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Trait 1 focuses on the creation of arguments and the use of evidence, including establishing purpose, citing relevant evidence, and analyzing validity of argumentation. Trait 2 emphasizes development of ideas and organizational structure, including logical elaboration, coherent progression, appropriate transitional devices, and maintaining a formal style and tone. Non-scorable conditions define response limitations such as copied-only text, off-topic content, incomprehensibility, non-English responses, or blank submissions.",{"@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/rla-er-rubric-trait-1-trait-2/264039/",{"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/rla-er-rubric-trait-1-trait-2/264039.png","ImageObject",300,407,{"name":92,"@type":93},"Xiajie","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does Trait 1 assess in the RLA ER rubric?","Question",{"text":112,"@type":113},"Trait 1 assesses the creation of arguments and the use of evidence, including establishing a purpose connected to the prompt, citing relevant and specific evidence, and analyzing or evaluating the validity of the argumentation within the source texts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What counts as a non-scorable response?",{"text":117,"@type":113},"Non-scorable responses include submissions that contain only text copied from sources or the prompt, show no evidence of reading the prompt or are off-topic, are incomprehensible, are not in English, or are blank.",{"name":119,"@type":110,"acceptedAnswer":120},"What skills does Trait 2 evaluate?",{"text":121,"@type":113},"Trait 2 evaluates development of ideas and organizational structure, including well-developed and logical elaboration, clear connections between details and main points, appropriate transitional devices, and maintaining a formal style and appropriate tone for the audience and task.","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},264039,1789376952,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},8814010472675,"https://avatar.qwps.com/avatar/WGlhamll","RLA ER Rubric – Trait 1  \nThe Reasoning Through Language Arts Extended Response Rubric for Trait 1 appears below:  \n\n| Score | Description |  |  |\n| --- | --- | --- | --- |\n| Trait 1: Creation of Arguments and Use of Evidence |  | A | |\n| 2 | 􀁸 generates text-based argument(s) and establishes a purpose that is connected to the prompt  B\u003Cbr>􀁸 cites relevant and specific evidence from source text(s) to support argument (may include few irrelevant pieces of evidence or unsupported claims) C\u003Cbr>􀁸 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. )  D |  |  |\n| 1 | 􀁸 generates an argument and demonstrates some connection to the prompt\u003Cbr>􀁸 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)\u003Cbr>􀁸 partially analyzes the issue and/or evaluates the validity of the argumentation within the source texts; may be simplistic, limited, or inaccurate |  |  |\n| 0 | 􀁸 may attempt to create an argument OR lacks purpose or connection to the prompt OR does neither\u003Cbr>􀁸 cites minimal or no evidence from source text(s) (sections of text may be copied from source)\u003Cbr>􀁸 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\nNon-scorable Responses (Score of 0/Condition Codes)  \nResponse exclusively contains text copied from source text(s) or prompt Response shows no evidence that student has read the prompt or is off-topic Response is incomprehensible  \nResponse is not in English  \nResponse has not been attempted (blank)  \nNote: The annotations to the rubric, A through D, appear on the next page of this guide.  \nA  Trait 1: Responses are scored according to the criteria outlined in all three bullets. Each bullet represents a distinct dimension or quality of writing that involves the creation of arguments and use of evidence. Each score point describes the same dimensions, but at varying levels of mastery. Responses may exhibit qualities indicative of more than one score point. For instance, a response may contain a logical textbased argument and sufficient support (a 4-point response), but the integration of claims might be simplistic (a 2-point response) . When a response shows mixed evidence of proficiency levels, it will receive a score that reflects a balanced consideration of each quality, with no one dimension weighted more than the others.  \nB  The first dimension relates to making claims or assertions. At higher score points, arguments will be focused on close reading and analysis of the source texts. As responses ascend the scale in this dimension, they will become more focused on making arguments.  \nC  The second dimension focuses on a student’s ability to use information from the source texts to support their claims or assertions. As responses ascend the scale in this dimension, they will use evidence that is progressively more tied to the text. At lower score points, the student may rely more heavily on evidence drawn from personal experience with the topic rather then from text-based evidence. While responses that argue the student’s own opinion on the issue are acceptable, students who focus more specifically on the task outlined in the prompt, which asks them to analyze source texts to determine which position is better supported, will be more likely to score highly on this dimension. More specifically, responses that establish criteria for the evaluation of the source texts and then apply these criteria to specific text-based evidence are most likely to score highest in this dimension.  \nD  The third dimension focuses on a s","cbCaioyRPu8UEG7r","https://ap.wps.com/l/cbCaioyRPu8UEG7r","pdf",578817,"English","# RLA ER Rubric\n## Trait 1: Creation of Arguments and Use of Evidence\n## Non-scorable Responses (Score of 0/Condition Codes)\n## Trait 2: Development of Ideas and Organizational Structure","[{\"question\":\"What does Trait 1 assess in the RLA ER rubric?\",\"answer\":\"Trait 1 assesses the creation of arguments and the use of evidence, including establishing a purpose connected to the prompt, citing relevant and specific evidence, and analyzing or evaluating the validity of the argumentation within the source texts.\"},{\"question\":\"What counts as a non-scorable response?\",\"answer\":\"Non-scorable responses include submissions that contain only text copied from sources or the prompt, show no evidence of reading the prompt or are off-topic, are incomprehensible, are not in English, or are blank.\"},{\"question\":\"What skills does Trait 2 evaluate?\",\"answer\":\"Trait 2 evaluates development of ideas and organizational structure, including well-developed and logical elaboration, clear connections between details and main points, appropriate transitional devices, and maintaining a formal style and appropriate tone for the audience and task.\"}]","RLA ER Rubric - Trait 1 - Trait 2 | PDF",15]