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Argument Based Writing Thesis StatementIn the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next the author should explain why the topic is important or why readers should care about the issue. Lastly, students should present the thesis statement. It is essential that this thesis statement be appropriately narrowed to follow the guidelines in the prompt.

Clear and Logical Transitions between the Introduction, Body, and ConclusionTransitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.

Body Paragraphs Should Include Evidential SupportEach paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throughout the essay. In addition, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research. It is also important to explain how and why the evidence supports the thesis.

Use PEA while writing body paragraphs:

P Point - Make your pointE Evidence – Support your point with evidence and examplesA Argue – Explain how the evidence supports your points

EvidenceThe argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. A successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is not the student’s job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.

ConclusionA conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis.

Adapted from Purdue Owl and GED Testing Service

2014 GED Extended Response Overview The extended responses ask students to unpack a prompt, read source material, plan their response, type it, and then edit/revise. Students should be able to keyboard about 25 words per minute.

TEST TIME GIVEN WHERE FOUND OTHER INFO

Reasoning through

Language Arts45 minutes End of first half of test

- Separately timed

- 18.5% of total test score

Social Studies 25 minutes Last item- Separately timed

- 18% of total test score

Grading and Scoring the Reasoning through Language Arts Test

Grading: Extended responses are graded on a rubric that emphasizes how well students analyze and create an argument, back it with evidence, develop ideas, have an organizational structure, and use Standard English. See page 25 for a simplified rubric.

Scoring: Students can score up to 6 points. Their total score is then doubled and added to the number of correct answers on the rest of the test to get their raw score. The raw score is then converted to a scale score that runs from 100 to 200.

Grading and Scoring the Social Studies Test

Grading: The grading rubric (see page 25) is very similar to Reasoning through Language Arts except in trait 1 students must show the connection between an enduring issue and another text and provide their own knowledge (either some context about the historical situation or a modern day example of the situation).

Scoring: Students can score up to 4 points. Their total score is then doubled and added to the number of correct answers on the rest of the test to get their raw score. The raw score is then converted to a scale score that runs from 100 to 200.

The Time Limit Seems Challenging!Yes it does, but GED® Testing is finding that students are not using the time they have!

| Institute 2014 RLA/Social Studies, Steve Schmidt ([email protected])

Teach Writing as a Process

Teach students to tackle writing assignments using a process. A process is a standard method for doing something. For example, use URPWE as a process for writing extended responses and short answers.

U = Unpack the prompt – What are you being asked to do?

R = Read the source material

P = Plan the response

W = Write the response

E = Edit the response

Instructors should model the writing process for students using think alouds while demonstrating multiple examples!

Do What? Unpacking Prompts!

When we unpack a prompt, we ask, “What am I supposed to do?”


Reasoning through Language Arts

The standard format of a Reasoning Through Language Arts prompt is:

1. A brief overview of an issue

2. A few paragraphs supporting one side of the issue and a few paragraphs supporting the issue’s other side

3. The writing prompt and directions

Let’s Practice:

Prompt

The article presents arguments from both supporters and critics of funding the National Aeronautics and Space Administration (NASA) who disagree about the agency’s impact on the economy and research benefits.

In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response.

DO (LOOK FOR VERBS) WHAT


Let’s Practice:

Prompt

The article presents arguments from both supporters and critics of children’s video games who disagree about video game’s educational value and impact on children’s social development.



Let’s Practice:

Prompt

The article presents arguments from both supporters and critics of lowering the drinking age to 18 who disagree about the impact of this change on young adult’s safety and brain development.




Extended Response Answer Guidelines for Reasoning through Language ArtsPlease use the guidelines below as you answer the Extended Response question on the Reasoning Through Language Arts test. Following these guidelines as closely as possible will ensure that you provide the best response.

1. You will have up to (but no more than) 45 minutes to complete this task. However, don’t rush through

your response. Be sure to read through the passage(s) and the prompt. Then think about the message you want to convey in your response. Be sure to plan your response before you begin writing. Draft your response and revise it as needed.

