y and

is u

sed i

n co

mmon

phra

ses.

It ma

ybe

more

esp

enciv

e to m

ake t

han

it’s w

orth

but t

hat c

an be

fied

by be

ing m

ade o

ut of

diffe

rent

thin

gs.

avin

g up

penn

ies ca

n re

ally a

dd u

p. e t

ruely

nee

d the

penn

y.

Handout 2.15

Page 100

Und

erstanding

Prfic

ienc

y

2 POINTSTh

e stu

dent

’s cla

im in

this

essa

y is c

lear,

“Sho

uld

we ke

ep th

e pen

ny? M

y tho

ught

on

this

yes,

we sh

ould

keep

the p

enny

. The

re

are m

any t

hing

s tha

t wou

ld b

e effe

cted

if w

e got

rid

of t

he p

enny

how

ever

, the

focu

s of t

he st

uden

ts cl

aim is

insu

fficie

ntly

susta

ined

thro

ugho

ut th

e ess

ay. T

here

is a

lack o

f coh

esio

n th

roug

hout

the e

ssay

with

few

effe

ctive

tran

sitio

ns to

conn

ect o

r in

trodu

ce id

eas.

For e

xam

ple,

the w

riter

shift

s fro

m “i

f we g

ot ri

d of

the p

enny

then

the a

mou

nt o

f mon

ey fo

r thi

ngs w

ould

be

roun

ded

up o

r dow

n” in

to “T

he p

enny

is a

big

part

of o

ur h

istor

y too

” and

then

“It i

s also

in m

any p

opul

ar id

iom

s.” W

hile

the s

tude

nt d

oes u

se so

me t

rans

ition

al ph

rase

s (“B

ut,” ”

Also

”), th

ere i

s litt

le va

riety

and

no p

artic

ular

sequ

ence

out

lined

th

roug

h th

eir u

se. T

he st

uden

t atte

mpt

s to

inclu

de an

alte

rnat

e and

opp

osin

g ar

gum

ent (

“The

pen

ny d

oes c

ost m

ore t

o m

ake

than

it’s

worth

. . .”)

; how

ever

, the

argu

men

t is n

ot ad

equa

tely

addr

esse

d or

coun

tere

d. T

he w

riter

doe

s inc

lude

a co

nclu

sion

that

atte

mpt

s to

sum

mar

ize th

eir cl

aim: “

In co

nclu

sion

I fee

l we s

houl

d ke

ep th

e pen

ny. I

ts a b

ig p

art o

f our

hist

ory a

nd is

us

ed in

com

mon

phr

ases

. It m

aybe

mor

e esp

enciv

e to

mak

e tha

n it

s wor

th b

ut th

at ca

n be

fied

by b

eing

mad

e out

of

diffe

rent

thin

gs.”

Over

all, w

hile

som

e ind

icato

rs ve

ntur

e int

o th

e 3 ra

nge,

this

is a c

lear e

xam

ple o

f a 2

beca

use t

he re

spon

se h

as an

inco

nsist

ent

orga

niza

tiona

l stru

cture

with

evid

ent fl

aws.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Org

an

iza

tio

n a

nd

Pu

rpo

se

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

C

Handout 2.15

Page 101

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 O

rga

niz

ati

on

an

d P

urp

ose

: S

co

re 2

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E C

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

ORGANIZATION/PURPOSE

The r

espo

nse h

as a

clear

and

effe

ctive

org

aniza

tiona

l stru

cture

, cr

eatin

g a s

ense

of u

nity

and

com

plet

enes

s. Th

e org

aniza

-tio

n is

fully

susta

ined

bet

ween

an

d wi

thin

par

agra

phs.

The

resp

onse

is co

nsist

ently

and

purp

osef

ully

focu

sed:

•

claim

is in

trodu

ced,

clea

rly

com

mun

icate

d, an

d th

e foc

us is

str

ongl

y main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

cons

isten

t use

of a

varie

ty o

f tra

nsiti

onal

strat

egies

to cl

arify

th

e rela

tions

hips

bet

ween

and

amon

g id

eas

•

effe

ctive

intro

ducti

on an

d co

n-clu

sion

•

logi

cal p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; st

rong

co

nnec

tions

bet

ween

and

amon

g id

eas w

ith so

me

synt

actic

varie

ty•

alter

nate

and

oppo

sing

argu

men

t(s) a

re cl

early

ac

know

ledge

d or

addr

esse

d*

The r

espo

nse h

as an

evid

ent o

rga-

niza

tiona

l stru

cture

and

a sen

se o

f co

mpl

eten

ess.

Thou

gh th

ere m

ay

be m

inor

flaw

s, th

ey d

o no

t int

er-

fere

with

the o

vera

ll coh

eren

ce.

The o

rgan

izatio

n is

adeq

uate

ly su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

is

gene

rally

focu

sed:

•

claim

is cl

ear,

and

the f

ocus

is

mos

tly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

adeq

uate

use

of t

rans

ition

al str

ateg

ies w

ith so

me v

ariet

y to

clarif

y rela

tions

hips

bet

ween

an

d am

ong

idea

s•

adeq

uate

intro

ducti

on

and

conc

lusio

n•

adeq

uate

pro

gres

sion

of id

eas

from

beg

inni

ng to

end;

ad

equa

te co

nnec

tions

bet

ween

an

d am

ong

idea

s•

alter

nate

and

oppo

sing

argu

men

t(s) a

re ad

equa

tely

ackn

owled

ged

or ad

dres

sed*

The r

espo

nse h

as an

inco

nsist

ent

orga

niza

tiona

l stru

cture

. Som

e fla

ws ar

e evid

ent,

and

som

e id

eas m

ay b

e loo

sely

conn

ecte

d.

The o

rgan

izatio

n is

som

ewha

t su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

may

ha

ve a

min

or d

rift i

n fo

cus:

•

claim

may

be s

omew

hat

uncle

ar, o

r the

focu

s may

be

insu

fficie

ntly

susta

ined

for t

he

purp

ose a

nd/o

r aud

ience

•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and/

or lit

tle va

riety

•

intro

ducti

on o

r con

clusio

n, if

pr

esen

t, m

ay b

e wea

k•

unev

en p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d; an

d/or

fo

rmul

aic; in

cons

isten

t or

uncle

ar co

nnec

tions

am

ong

idea

s•

alter

nate

and

oppo

sing

argu

men

t(s) m

ay b

e con

fusin

g or

not

ackn

owled

ged

*

The r

espo

nse h

as lit

tle o

r no

dis-

cern

ible

orga

niza

tiona

l stru

cture

. Th

e res

pons

e may

be r

elate

d to

th

e clai

m b

ut m

ay p

rovid

e litt

le or

no

focu

s:

•

claim

may

be c

onfu

sing

or

ambi

guou

s; re

spon

se m

ay b

e to

o br

ief o

r the

focu

s may

drif

t fro

m th

e pur

pose

and/

or au

dien

ce•

few

or n

o tra

nsiti

onal

strat

egies

ar

e evid

ent

•

intro

ducti

on an

d/or

conc

lusio

n m

ay b

e miss

ing

•

frequ

ent e

xtra

neou

s ide

as m

ay

be ev

iden

t; id

eas m

ay b

e ra

ndom

ly or

dere

d or

hav

e un

clear

pro

gres

sion

•

alter

nate

and

oppo

sing

argu

men

t(s) m

ay n

ot b

e ac

know

ledge

d *

•

Insu

fficie

nt

(inclu

des

copi

ed te

xt)

•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

*Ack

nowl

edgi

ng an

d/or

addr

essin

g th

e opp

osin

g po

int o

f view

beg

ins a

t gra

de 7.

4-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.15

Page 102

Und

erstanding

Prfic

ienc

y

2 POINTSTh

e stu

dent

’s re

spon

se ea

rns a

scor

e of 2

bec

ause

the r

espo

nse i

nclu

des u

neve

n su

ppor

t for

the c

laim

. The

stud

ent i

nclu

des

evid

ence

from

the s

ourc

es, b

ut th

e stu

dent

’s us

e of e

labor

atio

n an

d cit

atio

ns is

inco

nsist

ent,

and

the s

tude

nt so

met

imes

use

s sim

plist

ic lan

guag

e. Th

e res

pons

e inc

lude

s som

e evid

ence

from

the s

ourc

es, b

ut th

e evid

ence

is o

ften

weak

ly in

tegr

ated

. For

e

ampl

e, th

e stu

dent

writ

es: “

The p

enny

is a

big

part

of o

ur h

istor

y too

. The

firs

t pen

nies

, min

ted

until

, w

ere v

ery l

arge

. .

.’ The

pen

ny h

as ch

ange

d ov

er th

e yea

rs w

ith u

s. It

is als

o in

man

y pop

ular

idio

ms.

‘“a p

enny

for y

our t

houg

hts”

. . . “

not o

ne

red

cent

”.’ Al

so so

met

hing

s for

exsa

mpl

e pen

ny ca

ndy.”

Whi

le th

e evid

ence

supp

orts

the s

tude

nt’s

claim

that

“The

pen

ny is

a bi

g pa

rt of

our

hist

ory t

oo,” t

he w

eak i

nteg

ratio

n m

akes

the s

uppo

rt les

s effe

ctive

. The

resp

onse

exhi

bits

weak

sour

ce ci

tatio

ns, a

s we

ll. Th

e firs

t piec

e of e

viden

ce, “

or e

sam

ple i

f we g

ot ri

d of

the p

enny

is at

tribu

ted

to th

e sec

ond

sour

ce, b

ut th

is is

the o

nly

insta

nce o

f exp

licit

citat

ion

in th

e res

pons

e. Al

l oth

er q

uota

tions

and

para

phra

sed

evid

ence

do

not r

efer

ence

sour

ce m

ater

ial,

which

is a

weak

use

of c

itatio

ns. T

he st

uden

t elab

orat

es o

n so

me e

viden

ce: “

The fi

rst p

enni

es, m

inte

d un

til

, wer

e ver

y lar

ge

. . .’ T

he p

enny

has

chan

ged

over

the y

ears

with

us.”

But

in o

ther

insta

nces

, the

resp

onse

sim

ply l

ists e

viden

ce w

ithou

t pro

vidin

g va

rious

met

hods

of e

ffecti

ve el

abor

atio

n. Th

eref

ore,

the s

tude

nt d

emon

strat

es a

parti

al an

d un

even

use

of s

ourc

e mat

erial

. The

stu

dent

’s ow

n wo

rds a

re to

o lim

ited

to cr

eate

an ap

prop

riate

style

, and

the v

ocab

ular

y the

stud

ent u

ses i

s une

ven

(man

y wor

ds

are a

ppro

priat

e—“c

ount

er ar

gum

ent,”

“willi

ngly,

” “ex

spen

cive”

—bu

t oth

ers a

re in

effe

ctive

for t

he au

dien

ce an

d pu

rpos

e—pr

onou

ns th

at d

o no

t agr

ee w

ith an

tece

dent

s: “s

tuff,”

“thi

ngs”

).

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Ev

ide

nce

an

d E

lab

ora

tio

n

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

C

Handout 2.15

Page 103

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 E

vid

en

ce a

nd

Ela

bo

rati

on

: S

co

re 2

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E C

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

Evidence/Elaboration

The r

espo

nse p

rovid

es th

orou

gh

and

conv

incin

g ela

bora

tion

of

the s

uppo

rt/ev

iden

ce fo

r the

cla

im an

d ar

gum

ent(s

) inc

ludi

ng

reas

oned

, in-d

epth

analy

sis

and

the e

ffecti

ve u

se o

f sou

rce

mat

erial

. The

resp

onse

clea

rly an

d ef

fecti

vely

deve

lops

idea

s, us

ing

prec

ise la

ngua

ge:

•

com

preh

ensiv

e evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

, rele

vant

, an

d sp

ecifi

c•

clear

cita

tions

or a

ttrib

utio

n to

so

urce

mat

erial

•

effe

ctive

use

of a

varie

ty o

f ela

bora

tive t

echn

ique

s*•

voca

bular

y is c

learly

ap

prop

riate

for t

he au

dien

ce

and

purp

ose

•

effe

ctive

, app

ropr

iate s

tyle

enha

nces

cont

ent

The r

espo

nse p

rovid

es ad

equa

te

elabo

ratio

n of

the s

uppo

rt/ev

iden

ce fo

r the

claim

and

argu

men

t(s) t

hat i

nclu

des

reas

oned

analy

sis an

d th

e use

of

sour

ce m

ater

ial. T

he re

spon

se

adeq

uate

ly de

velo

ps id

eas,

empl

oyin

g a m

ix of

pre

cise w

ith

mor

e gen

eral

langu

age:

•

adeq

uate

evid

ence

(fac

ts an

d de

tails

) fro

m th

e sou

rce

mat

erial

is in

tegr

ated

and

relev

ant,

yet m

ay b

e gen

eral

•

adeq

uate

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

adeq

uate

use o

f som

e ela

bora

tive t

echn

ique

s*•

voca

bular

y is g

ener

ally

appr

opria

te fo

r the

audi

ence

an

d pu

rpos

e•

gene

rally

appr

opria

te st

yle

is ev

iden

t

The r

espo

nse p

rovid

es u

neve

n,

curso

ry el

abor

atio

n of

the s

up-

port/

evid

ence

for t

he cl

aim an

d ar

gum

ent(s

) tha

t inc

lude

s som

e re

ason

ed an

alysis

and

parti

al or

un

even

use

of so

urce

mat

erial

. The

re

spon

se d

evelo

ps id

eas u

neve

nly,

usin

g sim

plist

ic lan

guag

e:

• so

me e

viden

ce (f

acts

and

deta

ils) f

rom

the s

ourc

e m

ater

ial m

ay b

e wea

kly

inte

grat

ed, im

prec

ise,

repe

titive

, vag

ue, a

nd/o

r cop

ied•

weak

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

• we

ak o

r une

ven

use o

f ela

bora

tive t

echn

ique

s*;

deve

lopm

ent m

ay co

nsist

pr

imar

ily of

sour

ce su

mm

ary o

r m

ay re

ly on

emot

iona

l app

eal

• vo

cabu

lary u

se is

une

ven

or

som

ewha

t inef

fecti

ve fo

r the

au

dien

ce an

d pu

rpos

e•

inco

nsist

ent o

r wea

k atte

mpt

tocr

eate

appr

opria

te st

yle

The r

espo

nse p

rovid

es m

inim

al ela

bora

tion

of th

e sup

port/

evid

ence

for t

he cl

aim an

d ar

gum

ent(s

) tha

t inc

lude

s litt

le or

no

use o

f sou

rce m

ater

ial. T

he

resp

onse

is va

gue,

lacks

clar

ity, o

r is

conf

usin

g:

• ev

iden

ce (f

acts

and

deta

ils)

from

the s

ourc

e mat

erial

is

min

imal,

irre

levan

t, abs

ent,

inco

rrectl

y use

d, o

r pr

edom

inan

tly co

pied

•

insu

fficie

nt u

se o

f cita

tions

or

attri

butio

n to

sour

ce m

ater

ial•

min

imal,

if an

y, us

e of

elabo

rativ

e tec

hniq

ues*

; em

otio

nal a

ppea

l m

ay d

omin

ate

• vo

cabu

lary i

s lim

ited

or

inef

fecti

ve fo

r the

audi

ence

an

d pu

rpos

e•

little

or n

o ev

iden

ce of

ap

prop

riate

style

•

Insu

fficie

nt

(inclu

des

copi

ed te

xt)

•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

*Elab

orat

ive te

chni

ques

may

inclu

de th

e use

of p

erso

nal e

xper

ience

s tha

t sup

port

the a

rgum

ent(s

).**

Gene

ral la

yere

d ela

bora

tion:

A se

nten

ce-to

-sen

tenc

e pro

gres

sion

of so

urce

-bas

ed ar

gum

ents,

facts

, det

ails,

and/

or so

urce

-bas

ed ev

iden

ce th

at g

ener

ally d

evelo

ps an

d su

ppor

ts th

e clai

m. S

ourc

e-ba

sed

evid

ence

, if

pres

ent,

may

be i

n th

e for

m o

f gen

eral

or im

prec

ise re

fere

nces

. Re-

orde

ring

of th

e tex

t mig

ht im

pair

the c

onne

ction

of i

deas

.

4-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.15

Page 104

Und

erstanding

Prfic

ienc

y

1 POINTTh

e stu

dent

dem

onstr

ates

a pa

rtial

com

man

d of

conv

entio

ns, w

ith a

num

ber o

f bas

ic er

rors

, inclu

ding

seve

ral r

epea

tedl

y m

isspe

lled

com

mon

wor

ds (

“qua

ter”,

“ ex

sam

ple”

, and

“Its”

) an

d so

me e

xam

ples

of i

ncor

rect

sent

ence

form

atio

n, “M

y th

ough

t on

this

yes.

ow

ever

, cor

rect

use o

f con

vent

ions

is n

ot “i

nfre

uent

and

the r

espo

nse e

arns

a sc

ore o

f o

n th

e co

nven

tions

rubr

ic.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Co

nv

en

tio

ns

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

C

Handout 2.15

Page 105

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 C

on

ve

nti

on

s:

Sco

re 1

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E C

SC

OR

E2

PO

INT

S1

PO

INT

0 P

OIN

TS

NS

CONVENTIONS

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

•

adeq

uate

use

of c

orre

ct se

nten

ce

form

atio

n, p

unctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

•

limite

d us

e of c

orre

ct se

nten

ce fo

rmat

ion,

pu

nctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar

usag

e, an

d sp

ellin

g

The r

espo

nse d

emon

strat

es lit

tle o

r no

com

man

d of c

onve

ntio

ns:

•

infre

quen

t use

of c

orre

ct se

nten

ce

form

atio

n, p

unctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

•

Insu

fficie

nt (i

nclu

des

copi

ed te

xt)

•

In a

langu

age o

ther

th

an En

glish

•

Off-t

opic

•

Off-p

urpo

se

Holis

tic Sc

orin

g:

•V

ari

ety

: A

rang

e of e

rrors

inclu

des s

ente

nce f

orm

atio

n, p

unctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar u

sage

, and

spell

ing.

•S

ev

eri

ty:

Basic

erro

rs ar

e mor

e hea

vily w

eight

ed th

an h

ighe

r-lev

el er

rors

.

•D

en

sity

: Th

e pro

porti

on o

f erro

rs to

the a

mou

nt o

f writ

ing

done

well

. Thi

s inc

lude

s the

ratio

of e

rrors

to th

e len

gth

of th

e piec

e.

