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It explains how students write an opinion essay using evidence from provided passages about whether cats or dogs make the best pets. The document outlines time management steps, required components (introduction, evidence-based support, and opinion-linked conclusion), and presents a writing rubric covering purpose, focus and organization; evidence and elaboration; and standard English conventions. 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E200 | Cheyenne, WY 82002  \nP: 307-777-7675 | F: 307-777-6234 | [edu.wyoming.gov](edu.wyoming.gov)  \nTable of Contents  \nBACKGROUND AND PURPOSE.................................................................................................3  \nPROMPT…………………………………………………………………………………………………..3  \nARGUMENTATIVE TEXT-BASED WRITING RUBRIC.............................................................4-5  \nSAMPLE STUDENT RESPONSES..............................................................................................6  \nSample 1 (S-1) Student Response Score Point 4/3/2 ..............................................................6  \nSample 2 (S-2) Student Response Score Point 4/3/2 ..............................................................8  \nSample 3 (S-3) Student Response Score Point 3/3/2 ............................................................11  \nSample 4 (S-4) Student Response Score Point 3/3/2 ............................................................13  \nSample 5 (S-5) Student Response Score Point 2/2/2 ............................................................15  \nSample 6 (S-6) Student Response Score Point 2/2/2 ............................................................17  \nSample 7 (S-7) Student Response Score Point 1/1/1 ............................................................19  \nBACKGROUND and PURPOSE  \nThe WY-TOPP ELA test has a Writing portion for grades 3, 5, 7, and 9. Each writing test contains one or more passages that relate to a prompt. Students are required to read passages associated with a topic, and then write a response based on a prompt. This type of text-based response requires students to use evidence from the passages as support for their ideas. Students do not answer comprehension questions about the prompt.  \nThe responses in this document were scored and annotated by Wyoming teachers who were trained as human scorers. As a basis for developing a common understanding of the scoring criteria, an annotation follows each response to explain the prominent characteristics of the response described in the rubric. Examples of student responses represent some of the various combinations of the score points across the scoring domains. These responses are not intended to provide a full spectrum of examples for every score point in every domain. On the WY-TOPPELA test, student responses will be scored by an artificial intelligence (AI) engine that has been designed to predict human responses, based on the WY-TOPP Writing Rubrics. More information about the AI scoring engine is available here.  \nFor more information on the rubrics used to score writing responses on WY-TOPP , visit the WYTOPP website under “WY-TOPP Assessment Blueprints and Rubrics.”  \nPROMPT  \nWrite an essay in which you give your opinion about whether cats or dogs make the best pets. Use information from the passages in your essay.  \nManage your time carefully so that you can:  \n● read the passages;  \n● plan your response;  \n● write your response; and  \n● revise and edit your response.  \nBe sure to include:  \n● an introduction  \n● support for your opinion using information from the passages; and  \n● a conclusion that is related to your opinion.  \nTo view the Grade 3 passage set,“Cats or Dogs” click here.  \nELA Writing Rubrics for WY-TOPP Summative Assessment-Grades 3-5-Opinion  \n\n| Grades 3-5\u003Cbr>Opinion Writing Rubric\u003Cbr>(Score points within each domain include most of the characteristics below) |  |  |  |\n| --- | --- | --- | --- |\n| Score | Purpose, Focus, and Organization\u003Cbr>(4-point Rubric) | Evidence and Elaboration\u003Cbr>(4-point Rubric) | Conventions of Standard English\u003Cbr>(2-point Rubric begins at score point 2) |\n| 4 | The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clearly stated opinion and effective organizational structure creating coherence and completeness","cbCaimAUaaMgw9ez","https://ap.wps.com/l/cbCaimAUaaMgw9ez","pdf",1267407,"English","# Background and Purpose\n# Prompt\n## Argumentative Text-Based Writing Rubric\n# Sample Student Responses","[{\"question\":\"What prompt do students respond to in this Grade 3 writing exemplars document?\",\"answer\":\"Students write an opinion essay about whether cats or dogs make the best pets, using information from the provided passages.\"},{\"question\":\"What writing elements must students include in their essay?\",\"answer\":\"The essay must include an introduction, support for the opinion using information from the passages, and a conclusion related to the opinion.\"},{\"question\":\"How is student writing scored according to the rubric?\",\"answer\":\"Responses are evaluated for purpose, focus, and organization; evidence and elaboration; and conventions of standard English (with the conventions rubric beginning at score point 2).\"}]","Grade 3 Writing Exemplars - Writing Exemplars - 3rd Grade | PDF",1790991458,48]