2. As you read, think carefully about the argumentation presented in the passage(s). “Argumentation” refers to the assumptions, claims, support, reasoning, and credibility on which a position is based. Pay close attention to how the author(s) use these strategies to convey his or her (their) positions.

3. When you write your essay, be sure to

□ determine which position presented in the passage(s) is better supported by evidence from the passage(s)

□ explain why the position you chose is the better-supported one —remember, the better- supported position is not necessarily the position you agree with

□ defend your assertions with multiple pieces of evidence from the passage(s)

□ build your main points thoroughly

□ put your main points in logical order and tie your details to your main points

□ organize your response carefully and consider your audience, message, and purpose

□ use transitional words and phrases to connect sentences, paragraphs, and ideas

□ choose words carefully to express your ideas clearly

□ vary your sentence structure to enhance the flow and clarity of your response

□ reread and revise your response to correct any errors in grammar, usage, or punctuation


Reliable Evidence? Think CARBSAs students look at the evidence presented in source documents, they should consider how reliable it is. Some things used to measure reliability are:

Currency Is the evidence up to date? Studies done more recently are usually better than ones conducted years ago, especially in science and technology.

AuthorityWho created the source? Are they really an expert in this field? Just because someone is well known (actors, singers, sports stars) does not make them an expert.

Relevance Does the evidence specifically relate to the topic being discussed? Let’s look at the following evidence for the following topic: There are great health benefits to running.

1. Running burns many calories2. Running works out the entire body3. Running can help someone lose weight4. Running workout clothes are really fashionable5. Running is great cardiovascular exercise

While number 4 talks about running, it is not relevant since it has nothing to do with running’s health benefits. Instead, it focuses on the fashionable styles of some runners.

Bias Is the evidence from an unbiased source? Sources such as government agencies and educational institutions are usually unbiased. Look at who funds a study. For example, if a drug company is funding a study about one of its new drugs, we would be surprised if the findings showed that the drug did not work. We would expect the findings to be biased in favor of the company since it paid to have the study done and wants to show that its product works.

Specific Is the evidence specific? For example, the phrase “two decades of research shows that breathing has positive health benefits” is not specific. We do not know over which two decades the research was done. Also, “several studies have shown that walking is a great way to move from one place to another” is not specific either. We know nothing about the studies so we cannot know if they are current, authoritative, relevant, or biased.

Writing about Reading: What-Why-How Chart | Institute 2014 RLA/Social Studies, Steve Schmidt ([email protected])

What? What does the author think about the topic?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

WHY?These are the author’s reasons

for thinking this way.

HOW?These are the author’s support, evidence

and/or examples for each reason.Use C A R B S to evaluate the evidence.

C A R B S C A R B S C A R B S C A R B S C A R B S

Adapted from GED Testing Service


RLA Prompt: Minimum Legal Drinking Age Reasoning through Language Arts Extended Response Prompt: Minimum Legal Drinking Age

1 The minimum legal drinking age in the United States has been a matter of debate for years. From 1920 to 1933, the 18th Amendment to the Constitution banned the manufacture, transport, and sale of alcohol across the country. When Prohibition ended in 1933, states had the freedom to set their own legal drinking ages. Most states made this age 21, the age of majority when young people passed from being considered children under their parent’s control to adults.

2 During the 1960s and early 1970s, a change in voting rights laws influenced the drinking age discussion. As 18 year olds were eligible to be drafted to fight in wars, it was thought they should have additional rights like the right to vote in national elections. The 26th Amendment lowered the voting age from 21 to 18. Influenced by this, many states lowered their minimum legal drinking age to 18 during the 1970s.

3 Unfortunately, one consequence of decreasing the drinking age was an alarming increase in alcohol related traffic deaths in people under age 21. Noticing this trend, many states raised their minimum drinking ages to 19, 20, or 21. The federal government, wanting to decrease alcohol related highway deaths, passed the National Minimum Legal Drinking Act in 1984. While states still had the freedom to set their own minimum drinking ages, states that had drinking ages lower than 21 risked losing 10% of their federal highway construction dollars. Not wanting to lose millions of dollars in federal funding, all states raised their legal minimum drinking age to 21 by 1995.