2-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.15

Page 106

Und

erstanding

Prfic

ienc

y

Gra

de

8 A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

: P

en

nie

s S

TU

DE

NT

SA

MP

LE

D

ST

UD

EN

T R

ES

PO

NS

E

Why

shou

ld w

e kee

p th

e pen

ny w

hen

it co

sts m

ore t

han

it is

wort

h? T

he ob

viou

s solu

tion

woul

d be

to si

mply

re

mov

e the

pen

ny. “

The U

nite

d St

ates

gove

rnm

ent…

lost 6

0.2

mill

ion on

the p

rodu

ction

and

dist

ribut

ion of

pen

nies

…in

the 2

11 fi

scal

year

and t

he lo

sses

hav

e bee

n mo

untin

g

omme

r. I

t is c

learly

fooli

sh to

cont

inue

mak

ing

penn

ies w

hen

we ar

e los

ing m

illion

s eac

h ye

ar, m

illion

s tha

t cou

ld be

use

d to b

ette

r peo

ple’s

lives

. Ins

tead

we w

aste

it

on m

intin

g out

coin

s tha

t are

only

wor

th on

e cen

t.

The m

ain

reas

on w

hy w

e sho

uld

rem

ove t

he p

enny

is th

at it

was

tes b

oth

time a

nd m

oney

. “Hi

s stu

dy sh

ows t

hat

the t

ime w

aste

d on

coun

ting p

enni

es co

uld ad

d up t

o m

illion

per y

ear

an

cuso

. he

time

spen

t cou

ntin

g pe

nnies

shou

ld be

use

d m

uch

mor

e pro

duct

ively

and

imag

ine i

f tho

se bu

sines

ses c

ould

dona

te $

700

mill

ion to

char

ity.

Even

the D

epar

tmen

t of D

efens

e doe

sn’t

use p

enni

es a

nym

ore.

“For

over

30

year

s, pe

nnies

hav

en’t

been

use

d on

fore

ign m

ilita

ry ba

ses.

enni

es ar

e to

o hea

vy an

d are

not

cost

effec

tive t

o shi

p’ “

ancu

so. I

t is a

comp

lete

wast

e to c

ontin

ue u

sing p

enni

es, a

nd ev

en th

e mili

tary

agre

es. I

f suc

h a m

aor p

art o

f our

gove

rnme

nt re

fuse

s to u

se

penn

ies, t

he re

st of

us s

houl

d ta

ke th

e hin

t.

ome p

eople

thin

k tha

t rem

ovin

g the

penn

y is n

ot a

good

idea

in fe

ars o

f in

ation

and e

cono

mic p

roble

ms.

his

is no

t the

case

. “A

num

ber o

f cou

ntrie

s, in

cludi

ng A

ustr

alia,

new

Zeala

nd, b

razil

, Fin

land,

the N

ethe

rland

s, No

rway

, we

den,

witz

erlan

d, an

d Brit

ain, h

ave a

lread

y dro

pped

their

lowe

st-de

nomi

nate

d coin

s, wi

thou

t dire

cons

eue

nces

an

cuso

. If a

ll of t

hese

coun

tries

can

drop

their

lowe

st va

lue co

in w

ithou

t the

ir ec

onom

y coll

apsin

g, it

seem

s re

ason

able

to as

sume

that

we w

ould

be fi

ne to

o. ve

n mo

re pr

oof i

s tha

t an

ada h

as st

oppe

d min

ting o

ut pe

nnies

, an

d wi

th a

ll of

our c

ultu

ral,

econ

omic,

and

poli

tical

simila

rities

it w

ould

seem

that

it m

ay b

e bes

t for

us t

o sto

p pe

nny-p

rodu

cing t

oo.

ancu

so. I

f an

ada h

as fo

und e

noug

h va

lid re

ason

s to s

top m

intin

g the

penn

y, th

en w

e sh

ould

follo

w th

eir ex

ample

.

easin

g pro

duct

ion of

the p

enny

wou

ld sa

ve m

illion

s of d

ollar

s and

time

, and

could

mak

e peo

ple’s

lives

bette

r. Fe

ars o

f eco

nom

ic co

llaps

e are

unf

ound

ed. T

he cl

ear c

ours

e of a

ction

is to

rem

ove t

he p

enny

.

Handout 2.15

Page 107

Und

erstanding

Prfic

ienc

y

4 POINTSTh

is stu

dent

pre

sent

s an

exem

plar

resp

onse

to th

e que

stion

, and

this

scor

e is a

clea

r exa

mpl

e of a

4. T

he cl

ear c

laim

is

intro

duce

d in

the fi

rst t

wo se

nten

ces:

“hy

shou

ld w

e kee

p th

e pen

ny w

hen

it co

sts m

ore t

han

it is

worth

The

obv

ious

solu

tion

woul

d be

to si

mpl

y rem

ove t

he p

enny

. The

stud

ent p

rovid

es a

clear

ly fo

cuse

d or

gani

zatio

nal s

truct

ure o

f why

we s

houl

d ge

t rid

of

the p

enny

thro

ugho

ut th

e res

pons

e. Th

ere i

s a co

nsist

ent u

se o

f a va

riety

of t

rans

ition

al str

ateg

ies th

at cl

arify

the r

elatio

nshi

p be

twee

n th

e ide

as (“

The o

bvio

us so

lutio

n, “T

he m

ain re

ason

, “om

e peo

ple t

hink

, “Th

e clea

r cou

rse o

f act

ion

is, in

addi

tion

to sy

ntac

tic va

riety

to lo

gica

lly co

nnec

t ide

as (“

It is

clear

ly fo

olish

to, “

The t

ime s

pent

coun

ting

penn

ies sh

ould

be u

sed

muc

h m

ore p

rodu

ctive

ly, “i

t see

ms r

easo

nabl

e to

assu

me

. ot

onl

y is t

he cl

aim in

trodu

ced

well,

but t

he st

uden

t effe

ctive

ly co

nclu

des t

he ar

gum

ent s

tatin

g, “

easin

g pr

oduc

tion

of th

e pen

ny w

ould

save

milli

ons o

f dol

lars a

nd ti

me,

and

coul

d m

ake

peop

les l

ives b

ette

r. ea

rs o

f eco

nom

ic co

llaps

e are

unf

ound

ed. T

he cl

ear c

ours

e of a

ctio

n is

to re

mov

e the

pen

ny. T

he st

uden

t ef

fect

ively

pres

ents

the a

ltern

ate a

rgum

ent t

hat s

houl

d be

addr

esse

d, “

ome p

eopl

e thi

nk th

at re

mov

ing

the p

enny

is n

ot a

good

idea

.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Org

an

iza

tio

n a

nd

Pu

rpo

se

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

D

Handout 2.15

Page 108

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 O

rga

niz

ati

on

an

d P

urp

ose

: S

co

re 4

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E D

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

ITIE

The r

espo

nse h

as a

clear

and

effe

ctive

org

aniza

tiona

l stru

cture

, cr

eatin

g a s

ense

of u

nity

and

com

plet

enes

s. Th

e org

aniza

-tio

n is

fully

susta

ined

bet

ween

an

d wi

thin

par

agra

phs.

The

resp

onse

is co

nsist

ently

and

purp

osef

ully

focu

sed:

•

claim

is in

trodu

ced,

clea

rly

com

mun

icate

d, an

d th

e foc

us is

str

ongl

y main

tain

ed fo

r the

pu

rpos

e and

audi

ence

•

cons

isten

t use

of a

varie

ty o

f tra

nsiti

onal

strat

egies

to cl

arify

th

e rela

tions

hips

bet

ween

and

amon

g id

eas

•

effe

ctive

intro

ducti

on an

d co

n-clu

sion

•

logi

cal p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d st

rong

co

nnec

tions

bet

ween

and

amon

g id

eas w

ith so

me

synt

actic

varie

ty•

alter

nate

and

oppo

sing

argu

men

t(s ar

e clea

rly

ackn

owled

ged

or ad

dres

sed

The r

espo

nse h

as an

evid

ent o

rga-

niza

tiona

l stru

cture

and

a sen

se o

f co

mpl

eten

ess.

Thou

gh th

ere m

ay

be m

inor

flaw

s, th

ey d

o no

t int

er-

fere

with

the o

vera

ll coh

eren

ce.

The o

rgan

izatio

n is

ade

uate

ly su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

is

gene

rally

focu

sed:

•

claim

is cl

ear,

and

the f

ocus

is

mos

tly m

ainta

ined

for t

he

purp

ose a

nd au

dien

ce•

adeq

uate

use

of t

rans

ition

al str

ateg

ies w

ith so

me v

ariet

y to

clarif

y rela

tions

hips

bet

ween

an

d am

ong

idea

s•

adeq

uate

intro

ducti

on

and

conc

lusio

n•

ade

uate

pro

gres

sion

of id

eas

from

beg

inni

ng to

end

ad

eua

te co

nnec

tions

bet

ween

an

d am

ong

idea

s•

alter

nate

and

oppo

sing

argu

men

t(s ar

e ade

uate

ly ac

know

ledge

d or

addr

esse

d

The r

espo

nse h

as an

inco

nsist

ent

orga

niza

tiona

l stru

cture

. om

e fla

ws ar

e evid

ent,

and

som

e id

eas m

ay b

e loo

sely

conn

ecte

d.

The o

rgan

izatio

n is

som

ewha

t su

stain

ed b

etwe

en an

d wi

thin

pa

ragr

aphs

. The

resp

onse

may

ha

ve a

min

or d

rift i

n fo

cus:

•

claim

may

be s

omew

hat

uncle

ar, o

r the

focu

s may

be

insu

fficie

ntly

susta

ined

for t

he

purp

ose a

ndor

audi

ence

•

inco

nsist

ent u

se o

f tra

nsiti

onal

strat

egies

and

or lit

tle va

riety

•

intro

ducti

on o

r con

clusio

n, if

pr

esen

t, m

ay b

e wea

k•

unev

en p

rogr

essio

n of

idea

s fro

m b

egin

ning

to en

d an

dor

fo

rmul

aic in

cons

isten

t or

uncle

ar co

nnec

tions

am

ong

idea

s•

alter

nate

and

oppo

sing

argu

men

t(s m

ay b

e con

fusin

g or

not

ackn

owled

ged

The r

espo

nse h

as lit

tle o

r no

dis-

cern

ible

orga

niza

tiona

l stru

cture

. Th

e res

pons

e may

be r

elate

d to

th

e clai

m b

ut m

ay p

rovid

e litt

le or

no

focu

s:

•

claim

may

be c

onfu

sing

or

ambi

guou

s re

spon

se m

ay b

e to

o br

ief o

r the

focu

s may

drif

t fro

m th

e pur

pose

and

or au

dien

ce•

few

or n

o tra

nsiti

onal

strat

egies

ar

e evid

ent

•

intro

ducti

on an

dor

conc

lusio

n m

ay b

e miss

ing

•

freue

nt e

trane

ous i

deas

may

be

evid

ent

idea

s may

be

rand

omly

orde

red

or h

ave

uncle

ar p

rogr

essio

n•

alter

nate

and

oppo

sing

argu

men

t(s m

ay n

ot b

e ac

know

ledge

d

•

Insu

fficie

nt

(inclu

des

copi

ed te

t•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

ck

nowl

edgi

ng an

dor

addr

essin

g th

e opp

osin

g po

int o

f view

beg

ins a

t gra

de .

4-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.15

Page 109

Und

erstanding

Prfic

ienc

y

3 POINTSTh

e stu

dent

s res

pons

e sco

res a

.

lthou

gh it

inclu

des c

ompr

ehen

sive e

viden

ce fr

om th

e sou

rces

, the

resp

onse

attri

bute

s two

of

thos

e piec

es o

f evid

ence

to th

e inc

orre

ct so

urce

. Thi

s is o

ne el

emen

t tha

t dist

ingu

ishes

this

resp

onse

from

one

that

wou

ld sc

ore

a . T

he st

uden

t attr

ibut

es al

l but

one

of t

he p

ieces

of e

viden

ce to

the s

econ

d so

urce

whe

n tw

o of

thos

e eam

ples

(“ n

umbe

r of

coun

tries

, inclu

ding

us

tralia

, new

ea

land,

bra

zil,

inlan

d, th

e et

herla

nds,

orwa

y, we

den,

witz

erlan

d, an

d rit

ain, h

ave

alrea

dy d

ropp

ed th

eir lo

west

deno

min

ated

coin

s, wi

thou

t dire

cons

eue

nces

and

“Eve

n m

ore p

roof

is th

at

anad

a has

stop

ped

min

ting

out p

enni

es, a

nd w

ith al

l of o

ur cu

ltura

l, eco

nom

ic, an

d po

litica

l sim

ilarit

ies it

wou

ld se

em th

at it

may

be b

est f

or u

s to

stop

penn

ypr

oduc

ing

too

shou

ld b

e attr

ibut

ed to

the fi

rst s

ourc

e ins

tead

. dd

ition

ally,

the r

espo

nse p

rovid

es an

analy

sis th

at

is re

ason

ed b

ut n

ot in

dep

th, w

hich

mak

es th

e ove

rall u

se o

f elab

orat

ive te

chni

ues a

deua

te ra

ther

than

effe

ctive

. The

stud

ents

us

e of v

ocab

ular

y and

style

is cl

early

appr

opria

te an

d ef

fecti

ve.

vera

ll, th

e pre

pond

eran

ce o

f evid

ence

show

s tha

t thi

s sco

re is

a

: The

resp

onse

pro

vides

ade

uate

elab

orat

ion

of th

e evid

ence

for t

he cl

aim th

at in

clude

s rea

sone

d an

alysis

.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Ev

ide

nce

an

d E

lab

ora

tio

n

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

D

Handout 2.15

Page 110

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 E

vid

en

ce a

nd

Ela

bo

rati

on

: S

co

re 3

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E D

SC

OR

E4

PO

INT

S3

PO

INT

S2

PO

INT

S1

PO

INT

NS

EvidenceElaboration

The r

espo

nse p

rovid

es th

orou

gh

and

conv

incin

g ela

bora

tion

of

the s

uppo

rtev

iden

ce fo

r the

cla

im an

d ar

gum

ent(s

inclu

ding

re

ason

ed, in

dept

h an

alysis

an

d th

e effe

ctive

use

of s

ourc

e m

ater

ial. T

he re

spon

se cl

early

and

effe

ctive

ly de

velo

ps id

eas,

usin

g pr

ecise

lang

uage:

•

com

preh

ensiv

e evid

ence

(fac

ts an

d de

tails

from

the s

ourc

e m

ater

ial is

inte

grat

ed, r

eleva

nt,

and

spec

ific

•

clear

cita

tions

or a

ttrib

utio

n to

so

urce

mat

erial

•

effe

ctive

use

of a

varie

ty o

f ela

bora

tive t

echn

iue

s•

voca

bular

y is c

learly

ap

prop

riate

for t

he au

dien

ce

and

purp

ose

•

effe

ctive

, app

ropr

iate s

tyle

enha

nces

cont

ent

The r

espo

nse p

rovid

es ad

eua

te

elabo

ratio

n of

the s

uppo

rt

evid

ence

for t

he cl

aim an

d ar

gum

ent(s

that

inclu

des

reas

oned

analy

sis an

d th

e use

of

sour

ce m

ater

ial. T

he re

spon

se

ade

uate

ly de

velo

ps id

eas,

empl

oyin

g a m

i of

pre

cise w

ith

mor

e gen

eral

langu

age:

•

ade

uate

evid

ence

(fac

ts an

d de

tails

from

the s

ourc

e m

ater

ial is

inte

grat

ed an

d re

levan

t, ye

t may

be g

ener

al•

adeq

uate

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

•

adeq

uate

use o

f som

e ela

bora

tive t

echn

iue

s•

voca

bular

y is g

ener

ally

appr

opria

te fo

r the

audi

ence

an

d pu

rpos

e•

gene

rally

appr

opria

te st

yleis

evid

ent

The r

espo

nse p

rovid

es u

neve

n,

curs

ory e

labor

atio

n of

the s

up-

port

evid

ence

for t

he cl

aim an

d ar

gum

ent(s

that

inclu

des s

ome

reas

oned

analy

sis an

d pa

rtial

or

unev

en u

se of

sour

ce m

ater

ial. T

he

resp

onse

dev

elops

idea

s une

venl

y, us

ing

simpl

istic

langu

age:

• so

me e

viden

ce (f

acts

and

deta

ils fr

om th

e sou

rce

mat

erial

may

be w

eakly

in

tegr

ated

, impr

ecise

, re

petit

ive, v

ague

, and

or co

pied

•

weak

use

of c

itatio

ns o

r at

tribu

tion

to so

urce

mat

erial

• we

ak o

r une

ven

use o

f ela

bora

tive t

echn

ique

s

deve

lopm

ent m

ay co

nsist

pr

imar

ily of

sour

ce su

mm

ary o

r m

ay re

ly on

emot

iona

l app

eal

• vo

cabu

lary u

se is

une

ven

or

som

ewha

t inef

fecti

ve fo

r the

au

dien

ce an

d pu

rpos

e•

inco

nsist

ent o

r wea

k atte

mpt

to

crea

te ap

prop

riate

style

The r

espo

nse p

rovid

es m

inim

al ela

bora

tion

of th

e sup

port

evid

ence

for t

he cl

aim an

d ar

gum

ent(s

that

inclu

des l

ittle

or n

o us

e of s

ourc

e mat

erial

. The

re

spon

se is

vagu

e, lac

ks cl

arity

, or

is co

nfus

ing:

• ev

iden

ce (f

acts

and

deta

ils

from

the s

ourc

e mat

erial

is

min

imal,

irre

levan

t, abs

ent,

inco

rrectl

y use

d, o

r pr

edom

inan

tly co

pied

•

insu

fficie

nt u

se o

f cita

tions

or

attri

butio

n to

sour

ce m

ater

ial•

min

imal,

if an

y, us

e of

elabo

rativ

e tec

hni

ues

em

otio

nal a

ppea

l m

ay d

omin

ate

• vo

cabu

lary i

s lim

ited

or

inef

fecti

ve fo

r the

audi

ence

an

d pu

rpos

e•

little

or n

o ev

iden

ce of

ap

prop

riate

style

•

Insu

fficie

nt

(inclu

des

copi

ed te

t•

In a

langu

age

othe

r tha

n En

glish

•

Off-t

opic

•

Off-p

urpo

se

Elab

orat

ive te

chni

ues m

ay in

clude

the u

se o

f per

sona

l epe

rienc

es th

at su

ppor

t the

argu

men

t(s.

ener

al lay

ered

elab

orat

ion:

se

nten

ceto

sent

ence

pro

gres

sion

of so

urce

base

d ar

gum

ents,

facts

, det

ails,

and

or so

urce

base

d ev

iden

ce th

at g

ener

ally d

evelo

ps an

d su

ppor

ts th

e clai

m.

ourc

eba

sed

evid

ence

, if

pres

ent,

may

be i

n th

e for

m o

f gen

eral

or im

prec

ise re

fere

nces

. e

orde

ring

of th

e te

t mig

ht im

pair

the c

onne

ction

of i

deas

.

