Grade 6

Argumentative

Writing Extended Response

Compose Full Texts

Clean Communities

Conventions

Evidence/Elaboration

Organization/Purpose

Although there are no obvious sentence structure errors, there are only five sentences, which is insufficient to demonstrate anything more than partial control.

There is a missing apostrophe for a contraction (&#8220;cant&#8221;) and an incorrect use of a question mark instead of a period for a statement. Due to the brevity of the response, this demonstrates limited control of this convention.

Three of five sentences fail to begin with a capital letter.

There is an incorrect verb form (“through” instead of “throw”) and pronoun reference errors (“peaple…your car”). Due to the brevity of the response, this demonstrates limited control of this convention.

There are too many misspelled words to list.

The details presented are related to the topic, but they are not source-based, with the possible exception of “trash on the road is very dangres” (Source #1).

The response demonstrates minimal connection to any sources.

The brief response provides general “suggestions” that are not tied to specific source details and therefore do not provide relevant elaboration.

The brief response uses weak and repetitive language (“trash”; “maybe”).

There is no evidence of an argument-appropriate style.

The focus is very loosely tied to the task: although there is a vague claim (“work toghether and clean after each other”), that claim does not adequately respond to the task (choose between collecting tech-trash and adopting a highway). Overall, the limited information offered drifts from the intended focus.

“Maybe” and “but” do not meaningfully connect ideas.

The first sentence presents a vague claim, but there is no real introduction or conclusion.

The response is too brief to determine any intentional progression of ideas.

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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 6: Argumentative – Clean Communities - ID: 5083

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