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The document organizes expectations by criterion, including Ideas and Analysis, Development and Support, and Organization. For each score band, it describes measurable performance such as thesis clarity, engagement with perspectives, quality of analysis, strength of reasoning and examples, and how ideas are grouped and connected through transitions. Lower than 3 is noted as insufficient for generalizations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/act-college-career-readiness-standards-writing-score-ranges-by-criterion/529741/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/act-college-career-readiness-standards-writing-score-ranges-by-criterion/529741.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the document define Ideas and Analysis performance across score ranges?","Question",{"text":112,"@type":113},"It links each score range to specific abilities, such as generating a thesis, analyzing critical elements, and responding to other perspectives with increasing clarity and sophistication as scores rise.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does Development and Support emphasize in the writing standards?",{"text":117,"@type":113},"For each score band, it describes how writers use reasoning and examples to support a thesis, how well the rationale clarifies the argument, and how elaboration stays logical and coherent.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the role of Organization in these ACT writing standards?",{"text":121,"@type":113},"Organization specifies how ideas are grouped and connected, including the effectiveness and consistency of transitions as scores improve. 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Understanding the task and writing with purpose A score in this range indicates that the writer is able to:\u003Cbr>ӱ Generate a thesis that is unclear or not entirely related to the given issue ӱ Respond weakly to other perspectives on the issue\u003Cbr>I&A 202. Analyzing critical elements of an issue and differing perspectives on it A score in this range indicates that the writer is able to:\u003Cbr>ӱ Provide analysis that is incomplete or largely irrelevant |\n| 5–6 | I&A 301. Understanding the task and writing with purpose A score in this range indicates that the writer is able to:\u003Cbr>ӱ Generate a somewhat clear thesis that establishes a perspective on a contemporary issue\u003Cbr>ӱ Respond to other perspectives on the issue\u003Cbr>I&A 302. Analyzing critical elements of an issue and differing perspectives on it A score in this range indicates that the writer is able to:\u003Cbr>ӱ Establish a limited or tangential context for analysis ӱ Provide analysis that is simplistic or somewhat unclear |\n| 7–8 | I&A 401. Understanding the task and writing with purpose A score in this range indicates that the writer is able to:\u003Cbr>ӱ Generate a clear thesis that establishes a perspective on a contemporary issue\u003Cbr>ӱ Engage with other perspectives on the issue\u003Cbr>I&A 402. Analyzing critical elements of an issue and differing perspectives on it A score in this range indicates that the writer is able to:\u003Cbr>ӱ Establish and employ a relevant context for analysis\u003Cbr>ӱ Recognize implications, complexities and tensions, and/or underlying\u003Cbr>values and assumptions |\n| 9–10 | I&A 501. Understanding the task and writing with purpose A score in this range indicates that the writer is able to:\u003Cbr>ӱ Generate a precise thesis that establishes a perspective on a contemporary issue\u003Cbr>ӱ Engage productively with other perspectives on the issue\u003Cbr>I&A 502. Analyzing critical elements of an issue and differing perspectives on it A score in this range indicates that the writer is able to:\u003Cbr>ӱ Establish and employ a thoughtful context for analysis\u003Cbr>ӱ Address implications, complexities and tensions, and/or underlying values\u003Cbr>and assumptions |\n| 11–12 | I&A 601. Understanding the task and writing with purpose A score in this range indicates that the writer is able to:\u003Cbr>ӱ Generate a nuanced, precise thesis that establishes a perspective on a contemporary issue\u003Cbr>ӱ Engage critically with other perspectives on the issue\u003Cbr>I&A 602. Analyzing critical elements of an issue and differing perspectives on it A score in this range indicates that the writer is able to:\u003Cbr>ӱ Establish and employ an insightful context for analysis\u003Cbr>ӱ Examine implications, complexities and tensions, and/or underlying values\u003Cbr>and assumptions |\n\nScores below 3 do not permit useful generalizations about students’writing abilities.  \n© 2017 BY ACT, INC. ALL RIGHTS RESERVED. | MS4188 1  \nACT College & Career Readiness Standards  \n WRITING  \n| SCORE\u003Cbr>RANGE | Development and Support (D&S) |\n| --- | --- |\n| 3–4 | D&S 201. Building and strengthening the argument\u003Cbr>A score in this range indicates that the writer is able to:ӱ Arrive at a weak understanding of the issue and differing\u003Cbr>perspectives on it through inadequate reasoning and examples ӱ Offer a rationale that fails to clarify the argument\u003Cbr>ӱ Provide elaboration of ideas and analysis that is illogical,\u003Cbr>disjointed, or circular |\n| 5–6 | D&S 301. Building and strengthening the argument\u003Cbr>A score in this range indicates that the writer is able to:\u003Cbr>ӱ Make use of mostly relevant reasoning and examples to support the thesis and arrive at a general or simplistic understanding of the issue\u003Cbr>ӱ Offer a rationale that largely clarifies the argument\u003Cbr>","cbCaiaRIdo3d6kA2","https://ap.wps.com/l/cbCaiaRIdo3d6kA2","pdf",77806,"English","# Ideas and Analysis (I&A)\n## Score Range Performance Levels (3–12)\n# Development and Support (D&S)\n## Score Range Performance Levels (3–12)\n# Organization (ORG)\n## Score Range Performance Levels (3–4)","[{\"question\":\"How does the document define Ideas and Analysis performance across score ranges?\",\"answer\":\"It links each score range to specific abilities, such as generating a thesis, analyzing critical elements, and responding to other perspectives with increasing clarity and sophistication as scores rise.\"},{\"question\":\"What does Development and Support emphasize in the writing standards?\",\"answer\":\"For each score band, it describes how writers use reasoning and examples to support a thesis, how well the rationale clarifies the argument, and how elaboration stays logical and coherent.\"},{\"question\":\"What is the role of Organization in these ACT writing standards?\",\"answer\":\"Organization specifies how ideas are grouped and connected, including the effectiveness and consistency of transitions as scores improve. Scores below 3 are stated as not permitting useful generalizations.\"}]","ACT College & Career Readiness Standards - Writing - Score Ranges by Criterion | PDF",1791521880]