Performance Tasks to Support English Language Arts

Human Rights: What is Advocacy?

Task Overview This performance task is made up of a culminating activity & assessment that require
students to research human rights violations through the lens of various academic sources. The two
tasks integrate multiple literary works taken from the WCPSS English II curriculum and synthesize these
texts with current research to encourage students to apply prior knowledge while utilizing skills from
the ELA Common Core.
Essential Question: How can I take my study of
Use with: Night, Elie Weisel; All But My Life, Gerda
literature and apply that knowledge to larger
Weissmann Klein; The Kite Runner, Khaled
global issues in the contemporary world? How has Hosseini; The Middle of Everywhere, Mary Pipher
my study of texts influenced my understating of
human rights violations and the advocacy
necessary to encourage and promote the end to
such abuses?
Entry Event Classroom Activity Using visual stimuli
(chart and photo), the teacher invites students to
share prior knowledge of human rights violations
based on their studies. By way of class discussion,
and in order to contextualize the examination of
stimuli in Part 1, students are reminded of two
basic understandings about human rights: 1) that
violations have occurred throughout history all
over the globe and 2) that responses to ending
violations vary depending on the context in which
they take place.

Scorable Products Student responses to the

constructed-response research questions at the
end of Part 1 and the report completed in Part 2
will be scored. Notes completed in Part 1 and prewriting and drafting in Part 2 will not be scored.

Student Task: Part 1 Students examine and take

notes on the stimuli, a series of sources that
present various perspectives on human rights
violations and suggested responses to ending
them. Constructed-response questions call upon
the students to summarize and evaluate the
presented sources.

Student Task: Part 2 Students refer to their notes

as needed to compose a full-length argumentative
report. Students are allowed access to the stimuli
they examined in Part 1. Pre-writing, drafting, and
revisions are involved.

Teacher Directions
Entry Event Classroom Activity
Present on a projector (or distribute a handout of) the image of Holocaust victims being
liberated from Buchenwald, April 1945 (see attached).

After giving students a moment to look at the image, ask, What do you think this photograph is

Aligned to

and

Performance Tasks to Support English Language Arts

of? Based on our studies this semester, what do you know about the Holocaust and genocide?

After taking a few responses, affirm or state that the image was taken during the liberation of a
concentration camp in Germany. One of the individuals in the picture they may have even
studied this year: Elie Wiesel, author of the memoir Night.

Invite students to briefly discuss what they remember from their Holocaust studies. Some may
even have looked at human rights violations, specifically genocide, in other texts they have read
for the course. Remind students that human rights violations arent merely limited to genocide,
violations occur on a spectrum of intensities and have taken place (and still are) all over the
globe. Take some time to brainstorm these other texts and violations.

After students have recalled prior knowledge via this initial discussion, have them examine the
next visual, an organizer that maps out what human rights violations consist of (see attached).

Ask students to fill out their own individual chart then share with a partner. Once sufficient time
has been provided for them to brainstorm on their map, students should then be prompted to
share as a whole class. Fill in a model map for the students as they synthesize their ideas. Use
the example organizer to help guide their conversation if necessary (see attached).

Say to the students, In the performance task that you are going to participate in today, you will
learn more about human rights advocacy and the debate over the extent to which aid and
interventions are offered to victims. Eventually, you will need to take a position on what the
beginning level of response prevention adopted by the United States should be to such a
situation? It is important to know that, as our studies this semester have indicated, genocide has
occurred and continues to happen with various levels of response. Human rights advocates
dont always agree on the best form of foreign aid to offer to potential human rights victims,
particularly considering the diversity of interventions and the very culturally and politically
specific environments these violations occur within.

Part 1 (One 90 minute class period)

Students should receive the sources, directions, questions, report assignment, and any other material
related to the task. They should receive the constructed-response questions in Part 1 and the report
assignment in Part 2.
1. Initiate the research session.
2. Pass out the note-taking guide, reminding the students that its use is optional and unscored.
3. Alert the students when there are 25 minutes remaining in class.
4. Alert the students when there are 5 minutes remaining in class.
5. Have students write their names on any notes. Collect all student notes.
6. Close the research session.

