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Grade 11 - Claim 2 - Target 6b

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English Language Arts

Target 6b

Revise Brief Texts

Apply a variety of strategies when revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a precise claim, organizing and citing supporting evidence and counterclaims using credible sources, providing appropriate transitional strategies for coherence, using appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.

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-1aW-1bW-1cW-1dW-1e

Standards

  • W-1a

    Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

  • W-1b

    Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level,...

  • W-1c

    Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence,...

  • W-1d

    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-1e

    Provide a concluding statement or section that follows from and supports the argument presented.

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 arguments by identifying improved organizational elements such as providing an opening that...

  • Evidence 2

    (Elaboration) The student will revise arguments by identifying the best use of elaboration techniques such as referencing...

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 6a will be brief argumentative 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 6b 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 argumentative 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 arguments by identifying improved organizational elements such as providing an opening that establishes a precise claim and context for argument organizing reasons and evidence to support claim, building a logical argument* providing appropriate transitional strategies for coherence, clarifying...

  • (Elaboration) The student will revise arguments by identifying the best use of elaboration techniques such as referencing and/or integrating relevant and credible evidence to support claims/counterclaims acknowledging/addressing alternate or opposing claims establishing and maintaining a formal style (including appropriate sentence variety) for audience/purpose deleting...

Task Description

Target 6b 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 6b items. The Lead-in...

Stimulus

Text should be at grade level, as if written by a student. Text should be a model of good writing. Text will be brief—one to two paragraphs. Complexity may be low to high within...

Appropriate Stems

ORGANIZATION ITEMS LEAD-IN: A student is writing a[n] <writing form> about <topic> for the [principal/school board/newspaper/political/legislative body, etc.]. The student wants to revise the draft to improve the organization. Read the draft of the <writing...

Scoring Rules

Correct = 1 point, other = 0 points.