GED Test - RLA Performance Level Descriptors - Level 2 Skills at Pass+

Sep 14, 2026

GED RLA Performance Level Descriptors explain what a Level 2 score (Skills at Pass+) indicates for test-takers. The text defines strong abilities in analyzing text features and technique, including figurative language, paragraph or passage structure, point of view, and distinguishing an author’s position. It also covers using evidence to understand and create arguments, evaluating evidence relevance and sufficiency, and assessing claim support. Additional skills include identifying fallacious reasoning and applying English language conventions through editing for usage, parallelism, subordination, wordiness, and apostrophe correctness, with guidance for progress to Pass++.

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GED® Test: RLA Performance Level Descriptors

What Your Score Means: Level 2 — Skills at Pass+

Analyzing and Creating Text Features and Technique

Using Evidence to Understand, Analyze, and Create Arguments

Assessing Reasoning and Identifying Premises

Applying Knowledge of English Language Conventions and Usage

Progressing to Pass++

GED® Test: Reasoning Through Language Arts Performance Level Descriptors What Your Score Means: Level 2 — Skills at Pass+ Test-takers who score at this performance level are typically able to analyze complex passages similar to Chinua Achebe’s Things Fall Apart, Martin Luther King Jr.’s “Letter from Birmingham Jail,”and Euclid’s Elements, as well as demonstrating strong abilities in the skills identified in the Pass/High School Equivalency level, including the following: Analyzing and Creating Text Features and Technique • Analyze the impact of specific words , phrases , or figurative language in texts , with a focus on an author’s intent to convey information or construct an argument, at a strong level • Analyze how the structure of a paragraph , section , or passage shapes meaning , emphasizes key ideas , or supports an author’s purpose , at a strong level • Determine an author’s point of view or purpose in texts , at a strong level • Analyze how the author distinguishes his or her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpoints , at a strong level • Draw specific comparisons between two texts that address similar themes or topics or between information presented in different formats , at a strong level Using Evidence to Understand , Analyze, and Create Arguments • Make evidence-based generalizations or hypotheses based on details in text, including clarifications , extensions , or applications of main ideas to new situations , at a strong level • Delineate the specific steps of an argument the author puts forward , including how the argument’s claims build on one another , at a strong level • Compare two passages that present related ideas or themes in different genres or formats in order to evaluate differences in scope , purpose , emphasis , intended audience , or overall impact, at a strong level • Identify specific pieces of evidence an author uses in support of claims or conclusions , at a strong level • Evaluate the relevance and sufficiency of evidence offered in support of a claim , at a strong level • Distinguish claims that are supported by reasons and evidence from claims that are not, at a strong level [GEDtestingservice.com](GEDtestingservice.com) • [GED.com](GED.com) GED® and GED Testing Service® are registered trademarks of the American Council on Education. They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education. Copyright © 2016 GED Testing Service LLC. All rights reserved. GED® Test: RLA Performance Level Descriptors What Your Score Means: Level 2-Skills at Pass+ (continued) • Assess whether reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact, at a strong level • Identify an underlying premise or assumption in an argument and evaluate the support, at a strong level Applying Knowledge of English Language Conventions and Usage • Edit to eliminate non-standard or informal usage , at a strong level • Edit to ensure parallelism and proper subordination and coordination , at a strong level • Edit to eliminate wordiness or awkward sentence construction , at a strong level • Edit to ensure correct use of apostrophes with possessive nouns , at a strong level In order to progress to Pass++ , test-takers need to: 1) continue to develop the skills listed in the previous performance levels and apply them to even more complex texts, such as Toni Morrison’s The Bluest Eye, Thomas Jefferson’s The Declaration of Independence, and Malcolm Gladwell’s The Tipping Point: How Little Things Can Make a Big Difference, with a particular focus on strengthening the following skills: ! Infer relationships between ideas in a text (e.g. , an implicit cause and effect, parallel, or contrasting rel

FAQs

What does a GED RLA Level 2 score (Skills at Pass+) mean?

It indicates the ability to analyze complex passages and demonstrates strong skills in reading, reasoning, and evidence-based argumentation, along with strong editing and language convention control.

Which skills are highlighted under analyzing text features and technique?

The descriptors emphasize analyzing specific words, phrases, and figurative language; how paragraph or passage structure shapes meaning; point of view and purpose; and comparisons between texts addressing similar themes.

What editing and language convention abilities are required at this level?

Test-takers at this level edit to remove non-standard or informal usage, ensure parallelism and correct coordination/subordination, reduce wordiness or awkward sentences, and use apostrophes correctly for possessive nouns.

Sep 14, 2026

Uploaded by Oliver Hayes