4 Ronald Williams Speech at Learning Tech Student Union, April 6, 2012

“My name is Ronald Williams, and I am a senior at Learning Tech College and will graduate in May. I think the minimum legal drinking age should be lowered to 18. The fact is, young people under 21 are going to drink no matter what the law says. A walk around campus almost every night of the week shows underage students drinking in different party spots around campus. A painter could not learn how to paint if she was never given brushes and paint. How can you expect students to learn to drink responsibly if they are not allowed to have alcohol until they are 21?

5 “We are considered adults at age 18 in all areas except alcohol use. We can vote, sign contracts, get married, and smoke cigarettes. We make major life decisions such as whether to attend college or get a job. We can join the military and give our lives for our country. What sense does it make to treat us like children in the area of alcohol use?

6 “Finally, a 2007 article from youthfacts.org showed that the law is ineffective because 70 percent of 12th graders admitted to drinking. Since so many people are drinking underage, it leads to overall disrespect for the law. A 2008 article from Forbes magazine showed that many kids drink because of the thrill of doing something illegal. Lowering the drinking age to 18 would solve all these problems. Contact your Congressional representative and let’s work to change the drinking age to 18!”


7 Letter to the Editor by Dr. Sally Miller, June 5, 2012

As the former President of Learning Tech College, I have seen firsthand the danger of underage drinking by students. Sadly, during the 14 years I was a college president, I attended the funerals of five students under age 21 who were killed in alcohol related traffic accidents. I strongly support keeping the minimum legal drinking age 21. A 2008 study from the National Highway Traffic Safety Administration showed that the 21 year old minimum drinking age has decreased the number of fatal accidents of 18 to 20 year olds by 13 percent, saving 27,052 lives between 1975 and 2008.

8 While some argue that young people have full adult rights at age 18, this is not entirely true. Young people must be 21 or older to buy guns, gamble in a casino, adopt children, and even to rent a car. Potentially dangerous and more responsible activities require the maturity of someone over age 21 or over to do.

9 Medically, lowering the drinking age to 18 would not be responsible. A 2007 study by the United States Surgeon General showed that a young adult’s brain is not fully developed until they reach age 25. Alcohol can interfere will the development of the brain’s planning and emotion centers and could lead to a greater increase in addiction, risk taking, depression, and memory loss.

10 Finally, the argument that young people being allowed to drink will teach them to drink responsibly is not true. Many European countries have lower drinking ages than the United States. A 2010 study from the Pacific Institute for Research and Evaluation showed that the United States teens had equal or lower rates of intoxication/binge drinking than European teens. European teens drinking experience did not make them more responsible drinkers.

Prompt

The article presents arguments from both supporters and critics of lowering the legal drinking age to 18 who disagree about the change’s impact on safety, adult rights, and learning to drink responsibly.



GED 2014 RLA Extended Response Prompt Reasoning through Language Arts Extended Response Prompt: Analyzing Speed Limits

1 The United States is a nation on the move. To make sure we do not move too fast, highway speed limits

have been a fact of life for many years. Speed limits in America go back to 1757 in Boston when it was

illegal for horses to move faster than a walking pace on Sundays. Interstate highways, first built in the

1950s, were designed to handle speeds of at least 70 miles per hour. When the energy crisis came in

1973, the National Maximum Speed Law established a 55 mile per hour limit for the entire country. By

the late 1980s, lower oil prices meant states could choose to have higher speed limits which they did.

Let’s Not Race by Speed Limits, Keepit Slow, Washington Post Editorial

2 I am concerned about a trend I see sweeping across our country. It seems that speed limits are moving

ever higher. In most of the central and western parts of the United States, speed limits range from 70 to

85 miles per hour. These higher speeds waste precious fuel and endanger the lives of motorists across

our land. We need to keep speed limits below 60 miles per hour.

3 Even though our country is now on pace to be the world’s leading energy producer by 2015, we still need

to be concerned about saving fuel. The US Department of Commerce did a study that showed the

difference between driving under and over 60 miles per hour. They found that driving under 60 would

save Americans 2 billion dollars a year in fuel costs.

