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1b, d; W.11–12.4; W.11–12.5  \n4-Point Argumentative Performance Task Writing Rubric (Grades 6–11)  \n| SCORE  | 4 POINTS | 3 POINTS | 2 POINTS | 1 POINT | NS |\n| --- | --- | --- | --- | --- | --- |\n| \u003Cbr>The response provides thorough and convincing elaboration of the support/evidence for the claim and argument(s) including reasoned, in-depth analysis and the effective use of source material. The response clearly and effectively develops ideas, using precise language:\u003Cbr>• comprehensive evidence (factsand details) from the source material is integrated, relevant, and specific\u003Cbr>• clear citations or attribution to source material\u003Cbr>• effective use of a variety ofelaborative techniques*\u003Cbr>• vocabulary is clearly appropriate for the audience and purpose\u003Cbr>• effective, appropriate style enhances content\u003Cbr>The response provides adequate elaboration of the support/evidence for the claim and argument(s) that includes reasoned analysis and the use of source material. The response adequately develops ideas, employing a mix of precise with more general language:\u003Cbr>• adequate evidence (facts and details) from the source material is integrated and relevant, yet may be general\u003Cbr>• adequate use of citations or attribution to source material\u003Cbr>• adequate use of some elaborative techniques*\u003Cbr>• vocabulary is generally appropriate for the audience and purpose\u003Cbr>• generally appropriate style is evident\u003Cbr>The response provides uneven, cursory elaboration of the support/ evidence for the claim and argument(s) that includes some reasoned analysis and partial or uneven use of source material. The response develops ideas unevenly, using simplistic language:\u003Cbr>• some evidence (facts and details) from the source material may be weakly integrated, imprecise, repetitive, vague, and/or copied\u003Cbr>• weak use of citations or attribution to source material\u003Cbr>• weak or uneven use ofelaborative techniques*; development may consist primarily of source summary or may rely on emotional appeal\u003Cbr>• vocabulary use is uneven or somewhat ineffective for the audience and purpose\u003Cbr>• inconsistent or weak attempt to create appropriate style\u003Cbr>The response provides minimal elaboration of the support/evidence for the claim and argument(s) that includes little or no use of source material. The response is vague, lacks clarity, or is confusing:\u003Cbr>• evidence (facts and details) from the source material is minimal, irrelevant, absent, incorrectly used, or predominantly copied\u003Cbr>• insufficient use of citations or attribution to source material\u003Cbr>• minimal, if any, use of elaborative techniques*; emotional appeal may dominate\u003Cbr>• vocabulary is limited or ineffective for the audience and purpose\u003Cbr>• little or no evidence of appropriate style\u003Cbr>• Insufficient (includes copied text)\u003Cbr>• In a language other than English\u003Cbr>• Off-topic\u003Cbr>• Off-purpose\u003Cbr>EVIDENCE/ELABORATION |  |  |  |  |  |\n\n*Elaborative techniques may include the use of personal experiences that support the argument(s) .  \n**General layered elaboration: A sentence-to-sentence progression of source-based arguments, facts, details, and/or source-based evidence that generally develops and supports the claim. Source-based evidence, if present, may be in the form of general or imprecise references. Re-ordering of the text might impair the connection of ideas.  \nPAGE 1  Understanding  \nPr ficiency   \nStudent Samples: Grade 11 GRADE 11 ✱ ELA ✱ ARGUMENTATIVE PERFORMANCE TASK  \nSample A In addition to personal advantages for the students, financial literacy classes can also greatly help the economy through  \neducating students in making smart and informed financial decisions. Author Richard H. Thaler, in his New York Times article,“Financial Literacy, Beyond the Classroom,” compares “throwing the financially illiterate into [the modern economy to] taking students currently enrolled in driver’s education a","cbCaibI84IPtivEO","https://ap.wps.com/l/cbCaibI84IPtivEO","pdf",219686,12,"English","# 4-Point Argumentative Performance Task Writing Rubric (Grades 6–11)\n## Score 4: Thorough elaboration and effective source use\n## Score 3: Adequate elaboration and reasoned analysis\n## Score 2: Uneven, cursory elaboration and partial source use\n## Score 1: Minimal elaboration with little or no source use\n## Evidence/Elaboration Notes","[{\"question\":\"What does the Grade 11 argumentative performance task writing rubric measure?\",\"answer\":\"It measures how well a response elaborates support/evidence for claims and arguments, including reasoned analysis, integration of source material, citations/attribution, elaborative techniques, vocabulary fit, and style.\"},{\"question\":\"How is a score of 4 (highest) described in the rubric?\",\"answer\":\"A score of 4 requires thorough, convincing elaboration with in-depth analysis, comprehensive and integrated source evidence, clear citations/attribution, effective elaborative techniques, precise language, and style that enhances the content.\"},{\"question\":\"What distinguishes a score of 1 from higher scores?\",\"answer\":\"Score 1 indicates minimal elaboration with little or no use of source material, vague or confusing ideas, insufficient citations/attribution, minimal elaborative techniques, limited or ineffective vocabulary, and little or no appropriate style.\"}]","Grade 11 - Argumentative Performance Task Writing Rubric - Student Samples | PDF",1790991875]