Aligned to

and

Performance Tasks to Support English Language Arts

Part 2 (One 90 minute class period)
1. Initiate the performance task Part 2.
2. Allow students to access the sources, their notes, and their answers to the constructed-response
questions presented in Part 1. They will not be allowed to change their answers.
3. Once 15 minutes have elapsed, suggest students begin writing the report.
4. Alert the students when 30 minutes remain.
5. Alert students when 15 minutes remain and suggest they begin revising their reports.
6. Close the testing session.

Student Directions
Part 1
Your Task
You will conduct research on the pros and cons of the United States interjecting in the affairs of another
country under the impression that human rights violations are occurring as a result of the direct efforts
or negligence of its governing body. Once you have reviewed the sources provided, then you will write
a report arguing your opinion on the initial level of response the United States is obligated to take
when dealing with human rights violations, supporting your conclusion for that plan of action from the
research you have conducted.
Steps to Follow
In order to plan and compose your report, you will do all of the following:
1. Review and evaluate the sources provided on the pros and cons of your topic.
2. Make notes about the information from the sources.
3. Answer two questions about the sources.
Directions for Beginning
You are currently holding the position of Student Activist Coordinator (SAC) with the human rights
organization Amnesty International (AI).
Amnesty International is a global movement of more than 3 million supporters, members, and activists
in over 150 countries and territories who campaign to end grave abuses of human rights. Your
organizations vision is for every person to enjoy all the rights enshrined in the Universal Declaration of
Human Rights and other international human rights standards. As an SAC for AI, you operate
independently of any government, political ideology, economic interest or religion, and are funded
mainly by memberships and public donations
Part of your job as an SAC is to work with your Senior Director on campaign opportunities and policyrelated issues; act as a liaison between AI groups, staff and other volunteer leaders; promote area-wide
initiatives; and act as a spokesperson for AI where appropriate. Recently, your Senior Director has
challenged you to work on the Write for Rights campaign: an initiative that promotes activism on the
Aligned to

and

Performance Tasks to Support English Language Arts

high school level and encourages young students to write letters to their local, state, and national
representatives concerning Americas stance on intervening in human rights violations abroad.
As the leader of this initiative at your local high school, you need to be knowledgeable and informed on
issues relating to human rights and the broad level of responses, outcomes, and challenges that relate
to activism abroadparticularly when providing humanitarian aid to victims. Your senior director has
encouraged you to research your subject matter in order to be best prepared for leading the Write for
Rights event at your school.
Back in your office, you enter humanitarian aid into a Google search engine, and it returns what looks
like a promising mix of articles, videos, and first-hand accounts. You must review and evaluate these
sources and summarize their arguments about human rights violations and aidboth pro and con
before reporting back to your senior director about your findings.
You have been provided with and are encouraged to use a note-taking guide that will help you gather
and process your findings.
Research Questions
After you have reviewed the sources, answer the questions below. Your answers to these questions will
be scored. Also, they will help you think about the sources you have read and viewed, which should
help you write your report. Answer the questions in the spaces provided below each question.
1. Question 1:
From the sources you have reviewed, summarize 3 major arguments that support and 3 major
arguments that oppose possible interventions adopted by the United States when addressing human
rights violations in another country. For each of the arguments, cite at least one source that supports
that point of view.
To begin, you should consider:
Based upon the sources provided, what appears to be the crux of the debate influencing a countrys
level of response to reacting against human rights violations in another country? Based upon the issue,
what are the arguments in favor of an aggressive versus more cautious intervention strategy?

2. Evaluate the credibility of the arguments and evidence presented by these sources. Which of the
sources are more trustworthy and why? Which of the sources warrant some skepticism because of bias
or insufficient evidence?