4-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.15

Page 111

Und

erstanding

Prfic

ienc

y

2 POINTSTh

is stu

dent

dem

onstr

ates

ade

uate

use

of c

orre

ct se

nten

ce fo

rmat

ion,

pun

ctuat

ion,

gra

mm

ar u

sage

and

spell

ing.

Ther

e are

very

fe

w er

rors

, like

erro

rs in

capi

taliz

atio

n on

som

e of t

he co

untry

nam

es lis

ted

in p

arag

raph

four

, par

ticul

arly

in p

ropo

rtion

to th

e vo

lum

e of w

ritin

g do

ne w

ell.

RA

TIO

NA

LE

AN

D E

VID

EN

CE

Co

nv

en

tio

ns

Gra

de

8 A

rg

um

en

ta

tiv

e P

erfo

rm

an

ce

Ta

sk

: P

en

nie

s

Stu

de

nt S

am

ple

D

Handout 2.15

Page 112

Und

erstanding

Prfic

ienc

yUnd

erstanding

Prfic

ienc

y

Gra

de

8 C

on

ve

nti

on

s:

Sco

re 2

A

RG

UM

EN

TA

TIV

E P

ER

FO

RM

AN

CE

TA

SK

: P

EN

NIE

S—

ST

UD

EN

T S

AM

PL

E D

SC

OR

E2

PO

INT

S1

PO

INT

0 P

OIN

TS

NS

ETI

The r

espo

nse d

emon

strat

es an

adeq

uate

co

mm

and o

f con

vent

ions

:

•

adeq

uate

use

of c

orre

ct se

nten

ce

form

atio

n, p

unctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

The r

espo

nse d

emon

strat

es a

parti

al co

mm

and

of co

nven

tions

:

•

limite

d us

e of c

orre

ct se

nten

ce fo

rmat

ion,

pu

nctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar

usag

e, an

d sp

ellin

g

The r

espo

nse d

emon

strat

es lit

tle o

r no

com

man

d of c

onve

ntio

ns:

•

infre

quen

t use

of c

orre

ct se

nten

ce

form

atio

n, p

unctu

atio

n, ca

pita

lizat

ion,

gr

amm

ar u

sage

, and

spell

ing

•

Insu

fficie

nt (i

nclu

des

copi

ed te

t•

In a

langu

age o

ther

th

an En

glish

•

Off-t

opic

•

Off-p

urpo

se

olist

ic co

ring:

•V

ari

ety

: ra

nge o

f erro

rs in

clude

s sen

tenc

e for

mat

ion,

pun

ctuat

ion,

capi

taliz

atio

n, g

ram

mar

usa

ge, a

nd sp

ellin

g.

•S

ev

eri

ty:

asic

erro

rs ar

e mor

e hea

vily w

eight

ed th

an h

ighe

rlev

el er

rors

.

•D

en

sity

: Th

e pro

porti

on o

f erro

rs to

the a

mou

nt o

f writ

ing

done

well

. Thi

s inc

lude

s the

ratio

of e

rrors

to th

e len

gth

of th

e piec

e.

2-P

oin

t A

rgu

me

nta

tiv

e P

erf

orm

an

ce T

ask

Wri

tin

g R

ub

ric

(Gra

de

s 6

–11

)

Handout 2.15

Page 113

Smarter Balanced Assessment Consortium:

English/Language Arts Practice Test Scoring Guide

Grade 5 Performance Task

5/16/2014

Page 114

Handout 2.16

Page 115

Handout 2.16

Grade 5

Page 116

Handout 2.16

Page 117

Handout 2.16

Grade 5

Page 118

Handout 2.16

Page 119

Handout 2.16

Grade 5

Page 120

Handout 2.16

Page 121

Handout 2.16

Grade 5

Page 122

Handout 2.16

Page 123

Handout 2.16

Grade 5

Page 124

Handout 2.16

Item # Grade Claim Target DOK Item

Standard Evidence Statement

1 5 4 4 3 W-8

The student will select evidence to support opinions based on evidence collected.

Key Elements: People who own businesses have to consider the well-being of all of their guests: 1. Source #3

Being smart and able to handle small objects makes certain animals more appropriate than other animals to assist people who have a disability: 1. Source #12. Source #2

Rubric: (1point) 3 cells copmleted correctly (0 points) Fewer than 3 cells completed correctly or blank

Page 125

Handout 2.16

Grade 5

Item # Grade Claim Target DOK Item

Standard Evidence Statement

2 5 4 2 3 W-9

The student will locate information from multiple sources to support a central idea or subtopic related to research.

Key Elements: Source #1 (Monkey Helpers) • They can carry small tools such as remotes and cell phones.• The monkeys learn how to load a DVD into a player and push play.• They can open and close microwave doors.• These monkeys are able to do an amazing number of chores for a person

with a disability.• The monkeys can turn lights on and off.• They can open bottles and flip the pages of a book.• They can scratch an annoying itch.• The monkeys take good care of their owners.

Source #2 (Animals Helping People) • A dog can open the refrigerator door when you want a snack.• Seeing Eye dogs are trained to be the eyes for people who cannot see. All

over the world, Seeing Eye dogs are hard at work—guiding, protecting, andloving their blind masters.

• Hearing dogs help people who are deaf or hard-of-hearing. These smart,friendly, energetic dogs are specially trained to let their owners know whenthe doorbell rings, or the smoke alarm goes off, or the baby wakes up from anap.

• An assistance dog can carry a backpack.• Assistance dogs are good helpers—and good friends!• Capuchin monkeys can turn lights on and off, play a CD or get their owners a

drink.• Dolphins help children with physical and learning difficulties relax.

Continued on next page

Page 126

Handout 2.16

Rubric:

(2 points) Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea and that explain how each detail supports the idea. Student cites the source for each detail.

(1 point) Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea but doesn’t explain how each detail supports the idea. Student cites the sources.

OR

Response is an evidence-based explanation that provides two pieces of evidence from a single source that supports this idea and that explains how that detail supports the idea. Student cites the source.

OR

Response is an evidence-based explanation that provides only one piece of evidence from a single source that supports this idea and that explains how that detail supports the idea. Student cites the source.

OR

Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea and that explain how each detail supports the idea. Student does not cite sources.

(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.

Exemplar: (2 points) Service animals are trained animals that help people with disabilities. These animals help their owners do certain tasks that their owners are not able to do for themselves. Source #1 says that capuchin monkeys learn how to load DVDs into players and push play and how to open and close microwave doors. Since these monkeys are trained to do such things, they are able to help their owners who may not be able to do these tasks on their own. Source #2 says that hearing dogs can help people at home by letting the owner know when the doorbell rings or when the smoke alarm goes off. This is important because if the owner is not able to hear, then the service animal could let the owner know when important sounds happen.

(1 point) Service animals are trained animals that help people with disabilities. These animals help their owners do certain tasks that the owner is not able to do for themselves. Source #1 says that capuchin monkeys learn how to load DVDs into players and push play and how to open and close microwave doors. Since these

Page 127

Handout 2.16

Grade 5

Continued on next page

monkeys are trained to do such things, they are able to help their owners who may not be able to do these tasks on their own.

(O points) Service animals help people in different ways.

Page 128

Handout 2.16

Item # Grade Claim Target DOK Item

Standard Evidence Statement

3 5 4 3 4 W-9

The student will analyze digital and print sources in order to locate relevant information to support research.

Key Elements: Source #1 (Monkey Helpers) • Every day, for three to five years, capuchin monkeys learn new skills.• Days are spent learning how to load a DVD into a player and pushing play, or

opening and closing microwave doors.• The monkeys attending Helping Hands receive years of training.• They are trained only to help with tasks that are done at home.• Years before capuchin monkeys report to their first day of school, they have

already spent years around humans.• They live with foster families for up to twelve years.• During this time, they are taught how to share a house with humans. They

get used to being around pets. They even learn basic tasks like how to takebaths.

• Capuchin monkeys are coached and trained for up to five years at HelpingHands.

• They pick up tools and use them to solve problems.

Rubric:

(2 points) Response is an evidence-based explanation that correctly identifies the most helpful source AND includes two details from that source that support this evaluation and that explain why each detail supports the idea that it is the most helpful source.

(1 point) Response is an evidence-based explanation that correctly identifies the most helpful source AND includes one detail from that source that supports this evaluation and that explains why the detail supports the idea that it is the most helpful source.

OR

Continued on next page

Page 129

Handout 2.16

Grade 5Response is an evidence-based explanation that correctly identifies the most helpful source AND includes two details from that source that support this evaluation but does not explain why each detail supports the idea that it is the most helpful source.

OR

Response is an evidence-based explanation that does not identify a source or correctly identify the most helpful source but includes two details from the correct source and that explains why each detail supports the idea that it is the most helpful source.

(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.

Exemplar:

(2 points) Source #1 is the most helpful source for understanding how a service animal is trained because it describes the amount of time spent training and the different types of activities that capuchin monkeys do at the monkey college, Helping Hands. This source says that monkeys spend three to five years learning skills that will help them help people with disabilities. This shows that the monkeys receive a lot of training at Helping Hands so that they will be able to assist their owners. This source also says that at Helping Hands, monkeys learn how to do things such as loading DVDs into players and opening microwave doors. This shows that the monkeys are taught many different skills so that they can help their owner.

(1 point) Source #1 is the most helpful source for understanding how a service animal is trained because it describes the amount of time spent training and the different types of activities that capuchin monkeys do at the monkey college, Helping Hands. This source says that monkeys spend three to five years learning skills that will help them help people with disabilities. This shows that the monkeys receive a lot of training at Helping Hands so that they will be able to assist their owners.

(0 points) Source #2 is the most helpful source for understanding how a service animal is trained because it says they are trained to let their owners know when the doorbell rings, or the smoke alarm goes off, or the baby wakes up from a nap.

Page 130

Handout 2.16

Item # Grade Claim Target DOK Item

Standard Evidence Statement

4 5 2 7 4 W-1b

The student will write full opinion pieces about topics or sources, attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitions for coherence, develop supporting evidence/reasons (from sources when appropriate to the assignment) and elaboration, and develop an appropriate conclusion related to the opinion presented.

Page 131

Handout 2.16

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: 

xop

inio

n is 

intr

oduc

ed, c

lear

lyco

mm

unic

ated

, and

 the 

focu

sis 

stro

ngly m

aint

aine

d fo

r the

purp

ose 

and 

audi

ence

xco

nsist

ent u

se o

f a v

arie

ty o

ftr

ansit

iona

l str

ateg

ies t

ocl

arify

 the 

rela

tions

hips

betw

een 

and 

amon

g id

eas 

xef

fect

ive 

intr

oduc

tion 

and

conc

lusio

n

xlo

gica

l pro

gres

sion 

of id

eas f

rom

begi

nnin

g to e

nd; s

tron

gco

nnec

tions b

etw

een 

and

amon

g id

eas w

ith so

me

synt

actic va

riety

The respon

se has an eviden

t organizatio

nal structure and

 a 

sense of com

pleten

ess. Tho

ugh 

there may be minor flaw

s, they do 

not interfere with

 the overall 

coherence. The

 organ

ization is 

adeq

uately su

staine

d be

tween an

d with

in paragraph

s. The

 respon

se is 

gene

rally fo

cused: 

xop

inio

n is 

clea

r, an

d th

efo

cus i

s mos

tly m

aint

aine

dfo

r the

 pur

pose a

ndau

dien

ce 

xad

equa

te u

se o

f tra

nsiti

onal 

stra

tegi

es w

ith so

me 

varie

tyto c

larif

y re

latio

nshi

psbe

twee

n an

d am

ong 

idea

s 

xad

equa

te in

trod

uctio

n an

dco

nclu

sion

xad

equa

te p

rogr

essio

n of id

eas

from

 beg

inni

ng to

 end

; ade

quat

e co

nnec

tions b

etw

een 

and

amon

g id

eas

The respon

se has an inconsistent 

organizatio

nal structure. Som

e fla

ws a

re evide

nt, a

nd som

e idea

s may

 be loosely conn

ected. The

 organizatio

n is so

mew

hat sustained

 betw

een and within paragraphs. The 

response may have a minor drift in 

focus: 

xop

inio

n m

ay b

e so

mew

hat

uncl

ear, 

or th

e fo

cus m

ay b

ein

suffi

cien

tly su

stai

ned 

for t

hepu

rpos

e an

d/or a

udie

nce 

xin

cons

isten

t use o

f tra

nsiti

onal

stra

tegi

es a

nd/o

r litt

le v

arie

ty

xin

trod

uctio

n or c

oncl

usio

n, if

pres

ent, 

may b

e w

eak

xun

even

 pro

gres

sion 

of id

eas

from

 beg

inni

ng to

 end

; and

/or

form

ulai

c; in

cons

isten

t or

uncl

ear c

onne

ctio

ns b

etw

een

and 

amon

g id

eas

The respon

se has little or n

o discernible organizatio

nal structure. 

The respon

se may be related to th

e op

inion bu

t may provide

 little or n

o focus: 

xop

inio

n m

ay b

e co

nfus

ing 

oram

bigu

ous; re

spon

se m

ay b

eto

o br

ief o

r the

 focu

s may d

rift

from

 the 

purp

ose 

and/

orau

dien

ce 

xfe

w o

r no 

tran

sitio

nal

stra

teg i

es a

re e

vide

nt

xin

trod

uctio

n an

d/or

conc

lusio

n m

ay b

e m

issin

g

xfr

eque

nt e

xtra

neou

s ide

as m

aybe

 evi

dent

; id

eas m

aybe

rand

omly o

rder

ed o

r hav

e an

uncl

ear p

rogr

essio

n

•In

suffi

cien

t(in

clud

es c

opie

dte

xt)

•In a la

ngua

geot

her t

han 

Engl

ish 

•O

ff‐to

pic

•O

ff‐pu

rpos

e 

Page 133

Handout 2.16

Gra

de5

4‐Po

i nt  

Opinion

 Pe

rforman

ce Task  Writing Ru

bric (G

rade

s 3–5)

Score 

4 3 

2 1 

NS 

Evidence/Elaboration 

The respon

se provide

s tho

rough 

and convincing

 elabo

ratio

n  of the 

supp

ort/eviden

ce fo

r the

 opinion

 an

d supp

ortin

g idea(s) tha

t include

s the effective use of so

urce m

aterial. 

The respon

se clearly

 and

 effe

ctively 

develops ideas, using

 precise 

langua

ge: 

xco

mpr

ehen

sive 

evid

ence

(fact

s and

 det

ails) fr

om th

e so

urce m

ater

ial i

s int

egra

ted,

rele

vant

, and

 spec

ific

xcl

ear c

itatio

ns o

r att

ribut

ion

of so

urce m

ater

ial

xef

fect

ive 

use 

of a v

arie

ty o

fel

abor

ativ

e te

chni

ques

*

xvo

cabu

lary is cl

early

appr

opria

te fo

r the

 aud

ienc

ean

d pu

rpos

e

xef

fect

ive, a

ppro

pria

te st

yle

enha

nces co

nten

t

The respon

se provide

s ade

quate 

elab

oration of th

e supp

ort/eviden

ce for the

 opinion

 an

d supp

ortin

g idea(s) tha

t include

s the use of so

urce m

aterial. Th

e respon

se ade

quately de

velops 

ideas, employing a mix of p

recise 

with

 more gene

ral lan

guage: 

xad

equa

te e

vide

nce 

(fact

s and

deta

ils) f

rom th

e so

urce

mat

eria

l is i

nteg

rate

d an

d re

levan

t, ye

t may b

e ge

nera

l

xad

equa

te u

se o

f cita

tions o

rat

trib

utio

n to so

urce m

ater

ial

xad

equa

te u

se o

f som

eel

abor

ativ

e te

chni

ques

*

xvo

c abu

lary is g

ener

ally

appr

opria

te fo

r the

audi

ence a

nd p

urpo

se

xge

nera

lly a

ppro

pria

te st

yle 

isev

iden

t

The respon

se provide

s une

ven, 

cursory elaboration of the 

supp

ort/eviden

ce for the

 opinion

 an

d supp

ortin

g idea(s) tha

t include

s pa

rtial or u

neven use of so

urce 

material. Th

e respon

se develop

s ideas u

nevenly, usin

g simplistic

 langua

ge: 

xso

me 

evid

ence (f

acts a

ndde

tails

) fro

m th

e so

urce

mat

eria

l may b

e w

eakl

yin

tegr

ated

, im

prec

ise,

repe

titiv

e, v

ague

, and

/or

copi

ed

xw

eak 

use 

of c

itatio

ns o

rat

trib

utio

n to so

urce m

ater

ial

xw

eak 

or u

neve

n us

e of

elab

orat

ive 

tech

niqu

es*;

deve

lopm

ent m

ay co

nsist

prim

arily o

f sou

rce 

sum

mar

y

xvo

cabu

lary u

se is u

neve

n or

som

ewha

t ine

ffect

ive 

for t

heau

dien

ce a

n d p

urpo

se

xin

cons

isten

t or w

eak 

atte

mpt to

crea

te a

ppro

pria

te st

yle

The respon

se provide

s minim

al 

elab

oration of th

e supp

ort/eviden

ce for the

 opinion

 an

d supp

ortin

g idea(s) tha

t include

s little

 or n

o use of so

urce m

aterial. 

The respon

se is vague

, lacks clarity

, or is con

fusin

g: 

xev

iden

ce (f

acts a

nd d

etai

ls) 

from

 the 

sour

ce m

ater

ial i

sm

inim

al, i

rrel

evan

t, ab

sent

,in

corr

ectly

 use

d, o

rpr

edom

inan

tly c

opie

d

xin

suffi

cien

t use o

f cita

tions o

rat

trib

utio

n to so

urce m

ater

ial

xm

inim

al, i

f any

, use o

fel

abor

ativ

e te

chni

ques

*

xvo

cabu

lary is li

mite

d or

inef

fect

ive 

for t

he a

udie

nce

and 

purp

ose

xlit

tle o

r no 

evid

ence o

fap

prop

riate st

yle

•In

suffi

cien

t(in

clud

es c

opie

dte

xt)

•In a la

ngua

geot

her t

han 

Engl

ish 

•O

ff‐to

pic

•O

ff‐pu

rpos

e 

*Ela

bora

tive

tech

niqu

es m

ay in

clud

e th

e us

e of

per

sona

l exp

erie

nces

that

sup

port

the

opin

ion.