4 In another important study done in 2007, the state of Florida examined consumer spending on gas during

the 1990s. They found that consumers paid $220 million more dollars on gas as speed limits were

increased on Florida roads during 1990 to 1999. This sharp increase was directly related to driving faster

which lowers fuel economy.

5 Much more important than saving fuel is saving lives. From 1973 to 1987 the National Maximum Speed

Law lowered the speed limit to 55 for the entire country. The National Highway Traffic Safety

Administration (NHTSA) did a study on how this change impacted highway deaths. What the NHTSA

found was fewer people died in traffic related accidents because of the lower speed limits.

6 Also, other important evidence shows that lower speed limits save lives. In 2006, the Pew Trust did a

study on speed limits and traffic deaths. They found that deaths increased by 1200 people each year for

every mile per hour the speed limit was raised. I call on our government to once again set a national

speed limit of 55 miles per hour.

Speed Demon’s Blog Post | Institute 2014 RLA/Social Studies, Steve Schmidt ([email protected])

7 Hey, I just got back from the most awesome ride I have ever had! Of course I was out in my mean

machine. You know the car I’m talking about: my 2012 Chevy Camaro. Camaros are not made to just

cruise. When I want to go full throttle, I can’t go as fast as I want. I always have to put up with these

stupid speed limits on the freeway. Dude, I just love to boogity, boogity, boogity. For those of you living

in a cave, boogity is NASCAR slang for going fast!

8 I just read some stupid article from somebody about why speed limits are a good thing. It’s so lame,

man! It says that speed limits save lives and gas. Cars back in the day were not built like they are today.

I remember my first Camaro, a 1976. It could fly but it was a piece of junk. Everybody knows that cars

today are so much better made. Those robots do a much better job making cars than those drunks on

the assembly line did back in the 1970s. If you get hit or hit somebody, your better made car and air bags

will save you!

9 People talk about gas prices, but I don’t see that as an issue. Yeah, I remember when gas was above four

bucks in 2008. That was five years ago. That’s ancient history. Gas prices are coming down, man. Just

last week I paid just over three bucks a gallon. Gas hasn’t been that cheap in so long.

10 So in my amazing opinion (the only one that matters) speed limits are just some big government attempt

to keep us from having fun. My next post will be coming at you soon. Keep it real, dudes and dudettes!

Prompt

The article presents arguments from both supporters and critics of speed limits who disagree about the practice’s impact on gas consumption and safety.

In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response. r


Teaching Using Models: RLA (Using prompt from pgs. 11 - 12)

In her Washington Post editorial, Keepit Slow argues that speed limits below 60 miles per hour save gas and lives. In his blog, Speed Demon says that speed limits are not necessary because he likes to drive fast, cars today are safer, and gas prices are coming down. Keepit Slow’s editorial is the better of the two because she supports her claims with recent evidence from reliable sources while Mr. Demon’s uses only his personal experience to back up his arguments.

In the editorial, Keepit Slow’s first reason why speed limits should be below 60 miles per hour is that it saves gas. She uses data from the US Department of Commerce to back her claim that driving under 60 would “save Americans 2 billion dollars a year in fuel costs.” She also points to a recent 2007 study by the state of Florida that showed consumers paid $220 million dollars more per year for gas when speed limits were raised in the 1990s.

Also, Ms. Slow shows that driving slower save lives. She uses data from the National Highway Traffic Safety Administration to show that fewer people died when speed limits were lowered in the 1970s. Keepit Slow also talked about a 2006 study by the Pew Trust that showed how “deaths increased by 1200 people each year for every mile per hour the speed limit was raised.”

In contrast to Keepit Slow, Speed Demon’s arguments are not based on strong evidence but on his personal opinion. His biggest argument was that there should be no speed limits because “dude, I just love to boogity, boogity, boogity.” He could provide no evidence for his claim that cars today were made better than in the past beyond his phrase “everyone knows that.” He based his argument that gas prices were going down on the price he paid when he filled up his car last week, not on national studies.

