Grade 11

Argumentative

Writing Extended Response

Compose Full Texts

3D Printers

Conventions

Evidence/Elaboration

Organization/Purpose

With the exception of the awkward opening sentence, the sentence structure of this brief response is adequate.

There is a missing comma after introductory elements in the third sentence (“In source #2 of the article on 3-D printers it…”), a missing serial comma (“such as rubber, plastic and other useful…”), and a missing comma in a compound sentence (&#8220;high speed so it will help&#8221;). Given the brevity of the response, these comma errors indicate a lack of command, but the comma is only one example of punctuation, allowing for a score of 1 in the category.

There are no capitalization errors in this response.

The most obvious grammar usage error is in the awkward first sentence (“I have been brought to the attention of 3-D printers…”), which should be “it has been brought.” Although the response should have been in the subjunctive mood (&#8220;would&#8221; instead of &#8220;will&#8221;), the mood is consistent throughout and therefore not an egregious error.

This response has two spelling errors: “effitently” and “librairies.”

There are nearly no accurate details, and the brevity of the response precludes any true integration.

There is a single vague and inaccurate reference to source #2.

The reasons offered are either inaccurate (&#8220;3-D printers can replace other items such as rubber, plastic&#8221;) or are vague to the point of being meaningless (&#8220;used greatly,&#8221; &#8220;very helpful,&#8221; &#8220;will print things quickly and effitently&#8221;).

The language use is weak. Words such as &#8220;things,&#8221; &#8220;objects,&#8221; and &#8220;items&#8221; are too vague to support the argument.

The style is overall weak. For example, relative to the extreme brevity of the response, phrases such as &#8220;I believe,&#8221; &#8220;I have been,&#8221; and &#8220;I think&#8221; diminish the overall credibility of the response.

The implied claim is that the writer is in favor of putting 3D printers in public libraries, and the few vague details offered are in line with that claim. However, the response is too brief to provide a cohesive argument.

The words &#8220;And&#8221; and &#8220;also&#8221; and the phrase &#8220;This is why…,&#8221; are transitions, but the ideas are randomly presented with no clear relationship among the few ideas listed.

The vague implied claim (&#8220;it will be used greatly and will be helpful&#8221;) is set up by the first sentence. The final line summarizes the apparent opinion: &#8220;3-D printers will be a tremendous attribute.&#8221; However, there is no adequate introduction or conclusion per se.

The progression of the single paragraph is a general list that fails to advance an argument. The apparent supporting information details the function of the 3D printer: its ability to replace objects and to work at very high speed, and though these details are not irrelevant, they provide only minimal support for the assumed claim.

There is no acknowledgement of the opposing point of view.

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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: 4251

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