Page 134

Handout 2.16

Gra

de5

2‐Po

i nt  

Opinion

 Pe

rforman

ce Task  Writing Ru

bric (G

rade

s 3–5)

Score 

2 1 

0 NS 

Conventions 

The respon

se dem

onstrates a

n ad

equa

te 

comman

d of co

nven

tions: 

xad

equa

te u

se o

f cor

rect se

nten

ce fo

rmat

ion,

punc

tuat

ion, ca

pita

lizat

ion, g

ram

mar u

sage

,an

d sp

ellin

g

The respon

se dem

onstrates a

 partia

l com

man

d  of con

ventions:  

xlim

ited 

use 

of co

rrec

t sen

tenc

e fo

rmat

ion,

punc

tuat

ion, ca

pita

lizat

ion, g

ram

mar u

sage

, and

spel

ling

The respon

se dem

onstrates little or n

o comman

d of co

nven

tions: 

xin

freq

uent u

se o

f cor

rect se

nten

cefo

rmat

ion, p

unct

uatio

n, ca

pita

lizat

ion,

gram

mar u

sage

, and

 spel

ling

•In

suffi

cien

t(in

clud

es c

opie

dte

xt)

•In a la

ngua

geot

her t

han 

Engl

ish 

•O

ff‐to

pic

•O

ff‐pu

rpos

e

Hol

istic

Sco

ring:

x

Variety: A

rang

e of

err

ors

incl

udes

sen

tenc

e fo

rmat

ion,

pun

ctua

tion,

cap

italiz

atio

n, g

ram

mar

usa

ge, a

nd s

pelli

ng.

xSeverity:

Bas

ic e

rror

s ar

e m

ore

heav

ily w

eigh

ted

than

hig

her-

leve

l err

ors.

xDensity: T

he p

ropo

rtion

of e

rror

s to

the

amou

nt o

f writ

ing

done

wel

l. Th

is in

clud

es th

e ra

tio o

f erro

rs to

the

leng

th o

f the

pie

ce.

Page 135

Handout 2.16

Smarter Balanced Assessment Consortium:

English/Language Arts Practice Test Scoring Guide

Grade 8 Performance Task

5/16/2014

Page 136

Handout 2.17

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: 

xcl

aim is in

trod

uced

, cle

arly

com

mun

icat

ed, a

nd th

e fo

cus i

sst

rong

ly m

aint

aine

d fo

r the

purp

ose 

and 

audi

ence

xco

nsist

ent u

se o

f a v

arie

ty o

ftr

ansit

iona

l str

ateg

ies t

o cl

arif y

the 

rela

tions

hips b

etw

een 

and

amon

g id

eas

xef

fect

ive 

intr

oduc

tion 

and

conc

lusio

n

xlo

gica

l pro

gres

sion 

of id

eas f

rom

begi

nnin

g to e

nd; s

tron

gco

nnec

tions b

etw

een 

and 

amon

gid

eas w

ith so

me 

synt

actic

 varie

ty

xal

tern

ate 

and 

oppo

sing

argu

men

t(s) a

re cl

early

ackn

owle

dged

 or a

ddre

ssed

* 

The respon

se has an eviden

t organizatio

nal structure and

 a se

nse 

of co

mpleten

ess.  Tho

ugh there may 

be m

inor flaw

s, th

ey do no

t interfere 

with

 the overall coh

eren

ce.  Th

e organizatio

n is ade

quately sustaine

d be

tween an

d with

in paragraph

s. The

 respon

se is gen

erally fo

cused: 

xcl

aim is cl

ear, 

and 

the 

focu

s is

mos

tly m

aint

aine

d fo

r th e

 pur

pose

and  a

udie

nce

xad

equa

te u

se o

f tra

nsiti

onal

stra

tegi

es w

ith so

me 

varie

ty to

clar

ify re

latio

nshi

ps b

etw

een 

and 

amon

g id

eas

xad

equa

te in

trod

uctio

n an

dco

nclu

sion

xad

equa

te p

rogr

essio

n of id

eas

from

 beg

inni

ng to

 end

; ade

quat

eco

nnec

tions b

etw

een 

and 

amon

gid

eas

xal

tern

ate 

and 

oppo

sing

argu

men

t(s) a

re a

dequ

atel

yac

know

ledg

ed o

r add

ress

ed* 

The respon

se has an inconsistent 

organizatio

nal structure. Som

e fla

ws a

re evide

nt, and

 some ideas 

may be loosely conn

ected. The

 organizatio

n is so

mew

hat sustained

 be

twee

n an

d with

in paragraph

s. 

The response may have a minor drift 

in fo

cus: 

xcl

aim m

ay b

e so

mew

hat u

ncle

ar,

or th

e fo

cus m

ay b

e in

suffi

cien

tlysu

stai

n ed 

for t

he p

urpo

se a

nd/o

rau

dien

ce

xin

cons

isten

t use o

f tra

nsiti

onal

stra

tegi

es a

nd/o

r litt

le v

arie

ty

xin

trod

uctio

n or c

oncl

usio

n, if

pres

ent, 

may b

e w

eak

xun

even

 pro

gres

sion 

of id

eas f

rom

begi

nnin

g to e

nd; a

nd/o

rfo

rmul

aic; in

cons

isten

t or u

ncle

arco

nnec

tions a

mon

g id

eas

xal

tern

ate 

and 

oppo

sing

argu

men

t(s) m

ay b

e co

nfus

ing 

orno

t ack

now

ledg

ed *

The respon

se has  little or n

o discernible organizatio

nal 

structure. The

 respon

se m

ay be 

related to th

e claim but m

ay 

provide little

 or n

o focus: 

xcl

aim m

ay b

e co

nfus

ing 

oram

bigu

ous; re

spon

se m

ay b

e to

o br

ief o

r the

 focu

s may d

rift f

rom

the 

purp

ose 

and/

or a

udie

nce

xfe

w o

r no 

tran

sitio

nal s

trat

egie

sar

e ev

iden

t

xin

trod

uctio

n an

d/or c

oncl

usio

nm

ay b

e m

issin

g

xfr

eque

nt e

xtra

neou

s ide

as m

ay b

eev

iden

t; id

eas m

ay b

e ra

ndom

lyor

dere

d or h

ave 

uncl

ear

prog

ress

ion

xal

tern

ate 

and 

oppo

sing

argu

men

t(s) m

ay n

ot b

eac

know

ledg

ed *

xIn

suffi

cient

(inclu

des c

opie

d te

xt)

xIn a la

ngua

geot

her t

han

Engl

ish

xO

ff‐to

pic

xO

ff‐pu

rpos

e

*Ack

now

ledg

ing 

and/

or a

ddre

ssin

g th

e op

posin

g po

int o

f vie

w b

egin

s at g

rade

 7. 

Page 157

Handout 2.18

Gra

de8

4‐Po

int  

Argumen

tativ

e Pe

rforman

ce Task Writing Ru

bric (G

rade

s 6‐11)

Score 

4 3 

2 1 

NS 

Evidence/Elaboration 

The respon

se provide

s tho

rough an

d convincing

 elaboration of the 

supp

ort/eviden

ce fo

r the

 claim

 and

 argumen

t(s) includ

ing reason

ed, in‐

depth an

alysis and

 the effective use 

of so

urce m

aterial. Th

e respon

se 

clearly

 and

 effe

ctively de

velops ideas, 

using precise langua

ge: 

xco

mpr

ehen

sive 

evid

ence (f

acts

and 

deta

ils) f

rom th

e so

urce

mat

eria

l is i

nteg

rate

d, re

leva

nt, 

and 

spec

ific

xcl

ear c

itatio

ns o

r att

ribut

ion 

toso

urce m

ater

ial

xef

fect

ive 

use 

of a v

arie

ty o

fel

abor

ativ

e te

chni

ques

*

xvo

cabu

lary is cl

early

 app

ropr

iate

for t

he a

udie

nce 

and 

purp

ose

xef

fect

ive, a

ppro

pria

te st

yle

enha

nces co

nten

t

The respon

se provide

s ade

quate 

elab

oration of th

e supp

ort /eviden

ce 

for the

 claim and

 argum

ent(s) th

at 

includ

es re

ason

ed ana

lysis a

nd th

e use of so

urce m

aterial. Th

e respon

se 

adeq

uately develop

s ide

as, 

employ

ing a mix of p

recise with

 more 

gene

ral lan

guage: 

xad

equa

te e

vide

nce 

(fact

s and

deta

ils) f

rom th

e so

urce m

ater

ial 

is in

tegr

ated

 and 

relev

ant, 

yet m

aybe

 gen

eral

xad

equa

te u

se o

f cita

tions o

rat

trib

utio

n to so

urce m

ater

ial

xad

equa

te u

se o

f som

e el

abor

ativ

ete

chni

ques

*

xvo

cabu

lary is g

ener

ally

appr

opria

te fo

r the

 aud

ienc

e an

d pu

rpos

e

xge

nera

lly a

ppro

pria

te st

yle 

isev

iden

t

The respon

se prov ide

s une

ven, 

cursory elaboration of the 

supp

ort/eviden

ce for the

 claim

 and

 argumen

t(s) th

at includ

es so

me 

reason

ed ana

lysis a

nd partia

l or 

uneven

 use of sou

rce material. Th

e respon

se develop

s ide

as une

venly, 

using simplistic

 langua

ge: 

xso

me 

evid

ence (f

acts a

nd d

etai

ls)fr

om th

e so

urce m

ater

ial m

ay b

ew

eakl

y in

tegr

ated

, im

prec

ise,

repe

titiv

e, v

ague

, and

/or c

opie

d

xw

eak 

use 

of c

itatio

ns o

rat

trib

utio

n to so

urce m

ater

ial

xw

eak 

or u

neve

n us

e of e

labo

rativ

ete

chni

ques

*; d

evel

opm

ent m

ayco

nsist p

rimar

ily o

f sou

rce

sum

mar

y or m

ay re

ly o

nem

otio

nal a

ppea

l

xvo

cabu

lary u

se is u

neve

n or

som

ewha

t ine

ffect

ive 

for t

h eau

dien

ce a

nd p

urpo

se

xin

cons

isten

t or w

eak 

atte

mpt to

crea

te a

ppro

pria

te st

yle

The respon

se provide

s minim

al 

elab

oration of th

e supp

ort/eviden

ce 

for the

 claim

 and

 argum

ent(s) th

at 

includ

es little or n

o use of so

urce 

material. Th

e respon

se is vague

, lacks 

clarity

, or is c

onfusing: 

xev

iden

ce (f

acts a

nd d

etai

ls) fr

omth

e so

urce m

ater

ial i

s min

imal

,irr

elev

ant, 

abse

nt, i

ncor

rect

lyus

ed, o

r pre

dom

inan

tly c

opie

d

xin

suffi

cien

t use o

f cita

tions o

rat

trib

utio

n to so

urce m

ater

ial

xm

inim

al, i

f any

, use o

f ela

bora

tive

tech

niqu

es*; e

mot

iona

l app

eal

may d

omin

ate

xvo

cabu

lary is li

mite

d or in

effe

ctiv

efo

r the

 aud

ienc

e an

d pu

rpos

e

xlit

tle o

r no 

evid

ence o

f app

ropr

iate

styl

e

xIn

suffi

c ient

(inclu

des c

opie

d te

xt)

xIn a la

ngua

geot

her t

han

Engl

ish

xO

ff‐to

pic

xO

ff‐pu

rpos

e

*Ela

bora

tive 

tech

niqu

es m

ay in

clud

e th

e us

e of p

erso

nal e

xper

ienc

es th

at su

ppor

t the

 arg

umen

t(s). 

Page 158

Handout 2.18

Gra

de8

2‐Po

int  

Argumen

tativ

e Pe

rforman

ce Task Writing Ru

bric (G

rade

s 6‐11)

Score 

2 1 

0 NS 

Conventions 

The respon

se dem

onstrates a

n ad

equa

te 

comman

d of co

nven

tions: 

The respon

se dem

onstrates a

 partia

l com

man

d  of con

ventions: 

The respon

se dem

onstrates little or n

o  comman

d of co

nven

tions: 

xIn

suffi

cient

(inclu

des c

opie

d te

xt)

xIn a la

ngua

geot

her t

han

Engl

ish

xO

ff‐to

pic

xO

ff‐pu

rpos

e 

xad

equa

te u

se o

f cor

rect se

nten

ce fo

rmat

ion,

punc

tuat

ion, ca

pita

lizat

ion, g

ram

mar u

sage

,an

d sp

ellin

g

xlim

ited 

use 

of co

rrec

t sen

tenc

e fo

rmat

ion,

punc

tuat

ion, ca

pita

lizat

ion, g

ram

mar u

sage

, and

spel

ling

xin

freq

uent u

se o

f cor

rect se

nten

ce fo

rmat

ion,

punc

tuat

ion, ca

pita

lizat

ion, g

ram

mar u

sage

,an

d sp

ellin

g

Holis

tic S

corin

g: 

xVa

riety

: A ra

nge 

of e

rror

s inc

lude

s sen

tenc

e fo

rmat

ion, p

unct

uatio

n, ca

pita

lizat

ion, g

ram

mar u

sage

, and

 spel

ling

xSeverity: B

asic e

rror

s are m

ore 

heav

ily w

eigh

ted 

than

 hig

her‐

leve

l err

ors.

xDe

nsity

: The

 pro

port

ion 

of e

rror

s to 

the 

amou

nt o

f writ

ing 

done

 wel

l. Th

is in

clud

es th

e ra

tio o

f err

ors t

o th

e le

ngth o

f the

 pie

ce.

Page 159

Handout 2.18

05/0

8/20

14

Poin

t O

pini

on

Perf

orm

ance

Tas

k W

ritin

g Ru

bric

(Gra

des

3-5)

Scor

e 4

3 2

1 N

S

Organization/Purpose

The

resp

onse

has

a c

lear

and

effe

ctiv

e or

gani

zatio

nal s

truc

ture

, cr

eatin

g a

sens

e of

uni

ty an

d co

mpl

eten

ess.

The

orga

niza

tion

is su

stai

ned

betw

een

and

with

in

para

grap

hs.

The

resp

onse

is

cons

isten

tly a

nd p

urpo

sefu

lly

focu

sed:

xop

inio

n is

intr

oduc

ed, c

lear

ly

com

mun

icat

ed, a

nd th

e fo

cus

is s

tron

gly

mai

ntai

ned

for t

hepu

rpos

e an

d au

dien

ce

xco

nsis

tent

use

of a

var

iety

of

tran

siti

onal

stra

tegi

es to

clar

ify th

e re

latio

nshi

psbe

twee

n an

d am

ong i

deas

xef

fect

ive

intr

oduc

tion

and

conc

lusi

on

xlo

gica

l pro

gres

sion

of i

deas

from

begi

nnin

g to

end;

str

ong

conn

ectio

ns b

etw

een

and

amon

g ide

as w

ith s

ome

synt

actic

var

iety

The

resp

onse

has

an

evid

ent

orga

niza

tiona

l st

ruct

ure

and

a se

nse

of c

ompl

eten

ess.

Thou

gh

ther

e m

ay b

e m

inor

flaw

s, th

ey d

o no

t int

erfe

re w

ith th

e ove

rall

cohe

renc

e. T

he o

rgan

izatio

n is

adeq

uate

ly su

stai

ned

betw

een

and

with

in p

arag

raph

s. Th

e re

spon

se is

ge

nera

lly fo

cuse

d:

xop

inio

n is

cle

ar, a

nd th

efo

cus

is m

ostly

mai

ntai

ned

for

the

purp

ose

and

audi

ence

xad

equa

te u

se o

f tra

nsiti

onal

stra

tegi

es w

ith s

ome

vari

ety

to c

lari

fy re

latio

nshi

ps

betw

een

and

amon

g ide

as

xad

equa

te in

trod

uctio

n an

dco

nclu

sion

xad

equa

te p

rogr

essi

on o

f ide

as

from

beg

inni

ng to

end

; ade

quat

eco

nnec

tions

bet

wee

n an

dam

ong i

deas

The

resp

onse

has

an

inco

nsist

ent

orga

niza

tiona

l st

ruct

ure.

Som

e fla

ws

are

evid

ent,

and

som

e id

eas

may

be

loos

ely

conn

ecte

d. T

he

orga

niza

tion

is so

mew

hat s

usta

ined

be

twee

n and

with

in p

arag

raph

s. Th

e re

spon

se m

ay h

ave

a m

inor

drif

t in

focu

s:

xop

inio

n m

ay b

e so

mew

hat

uncl

ear,

or t

he fo

cus

may

be

insu

ffici

ently

sust

aine

d fo

r the

purp

ose

and/

or a

udie

nce

xin

cons

iste

nt u

se o

f tra

nsiti

onal

st

rate

gies

and/

or li

ttle

var

iety

xin

trod

uctio

n or

con

clus

ion,

if

pres

ent,

may

be

wea

k

xun

even

pro

gres

sion

of i

deas

from

beg

inni

ng to

end

; and

/or

form

ulai

c; in

cons

iste

nt o

run

clea

r con

nect

ions

bet

wee

nan

d am

ong

idea

s

The

resp

onse

has

litt

le o

r no

disc

erni

ble o

rgan

izatio

nal

stru

ctur

e.

The

resp

onse

may

be

rela

ted

to th

e op

inio

n bu

t may

pro

vide

litt

le o

r no

focu

s:

xop

inio

n m

ay b

e co

nfus

ing o

ram

bigu

ous;

resp

onse

may

be

too

brie

f or t

he fo

cus

may

dri

ftfr

om t

he p

urpo

se a

nd/o

rau

dien

ce

xfe

w o

r no

tran

siti

onal

st

rate

gies

are

evi

dent

xin

trod

uctio

n an

d/or

conc

lusi

on m

ay b

e m

issi

ng

xfr

eque

nt e

xtra

neou

s ide

as m

aybe

evi

dent

; id

eas

may

bera

ndom

ly o

rder

ed o

r hav

e an

uncl

ear p

rogr

essi

on

• In

suffi

cien

t(in

clud

es c

opie

dte

xt)

• In

a la

ngua

geot

her t

han

Engl

ish

• O

ff-to

pic

• O

ff-pu

rpos

e

Handout 2.18

Page 160

05/0

8/20

14

*Ela

bora

tive

tech

niqu

es m

ay in

clud

e th

e us

e of

per

sona

l exp

erie

nces

that

sup

port

the

opin

ion.

4-Po

int

Opi

nion

Pe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 3–

5)

Scor

e 4

3 2

1 N

S

Evidence/Elaboration

The

resp

onse

pro

vide

s tho

roug

h an

d co

nvin

cing

ela

bora

tion

of th

e su

ppor

t/ev

iden

ce fo

r th

e op

inio

n an

d su

ppor

ting

idea

(s) t

hat i

nclu

des

the

effe

ctiv

e us

e of

sour

ce m

ater

ial.