In conclusion, Keepit Slow’s editorial supports her opinions by using current evidence from reliable government sources. Speed Demon’s blog is just his personal opinion, and he has not done any research to prove his points.

The first paragraph introduces the topic

The thesis (argument) is in bold

The criteria for evaluating evidence are underlined

Specific evidence from the text is in italics

Organization is shown through paragraph structure where first Keepit Slow’s evidence is discussed and then Speed Demon’s evidence is contrasted

Transition words like also and in contrast connect paragraphs together

Awareness of audience and purpose is shown by a conclusion which summarizes the argument


Reasoning Through Language Arts Graphic OrganizersSummarize The Two Arguments

Argument 1 Is Better Supported Than Argument 2 Because

First Reason Argument 1 Is Better Than Argument 2

Evidence

Second Reason Argument 1 Is Better Than Argument 2

Evidence

Conclusion – Summarize Your Main Points


Writing Frames – Reasoning through Language Arts__________________makes the claim that _____________________________________________

________________________________________________________________________________

________________________________________________________________________________

__________________makes the claim that _____________________________________________

________________________________________________________________________________

________________________________________________________________________________

The best argument is _______________________________________________________________

________________________________________________________________________________

because _________________________________________________________________________

The first reason ___________________________________________________ is better because

________________________________________________________________________________

________________________________________________________________________________

Evidence supporting this reason is ____________________________________________________

________________________________________________________________________________

________________________________________________________________________________

There is also ______________________________________________________________________

________________________________________________________________________________

Also, the second reason ____________________________________________is better is because

________________________________________________________________________________

________________________________________________________________________________

Evidence supporting this reason is ________________________________________________

________________________________________________________________________________

Another piece of evidence is ________________________________________________________

________________________________________________________________________________

In conclusion, ____________________________________________________________________

________________________________________________________________________________


Editing Checklist: Reasoning through Language ArtsRead your response again to make sure you:

□ determined which position was better supported by evidence from the passage

□ explained why the position you chose is the better-supported one

□ defended your thesis with multiple pieces of evidence from the passage

□ built each main point thoroughly

□ put your main points in logical order

□ tied details to your main points

□ organized the response to consider your audience, message, and purpose

□ used transitional words and phrases to connect sentences, paragraphs, and ideas

□ chose words carefully to express your ideas clearly

□ varied your sentence structure to enhance the flow and clarity of your response

□ corrected errors in grammar, usage, or punctuation


Extended Response Answer Guidelines for Social Studies Please use the guidelines below as you answer the Extended Response question on the Social Studies test. Following these guidelines as closely as possible will ensure that you provide the best response.

1. You will have up to (but no more than) 25 minutes to complete this task. However, don’t rush through your response. Be sure to read through the passage(s) and the prompt. Then think about the message you want to convey in your response. Be sure to plan your response before you begin writing. Draft your response and revise it as needed.

2. As you read the quotation and passage, think carefully about the enduring issue expressed in the

quotation given. An enduring issue reflects the founding principles of the United States and is an important idea that people often grapple with as new situations arise.

3. When you write your essay, be sure to

□ develop an argument about how the ideas expressed by the author of the passage are related to the excerpt or quotation that is presented first

□ support your explanation with multiple pieces of evidence, using ideas from both the quotation or excerpt and the passage

□ incorporate your own knowledge of the topic’s background and historical context into your response

□ answer the prompt directly by staying focused on the passage and the quotation or excerpt throughout your response

□ defend your assertions with multiple pieces of evidence from the passage(s)

□ build your main points thoroughly

□ put your main points in logical order and tie your details to your main points

□ organize your response carefully and consider your audience, message, and purpose

□ use transitional words and phrases to connect sentences, paragraphs, and ideas

□ choose words carefully to express your ideas clearly

□ vary your sentence structure to enhance the flow and clarity of your response

□ reread and revise your response to correct any errors in grammar, usage, or punctuation


How is Social Studies Different from RLA?Students must be able to:

discover the relationship between the two texts (the enduring issue and the second passage)

put in some information about the historical context of the passages, OR

be able to explain a modern example of the enduring issue

How will the Social Studies Second Passage Relate to the Enduring Issue (First Passage)?