Aligned to

and

Performance Tasks to Support English Language Arts

Part 2
You will now have 90 minutes (one block schedule class period) to review your notes and sources, plan,
draft, and revise your report. You may use your notes and refer to the sources. You may also refer to the
answers you wrote to the questions in Part 1, but you cannot change those answers. Now read your
assignment and the information about how your report will be scored; then begin your work.
Your Assignment
Back in the Senior Directors office, you start to hand him your notes on the pros and cons of
humanitarian aid, but he waves away your papers.
Part of being an effective SAC is trusting in your research and using your voice to advocate for people
who may lack one, he says.
The Write for Rights campaign is powerful because it offers an honest voice on human rights from the
young people who represent AIs future. Instead of sharing your thoughts with me, go ahead and write
your own letter advocating for your point of view on our nations stance on foreign intervention and
aid. Should the United States always be aggressive in our approach to responding to human rights
violations or should our approach to aid be more discreet? Be sure that your recommendation
acknowledges both sides of the issue so that your fellow students and politicians know that we have
considered the issue carefully. Ill review your letter tonight and use it for the kick-off of our campaign
at your school tomorrow morning.
Write an argumentative report that recommends the position that you believe your representatives
should take on humanitarian outreach and aid in areas where violations are occurring. Support your
claim with evidence from the sources you have read and viewed. You do not need to use all the sources,
only the ones that most effectively and credibly support your position and your consideration of the
opposing point of view.
Your Question:
If the government of a developing country is about to begin, or has begun, a systematic program of
human rights violations against its people or a group within their population, which of the following
should be the United States beginning level of response prevention to such a situation?

Begin a diplomatic program of interventions such as initiating discussions with existing

governing leaders and bodies about violations.
Begin steps toward military action such as sending ground forces or starting aerial assaults to
suppress perpetrators.
Begin monitoring the conflict, but remain neutral until the international community decides to
promote a plan to intercede.

Use contemporary research on human rights and humanitarian aid to support your assertion. Well
formulated arguments will consider all sides of the debate when reaching a preferred level of response.
Response Guidelines
Your report will be scored on the following criteria:
Aligned to

and

Performance Tasks to Support English Language Arts

1. Statement of purpose / focus and organization: How well did you clearly state your claim on the
topic, maintain your focus, and address the alternate and opposing claims? How well did your ideas
logically flow from the introduction to conclusion using effective transitions? How well did you stay on
topic throughout the report?
2. Elaboration of evidence: How well did you elaborate your arguments and discussion of
counterarguments, citing evidence from your sources? How well did you effectively express ideas using
precise language and vocabulary that were appropriate for the audience and purpose of your report?
3. Conventions: How well did you follow the rules of usage, punctuation, capitalization, and spelling?
To Begin Work:
Manage your time carefully so that you can:
plan your report

write your report

revise and edit for a final draft

Word-processing tools and spell check are available to you. Type your response in the space provided.
Write as much as you need to fulfill the requirements of the task; you are not limited by the size of the
response area on the screen.

Aligned to

and

Performance Tasks to Support English Language Arts

Materials for Students
Notes on Materials for Students and Potential Additions
Sources for the task have been intentionally selected to cover a range of perspectives on the
humanitarian aid debate.
Listed in the chart below are titles and links to a suggested grouping of texts that can be provided to
students to research and answer the question they have been challenged with. The sources include
memoirs, documents, speeches, news articles, and interviews. These sources have been drawn from a
range of scholarly and news outlets in order to cover a spectrum of perspectives. This will enable
students to not only see a variety of opinions on their topic, but also specific biases on the subject.
If sources in the selected grouping of texts do not meet an educators needs, excerpts from WCPSS
approved English II texts may be substituted. It may be enriching for students to be able to supplement
their research with texts they may be familiar with from their studies. Suggestions for supplemental
referencing could include:
Night, Elie Weisel; All But My Life, Gerda Weissmann Klein; The Kite Runner, Khaled
Hosseini; The Middle of Everywhere, Mary Pipher
Provided in the chart below are links to each source. In an appendix to this document, each has been
excerpted and formatted for ease of implementation. Some sources have been explained with a
brief introduction to increase student comprehension.