The

resp

onse

cle

arly

and

effe

ctiv

ely

deve

lops

idea

s, us

ing

prec

ise

lang

uage

:

xco

mpr

ehen

sive

evi

denc

e (fa

cts

and

deta

ils) f

rom

the

sour

ce m

ater

ial i

s in

tegr

ated

,re

leva

nt, a

nd s

peci

fic

xcl

ear c

itatio

ns o

r att

ribut

ion

of s

ourc

e m

ater

ial

xef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es*

xvo

cabu

lary

is c

lear

ly ap

prop

riate

for t

he a

udie

nce

and

purp

ose

xef

fect

ive,

app

ropr

iate

styl

een

hanc

es co

nten

t

The

resp

onse

pro

vide

s ade

quat

e el

abor

atio

n of

the

supp

ort/

evid

ence

for t

he o

pini

on

and

supp

ortin

g id

ea(s)

tha

t inc

lude

s th

e us

e of

sour

ce m

ater

ial.

The

resp

onse

ade

quat

ely

deve

lops

id

eas,

empl

oyin

g a m

ix o

f pre

cise

w

ith m

ore

gene

ral l

angu

age:

xad

equa

te e

vide

nce

(fact

s an

dde

tails

) fro

m th

e so

urce

mat

eria

l is i

nteg

rate

d an

d re

leva

nt, y

et m

ay b

e ge

nera

l

xad

equa

te u

se o

f cita

tions

or

attr

ibut

ion

to s

ourc

e m

ater

ial

xad

equa

te u

se o

f som

eel

abor

ativ

e te

chni

ques

*

xvo

cabu

lary

is g

ener

ally

appr

opria

te fo

r the

audi

ence

and

purp

ose

xge

nera

lly a

ppro

pria

te st

yle

is

evid

ent

The

resp

onse

pro

vide

s une

ven,

cu

rsor

y el

abor

atio

n of

the

supp

ort/

evid

ence

for t

he o

pini

on

and

supp

ortin

g id

ea(s)

tha

t inc

lude

s pa

rtia

l or

unev

en u

se o

f sou

rce

mat

eria

l. Th

e re

spon

se d

evel

ops

idea

s une

venl

y, u

sing

simpl

istic

la

ngua

ge:

xso

me

evid

ence

(fac

ts a

ndde

tails

) fro

m th

e so

urce

mat

eria

l may

be

wea

kly

inte

grat

ed, i

mpr

ecis

e,

repe

titiv

e, v

ague

, and

/or

copi

ed

xw

eak

use

of c

itatio

ns o

rat

trib

utio

n to

sou

rce

mat

eria

l

xw

eak

or u

neve

n us

e of

el

abor

ativ

e te

chni

ques

*;de

velo

pmen

t may

con

sist

prim

arily

of s

ourc

e su

mm

ary

xvo

cabu

lary

use

is u

neve

n or

som

ewha

t ine

ffect

ive

for t

heau

dien

ce a

nd p

urpo

se

xin

cons

iste

nt o

r wea

k at

tem

pt to

crea

te a

ppro

pria

te st

yle

The

resp

onse

pro

vide

s min

imal

el

abor

atio

n of

the

supp

ort/

evid

ence

for

the

opin

ion

and

supp

ortin

g id

ea(s)

tha

t inc

lude

s lit

tle o

r no

use

of so

urce

mat

eria

l. Th

e re

spon

se is

vag

ue, l

acks

cla

rity,

or

is co

nfus

ing:

xev

iden

ce (f

acts

and

det

ails

) fr

om t

he so

urce

mat

eria

l is

min

imal

, irr

elev

ant,

abse

nt,

inco

rrec

tly u

sed,

or

pred

omin

antly

cop

ied

xin

suffi

cien

t use

of c

itatio

ns o

rat

trib

utio

n to

sou

rce

mat

eria

l

xm

inim

al, i

f any

, use

of

elab

orat

ive

tech

niqu

es*

xvo

cabu

lary

is li

mite

d or

inef

fect

ive

for t

he a

udie

nce

and

purp

ose

xlit

tle o

r no

evid

ence

of

appr

opria

te st

yle

• In

suffi

cien

t(in

clud

es c

opie

dte

xt)

• In

a la

ngua

geot

her t

han

Engl

ish

• O

ff-to

pic

• O

ff-pu

rpos

e

Handout 2.18

Page 161

05/0

8/20

14

Hol

istic

Sco

ring:

x

Variety: A

rang

e of

err

ors

incl

udes

sen

tenc

e fo

rmat

ion,

pun

ctua

tion,

cap

italiz

atio

n, g

ram

mar

usa

ge, a

nd s

pellin

g.x

Severity:

Bas

ic e

rror

s ar

e m

ore

heav

ily w

eigh

ted

than

hig

her-

leve

l err

ors.

xDensity: T

he p

ropo

rtion

of e

rror

s to

the

amou

nt o

f writ

ing

done

wel

l. Th

is in

clud

es th

e ra

tio o

f err

ors

to th

e le

ngth

of t

he p

iece

.

2-Po

int

Opi

nion

Pe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 3–

5)

Scor

e 2

1 0

NS

Conventions

The

resp

onse

dem

onst

rate

s an

adeq

uate

com

man

d of

con

vent

ions

:

xad

equa

te u

se o

f cor

rect

sen

tenc

e fo

rmat

ion,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

mar

usa

ge,

and

spel

ling

The

resp

onse

dem

onst

rate

s a p

artia

l com

man

dof

con

vent

ions

:

xlim

ited

use

of c

orre

ct se

nten

ce fo

rmat

ion,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

mar

usa

ge, a

ndsp

ellin

g

The

resp

onse

dem

onst

rate

s litt

le o

r no

com

man

d of

con

vent

ions

:

xin

freq

uent

use

of c

orre

ct s

ente

nce

form

atio

n, p

unct

uatio

n, ca

pita

lizat

ion,

gram

mar

usa

ge, a

nd s

pelli

ng

• In

suffi

cien

t(in

clud

es c

opie

dte

xt)

• In

a la

ngua

geot

her t

han

Engl

ish

• O

ff-to

pic

• O

ff-pu

rpos

e

Handout 2.18

Page 162

05/0

8/20

14

4-Po

int

Info

rmat

iona

lPe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 3-

5)

Scor

e4

32

1N

S

Organization/Purpose

The

resp

onse

has

a c

lear

and

effe

ctiv

e or

gani

zatio

nal

stru

ctur

e,

crea

ting

a se

nse

of u

nity

and

com

plet

enes

s. Th

e or

gani

zatio

n is

sust

aine

d be

twee

n an

d w

ithin

pa

ragr

aphs

. Th

e re

spon

se is

co

nsist

ently

and

pur

pose

fully

fo

cuse

d:

xco

ntro

lling

/mai

n id

ea o

f a to

picis

cle

arly

com

mun

icat

ed, a

ndth

e fo

cus

is s

tron

gly

mai

ntai

ned

for t

he p

urpo

sean

d au

dien

ce

xco

nsis

tent

use

of a

var

iety

of

tran

siti

onal

stra

tegi

es to

cla

rify

the

rela

tions

hips

bet

wee

n an

dam

ong i

deas

xef

fect

ive

intr

oduc

tion

and

conc

lusi

on

xlo

gica

l pro

gres

sion

of i

deas

from

begi

nnin

g to

end;

str

ong

conn

ectio

ns b

etw

een

and

amon

g id

eas

with

som

e sy

ntac

tic v

arie

ty

The

resp

onse

has

an

evid

ent

orga

niza

tiona

l str

uctu

re an

d a

sens

e of

com

plet

enes

s. T

houg

h th

ere

may

be

min

or fl

aws,

they

do

not

inte

rfere

with

the

over

all c

oher

ence

. Th

e or

gani

zatio

n is

adeq

uate

ly

sust

aine

d be

twee

n an

d w

ithin

pa

ragr

aphs

. Th

e re

spon

se is

ge

nera

lly fo

cuse

d:

xco

ntro

lling

/mai

n id

ea o

f a to

pic

is c

lear

, and

the

focu

s is

mos

tlym

aint

aine

d fo

r the

pur

pose

and

audi

ence

xad

equa

te u

se o

f tra

nsiti

onal

stra

tegi

es w

ith s

ome

vari

ety

tocl

arify

the

rela

tions

hips

betw

een

and

amon

g id

eas

xad

equa

te in

trod

uctio

n an

dco

nclu

sion

xad

equa

te p

rogr

essi

on o

f ide

as

from

beg

inni

ng to

end

;ad

equa

te co

nnec

tions

bet

wee

nan

d am

ong

idea

s

The

resp

onse

has

an

inco

nsist

ent

orga

niza

tiona

l str

uctu

re. S

ome

flaw

s ar

e ev

iden

t, an

d so

me

idea

s may

be

loos

ely

conn

ecte

d. Th

e or

gani

zatio

n is

som

ewha

t su

stai

ned

betw

een

and

with

in p

arag

raph

s. Th

e res

pons

e m

ay

have

a m

inor

dri

ft in

focu

s:

xco

ntro

lling

/mai

n id

ea o

f a to

pic

may

be

som

ewha

t unc

lear

, or

the

focu

s m

ay b

e in

suffi

cien

tlysu

stai

ned

for t

he p

urpo

se

and/

or a

udie

nce

xin

cons

iste

nt u

se o

f tra

nsiti

onal

st

rate

gies

and

/or l

ittle

var

iety

xin

trod

uctio

n or

con

clus

ion,

if

pres

ent,

may

be

wea

k

xun

even

pro

gres

sion

of id

eas

from

beg

inni

ng to

end

; and

/or

form

ulai

c; in

cons

iste

nt o

run

clea

r con

nect

ions

bet

wee

nan

d am

ong

idea

s

The

resp

onse

has

litt

le o

r no

disc

erni

ble o

rgan

izatio

nal

stru

ctur

e.

The

resp

onse

may

be

rela

ted

to th

e to

pic b

ut m

ay p

rovi

de li

ttle

or n

o fo

cus:

xco

ntro

lling

/mai

n id

ea m

ay b

eco

nfus

ing o

r am

bigu

ous;

resp

onse

may

be

too

brie

f or t

hefo

cus

may

dri

ft fr

om th

epu

rpos

e an

d/or

aud

ienc

e

xfe

w o

r no

tran

siti

onal

st

rate

gies

are

evi

dent

xin

trod

uctio

n an

d/or

conc

lusi

on m

ay b

e m

issi

ng

xfr

eque

nt e

xtra

neou

s ide

as m

aybe

evi

dent

; id

eas

may

be ra

ndom

ly o

rder

ed o

r hav

e an

uncl

ear p

rogr

essi

on

xIn

suffi

cien

t(in

clud

esco

pied

text

)

xIn

a la

ngua

geot

her t

han

Engl

ish

� xO

ff-to

pic

� xO

ff-pu

rpos

e

Handout 2.18

Page 163

05/0

8/20

14

4-Po

int

Info

rmat

iona

lPe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 3-

5)

Scor

e4

32

1N

S

Evidence/Elaboration

The

resp

onse

pro

vide

s tho

roug

h el

abor

atio

n of

the

supp

ort/

evid

ence

fo

r th

e co

ntro

lling

/mai

n id

ea th

at

incl

udes

the

effe

ctiv

e us

e of

sour

ce

mat

eria

l. Th

e re

spon

se c

lear

ly an

d ef

fect

ivel

y de

velo

ps id

eas,

usin

g pr

ecise

lang

uage

:

xco

mpr

ehen

sive

evi

denc

e (fa

cts

and

deta

ils) f

rom

the

sour

cem

ater

ial i

s int

egra

ted,

re

leva

nt, a

nd s

peci

fic

xcl

ear c

itatio

ns o

r att

ribut

ion

toso

urce

mat

eria

l

xef

fect

ive

use

of a

varie

ty o

f el

abor

ativ

e te

chni

ques

*

xvo

cabu

lary

is c

lear

ly ap

prop

riate

fo

r th

e au

dien

ce a

nd p

urpo

se

� xef

fect

ive,

app

ropr

iate

styl

een

hanc

es co

nten

t

The

resp

onse

pro

vide

s ade

quat

e el

abor

atio

n of

the

supp

ort/

evid

ence

fo

r th

e co

ntro

lling

/mai

n id

ea t

hat

incl

udes

the

use

of s

ourc

e m

ater

ial.

The

resp

onse

ade

quat

ely d

evel

ops

idea

s, e

mpl

oyin

g a

mix

of p

reci

se an

d m

ore

gene

ral l

angu

age:

xad

equa

te e

vide

nce

(fact

san

d de

tails

) fro

m th

eso

urce

mat

eria

l is

inte

grat

ed a

nd re

leva

nt,

yet m

ay b

e ge

nera

l

xad

equa

te u

se o

f cita

tions

or a

ttrib

utio

n to

sou

rce

mat

eria

l� x

adeq

uate

use

of s

ome

elab

orat

ive

tech

niqu

es*

� xvo

cabu

lary

is g

ener

ally

appr

opria

te fo

r the

aud

ienc

e an

d pu

rpos

e

xge

nera

lly a

ppro

pria

te st

yle

is

evid

ent

The

resp

onse

pro

vide

s une

ven,

cu

rsor

y el

abor

atio

n of

the

su

ppor

t/ev

iden

ce fo

r the

co

ntro

lling

/mai

n id

ea th

at in

clud

es

unev

en o

r lim

ited

use

of so

urce

m

ater

ial.

The

resp

onse

dev

elop

s id

eas

unev

enly

, usin

g si

mpl

istic

la

ngua

ge:

xso

me

evid

ence

(fac

ts a

ndde

tails

) fro

m th

e so

urce

m

ater

ial m

ay b

e w

eakl

yin

tegr

ated

, im

prec

ise,

re

peti

tive,

vag

ue, a

nd/o

r cop

ied

xw

eak u

se o

f cita

tions

or

attr

ibut

ion

to s

ourc

em

ater

ial

xw

eak

or u

neve

n us

e of

el

abor

ativ

e te

chni

ques

*;de

velo

pmen

t may

con

sist

prim

arily

of s

ourc

esu

mm

ary

xvo

cabu

lary

use

is u

neve

n or

som

ewha

t ine

ffect

ive

for t

heau

dien

ce a

nd p

urpo

se

xin

cons

iste

nt o

r wea

k at

tem

pt to

crea

te a

ppro

pria

te st

yle

The

resp

onse

pro

vide

s min

imal

el

abor

atio

n of

the

supp

ort/

evid

ence

fo

r th

e co

ntro

lling

/mai

n id

ea th

at

incl

udes

litt

le o

r no

use

of so

urce

m

ater

ial.

The

resp

onse

is v

ague

, lac

ks

clar

ity, o

r is

conf

usin

g:

xev

iden

ce (f

acts

and

det

ails

) fro

mth

e so

urce

mat

eria

l is m

inim

al,

irrel

evan

t, a

bsen

t, in

corr

ectly

used

, or p

redo

min

antly

cop

ied

xin

suffi

cien

t use

of c

itatio

ns o

rat

trib

utio

n to

sou

rce

mat

eria

l

x m

inim

al, i

f any

, use

of

elab

orat

ive

tech

niqu

es*

xvo

cabu

lary

is li

mite

d or

inef

fect

ive

for t

he a

udie

nce

and

purp

ose

xlit

tle o

r no

evid

ence

of

appr

opria

te st

yle

xIn

suffi

cien

t(in

clud

esco

pied

text

)

xIn

a la

ngua

geot

her t

han

Engl

ish

� xO

ff-to

pic

� xO

ff-pu

rpos

e

*Ela

bora

tive t

echn

ique

s may

inclu

de th

e use

of p

erso

nal e

xper

ienc

es th

at su

ppor

t the

cont

rolli

ng/m

ain i

dea

Handout 2.18

Page 164

05/0

8/20

14

2-Po

int

Info

rmat

iona

l Pe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 3–

5)

Scor

e2

10

NS

Conventions

The

resp

onse

dem

onst

rate

s an

adeq

uate

com

man

d of

con

vent

ions

:

xad

equa

te u

se o

f cor

rect

sen

tenc

efo

rmat

ion,

pun

ctua

tion

, cap

italiz

atio

n,gr

amm

ar u

sage

, and

spe

lling

The

resp

onse

dem

onst

rate

s a p

artia

l com

man

dof

con

vent

ions

:

xlim

ited

use

of c

orre

ct se

nten

ce fo

rmat

ion,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

mar

usa

ge,

and

spel

ling

The

resp

onse

dem

onst

rate

s lit

tle o

r no

com

man

d of

con

vent

ions

:

xin

freq

uent

use

of c

orre

ct s

ente

nce

form

atio

n, p

unct

uatio

n, ca

pita

lizat

ion,

gram

mar

usa

ge, a

nd s

pelli

ng

xIn

suffi

cien

t(in

clud

esco

pied

text

)

xIn

a la

ngua

geot

her t

han

Engl

ish

� xO

ff-to

pic

� xO

ff-pu

rpos

e

Holis

tic Sc

orin

g: x

Varie

ty: A

rang

e of e

rror

s inc

lude

s sen

tenc

e for

mat

ion,

pun

ctua

tion,

capi

taliz

atio

n, gr

amm

ar u

sage

, and

spel

ling.

xSe

verit

y: B

asic

erro

rs a

re m

ore h

eavil

y wei

ghte

d th

an h

ighe

r-le

vel e

rror

s.x

Dens

ity: T

he p

ropo

rtion

of e

rror

s to

the a

mou

nt o

f wri

ting d

one w

ell. T

his i

nclu

des t

he ra

tio o

f err

ors t

o th

e len

gth

of th

e pie

ce.

