[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-264916-105":59,"doc-detail-264916-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","analyzing-writing-samples-writing-instruction-and-ged-extended-response-scoring-traits","Analyzing Writing Samples - Writing Instruction and GED Extended Response Scoring Traits","","Training materials outline how to address students’ interest, motivation, and writing ability through intentional writing instruction and practice. It evaluates students’ writing samples by identifying gaps such as lack of purpose, weak evidence use, limited analysis, poor organization, and unclear standard English conventions. The content explains GED® Extended Response, including a consistent prompt structure, the three scoring traits (argument/evidence, idea development/organization, and clarity/standard conventions), and common reasons for low scores such as incomplete responses, inadequate tone, and grammar or sentence-structure issues.",{"@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/analyzing-writing-samples-writing-instruction-and-ged-extended-response-scoring-traits/264916/",{"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/analyzing-writing-samples-writing-instruction-and-ged-extended-response-scoring-traits/264916.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What three areas should be addressed to improve students’ writing?","Question",{"text":112,"@type":113},"The materials emphasize student interest, motivation, and ability to write. These factors guide how instruction and practice are designed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the GED® Extended Response prompt work?",{"text":117,"@type":113},"Students read two short passages and respond to a prompt by writing an essay that evaluates which passage makes a stronger argument and is better supported. The prompt remains essentially the same, with wording adjustments as needed.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the three scoring traits for the GED® Extended Response?",{"text":121,"@type":113},"Trait 1 focuses on creating arguments and using evidence, including analysis of both texts and purpose tied to the prompt. Trait 2 evaluates development of ideas and organizational structure. Trait 3 assesses clarity and command of standard English conventions, including correct sentence structure and mechanics.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},264916,1789391124,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Analyzing Writing Samples  \nSusan Pittman – Professional Development Consultant to the GEDTS  \nThree Areas to Address  \nStudent Interest, Motivation, and Ability to Write  \nTime Spent on Writing Instruction and Practice  \nAnalyzing and Evaluating Students’Writing Samples  \nLack of Interest and Motivation  \n•They don’t see the point in writing  \n•They find writing to be difficult  \n•They are not interested in the topics they are asked to write about  \n•They don’t have effective writing strategies  \nValue Added Skill  \n\n| •Students who process course material through writing\u003Cbr>• Retain information longer\u003Cbr>• Improve critical thinking skills\u003Cbr>• Become better readers and writers\u003Cbr>•Writing helps students\u003Cbr>• improve communication skills\u003Cbr>• Increase self-confidence |  | |\n| --- | --- | --- |\n\n4  \nTime Spent on Writing  \n•Limited class hours  \n•Varying levels of writing ability in same class  \n•Other areas take precedence  \n•Unsure how to incorporate into other content areas  \n•Where to start  \n•How to evaluate students’ writing  \nGED® Extended Response  \n• Students read two short passages and respond to a prompt.  \n• Prompt directs students to write an essay evaluating which passage makes a stronger argument and is better supported.  \n• Prompt is essentially always the same, with slight wording differences as needed.  \n• There is no “right” or “wrong” answer to the question of which writer presents the stronger case; students are scored on HOW they answer that question and address the prompt.  \n6  \nWriting Prompt  \nPrompt provides outline for success across all 3 traits  \n• Analyze the two texts   (Trait 1)  \n• Include evidence   (Trait 1)  \n• Include relevant and specific evidence   (Traits 1 & 2)  \n• Develop your own argument   (Trait 2)  \n• Your response should be approximately   (Trait 2)  \n• Remember to review and edit your response   (Traits 1,2,3)  \nExtended Response Scoring Traits  \nTrait 1 – Creation of Arguments and Use of Evidence  \n• Analyze the two texts  \n• Generate a text-based argument  \n• Establish a purpose related to the prompt  \n• Include evidence from both texts  \n8  \nTrait 2 – Development of Ideas and Organizational Structure  \n• Develop ideas  \n• Make clear connections between ideas  \n• Use transitional devices  \n• Have an organizational structure  \n• Keep formal style throughout  \n• Choose words wisely  \nTrait 3 – Clarity and Command of Standard English Conventions  \n• Use correct sentence structure to ensure clarity  \n• Apply conventions of standard English  \n• Avoid errors in mechanics and conventions to avoid interfering with comprehension  \nResponse is not expected tobe perfect.  \nStudent Challenges with Argumentative Writing  \nGeneral Issues  \n• There is no argument, rather there are summaries of the texts  \n• There is an argument, but it isn’t supported by evidence  \n• The response includes an analysis of oneof the text, not both  \n• There are limited, if any, supporting details  \n• The writer has difficulty staying on topic and providing facts and support  \n• The writing lacks structure  \nOpinion versus Argument  \n• Argument is backed by logic/support/factsand leads to a conclusion.  \n• Opinion is more personal and anecdotal. Lack of Original Text  \n• Inability to paraphrase  \n• Too many quotes  \n• Copy words directly from the text  \n9  \nStudent Challenges with Argumentative Writing  \n10  \nGeneral Issues  \n• Correlation between performance on the RLA assessment as a whole and performance on ER  \n• Students who score 0s and 1s on the ER are more likely struggling with skills across the RLA assessment  \nHow the skills align across all portion of the RLA  \n• Reading items correlate to Traits 1 and 2  \n• Language (Editing) items correlate to Trait 3  \nCommon Reasons for Low Scores  \n• Students do not write a full response  \n• Students lack a structure and appropriate tone  \n• Students’ English conventions are poor. Their writing lacks proper grammar, capitalization, punctuation, and vocabulary (wo","cbCaikEHLlsuxc5O","https://ap.wps.com/l/cbCaikEHLlsuxc5O","pdf",3585312,31,"English","# Analyzing Writing Samples\n## Three Areas to Address\n## Time Spent on Writing\n## GED® Extended Response\n## Writing Prompt and Success Traits\n## Extended Response Scoring Traits\n## Student Challenges with Argumentative Writing\n## Opinion versus Argument\n## Correlation with RLA Performance\n## Common Reasons for Low Scores","[{\"question\":\"What three areas should be addressed to improve students’ writing?\",\"answer\":\"The materials emphasize student interest, motivation, and ability to write. These factors guide how instruction and practice are designed.\"},{\"question\":\"How does the GED® Extended Response prompt work?\",\"answer\":\"Students read two short passages and respond to a prompt by writing an essay that evaluates which passage makes a stronger argument and is better supported. The prompt remains essentially the same, with wording adjustments as needed.\"},{\"question\":\"What are the three scoring traits for the GED® Extended Response?\",\"answer\":\"Trait 1 focuses on creating arguments and using evidence, including analysis of both texts and purpose tied to the prompt. Trait 2 evaluates development of ideas and organizational structure. Trait 3 assesses clarity and command of standard English conventions, including correct sentence structure and mechanics.\"}]","Analyzing Writing Samples - Writing Instruction and GED Extended Response Scoring Traits | PDF",78]