It might support or criticize the issue

It may be an example of the issue

It might explain the issue in a more modern context

Questions to ask:

What does the second passage tell me about the enduring issue in the first passage?

What is the author’s purpose in the second passage: explain, give an example, interpret, support, or criticize the enduring issue?


GED 2014 Social Studies Extended Response PromptExcerpt“Section 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.

Section 2. The Congress shall have power to enforce this article by appropriate legislation.”

- Fifteenth Amendment, US Constitution, 1870

SpeechIn this excerpt from his March 15, 1965 speech to Congress, President Lyndon B. Johnson outlines the need for a national voting rights act.

Our fathers believed that if this noble view of the rights of man was to flourish, it must be rooted in democracy. The most basic right of all was the right to choose your own leaders. The history of this country, in large measure, is the history of the expansion of that right to all of our people.

Many of the issues of civil rights are very complex and most difficult. But about this there can and should be no argument. Every American citizen must have an equal right to vote . . . .

Yet the harsh fact is that in many places in this country men and women are kept from voting simply because they are Negroes.

Every device of which human ingenuity is capable has been used to deny this right. The Negro citizen may go to register only to be told that the day is wrong, or the hour is late, or the official in charge is absent. And if he persists, and if he manages to present himself to the registrar, he may be disqualified because he did not spell out his middle name or because he abbreviated a word on the application.

For the fact is that the only way to pass these barriers is to show a white skin . . . . .

In such a case our duty must be clear to all of us. The Constitution says that no person shall be kept from voting because of his race or his color. We have all sworn an oath before God to support and to defend that Constitution. We must now act in obedience to that oath.

Wednesday I will send to Congress a law designed to eliminate illegal barriers to the right to vote.

Prompt

In your response, develop an argument about how President Johnson’s position in his speech reflects the enduring issue expressed in the excerpt from the United States Constitution. Incorporate the relevant and specific evidence from the excerpt, the speech and your own knowledge of the enduring issue and the circumstances surrounding voting rights to support your analysis.

Type your response in the box. This task may require 25 minutes to complete.


Teaching Using Models: Social Studies (Uses page 19 prompt)

The US Constitution makes clear in the 15th Amendment the enduring principle that Americans have the right to vote regardless of “race, color, or previous condition of servitude.” In his March 1965 speech to Congress, President Johnson supports this enduring principle and asks Congress for a law to uphold this right.

In areas of the country, Negroes (African Americans) were denied the right to vote because of their skin color. Election officials worked to stop African Americans from voting by charging poll taxes or making them pass literacy tests. President Johnson’s speech shows the election workers’ true goal was to keep African Americans from voting when he said, “For the fact is that the only way to pass these barriers is to show a white skin.”

Next, President Johnson shows his support of the enduring issue of voting rights for all races by describing what history and the Constitution says. He said that people’s basic rights in a democracy were the right to choose their leaders. The President quotes the Constitution which says that no one should be prevented from voting because of their race or color. He also said that in order for all of America’s races to be treated the same, “every American citizen must have an equal right to vote.”

Finally, the President called for a national voting rights act to help African Americans. The 15th Amendment to the Constitution allows Congress to enforce voting rights for African Americans by passing “appropriate legislation.” At the end of his speech, President Johnson tells Congress that he will send them a bill to end the illegal acts that were stopping African Americans from voting that he wants Congress to pass.

The enduring principle is explained in bold

The underlined shows the connection between the enduring principle and the later speech.

Personal information on the historical context is in the first two sentences of the second paragraph.