Handout 2.18

Page 165

05/0

8/20

14

4-Po

int

Nar

rativ

ePe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 3–

8)

Scor

e4

32

1NS

Organization/Purpose

The

orga

niza

tion

of th

e na

rrat

ive,

re

al o

r im

agin

ed, i

s ful

ly su

stai

ned

and

the

focu

s is c

lear

and

mai

ntai

ned

thro

ugho

ut:

xan

effe

ctiv

e pl

ot h

elps

to c

reat

ea

sens

e of

uni

ty a

ndco

mpl

eten

ess

xef

fect

ivel

y es

tabl

ishe

s a s

etti

ng,

narr

ator

/cha

ract

ers,

and

/or

poin

t of v

iew

*

xco

nsis

tent

use

of a

vari

ety

of

tran

siti

onal

stra

tegi

es to

cla

rify

the

rela

tion

ship

s be

twee

n an

dam

ong

idea

s; s

tron

g co

nnec

tion

betw

een

and

amon

g id

eas

xna

tura

l, lo

gica

l seq

uenc

e of

ev

ents

from

beg

inni

ng to

end

xef

fect

ive

open

ing

and

clos

ure

for a

udie

nce

and

purp

ose

The

orga

niza

tion

of th

e na

rrat

ive,

re

al o

r im

agin

ed, i

s ade

quat

ely

sust

aine

d, a

nd th

e fo

cus

is ad

equa

te

and

gene

rally

mai

ntai

ned:

xan

evi

dent

plo

t hel

ps to

cre

ate

a se

nse

of u

nity

and

com

plet

enes

s, th

ough

ther

em

ay b

e m

inor

flaw

s an

d so

me

idea

s m

ay b

e lo

osel

y co

nnec

ted

xad

equa

tely

est

ablis

hes

ase

ttin

g, n

arra

tor/

char

acte

rs,

and/

or p

oint

of v

iew

*

xad

equa

te u

se o

f a va

riet

y of

tr

ansi

tion

al s

trat

egie

s to

clar

ifyth

e re

lati

onsh

ips

betw

een

and

amon

g id

eas

xad

equa

te s

eque

nce

of e

vent

sfro

m b

egin

ning

to e

nd

xad

equa

te o

peni

ng a

nd c

losu

re

for a

udie

nce

and

purp

ose

The

orga

niza

tion

of th

e na

rrat

ive,

re

al o

r im

agin

ed, i

s som

ewha

t su

stai

ned

and

may

hav

e an

une

ven

focu

s:

xth

ere

may

be

an in

cons

iste

ntpl

ot, a

nd/o

r fla

ws

may

be

evid

ent

xun

even

ly o

r min

imal

lyes

tabl

ishe

s a

setti

ng,

narr

ator

/cha

ract

ers,

and

/or

poin

t of v

iew

*

xun

even

use

of a

ppro

pria

tetr

ansi

tion

al s

trat

egie

s and

/or

little

vari

ety

xw

eak

or u

neve

n se

quen

ce o

f ev

ents

xop

enin

g an

d cl

osur

e, if

pre

sent

,ar

e w

eak

The

orga

niza

tion

of th

e na

rrat

ive,

re

al o

r im

agin

ed, m

ay b

e m

aint

aine

d bu

t may

pro

vide

litt

le o

r no

focu

s:

xth

ere

is li

ttle

or n

o di

scer

nibl

e pl

ot o

r the

re m

ay ju

st b

e a

seri

es o

f eve

nts

xm

ay b

e br

ief o

r the

re is

litt

le to

no a

ttem

pt to

est

ablis

h a

sett

ing,

nar

rato

r/ch

arac

ters

,an

d/or

poi

nt o

f vie

w*

xfe

w o

r no

app

ropr

iate

tran

siti

onal

str

ateg

ies m

ay b

eev

iden

t and

may

cau

seco

nfus

ion

xlit

tle o

r no

orga

niza

tion

of a

nev

ent s

eque

nce;

freq

uent

extr

aneo

us id

eas a

nd/o

r a m

ajor

drift

may

be

evid

ent

xop

enin

g an

d/or

clo

sure

may

be m

issi

ng o

r uns

atis

fact

ory

xIn

suffi

cien

t(in

cude

s co

pied

text

)

xIn

a la

ngua

geot

her t

han

Engl

ish

xO

ff-to

pic

xO

ff-pu

rpos

e

*poi

nt o

f vie

w b

egin

s at g

rade

7

Handout 2.18

Page 166

05/0

8/20

14

4-Po

int

Nar

rativ

ePe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 3–

8)

Scor

e4

32

1NS

Development/Elaboration

The

narr

ativ

e, re

al o

r im

agin

ed,

prov

ides

thor

ough

, effe

ctiv

e el

abor

atio

n us

ing

rele

vant

de

tails

, dia

logu

e, a

nd/o

r de

scrip

tion:

xex

peri

ence

s, ch

arac

ters

, set

ting

an

d/or

eve

nts

are

clea

rly

deve

lope

d

xco

nnec

tions

to s

ourc

e m

ater

ials

m

ay e

nhan

ce th

e na

rrat

ive

xef

fect

ive

use

of a

vari

ety

of

narr

ativ

e te

chni

ques

that

adva

nce

the

stor

y or

illu

stra

te

the

expe

rien

ce

xef

fect

ive

use

of s

enso

ry,

conc

rete

, and

figu

rati

vela

ngua

ge th

at c

lear

ly a

dvan

ces

the

purp

ose

xef

fect

ive,

appr

opria

te st

yle

enha

nces

the

narr

atio

n

The

narr

ativ

e, re

al o

r im

agin

ed,

prov

ides

ade

quat

e el

abor

atio

n us

ing

deta

ils, d

ialo

gue,

and

/or

desc

ript

ion:

xex

peri

ence

s, ch

arac

ters

,se

ttin

g, a

nd/o

r eve

nts

are

adeq

uate

lyde

velo

ped

xco

nnec

tions

to s

ourc

e m

ater

ials

m

ay c

ontr

ibut

e to

the

narr

ativ

e

xad

equa

te u

se o

f a v

arie

ty o

f na

rrat

ive

tech

niqu

es th

atge

nera

lly a

dvan

ce th

e st

ory

orill

ustr

ate

the

expe

rien

ce

xad

equa

te u

se o

f sen

sory

,co

ncre

te, a

nd fi

gura

tive

lang

uage

that

gen

eral

ly

adva

nces

the

purp

ose

xge

nera

lly a

ppro

pria

test

yle

is e

vide

nt

The

narr

ativ

e, re

al o

r im

agin

ed,

prov

ides

une

ven,

curs

ory

elab

orat

ion

usin

g pa

rtia

l and

une

ven

deta

ils,

dial

ogue

, and

/or

desc

ript

ion:

xex

peri

ence

s, ch

arac

ters

,se

ttin

g, a

nd/o

r eve

nts

are

unev

enly

dev

elop

ed

xco

nnec

tions

to so

urce

mat

eria

lsm

ay b

e in

effe

ctiv

e, a

wkw

ard,

or

vagu

e bu

t do

not i

nter

fere

with

the

narr

ativ

e

xna

rrat

ive

tech

niqu

es a

reun

even

and

inco

nsis

tent

xpa

rtia

l or w

eak u

se o

f sen

sory

,co

ncre

te, a

nd fi

gura

tive

lang

uage

that

may

not

adv

ance

th

e pu

rpos

e

xin

cons

iste

nt o

r wea

k at

tem

pt to

crea

te a

ppro

pria

te st

yle

The

narr

ativ

e, re

al o

r im

agin

ed,

prov

ides

min

imal

ela

bora

tion

usin

g fe

w o

r no

deta

ils, d

ialo

gue,

and

/or

desc

riptio

n:

xex

peri

ence

s, ch

arac

ters

, se

tting

, an

d/or

eve

nts

may

be

vagu

e, la

ckcl

arit

y, o

r con

fusi

ng

xco

nnec

tions

to s

ourc

em

ater

ials

, if e

vide

nt, m

ay

detr

act f

rom

the

narr

ativ

e

xus

e of

nar

rati

ve te

chni

ques

m

ay b

e m

inim

al, a

bsen

t,in

corr

ect,

or i

rrel

evan

t

xm

ay h

ave

little

or n

o us

e of

se

nsor

y, c

oncr

ete,

or f

igur

ativ

ela

ngua

ge; l

angu

age

does

not

adva

nce

and

may

inte

rfer

e w

ithth

e pu

rpos

e

xlit

tle o

r no

evid

ence

of

appr

opria

te st

yle

xIn

suffi

cien

t(in

cude

s co

pied

text

)

xIn

a la

ngua

geot

her t

han

Engl

ish

xO

ff-to

pic

xO

ff-pu

rpos

e

Handout 2.18

Page 167

05/0

8/20

14

2-Po

int

Nar

rativ

ePe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 3-

8)

Scor

e2

10

NS

Conventions

The

resp

onse

dem

onst

rate

s an

adeq

uate

co

mm

and

of c

onve

ntio

ns:

xad

equa

te u

se o

f cor

rect

sen

tenc

e fo

rmat

ion,

pun

ctua

tion

, cap

ital

izat

ion,

gram

mar

usa

ge, a

nd s

pelli

ng

The

resp

onse

dem

onst

rate

s a p

artia

l com

man

d of

co

nven

tions

:

xlim

ited

use

of c

orre

ct s

ente

nce

form

atio

n,pu

nctu

atio

n, ca

pita

lizat

ion,

gram

mar

usa

ge,

and

spel

ling

The

resp

onse

dem

onst

rate

s lit

tle o

r no

com

man

d of

con

vent

ions

:

xin

freq

uent

use

of c

orre

ct se

nten

ce

form

atio

n, p

unct

uatio

n, ca

pita

lizat

ion,

gram

mar

usa

ge, a

nd s

pelli

ng

xIn

suffi

cien

t(in

cude

s co

pied

text

)

xIn

a la

ngua

geot

her t

han

Engl

ish

xO

ff-to

pic

xO

ff-pu

rpos

e

Hol

istic

Sco

ring:

x

Varie

ty: A

rang

e of

err

ors i

nclu

des

sent

ence

form

atio

n, p

unct

uatio

n, c

apita

lizat

ion,

gra

mm

ar u

sage

, and

spel

ling

xSe

verit

y: B

asic

err

ors a

re m

ore

heav

ily w

eigh

ted

than

hig

her-

leve

l err

ors.

xD

ensi

ty: T

he p

ropo

rtio

n of

err

ors t

o th

e am

ount

of w

ritin

g do

ne w

ell.

This

incl

udes

the

ratio

of e

rror

s to

the

leng

th o

f the

pie

ce.

Handout 2.18

Page 168

Argu

men

tativ

e 05

0814

4-Po

int

Argu

men

tativ

e Pe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 6-1

1)

Scor

e4

32

1N

S

Organization/Purpose

The

resp

onse

has

a c

lear

and

effe

ctiv

e or

gani

zatio

nal

stru

ctur

e,

crea

ting

a se

nse

of u

nity

and

co

mpl

eten

ess.

The

org

aniza

tion

is fu

lly su

stai

ned

betw

een

and

with

in

para

grap

hs.

The

resp

onse

is

cons

isten

tly a

nd p

urpo

sefu

lly

focu

sed:

xcl

aim

is in

trod

uced

, cle

arly

com

mun

icat

ed, a

nd th

e fo

cus

isst

rong

ly m

aint

aine

d fo

r the

purp

ose

and

audi

ence

xco

nsis

tent

use

of a

var

iety

of

tran

siti

onal

stra

tegi

es to

cla

rify

the

rela

tion

ship

s bet

wee

n an

dam

ong

idea

s

xef

fect

ive

intr

oduc

tion

and

conc

lusi

on

xlo

gica

l pro

gres

sion

of i

deas

from

begi

nnin

g to

end;

str

ong

conn

ectio

ns b

etw

een

and

amon

g id

eas

with

som

e sy

ntac

tic v

arie

ty

xal

tern

ate

and

oppo

sing

ar

gum

ent(

s) ar

e cl

early

ac

know

ledg

ed o

r add

ress

ed*

The

resp

onse

has

an

evid

ent

orga

niza

tiona

l str

uctu

re an

d a

sens

e of

com

plet

enes

s. T

houg

h th

ere

may

be

min

or fl

aws,

they

do

not i

nter

fere

w

ith th

e ov

eral

l coh

eren

ce.

The

orga

niza

tion

is ad

equa

tely

sust

aine

d be

twee

n an

d w

ithin

par

agra

phs.

The

resp

onse

is g

ener

ally

focu

sed:

xcl

aim

is c

lear

, and

the

focu

s is

mos

tly m

aint

aine

d fo

r the

pur

pose

and

aud

ienc

e

xad

equa

te u

se o

f tra

nsiti

onal

stra

tegi

es w

ith s

ome

vari

ety

tocl

arify

rela

tion

ship

s bet

wee

n an

dam

ong i

deas

xad

equa

te in

trod

uctio

n an

dco

nclu

sion

xad

equa

te p

rogr

essi

on o

f ide

as

from

beg

inni

ng to

end

; ade

quat

eco

nnec

tions

bet

wee

n an

d am

ong

idea

s

xal

tern

ate

and

oppo

sing

ar

gum

ent(s

) ar

e ad

equa

tely

ackn

owle

dged

or a

ddre

ssed

*

The

resp

onse

has

an

inco

nsist

ent

orga

niza

tiona

l str

uctu

re. S

ome

flaw

s ar

e ev

iden

t, an

d so

me

idea

s m

ay b

e lo

osel

y co

nnec

ted.

The

orga

niza

tion

is so

mew

hat

sust

aine

d be

twee

n an

d w

ithin

par

agra

phs.

The

resp

onse

may

hav

e a

min

or d

rift

in fo

cus:

xcl

aim

may

be

som

ewha

t unc

lear

,or

the

focu

s m

ay b

e in

suffi

cien

tlysu

stai

ned

for t

he p

urpo

se a

nd/o

rau

dien

ce

xin

cons

iste

nt u

se o

f tra

nsiti

onal

st

rate

gies

and/

or li

ttle

var

iety

xin

trod

uctio

n or

con

clus

ion,

if

pres

ent,

may

be

wea

k

xun

even

pro

gres

sion

of i

deas

from

begi

nnin

g to

end;

and

/or

form

ulai

c; in

cons

iste

nt o

r unc

lear

conn

ectio

ns a

mon

g id

eas

xal

tern

ate

and

oppo

sing

ar

gum

ent(

s) m

ay b

e co

nfus

ing

orno

t ack

now

ledg

ed *

The

resp

onse

has

litt

le o

r no

disc

erni

ble

orga

niza

tiona

l st

ruct

ure.

The

resp

onse

may

be

rela

ted

to th

e cl

aim

but

may

pr

ovid

e lit

tle o

r no

focu

s:

xcl

aim

may

be

conf

usin

g or

ambi

guou

s; re

spon

se m

ay b

e to

obr

ief o

r the

focu

s m

ay d

rift

from

the

purp

ose

and/

or a

udie

nce

xfe

w o

r no

tran

siti

onal

str

ateg

ies

are

evid

ent

xin

trod

uctio

n an

d/or

con

clus

ion

may

be

mis

sing

xfr

eque

nt e

xtra

neou

s ide

as m

ay b

eev

iden

t; id

eas

may

be

rand

omly

or

dere

d or

hav

e un

clea

rpr

ogre

ssio

n

xal

tern

ate a

nd o

ppos

ing

argu

men

t(s)

may

not

be

ackn

owle

dged

*

xIn

suffi

cien

t(in

clud

es c

opie

dte

xt)

xIn

a la

ngua

geot

her t

han

Engl

ish

xO

ff-to

pic

xO

ff-pu

rpos

e

*Ack

now

ledg

ing a

nd/o

r add

ress

ing t

he o

ppos

ing p

oint

of v

iew

beg

ins a

t gra

de 7

.

Handout 2.18

Page 169

Argu

men

tativ

e 05

0814

4-Po

int

Argu

men

tativ

ePe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 6-1

1)

Scor

e 4

3 2

1 N

S

Evidence/Elaboration

The

resp

onse

pro

vide

s tho

roug

h an

d co

nvin

cing

elab

orati

on o

f the

su

ppor

t/ev

iden

ce fo

r th

e cl

aim

and

ar

gum

ent(

s) in

clud

ing r

easo

ned,

in-

dept

h an

alys

is an

d th

e ef

fect

ive

use

of s

ourc

e m

ater

ial.

The

resp

onse

cl

early

and

effe

ctiv

ely

deve

lops

idea

s,

usin

g pr

ecise

lang

uage

:

xco

mpr

ehen

sive

evi

denc

e (fa

cts

and

deta

ils) f

rom

the

sour

cem

ater

ial i

s int

egra

ted,

rele

vant

,an

d sp

ecifi

c

xcl

ear c

itatio

ns o

r att

ribut

ion

toso

urce

mat

eria

l

xef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es*

xvo

cabu

lary

is c

lear

ly a

ppro

pria

te

for

the

audi

ence

and

pur

pose

xef

fect

ive,

appr

opria

te st

yle

enha

nces

cont

ent

The

resp

onse

pro

vide

s ade

quat

e el

abor

atio

n of

the

supp

ort /

evid

ence

fo

r th

e cl

aim

and

arg

umen

t(s)

tha

t in

clud

es re

ason

ed a

naly

sis a

nd th

e us

e of

sour

ce m

ater

ial.

The

resp

onse

ad

equa

tely

dev

elop

s ide

as,

empl

oyin

g a

mix

of p

reci

se w

ith m

ore

gene

ral l

angu

age:

xad

equa

te e

vide

nce

(fact

s an

dde

tails

) fro

m th

e so

urce

mat

eria

lis

inte

grat

ed an

d rel

evan

t, ye

t may

be g

ener

al

xad

equa

te u

se o

f cita

tions

or

attr

ibut

ion

to s

ourc

e m

ater

ial

xad

equa

te u

se o

f som

e el

abor

ativ

ete

chni

ques

*

xvo

cabu

lary

is g

ener

ally

appr

opria

te fo

r the

aud

ienc

e an

d pu

rpos

e

xge

nera

lly a

ppro

pria

te st

yle

is

evid

ent

The

resp

onse

pro

vide

s une

ven,

cu

rsor

y el

abor

atio

n of

the

supp

ort/

evid

ence

for t

he cl

aim

and

argu

men

t(s)

that

incl

udes

som

e re

ason

ed a

naly

sis a

nd p

artia

l or

unev

en u

se o

f sou

rce

mat

eria

l. Th

e re

spon

se d

evel

ops

idea

s un

even

ly,

usin

g sim

plist

ic la

ngua

ge:

xso

me

evid

ence

(fac

ts a

nd d

etai

ls)

from

the

sou

rce

mat

eria

l may

be

wea

kly

inte

grat

ed, i

mpr

ecis

e,

repe

titi

ve, v

ague

, and

/or c

opie

d

xw

eak

use

of c

itatio

ns o

rat

trib

utio

n to

sou

rce

mat

eria

l

xw

eak

or u

neve

n us

e of

ela

bora

tive

tech

niqu

es*;

dev

elop

men

t may

cons

ist p

rimar

ily o

f sou

rce

sum

mar

y or

may

rely

on

emot

iona

l app

eal

xvo

cabu

lary

use

is u

neve

n or

som

ewha

t ine

ffect

ive

for t

heau

dien

ce a

nd p

urpo

se

xin

cons

iste

nt o

r wea

k at

tem

pt to

crea

te a

ppro

pria

te st

yle

The

resp

onse

pro

vide

s min

imal

el

abor

atio

n of

the

supp

ort/

evid

ence

fo

r the

clai

m a

nd a

rgum

ent(s

) th

at

incl

udes

litt

le o

r no

use

of s

ourc

e m

ater

ial.