Sources
A Long Way
Gone
Anti
Humanitarian
Aid
Elie Wiesel
Nobel Prize
Acceptance
Speech

The Case
Against Aid

Universal
Declaration of
Human Rights

http://www.alongwaygone.
com/media/ALongWayGon
e_Excerpt.pdf
http://reason.com/archives
/2006/03/10/antihumanitarian-aid
http://www.nobelprize.org/
nobel_prizes/peace/laureat
es/1986/wieselacceptance_en.html
http://www.boston.com/bo
stonglobe/ideas/articles/20
10/09/12/the_worlds_huma
nitarian_aid_organizations_
may_do_more_harm_than_
good_argues_linda_polman
/?page=full
http://www.un.org/en/doc
uments/udhr/

There were all kinds of stories told about the war that
made it sound as if it was happening in a faraway and
different land.
Aid to Africa remains a favorite cause for politicians and
entertainers. From Geldoff to Bono to Blair, everyone
wants credit for attacking poverty.
It is with a profound sense of humility that I accept the
honor you have chosen to bestow upon me. I know: your
choice transcends me. This both frightens and pleases
me.
In 1859, a Swiss businessman named Henry Dunant
took a business trip to Italy, where he happened upon
the aftermath of a particularly bloody battle in the
Austro-Sardinian War.
Whereas recognition of the inherent dignity and of the
equal and inalienable rights of all members of the
human family is the foundation of freedom, justice and
Aligned to

and

Performance Tasks to Support English Language Arts

peace in the world,

We Meant Well

http://wemeantwell.com/bl
og/wpcontent/uploads/2011/09/
WeMeantWelExcerpt.pdf

The reconstruction of Iraq was the largest nationbuilding program in history, dwarfing in cost, size, and
complexity even those undertaken after World War II to
rebuild Germany and Japan.

Materials for Teachers

Notes on Materials for Entry Event/Class Discussion
Provided in the chart below are links for educators to help with the implementation of this performance
task, as well as suggestions to resources that could enrich student mastery.
Included in this chart are the links to the entry activity materials, as well as connections to two full
length documentaries that could be viewed in their entirety or excerpted in the classroom. These nonprint texts could be used as an entry to frame the performance task for students or as a concluding
activity. Also linked below are the addresses for Amnesty International and the Write for Rights page.
These could be explored for background by teachers, provide invaluable resources for the study of
human rights, and/or serve as a gateway for turning the task into a larger project based unit as the
educator sees fit.
Title
Visual I: Holocaust
Survivors During
the Liberation of
Buchenwald, 1945
Visual II: A Model of
Diagrammatic
Mapping for
Human Rights

Link
http://www.ushmm.org/wlc/en/me
dia_ph.php?ModuleId=10007176&
MediaId=4052

Important to Know
This image be substituted with another, or
shown with various iconic photographs

http://www.amnesty.nl/sites/defau
lt/files/public/mapping_for_human
_rights.pdf

Please note the teacher copy provided

below to insure students are exposed to a
complete and thorough chart.

The Devil Comes on

Horseback

Film Site:
http://www.thedevilcameonhorseb
ack.com/

This 2007 documentary about genocide in

Sudan can provide students with
background in advocating for human rights
intervention and the difficulties/realities of
such work. It may provide a great
opportunity for teachers to model the
thought process of the task before its actual
implementation.
This PBS initiative includes many helpful
resources for the study of genocide over
time periods and cultures. Linked here is the
site, as well as the full length documentary
that has been described by critics as is the

YouTube Link:
https://www.youtube.com/watch?v
=_BJOfpJ8qVE
Worse Than War

PBS Site:
http://www.pbs.org/wnet/worsethan-war/
Film Link:

Aligned to

and

Performance Tasks to Support English Language Arts

http://www.pbs.org/wnet/worsethan-war/the-film/watch-worsethan-war/24/

Amnesty
International
Write for Rights

http://www.amnesty.org/
http://www.amnestyusa.org/writef
orrights/

first documentary to step back and focus on

the general phenomenon of genocide
offering viewers profound insights into its
dimensions, patterns and causes, and tragic
role in politics and human affairs.
Use this site for helpful resources on human
rights advocacy, as well as current events.
This site provides real world context for the
performance task prompt and could also
serve as a resource for expanding the task
into a project based unit.

