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Grade 11 - Claim 2 - Target 3b

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English Language Arts

Target 3b

Revise Brief Texts

Apply a variety of strategies when revising one or more paragraphs of explanatory texts: organizing ideas by stating a thesis and maintaining a focus, developing a complex topic/subtopics, including relevant supporting evidence and elaboration, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the information or explanation presented (e.g., articulating implications or the significance of a topic).

Sample Item

Grade 11

Test

Claim 2

Writing

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

Grade

Grade 11

Standards

W-2aW-2bW-2cW-2dW-2eW-2fW-8W-9

Standards

  • W-2a

    Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures,...

  • W-2b

    Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

  • W-2c

    Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

  • W-2d

    Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

  • W-2e

    Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

  • W-2f

    Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

  • W-8

    Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information...

  • W-9

    Draw evidence from literary or informational texts to support analysis, reflection, and research.

Clarifications

This target asks students to revise, not edit, which is Target 9. Items for this target focus on revision at the sentence or paragraph level, except for transitional words and phrases. Items asking for students...

Range Achievement Level Descriptors

Evidence Required

  • Evidence 1

    (Organization) The student will revise explanatory text by identifying improved organizational elements such as introducing complex topics...

  • Evidence 2

    (Elaboration) The student will revise explanatory text by identifying the best use of elaboration techniques such...

Item Guidelines

Depth of Knowledge

  • W-DOK2

    Level 2 requires some mental processing. At this level students are engaged in first draft writing or brief extemporaneous speaking for a limited number of purposes and audiences. Students are beginning to connect ideas using a simple organizational structure. For...

Allowable Item Types

  • Multiple Choice, single correct response
  • Multi-Select, multiple correct response
  • Hot Text, select text

Stimuli

  • Passages

    Stimuli for target 3a will be brief informational texts (one to three paragraphs, ranging between 250 and 300 words, excluding student notes, which should range between 90 and 100 words in length). Stimuli for target 3b can be shorter and...

  • Text Complexity

    The stimulus must be appropriately complex for the skill being assessed. The stimulus must be consistent with the purpose and intent of the target and standard being measured. The stimulus will read as would authentic student writing for the targeted grade....

Accessibility

Students will be required to read brief explanatory texts (one to two paragraphs) and write one or more paragraphs. Students with physical impairments may need to use an adapted mouse or a computer with...

Task Models

Task Model 2

  • Item Types

    Multiple Choice, single correct response

  • Depth of Knowledge

    W-DOK2

Target Evidence Statement

  • (Organization) The student will revise explanatory text by identifying improved organizational elements such as introducing complex topics and subtopics organizing complex ideas, concepts, and information so that each element builds on that which precedes it to create a unified whole* providing appropriate and...

  • (Elaboration) The student will revise explanatory text by identifying the best use of elaboration techniques such as developing the topic by selecting the most significant and relevant supporting evidence (e.g., facts, extended definitions, concrete details, quotations, examples) appropriate to the audience’s...

Task Description

Target 3b items pose a question about a revision to the stimulus that improves some specified (underlined) aspect of the text’s development or organization. No notes are used for target 3b items. The Lead-in...

Stimulus

Text should be grade level. Text will be brief—one to two paragraphs. Complexity will depend upon the type of revision being assessed. Text will be a model of good writing. Text should reflect a...

Appropriate Stems

ORGANIZATION ITEMS LEAD-IN: A student is writing a[n] <writing form> about <topic> for the [class/newspaper/web site, etc.]. The student wants to revise the draft to improve the organization. Read the draft of the <writing form>...

Scoring Rules

All correct = 1 point, other = 0 points.