The

resp

onse

is v

ague

, lac

ks

clar

ity, o

r is c

onfu

sing:

xev

iden

ce (f

acts

and

det

ails

) fro

mth

e so

urce

mat

eria

l is m

inim

al,

irrel

evan

t, a

bsen

t, in

corr

ectly

used

, or p

redo

min

antly

cop

ied

xin

suffi

cien

t use

of c

itatio

ns o

rat

trib

utio

n to

sou

rce

mat

eria

l

xm

inim

al, i

f any

, use

of e

labo

rativ

ete

chni

ques

*; e

mot

iona

l app

eal

may

dom

inat

e

xvo

cabu

lary

is li

mite

d or

inef

fect

ive

for

the

audi

ence

and

pur

pose

xlit

tle o

r no

evid

ence

of a

ppro

pria

test

yle

xIn

suffi

cien

t(in

clud

es c

opie

dte

xt)

xIn

a la

ngua

geot

her t

han

Engl

ish

xO

ff-to

pic

xO

ff-pu

rpos

e

*Ela

bora

tive t

echn

ique

s may

inclu

de th

e use

of p

erso

nal e

xper

ienc

es th

at su

ppor

t the

arg

umen

t(s).

Handout 2.18

Page 170

Argu

men

tativ

e 05

0814

2-Po

int

Argu

men

tativ

ePe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 6-1

1)

Scor

e2

10

NS

Conventions

The

resp

onse

dem

onst

rate

s an

adeq

uate

com

man

d of

con

vent

ions

:Th

e re

spon

se d

emon

stra

tes a

par

tial

com

man

dof

con

vent

ions

:Th

e re

spon

se d

emon

stra

tes l

ittle

or n

oco

mm

and

of c

onve

ntio

ns:

xIn

suffi

cien

t(in

clud

es c

opie

dte

xt)

xIn

a la

ngua

geot

her t

han

Engl

ish

xO

ff-to

pic

xO

ff-pu

rpos

e

xad

equa

te u

se o

f cor

rect

sen

tenc

e fo

rmat

ion,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

mar

usa

ge,

and

spel

ling

xlim

ited

use

of c

orre

ct s

ente

nce

form

atio

n,pu

nctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar u

sage

, and

spel

ling

xin

freq

uent

use

of c

orre

ct s

ente

nce

form

atio

n,pu

nctu

atio

n, ca

pita

lizat

ion,

gra

mm

ar u

sage

,an

d sp

ellin

g

Hol

istic

Sco

ring:

x

Varie

ty: A

rang

e of

err

ors i

nclu

des

sent

ence

form

atio

n, p

unct

uatio

n, c

apita

lizat

ion,

gra

mm

ar u

sage

, and

spel

ling

xSe

verit

y: B

asic

err

ors a

re m

ore

heav

ily w

eigh

ted

than

hig

her-

leve

l err

ors.

xD

ensi

ty: T

he p

ropo

rtio

n of

err

ors t

o th

e am

ount

of w

ritin

g do

ne w

ell.

This

incl

udes

the

ratio

of e

rror

s to

the

leng

th o

f the

pie

ce.

Handout 2.18

Page 171

05/0

8/20

14

4-Po

int

Expl

anat

ory

Perf

orm

ance

Tas

k W

ritin

g Ru

bric

(Gra

des

6–11

)

Scor

e4

32

1N

S

Organization/Purpose

The

resp

onse

has

a c

lear

and

effe

ctiv

e or

gani

zatio

nal

stru

ctur

e,

crea

ting

a se

nse

of u

nity

and

com

plet

enes

s. Th

e or

gani

zatio

n is

fully

sust

aine

d be

twee

n an

d w

ithin

pa

ragr

aphs

. Th

e re

spon

se is

co

nsist

ently

and

pur

pose

fully

fo

cuse

d:

xth

esis

/con

trol

ling i

dea

of a

topi

c is

cle

arly

com

mun

icat

ed,

and

the

focu

s is

str

ongl

ym

aint

aine

d fo

r the

pur

pose

and

audi

ence

xco

nsis

tent

use

of a

var

iety

of

tran

siti

onal

stra

tegi

es to

cla

rify

the

rela

tions

hips

bet

wee

n an

dam

ong i

deas

xef

fect

ive

intr

oduc

tion

and

conc

lusi

onx

logi

cal p

rogr

essi

on o

f ide

as fr

ombe

ginn

ing t

o en

d; s

tron

g co

nnec

tions

bet

wee

n an

d am

ong

idea

s w

ith s

ome

synt

actic

var

iety

The

resp

onse

has

an

evid

ent

orga

niza

tiona

l str

uctu

re an

d a

sens

e of

com

plet

enes

s. T

houg

h th

ere

may

be

min

or fl

aws,

they

do

not i

nter

fere

w

ith th

e ov

eral

l coh

eren

ce. T

he

orga

niza

tion

is ad

equa

tely

sust

aine

d be

twee

n an

d w

ithin

par

agra

phs.

The

resp

onse

is g

ener

ally

focu

sed:

xth

esis

/con

trol

ling

idea

of a

topi

c is

cle

ar, a

nd th

e fo

cus

ism

ostly

mai

ntai

ned

for t

hepu

rpos

e an

d au

dien

ce

xad

equa

te u

se o

f tra

nsiti

onal

stra

tegi

es w

ith s

ome

vari

ety

tocl

arify

the

rela

tions

hips

betw

een

and

amon

g id

eas

xad

equa

te in

trod

uctio

n an

dco

nclu

sion

xad

equa

te p

rogr

essi

on o

f ide

as

from

beg

inni

ng to

end

;ad

equa

te co

nnec

tions

bet

wee

nan

d am

ong

idea

s

The

resp

onse

has

an

inco

nsist

ent

orga

niza

tiona

l str

uctu

re. S

ome

flaw

s ar

e ev

iden

t, an

d so

me

idea

s may

be

loos

ely

conn

ecte

d. Th

e or

gani

zatio

n is

som

ewha

t sus

tain

ed b

etw

een

and

with

in p

arag

raph

s. Th

e res

pons

e m

ay

have

a m

inor

dri

ft in

focu

s:

xth

esis

/con

trol

ling i

dea

of a

topic

may

be

som

ewha

t unc

lear

, or

the

focu

s m

ay b

e in

suffi

cien

tlysu

stai

ned

for t

he p

urpo

se

and/

or a

udie

nce

xin

cons

iste

nt u

se o

f tra

nsiti

onal

st

rate

gies

and

/or l

ittle

var

iety

xin

trod

uctio

n or

con

clus

ion,

if

pres

ent,

may

be

wea

kx

unev

en p

rogr

essi

on of

idea

sfr

om b

egin

ning

to e

nd; a

nd/o

rfo

rmul

aic;

inco

nsis

tent

or

uncl

ear c

onne

ctio

ns b

etw

een

and

amon

g id

eas

The

resp

onse

has

litt

le o

r no

disc

erni

ble o

rgan

izatio

nal

stru

ctur

e.

The

resp

onse

may

be

rela

ted

to th

e to

pic b

ut m

ay p

rovi

de li

ttle

or n

o fo

cus:

xth

esis

/con

trol

ling i

dea

may

be

conf

usin

g or

ambi

guou

s;re

spon

se m

ay b

e to

o br

ief o

r the

focu

s m

ay d

rift

from

the

purp

ose

and/

or a

udie

nce

xfe

w o

r no

tran

siti

onal

st

rate

gies

are

evi

dent

xin

trod

uctio

n an

d/or

conc

lusi

on m

ay b

e m

issi

ng

xfr

eque

nt e

xtra

neou

s ide

as m

aybe

evi

dent

; ide

as m

ay b

era

ndom

ly o

rder

ed o

r hav

e an

uncl

ear p

rogr

essi

on

xIn

suff

icie

nt(i

nclu

des

copi

ed t

ext)

xIn

ala

ngua

geot

her t

han

Engl

ish

xO

ff-to

pic

xO

ff-pu

rpos

e

Handout 2.18

Page 172

05/0

8/20

14

4-Po

int

Expl

anat

ory

Perf

orm

ance

Tas

k W

ritin

g Ru

bric

(Gra

des

6–11

)

Scor

e4

32

1N

S

Evidence/Elaboration

The

resp

onse

pro

vide

s tho

roug

h el

abor

atio

n of

the

supp

ort/

evid

ence

fo

r th

e th

esis/

cont

rolli

ng id

ea th

at

incl

udes

the

effe

ctiv

e us

e of

sour

ce

mat

eria

l. Th

e re

spon

se c

lear

ly an

d ef

fect

ivel

y de

velo

ps id

eas,

usin

g pr

ecise

lang

uage

:

xco

mpr

ehen

sive

evi

denc

e (fa

cts

and

deta

ils) f

rom

the

sour

cem

ater

ial i

s int

egra

ted,

re

leva

nt, a

nd s

peci

fic

xcl

ear c

itatio

ns o

r att

ribut

ion

toso

urce

mat

eria

l

xef

fect

ive u

se o

f a v

arie

ty o

f el

abor

ativ

e te

chni

ques

* � x

voca

bula

ry is

cle

arly

appr

opria

te

for

the

audi

ence

and

pur

pose

xef

fect

ive,

appr

opria

te st

yle

enha

nces

cont

ent

The

resp

onse

pro

vide

s ade

quat

e el

abor

atio

n of

the

supp

ort/

evid

ence

fo

r th

e th

esis/

cont

rolli

ng id

ea th

at

incl

udes

the

use

of s

ourc

e m

ater

ial.

The

resp

onse

ade

quat

ely d

evel

ops

idea

s, e

mpl

oyin

g a

mix

of p

reci

se an

d m

ore

gene

ral l

angu

age:

�

xad

equa

te e

vide

nce

(fact

s an

dde

tails

) fro

m th

e so

urce

mat

eria

l is i

nteg

rate

d an

d re

leva

nt, y

et m

ay b

e ge

nera

l

xad

equa

te u

se o

f cita

tions

or

attr

ibut

ion

to s

ourc

e m

ater

ial

xad

equa

te u

se o

f som

e el

abor

ativ

ete

chni

ques

*

xvo

cabu

lary

is g

ener

ally

appr

opria

te fo

r the

aud

ienc

e an

d pu

rpos

e

xge

nera

lly a

ppro

pria

te st

yle

is

evid

ent

The

resp

onse

pro

vide

s une

ven,

curs

ory

elab

orat

ion

of th

e su

ppor

t/ev

iden

ce fo

r th

e th

esis/

cont

rolli

ng id

ea th

at in

clud

es

unev

en o

r lim

ited

use

of so

urce

m

ater

ial.

The

resp

onse

dev

elop

s id

eas

unev

enly

, usin

g si

mpl

istic

lang

uage

:

xso

me

evid

ence

(fac

ts a

ndde

tails

) fro

m th

e so

urce

m

ater

ial m

ay b

e w

eakl

yin

tegr

ated

, im

prec

ise,

re

peti

tive,

vag

ue, a

nd/o

r cop

ied

xw

eak

use

of c

itatio

ns o

rat

trib

utio

n to

sou

rce

mat

eria

l

xw

eak

or u

neve

n us

e of

el

abor

ativ

e te

chni

ques

*;de

velo

pmen

t may

con

sist

prim

arily

of s

ourc

e su

mm

ary

xvo

cabu

lary

use

is u

neve

n or

som

ewha

t ine

ffect

ive

for t

heau

dien

ce a

nd p

urpo

se

xin

cons

iste

nt o

r wea

k at

tem

pt to

crea

te a

ppro

pria

te st

yle

The

resp

onse

pro

vide

s min

imal

el

abor

atio

n of

the

supp

ort/

evid

ence

fo

r th

e th

esis/

cont

rolli

ng id

ea th

at

incl

udes

litt

le o

r no

use

of so

urce

m

ater

ial.

The

resp

onse

is v

ague

, lac

ks

clar

ity, o

r is

conf

usin

g:

xev

iden

ce (f

acts

and

det

ails

) fro

mth

e so

urce

mat

eria

l is m

inim

al,

irrel

evan

t, a

bsen

t, in

corr

ectly

used

, or p

redo

min

antly

cop

ied

xin

suffi

cien

t use

of c

itatio

ns o

rat

trib

utio

n to

sou

rce

mat

eria

l

xm

inim

al, i

f any

, use

of

elab

orat

ive

tech

niqu

es*

xvo

cabu

lary

is li

mite

d or

inef

fect

ive

for t

he a

udie

nce

and

purp

ose

xlit

tle o

r no

evid

ence

of

appr

opria

te st

yle

xIn

suffi

cien

t(in

clud

esco

pied

text

)

xIn

a la

ngua

geot

her t

han

Engl

ish

� xO

ff-to

pic

� xO

ff-pu

rpos

e

*Ela

bora

tive

tech

niqu

es m

ay in

clud

e th

e us

e of

per

sona

l exp

erie

nces

that

supp

ort

the

cont

rolli

ng id

ea.

Handout 2.18

Page 173

05/0

8/20

14

2-Po

int

Expl

anat

ory

Perf

orm

ance

Tas

k W

ritin

g Ru

bric

(Gra

des

6-11

)

Scor

e2

10

NS

Conventions

The

resp

onse

dem

onst

rate

s an

adeq

uate

com

man

d of

con

vent

ions

: x

adeq

uate

use

of c

orre

ct s

ente

nce

form

atio

n,pu

nctu

atio

n, c

apit

aliz

atio

n, gr

amm

ar u

sage

,an

d sp

ellin

g

The

resp

onse

dem

onst

rate

s a p

artia

l com

man

dof

con

vent

ions

: x

limite

d us

e of

cor

rect

sen

tenc

e for

mat

ion,

punc

tuat

ion,

capi

taliz

atio

n, g

ram

mar

usa

ge, a

ndsp

ellin

g

The

resp

onse

dem

onst

rate

s lit

tle o

r no

com

man

d of

con

vent

ions

: x

infr

eque

nt u

se o

f cor

rect

sen

tenc

efo

rmat

ion,

pun

ctua

tion,

capi

taliz

atio

n,gr

amm

ar u

sage

, and

spel

ling

xIn

suffi

cien

t(in

clud

esco

pied

text

)

xIn

a la

ngua

geot

her t

han

Engl

ish

� xO

ff-to

pic

� xO

ff-pu

rpos

e

Hol

istic

Sco

ring:

x

Varie

ty: A

rang

e of

err

ors i

nclu

des

sent

ence

form

atio

n, p

unct

uatio

n, c

apita

lizat

ion,

gra

mm

ar u

sage

, and

spel

ling

xSe

verit

y: B

asic

err

ors a

re m

ore

heav

ily w

eigh

ted

than

hig

her-

leve

l err

ors.

xD

ensi

ty: T

he p

ropo

rtio

n of

err

ors t

o th

e am

ount

of w

ritin

g do

ne w

ell.

This

incl

udes

the

ratio

of e

rror

s to

the

leng

th o

f the

pie

ce.

Handout 2.18

Page 174

Stud

ent S

ampl

es: G

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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

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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

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5

GRAD

E 5

✱ E

LA ✱

OPI

NION

PER

FORM

ANCE

TASK

Und

erstanding

Prfic

ienc

y

Sam

ple G

I disa

gree

with

the r

ule th

at on

ly se

rvice

dogs

and m

iniat

ure h

orse

s sho

uld be

allow

ed in

publi

c plac

es. O

ther

anim

als ca

n he

lp pe

ople

and i

t’s n

ot fa

ir th

at th

ey ca

n’t be

let o

ut in

publi

c. If

the a

nima

l hur

ts so

meon

e the

n it

shou

ldn’t

be in

publi

c, bu

t onl

y tha

t on

e ani

mal, n

ot it

’s wh

ole sp

ecies

.Th

e firs

t rea

son

I disa

gree

with

this

rule,

is w

hat d

id th

e oth

er se

rvice

anim

als do

ha

t did

thes

e oth

er an

imals

like

serv

ice

monk

eys o

r ser

vice s

nake

s eve

r do

The

y are

train

ed to

help

, not

to h

urt.

And i

t’s n

ot fa

ir to

the h

uman

or th

e ani

mal t

hat t

hey

can’t

be in

publi

c jus

t bec

ause

peop

le th

ink t

hat t

hey m

ight b

e dan

gero

us. T

hese

anim

als ca

n be

train

ed.

onke

ys sp

end a

long

tim

e aro

und h

uman

s befo

re th

ey ev

en ge

t tra

ined

. The

y also

spen

d tim

e aro

und p

ets.

It sa

ys in

sour

ce #

1, “T

hey g

et u

sed t

o bein

g ar

ound

pets

.” Th

ey di

dn’t

hurt

that

pet.

Anot

her r

easo

n th

at I

disag

ree w

ith th

is ru

le is,

that

mon

keys

are g

ood p

ets.

If so

meon

e with

a dis

abili

ty w

ante

d to t

ake t

heir

“pet

” mo

nkey

with

them

down

to a

coffe

e sho

p and

they

wer

e sto

pped

, tha

t wou

ldn’t

be fa

ir at

all I

t say

s in

sour

ce #

1 th

at, “

. . . m

onke

ys

are r

eady

to go

live

with

some

one w

ho n

eeds

them

to h

elp m

ake l

ife a

little

bit e

asier

.” If

a per

son

with

a dis

abili

ty w

ante

d help

with

so

meth

ing a

t the

coffe

e sho

p and

their

mon

key o

r sna

ke or

even

liza

rd co

uldn’t

come

, the

y wou

ld be

sad.

that

their

lovin

g “pe

t” co

uldn’t

go w

ith th

em. .

The fi

nal r

easo

n th

at I

disag

ree w

ith th

at ru

le is,

peop

le ne

ed th

eir se

rvice

anim

als. I

f a pe

rson

nee

ded h

elp at

some

plac

e like

a gr

ocer

y sto

re an

d the

y cou

ldn’t

have

their

anim

al, th

ey’ll

prob

ably

have

trou

ble ge

tting

their

shop

ping d

one.

. It s

ays i

n so

urce

#2

that

, “. .

. Ass

istan

ce an

imals

like

this

capu

chin

mon

key a

re sm

art a

nd n

imble

enou

gh to

help

in lo

ts of

way

s . . .