Specific evidence from the text is shown in italics

Transition words like next and finally connect paragraphs together

The paragraphs bring in evidence from both passages and explain how they support the enduring principle


Social Studies Graphic OrganizerThe passage 1 enduring issue is

Passage 2 relates to the enduring issue in passage 1 by

First way passage 2 relates to passage 1

Evidence from text

My knowledge of the issue

Second way passage 2 relates to passage 1

Evidence from text

My knowledge of the issue

Conclusion – Summarize main points


Writing Frames – Social Studies_______________________________________________________ states the enduring principle of

________________________________________________________________________________

________________________________________________________________________________

(explains, supports, criticizes, gives an example of ) the enduring principle by __________________

________________________________________________________________________________

________________________________________________________________________________

The first way __________________ (explains, supports, criticizes, gives an example of ) the enduring

principle is by ____________________________________________________________________

________________________________________________________________________________

The evidence for this is ____________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

My knowledge of this issue is ________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

The second way ___________________ (explains, supports, criticizes, gives an example of ) the

enduring principle is by _____________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

The evidence for this is _____________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

In conclusion, ____________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


Editing Checklist: Social StudiesRead your response again to make sure you:

□ created a thesis about how the ideas expressed by the author of the passage are related to the enduring issue

□ defended your thesis with multiple pieces of evidence from the enduring issue and other passage

□ put in your own knowledge about the topic’s background and historical context

□ stayed focused on the enduring issue and other passage

□ defended your thesis with multiple pieces of evidence from the passage

□ built each main point thoroughly

□ put your main points in logical order

□ tied details to your main points

□ organized the response to consider your audience, message, and purpose

□ used transitional words and phrases to connect sentences, paragraphs, and ideas

□ chose words carefully to express your ideas clearly

□ varied your sentence structure to enhance the flow and clarity of your response

□ corrected errors in grammar, usage, or punctuation


Thoughts about GED 2014 Extended Response ScoringAnalytic vs. HolisticThe GED 2002 essay was scored holistically while the GED 2014 extended response is scored analytically. Holistic scoring gives a single score to an entire piece of writing based on several criteria. Analytic scoring examines each criterion individually and assigns a score to each. There is personal judgment involved in analytic scoring when deciding whether a student should score a 0, 1, or 2 on a particular criteria.

Read Once, Twice, Three Times!When extended responses are scored by GED Testing, they are read three times, once for each trait. So, metaphorically put on a different hat as you score each response and use a different lens each time you read:

First Reading - Look at the creation of arguments and use of evidence

Think like a lawyer

Second Reading – Look at the development of ideas and organizational structure

Think like a building inspector

Third Reading – Look at the clarity and command of Standard English Conventions

Think like an English teacher

On Demand WritingThere is a difference between grading on demand writing where a student is given something to read, a prompt to write about, and a certain amount of time to write compared with a writing assignment that a student has had days or weeks to complete. We cannot expect a piece of writing created in under one hour to be free from mistakes. Keep in mind that you are grading on demand writing as you score students’ extended responses.

Comparison . . . . . Don’t!It’s human nature to want to compare different responses when we score multiple pieces of student writing. Please resist the temptation! Score each response based on the traits in the rubric instead of comparing the different pieces of student writing

It’s Confusing at First, But Then . . . .Doing anything new is shaky at first but soon we get used to it and become experts!


Extended Response Rubric - RLAReasoning Through Language Arts Score

1 Creation of Arguments and Use of Evidence Is there a thesis stating which argument is better and why? Are criteria used to evaluate the text-based evidence? Does text-based evidence support the thesis?

210

2 Development of Ideas and Organizational Structure Are the ideas well developed and presented logically? Is the essay well organized? Is it written in a formal style and is it worded clearly?

2

10

3 Clarity and Command of Standard English Conventions Are there different sentence types? Does the grammar get in the way of understanding? Is it long enough to show students can use Standard English?

2

10

Extended Response Rubric – Social StudiesSocial Studies Score

1 Creation of Arguments and Use of Evidence Does a prompt-based thesis connect the 2 source texts? Do multiple pieces of text-based evidence support the thesis? Does the student’s own knowledge also support their thesis?

210

2 Development of Ideas and Organizational Structure Are there several well developed ideas? Are the ideas well organized and flow from one idea to the next? Is it written in a formal style and is it worded clearly?

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3 Clarity and Command of Standard English Conventions Are there different sentence types? Does the grammar get in the way of understanding? Is it long enough to show students can use Standard English?

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