Grade 11

Argumentative

Writing Extended Response

Compose Full Texts

3D Printers

Conventions

Evidence/Elaboration

Organization/Purpose

The sentence structure of this brief response is somewhat simplistic; however, with the exception of the two missing words in the first sentence (“Using 3-D printer” and “you have a chance break”), there does not appear to be any major formation issues. The awkward constructions (&#8220;It is best to not allow…to be available&#8221;) are style problems rather than conventions errors, although, given the brevity of the response, they do interfere with fluency.

There are no punctuation errors in this response.

There are no capitalization errors in this response.

There are two noted grammar usage issues in this response: the missing “to” in the first sentence after &#8220;chance&#8221; and the prepositional phrase “of accessing” in the final sentence, which should be replaced by “to access.” The use of passive voice (&#8220;can be created&#8221;) in this response causes some confusion.

This response has spelling errors (e.g., &#8220;Furnitures,&#8221; &#8220;sovouenirs,&#8221; and &#8220;Unforuntately&#8221;).

With only a single supporting idea (copyright infringement, although the examples offered—furniture and &#8220;souvenirs&#8221;—are examples of patents, not copyrights), there is no integration of information.

The response offers no citations or attributions and presumably uses information from a single source.

The lone supporting detail is developed with a brief example, &#8220;sovoenirs&#8221;  (“furniture” is an example provided in the sources and so is not original elaboration).

Vocabulary is limited, ineffective, and confusing (&#8220;I disagree with the idea of the ability of accessing a 3-D printer in public&#8221;).

The response is too brief to create any style.

The response ends with a confusing claim (&#8220;I disagree with the idea of the ability of accessing a 3-D printer in public&#8221;) and is too brief to be cohesive.

The use of a few transitional phrases (&#8220;For instance&#8230;,&#8221; &#8220;Unfortunately…&#8221;) does not necessarily promote unity. For example, it’s not clear why it would be “unfortunate” that it is illegal to use someone else’s design.

Especially for this grade level, there is no adequate introduction or conclusion. The first sentence sets up the first (and only) supporting reason (&#8220;may cause lawsuits&#8221;), and the final 2 sentences repeat a weak claim that fails to provide closure.

There is no progression of ideas as there is only a single supporting reason offered (illegal copyright will cause lawsuits) with a single example and explanation (&#8220;furniture&#8221;/&#8221;sovoenirs&#8221; and &#8220;illegal&#8221;). The final two (of 5 total) sentences merely repeat each other.

Opposing arguments are not acknowledged.

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An annotation is the educator’s explanation of how a portion of the student’s response relates to the rubric and contributes to that trait’s score. For example, the educator might explain how the response meets the expectations of a specific score point. An annotation can also describe aspects of a student response that relate to multiple score points on the rubric to demonstrate nuance when determining a score.

Annotation

One of three traits scored for the ELA performance task full write, this trait measures a student’s ability to demonstrate command of grade-level conventions of standard English: grammar usage (including sentence formation), capitalization, punctuation, and spelling.

This trait measures students’ ability to select and integrate details that support, explain, illustrate, or develop ideas. Students should elaborate these details—that is, explain and connect them, guided by the writing purpose and audience needs.
For informative/explanatory and opinion/argumentative writing purposes, these details come from source materials.
For narrative writing, this trait is called Development/Elaboration, and students are expected to integrate and develop grade-appropriate story elements such as descriptive details and dialogue. For these tasks, events and experiences are inspired by source materials.

This trait measures students’ ability to establish and sustain a focus for the writing. This focus should be consistent with the task’s designated purpose and the intended audience. Strong introductions and conclusions (or, for narrative writing, beginnings and endings) and transitions help to create coherence.

Performance tasks measure a student’s ability to demonstrate critical-thinking and problem-solving skills by challenging students to apply their knowledge and skills to complex, real-world problems. In the performance task, students are presented with a collection of questions and activities connected to a single theme or scenario. These activities ask students to demonstrate capacities such as depth of understanding, writing and research skills, and complex analysis, which cannot be adequately assessed with traditional assessment questions. Performance tasks are taken on a computer (but are not computer adaptive) and take students one to two class periods to complete.

Performance Task

The prompt is the text provided to the student that requests their response. It includes some contextual information, but also includes a specific task that students complete in their writing response.

Prompt

For a deeper dive into the content behind this student response, navigate to the Sample Items Website to access the writing prompt or visit the Content Explorer to learn more about this content area.

Prompt & Target

“Purpose” is the context for a piece of writing, or what the writer intends to accomplish. Students write texts with the following purposes:
<ul>
<li>Narrative (grades 3–8): tell a story</li>
<li>Informational (grades 3–5): present facts or data using source material</li>
<li>Explanatory (grades 6–11): explain a topic or concept by analyzing source materials</li>
<li>Opinion (grades 3–5): present and defend a position</li>
<li>Argumentative (grades 6–11): present an argument using research to form and support claims</li>
</ul>
Purposes have subtle differences depending on grade, and each writing purpose has its own scoring rubric.

Purpose

This text was written by a student in response to a Performance Task writing prompt.

Response

A rubric is a set framework for scorers to reference when determining the quality of student writing. Each trait has its own rubric, and every point value is defined in detail with examples of what to expect from student writing at each level.

Rubric

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Sample Term One

Sample Term Two

Traits are different dimensions of a student response that educators evaluate when scoring. For example, an educator will assess grammar and spelling as part of the Conventions trait (maximum of two score points) but not take grammar or spelling into account when assessing the other traits. This approach ensures that scorers evaluate student writing from multiple angles.

Example for Grade 11: Argumentative – 3D Printers - ID: 4242

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