Aligned to

and

Performance Tasks to Support English Language Arts

Materials for Entry Event/Class Discussion
Visual I: Holocaust Survivors During the Liberation of Buchenwald, 1945

Taken from the USHMM: http://www.ushmm.org/wlc/en/media_ph.php?ModuleId=10007176&MediaId=4052

Visual II: A Model of Diagrammatic Mapping for Human Rights

Sustainers
Places of
Violence

Perpetrators

Methods

Victims
Types of
Violation/
Abuse

Causes

Constraints

Interventions

Resources

Aligned to

and

Performance Tasks to Support English Language Arts

Adapted from Amnesty International: http://www.amnesty.nl/sites/default/files/public/mapping_for_human_rights.pdf

A Model of Diagrammatic Mapping for Human Rights: Teacher Key

Violations / Abuses
Domestic violence
Sexual violence
Economic disempowerment
Political domination
Disinheritance
Sustainers
Communities
Family members
Traditional leaders &
institutions
Local administration
Religious leaders
Incompetent legislators
Law enforcement officers

Constraints
Lack of financial resources
Ingrained cultural and religious
beliefs
Lack of political will
Sexualization of issues
Abject poverty

Causes
Cultural beliefs
Religious beliefs
Lack of education and
awareness
Gender inequality
Lack of access to land and
disinheritance
High unemployment
Dysfunctional legal system
Breakdown of social values
and order

Places of Violence
Homes
Work places
Government offices
Conflict hit areas
Detention centers
Learning institutions
Villages

Interventions
Persistent awareness creation
Economic and political
empowerment & participation
Strengthening of legal
frameworks
Engendering of traditional and
local institutions
Prosecution of cases
Exposure through mass media
Strengthening of local womens
rights groups
Intensifying lobbying and
advocacy
Victims
Women
Girl child
Boy child
General community
The economy

Aligned to

Methods
Beatings
Rape & defilement
Killings
Disinheritance
Denial of an education
Forced marriages
Forced involvement in armed
conflicts
Harassment of women rights
defenders
Low wages and forced labor
Resources/opportunities
available
Local resource centers
Active local/national/regional
human rights
organizations
Supportive mass media
Trained human rights defenders
Strong voices of local activists
(male and female)
Local/national/regional force
for lobbying and advocacy
Legislation guaranteeing
womens rights
Perpetrators
Family members
Neighbors
Community leaders
Law enforcement officers
Government officials
Criminals
Militia gangs
Insensitive government
Guardians

and

Performance Tasks to Support English Language Arts

Research
Source

Student Note-taking Guide

Published By Argument for
Argument
Aggressive
Against
Intervention
Aggressive
Intervention

Aligned to

How reliable
is evidence
from this
source

and

Performance Tasks to Support English Language Arts

Task Specifications
Key Common Core Standards Assessed
RI.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text
RI.7Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively,
as well as in words.
RI. 8Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as
well as the relevance and sufficiency of the evidence.
RI.9Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare
the approaches the authors take.
RI.10Read and comprehend complex literary and informational texts independently and proficiently.
_____________________________________________

W. 1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.4Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
W.7Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
W.8Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of
each source, and integrate the information while avoiding plagiarism.
W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

Additional Common Core Standards Assessed

o Students can read closely and analytically to comprehend a range of increasingly
complex literacy and informational texts.
o Students can produce effective and well-grounded writing for a range of purposes and
audiences.
Claim(s):
o Students can employ effective speaking and listening skills for a range of purposes and
audiences.
o Students can engage in research/inquiry to investigate topics, and to analyze, integrate,
and present information.
These claims and targets will be measured by scorable evidence collected.
Students are being asked to COMPOSE FULL TEXTS: write full persuasive pieces/arguments
about topics or texts, attending to purpose and audience: establishing and supporting a
claim, organizing and citing supporting evidence (from texts when appropriate) from
credible sources, and providing a conclusion appropriate to purpose and audience.
Students are being asked to consider LANGUAGE & VOCABULARY USE: strategically use

Primary Claims
precise language and vocabulary (including academic and domain-specific vocabulary and
and Targets:
figurative language) and style appropriate to the purpose and audience when revising or
composing texts.
Students are being asked to EDIT/CLARIFY: apply or edit grade-appropriate grammar,
usage, and mechanics to clarify a message and edit narrative, informational, and
persuasive/argument texts.
Students are being asked to ANALYZE/INTEGRATE INFORMATION: Gather, analyze, and
Aligned to

and

Performance Tasks to Support English Language Arts

integrate multiple sources of information/evidence to support a presentation on a topic.
Students are being asked to EVALUATE INFORMATION/SOURCES: consider relevancy,
accuracy, and completeness of information from multiple sources.
Students are being asked to USE EVIDENCE: cite evidence to support arguments or
conjectures.
4