” So i

f som

eone

ne

eded

help

and h

ad to

hav

e the

ir se

rvice

anim

al an

d cou

ldn’t

reac

h so

meth

ing o

n a h

igh sh

elf, it

wou

ld be

reall

y har

d for

them

.In

conc

lusion

, I do

not

agre

e with

this

rule

for m

any r

easo

ns. P

eople

agre

e with

it bu

t hav

e the

y tho

ught

that

, thi

s isn

’t fai

r to

peop

le. T

hey n

eed t

hese

anim

als an

d if t

hey c

an’t

have

them

in pu

blic,

it wi

ll be r

eally

har

d for

them

. And

I ho

pe th

at yo

u ca

n ag

ree

with

me.

Handout 3.1

Page 177

Stud

ent S

ampl

es: G

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5

GRAD

E 5

✱ E

LA ✱

OPI

NION

PER

FORM

ANCE

TASK

Und

erstanding

Prfic

ienc

y

Sam

ple H

I disa

gre w

ith th

is ru

le for

1 n

ot ev

eryb

ody h

as a

dog o

r a po

ny an

d 2 pe

ople

shou

ld be

able

to br

ing t

he se

rvice

anim

al th

ey fe

el mo

st co

mthe

rbale

with

. But

shou

ld so

me on

e brin

g a n

on se

rvie

anim

al in

to th

e sto

re n

o bea

caus

e the

ir no

t tra

ined

. Now

you

know

my

opin

oin an

d I w

ill te

ll you

3 re

ason

s why

this

is my

opin

oin.

Firs

t if y

ou h

ad a

diffre

nt an

imal

it co

uld do

difre

nt th

ings

like

iif y

ou h

ad a

chim

pans

e it c

ould

reac

h hi

gh st

uff fo

r you

. In

the

artic

le th

is ma

n ha

d a sn

ake a

nd h

e said

“The

snak

e is a

serv

ice an

imal

that

help

s con

fort h

im”.

And t

hats

just

one r

easo

n wh

y ot

her r

easo

ns th

ere a

re m

ore r

easo

ns li

ke th

is ne

xt on

e.Ca

puch

in m

onke

ys ca

n do

wor

k for

disa

bled p

eople

who

can

do th

em al

one.

Own

ers f

eel s

afte

r with

mon

key h

elp ev

en th

oug t

hey

are d

ange

rous

. Th

e fina

le an

d las

t rea

son

to h

ave d

iffre

nt se

rvice

anim

als is

the j

oy of

doin

g thi

ngs a

gain

beac

ause

diffr

ent a

nima

ls all

ow yo

u to

do di

ffren

t thi

ngs.

Dogs

can

help

you

but w

ith th

e no d

ogs s

igns d

ouse

n’t th

at m

ean

no se

rvice

dogs

. Plus

mon

keys

hav

e paw

s alm

ost l

ike a

hand

and t

hey c

ould

prob

ly gr

ab m

ore t

hing

s like

soda

stra

ws fo

r you

to dr

ink o

ut of

. Now

if yo

u for

got w

hat I

was

ta

lking

abou

t thi

s will

remi

nd yo

u.I t

hink

with

all o

f the

se de

tails

you

shou

ld re

memb

er bu

t I w

as gi

ving y

ou m

y opin

oin on

if ot

her s

ervie

anim

als sh

ould

be

allow

ed. A

nd I

said

“I dis

agre

e with

the r

ule fo

r one

not

ever

y one

has

a do

g or a

pony

.” Bu

t now

you

know

my o

pinoin

on th

is su

bject

and I

hop

e you

agre

e.

Handout 3.1

Page 178

Und

erstanding

Prfic

ienc

y

Stud

ent S

ampl

es: G

rade

8

GRAD

E 8

✱ E

LA ✱

ARG

UMEN

TATI

VE P

ERFO

RMAN

CE TA

SK

I thi

nk th

ey sh

ould

stop

mak

ing t

he pe

nny.

The r

easo

n is

it co

sts m

ore t

o mak

e the

n its

wor

th.

The r

easo

n I t

hink

it co

sts m

ore t

o mak

e the

n its

wor

th is

beca

use o

f the

fact

s the

y gav

e me i

t the

sour

ces.

One e

xamp

le of

the

fact t

hey g

ave m

e is t

he m

int l

ost

. mi

llion

in th

e las

t yea

r. A

noth

er fa

ct th

ey ga

ve m

e is i

t 1.

cent

s to p

rodu

ce a

penn

y.In

conc

lusion

thos

e are

just

some

fact

s the

y gav

e me t

o pro

ve it

cost

s mor

e mon

ey to

mak

e a pe

nny t

hen

its w

orth

.

Sam

ple E

Handout 3.2

Page 179

Stud

ent S

ampl

es: G

rade

8

GRAD

E 8

✱ E

LA ✱

ARG

UMEN

TATI

VE P

ERFO

RMAN

CE TA

SK

Und

erstanding

Prfic

ienc

y

Sam

ple C

Do w

e rea

lly n

eed p

enni

es? I

f we g

et ri

d of t

hem,

it ce

rtain

ly wo

uldn’t

ange

r Jim

Flah

erty

who

says

“Pen

nies

take

up t

oo m

uch

spac

e on

our d

ress

ers a

t hom

e”. I

t tur

ns ou

t, pe

nnies

cost

mor

e to m

ake t

han

they

are w

orth

. But

, som

e peo

ple sa

y a pe

nny

save

d is a

penn

y ear

ned.

Ther

e are

two d

iffer

ent s

ides t

o thi

s sto

ry . .

. wha

t do y

ou th

ink

Penn

ys ca

n be

very

help

ful t

o peo

ple, in

man

y dife

rent

way

s inc

ludin

g help

ing b

usin

esse

s by s

lowly

gain

ing m

ore a

nd m

ore m

oney

ov

er ti

me. B

ut, if

we g

et ri

d of t

he pe

nny a

nd ro

und u

p or d

own

acco

rdin

gly, b

usin

esse

s wou

ld ge

t eve

n mo

re m

oney

over

time.

By

keep

ing p

enni

es, p

eople

who

can

affor

d to t

hrow

them

into

foun

tain

s cou

ld pu

t the

m in

char

ity bo

xes t

hat w

ill ev

entu

ally a

dd up

to

help

peop

le in

nee

d.If

Amer

ica ba

nned

the p

enny

it w

ouldn

’t be

the e

nd of

the w

orld.

It w

ould

hurt

many

orga

niza

tions

, and

man

y diff

eren

t thi

ngs.

But,

it wo

uld al

so h

elp th

em, b

y rou

ndin

g, ev

eryt

hing

wou

ld be

mor

e sim

ple. B

usin

esse

s and

orga

niza

tions

wou

ld ge

t mor

e mon

ey

and o

vera

ll help

the c

ommu

nity

.

Handout 3.2

Page 180

Und

erstanding

Prfic

ienc

y

Stud

ent S

ampl

es: G

rade

8

GRAD

E 8

✱ E

LA ✱

ARG

UMEN

TATI

VE P

ERFO

RMAN

CE TA

SK

Sam

ple G

I thi

nk w

e sho

uld ju

st w

e jus

t sto

p pro

ducin

g pen

nies

beca

use i

t it w

as a

wast

e of m

oney

for e

xamp

le in

sour

ce #

2 it

says

“e

stim

ated

m

illion

in w

ages

that

busin

esse

s pay

reta

il cle

rks t

o cou

nt pe

nnies

” tha

t’s C

leary

is a

lot of

mon

ey ju

st fo

r co

untin

g pen

nies

! An

othe

r rea

son

I thi

nk th

e gov

ernm

ent s

hould

stop

mak

ing p

enni

es is

wer

e not

mak

ing a

profi

t whe

n ma

king t

he pe

nnies

we

are l

osin

g mon

ey li

ttle b

y litt

le for

exam

ple in

sour

ce #

it sa

ys “j

ust o

ver 1

. ce

nts t

o mak

e a pe

nny.”

Thi

s is t

ellin

g you

by

each

penn

y the

y are

mak

ing t

hey a

re lo

sing a

bout

.

cent

s and

so on

top o

f the

m

illion

dolla

rs th

ey ar

e was

ting t

he ar

e als

o los

ing a

tota

l of

. ce

nts e

ach

penn

y the

y are

mak

ing.

A lot

of pe

ople

that

I kn

ow do

n’t ev

en u

se pe

nnies

they

just

thro

w th

em aw

ay.

I thi

nk so

mebo

dy w

ould

disag

ree w

ith m

e by s

ayin

g the

penn

y sho

uld ke

ep be

ing p

rodu

ced b

ecau

se at

some

case

s you

migh

t nee

d th

e pen

ny in

case

some

thin

g is

. do

llars

but y

ou on

ly ha

ve

.3 do

llars

that

penn

y cou

ld be

very

use

ful b

ut I

could

disa

gree

wi

th th

at pe

rson

beca

use e

ven

some

wor

kers

at st

ores

don’t

reall

y car

e if y

ou do

n’t h

ave t

hat p

enny

. And

the g

over

nmen

t is j

ust

losin

g mon

ey ou

t of m

akin

g pen

nies

that

is w

hy I

thin

k the

penn

y sho

uld st

op be

ing m

ade.

Handout 3.2

Page 181

Stud

ent S

ampl

es: G

rade

8

GRAD

E 8

✱ E

LA ✱

ARG

UMEN

TATI

VE P

ERFO

RMAN

CE TA

SK

Und

erstanding

Prfic

ienc

y

Sam

ple H

Afte

r rea

ding a

ll of t

his,

I beli

eve t

hat w

e sho

uld ke

ep th

e pen

ny in

the U

nite

d Sta

tes o

f Ame

ricas

curr

ency

. I th

ink t

his b

ecau

se w

hy

take

it aw

ay af

ter a

ll the

time

wev

e had

it in

our c

ount

ry.

hy sh

ould

we ta

ke th

em aw

ay. o

ur liv

es ar

nt be

ing s

ever

ly aff

ecte

d by t

he

crea

tion

of th

e pen

ny. s

o wha

t if i

t tak

es us

2 se

cond

s to fi

nd a

penn

y in

our p

urse

or sa

tchel.

Ame

rican

s hav

e got

ten

so la

zy in

the

past

coup

ule of

year

s and

that

s why

this

is ev

en a

topic

. Ame

rican

s are

to la

zy to

go in

to th

eir pu

rse a

nd lo

ok fo

r a pe

nny.

Penn

ys an

d qua

rters

arnt

muc

h bu

t the

y are

wor

th so

meth

ing,

and i

f you

hav

e one

hun

dred

penn

ies th

en th

ats e

noug

h to

buy a

mc

dona

lds do

llar m

enu m

eal f

or a

homl

ess p

erso

n. Am

erica

s got

ten

to a

poin

t whe

re pe

ople

actu

ally s

pend

time

writ

ing a

bout

this.

In

my 1

year

s on

this

earth

, thi

s is t

he fir

st ti

me I’

ve ev

er h

eard

anyo

ne ev

en th

ink a

bout

elim

inat

ing t

he pe

nny.

No on

e thi

nks t

he

penn

y is w

orth

our t

ime a

nd eff

ort t

o eve

n st

art a

ny co

ntro

vers

y on,

rath

er th

an el

imin

atin

g the

penn

y.” I

thin

k it w

ould

be a

bette

r ar

gume

nt if

alot

of pe

ople

were

in ag

reem

ent w

ith th

is an

d tho

ught

it w

as to

o stre

nuou

s to fi

nd a

penn

y in

ther

e pur

se, b

ut n

o.he

neve

r Im

at th

e sto

re w

ith m

y mom

or D

ad th

ey al

ways

man

age t

o find

a ex

tra pe

nny,

or th

ey ta

ke on

e fro

m th

e tak

eone

leave

-one j

ar.

I thi

nk th

at th

ere a

re th

ings

mor

e imp

orta

nt to

wor

ry ab

out i

n ou

r wor

ld th

an pe

nnies

and h

ow w

e sho

uld el

imin

ate t

hem.

If w

e did

hap

pen

to el

imin

ate a

ll the

penn

ies in

the w

orld

it wo

uld be

impo

ssibl

e to d

estro

y all o

f the

m. W

hy w

ould

we go

thro

ugh

the

stru

ggle

of fin

ding a

nd de

stoo

ying a

ll the

penn

ies in

the w

orld,

for o

ne re

ason

, sav

ing t

ime

Handout 3.2

Page 182

An

aly

zin

g S

tu

de

nt W

ork

Obs

erva

tion

Sam

ple

E Sa

mpl

e F

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 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)

GeneralBuck)Institute)of)Education)www.bie.org/project_searchThe� Buck� Institute� has� a� curated bank� of� projects,�� both�� heir�� own,�� and�� those they have� collected� from� other� developers.� Many� of� these� projects� include� assessments� and� assessment� tools,� like� rubrics.� The� bank� is� searchable� by� CCSS� standards.� Also,� (www.bie.org/objects/documents)� has� great� teacher� resources� for� project� based� learning� like� planning� forms, rubrics,� group� work� contracts,� etc.

English/Language Arts

Literacy)Design)Collaborative)www.literacydesigncollaborative.orgBank� of� teacher-created� modules� that� were� created� with� CCSS-aligned� LDC� templates,� which� are explicitly� CCSS aligned.� Rubrics� are� also� included.� (Mostly� 6-12� but� beginning� to� branch� into� K-5).

Reading)and)Writing)Project)http://readingandwritingproject.org/resources/assessments/reading writing assessments Offers� CCSS-aligned� performance� assessments� for� grades� K-8.� �Tasks� are� designed� as� on-demand� but� could� be� adapted to� become� curriculum-embedded. Tasks� include� rubrics.�

History/Social StudiesStanford)History)Education)Group:)Beyond)the)Bubble)https://beyondthebubble.stanford.edu/This site, produced by the Stanford History Education Group, has short constructed� response assessments� (HATs)� that� focus� on� particular� historical� skills.� Free� registration� is� required� to� download� assessments� and� rubrics� at� this� site, but the� resources� are� well worth� it (Grades� 6-12).

College)Board)Advanced)Placement)Essay)Questions)• http://media.collegeboard.com/digitalServices/pdf/ap/apcentral/AP_USH_DBQ.pdf

(copy and� paste� the� URL� into� your� web� browser)The� College Board� releases� questions� from� prior� Advanced� Placement� tests.� Download� apdf� with� Document-based� questions� for� American� history� from� 1973-1999.

• http://apcentral.collegeboard.com/apc/members/exam/exam_information/2090.htmlFind� Free Response� questions� (that� include� documents)� and� accompanying� scoring� systemsfor� World� History� from� the� past� two� years.

• http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.htmlYou� can� browse� the� list� of� home� pages� for� all� courses� to� pick� a� social� science� course� andfind� a� released� sample� test� and� other� resources.� These� assessments� may� need� adaptationas� they� are� designed� to� be� on-demand� tests� for� AP� courses,� but� they� can� provide� a� goodstarting� point.

Page 197

Handout 3.5

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

Math

Washington)State)OSPIIDeveloped)Assessments)http://www.k12.wa.us/SocialStudies/Assessments/default.aspxProduced� by� the� Office� of� Superintendent� of� Public� Instruction� of� the� state� of� Washington� (in� 2008), this� collection� of� K-12� assessments� includes� one� page of CCSS-aligned� prompts� and� rubrics� for� civics, economics,� geography, history� and� international� perspectives.

Mathematics)Assessment)Project)(MAP))http://map.mathshell.org)The Mathematics Assessment Project (MAP) features updated MARS� tasks, lessons, tests, rubrics,professional development, all aligned� to� the Common� Core. Created� by UC� Berkeley, Shell Center,and University of Nottingham.

Connecticut)Academic)Performance)Test)(Released)Items))http://www.csde.state.ct.us/public/csde/cedar/assessment/capt/released_items.htm#2The Connecticut Academic Performance Test (CAPT) is one of the early pioneers of high� qualityperformance tasks. Though� these are designed� for standardized� administration, the tasks providegreat starters for curriculum embedded tasks.

West)Virginia)Department)of)EducationIITeach)21)http://wvde.state.wv.us/teach21/pbl.htmlTeach 21� is a� bank of projects written and developed by West Virginia� teachers, vetted by peersand other curriculum partners.

ScienceStanford)Education)Assessment)Laboratory)(SEAL))http://web.stanford.edu/dept/SUSE/SEAL/� This� site� contains� 14� primarily� physical� science�� performance�� assessments.� The� topics� range� from� electricity,� friction, and� incline planes� (physics);� mystery� powders� and� floating/sinking� (chemistry);� and� rocks� and� astronomy� (earth� science).� Each� assessment� contains� the� student� directions, teacher instructions,�� scoring�� system,�� and��� st�� of�� materials.

Performance)Assessment)Links)in)Science)(PALS))))http://pals.sri.com/tasks/index.htmlPALS� is� a� task� bank� of� science� performance� assessments� complied� by� SRI� International for� grades K�-12� and� represent� a� large� number� of� performance� assessment� developers.� Go� to� the� site� and� select� the� grade� band� you� are� interested� in,� then� select� course� (physical,� life,� earth/space,� and� science/technology).� Then� select� the� specific� topic� of� the� performance� assessments.� Most� assessments� have� the� student� and� teacher� materials,� a� scoring� system, and� a� sample� of� student� work.� This� is� a� great� resource.

Connecticut)State)Department)of)Education)• http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320892

This� site� provides� sample laboratory� investigations� as� well� as� performance� assessments�focusing� on scientific� issues� in� society.� The� site� includes� sample� performance� assessments in�� 6 stand�� areas�� focusing�� on�� Energy�� Transformations;�� Chemical Structures� and�Properties;� Global� Interdependence;� Cell Chemistry� and� Biochemistry;� and� Genetics,�Evolution� and� Biodiversity.� Each� assessment� contains� teacher� and� student� materials.�

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). Rethinkingadvanced� high� school� coursework:� Tackling� the� depth/breadth� tension� in� the� AP� US� government� and� politics� course.� Journal!of!Curriculum!Studies, 43(4),� 533-559.� [SIPX� - $8.63]

Shepard, L. (2000). The� Role� of Assessment in a� Learning Culture. Educational!Researcher,!29(7), 414. [SIPX $2.41]

Stanford Center for Opportunity Policy in Education (SCOPE). (2014). StudentGcentered!schools:!Closing!the!opportunity!gap. https://edpolicy.stanford.edu/publications/pubs/1200

Tashlik, P. (2010). Changing the National Conversation on Assessment. Phi!Delta!Kappan,� 91(6), 5559. [SIPXĀ .- FREE]

History

Wineburg, S. and Martin, D. (2009). Tampering with history: Adapting primary sources forstruggling readers.!Social!Education,� 73(5), 212–216.

Other)Resources)

For additional resources related to performance� assessment, we encourage you to browse the websites of�SCALE’s� partner organizations. A� full list of partners and� descriptions of their work can� be found� here.

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Handout 3.5