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Trait 1 evaluates argument creation, use of evidence from source text, and analysis of issue validity and reasoning. Trait 2 assesses development of ideas, progression of details toward the main point, organization with appropriate transitions, and writing conventions through style and word choice. The rubric uses score points to distinguish minimal, partial, complete, and strong essay quality.",{"@graph":69,"@context":114},[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/ged-extended-response-scoring-rubric-trait-1-2/264961/",{"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/ged-extended-response-scoring-rubric-trait-1-2/264961.png","ImageObject",300,407,{"name":92,"@type":93},"Skyler","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-19","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What distinguishes higher score points from lower ones in the rubric?","Question",{"text":112,"@type":113},"Higher score points require complete, well-developed essays with clear connections, credible relevant evidence, effective organization, precise word choice, and strong conclusions, while lower points indicate minimal purpose, limited evidence, weak analysis, unclear progression, and informal or inappropriate tone.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},264961,1789391342,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":121,"read_time":135},2336464648746,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","GED Extended Response Scoring Rubric  \nTrait 1: Creation of Arguments and Use of Evidence  \n\n|  | Score point 2 | Score point 1 | Score point 0 |\n| --- | --- | --- | --- |\n| Argument Generation | generates text-based argument(s) and establishes a purpose that is connected to the prompt | generates an argument and demonstrates some connection to the prompt | may attempt to create an argument OR lacks purpose or connection to the prompt OR does neither |\n| Evidence | cites relevant and specific evidence from source text(s) to support argument (may include few irrelevant pieces of evidence or unsupported claims) | cites some evidence from source text(s) to support argument (may include a mix of relevant and irrelevant citations or a mix of textual and non-textual references | cites minimal or no evidence from source text(s) (sections of text may be copied from source) |\n| Analysis | analyzes the issue and/or evaluates the validity of the argumentation within the source texts (e.g., distinguishes between supported and unsupported claims, makes reasonable inferences about underlying premises or assumptions, identifies fallacious reasoning, evaluates the credibility of sources, etc.) | partially analyzes the issue and/or evaluates the validity of the argumentation within the source texts; may be simplistic, limited, or inaccurate | minimally analyzes the issue and/or evaluates the validity of the argumentation within the source texts; may completely lack analysis or demonstrate minimal or no understanding of the given argument(s) |\n\nTrait 2: Development of Ideas and Organizational Structure  \n\n|  | Score point 2 | Score point 1 | Score point 0 |\n| --- | --- | --- | --- |\n| Idea Development | contains ideas that are well developed and generally logical; most ideas are elaborated upon | contains ideas that are inconsistently developed and/or may reflect simplistic or vague reasoning; some ideas are elaborated upon | contains ideas that are insufficiently or illogically developed, with minimal or no elaboration on main idea |\n| Idea Progression | contains a sensible progression of ideas with clear connections between details and main point | demonstrates some evidence of a progression of ideas, but details may be disjointed or lacking connection to main idea | contains an unclear or no progression of ideas; details may be absent or irrelevant to the main ideas |\n| Organization | establishes an organizational structure that conveys the message and purpose of the response; applies transitional devices appropriately | establishes an organization structure that may inconsistently group ideas or is partially effective at conveying the message of the task; uses transitional devices inconsistently | establishes an ineffective or no discernable organizational structure; does not apply transitional devices, or does so inappropriately |\n| Style | establishes and maintains a formal style and appropriate tone that demonstrate awareness of the audience and purpose of the task | may inconsistently maintain a formal style and appropriate tone to demonstrate an awareness of the audience and purpose of the task | uses an informal style and/or inappropriate tone that demonstrates limited or no awareness of audience and purpose |\n| Word Choice | chooses specific words to express ideas clearly | may occasionally misuse words and/or choose words that express ideas in vague terms | may frequently misuse words, overuse slang or express ideas in a vague or repetitious manner |\n\nThe Rubrics Used for the TASC Test Writing Prompt Are As Follows:  \nScore Point: 0 The response is completely irrelevant or incorrect, or there is no response.  \nScore Point: 1 The response provides evidence of an attempt to write an essay that offers an opinion or argument.  \n• Weakly states or alludes to an opinion or claim  \n• Has minimal support for opinion or claim  \n• May be too brief to demonstrate an organizational structure  \n• Makes no attempt to acknowledge or counter opposi","cbCaisaciG9t9SaW","https://ap.wps.com/l/cbCaisaciG9t9SaW","pdf",162826,"English","# Trait 1: Creation of Arguments and Use of Evidence\n## Argument Generation\n## Evidence\n## Analysis\n# Trait 2: Development of Ideas and Organizational Structure\n## Idea Development\n## Idea Progression\n## Organization\n## Style\n## Word Choice","[{\"question\":\"What distinguishes higher score points from lower ones in the rubric?\",\"answer\":\"Higher score points require complete, well-developed essays with clear connections, credible relevant evidence, effective organization, precise word choice, and strong conclusions, while lower points indicate minimal purpose, limited evidence, weak analysis, unclear progression, and informal or inappropriate tone.\"}]","GED Extended Response Scoring Rubric - Trait 1-2 | PDF",15]