DOK:
Total Possible Up to 10
Score Points:
Decrease the number of sources provided to students
Possible
Incorporate documentary footage provided in the chart of supplementary texts to
Adjustments for
model and frame the debate of the PT
Students with
IEPs or 504s
Provide students with pre and post reading questions regarding the text.
Possible
Use graphic organizers to outline response
Adjustments for
Limit text set based on lexile
Students with
LEPs
Possible
Adjustments for
Honors, AP, or IB
Students

Stimuli:
1.
2.
3.
4.
5.
6.

How this Task

contributes to
sufficient
evidence for the
claims:

Allow students to select their own sources.

Turn the PT into a PBL unit where student are forced to create a persuasive call to
action based on their research
Extend the PT by encouraging students to participate in the Write to Right
campaign and begin the initiative at their school
Flesch
Quantitative
Kincaid
Level of Text
Grade
Complexity:
Level
Flesch Kincaid
Readability
A Long Way Gone
6.4
78.9

Anti Humanitarian Aid

11.6

Elie Wiesel Nobel Speech

6.8

The Case Against Aid

8.4

Universal Declaration of Human Rights

11.3

We Meant Well

10.8

46.4
69.4
64.1
45.1
56.6

In order to complete the performance task, students

1. Evaluate and select information from a series of sources
2. Write an argumentative report effectively demonstrating
a clearly-established claim about the topic
presentation of relevant supporting evidence, details, and elaboration
consistent with the position, sources, purpose, and audience
effective organization of ideas
adherence to conventions and rules of grammar, usage, and mechanics
control of language for purpose and audience

Aligned to

and

Performance Tasks to Support English Language Arts

SCORING INFORMATION FOR RESEARCH QUESTIONS
Question 1:
From the sources you have reviewed, summarize 3 major arguments that support and 3 major
arguments that oppose possible interventions adopted by the United States when addressing human
rights violations in another country. For each of the arguments, cite at least one source that supports
that point of view.
To begin, you should consider:
Based upon the sources provided, what appears to be the crux of the debate influencing a countrys
level of response to reacting against human rights violations in another country? Based upon the issue,
what are the arguments in favor of an aggressive versus more cautious intervention strategy?

Argument / Fact in Favor of aggressive

interventions
1.
2.
3.
Argument / Fact in Opposition to
aggressive interventions
1.
2.
3.

Source Supporting This Argument

Source Supporting This Argument

2 Point Rubric
Using Evidence (CCSS RI.7, RI.8, W.7, W.9)

2
1
0

The response gives sufficient evidence of the students ability to cite evidence
to support arguments and/or ideas.

The response gives limited evidence of the students ability to cite evidence to
support arguments and/or ideas.

The response receives no credit if it provides no evidence of the students

ability to cite evidence to support arguments and/or ideas.

Adapted from Smarter Balanced Assessment Consortium Grade 11 Performance Task, http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/09/performance-tasks/nuclear.pdf

Aligned to

and

Performance Tasks to Support English Language Arts

Question 2:
Evaluate the credibility of the arguments and evidence presented by these sources. Which of the
sources are more trustworthy and why? Which of the sources warrant some skepticism because of bias
or insufficient evidence?

2 Point Rubric
Evaluating Sources and Information (CCSS RI.8, W.8)

The response gives sufficient evidence of the students ability to evaluate the
credibility, completeness, relevancy, and/or accuracy of the information and
sources.

The response gives limited evidence of the students ability to evaluate the
credibility, completeness, relevancy, and/or accuracy of the information and
sources.

The response receives no credit if it provides no evidence of the students

ability to evaluate the credibility, completeness, relevancy, and/or accuracy of
the information and sources..

Adapted from Smarter Balanced Assessment Consortium Grade 11 Performance Task, http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/09/performance-tasks/nuclear.pdf

Aligned to

and

Performance Tasks to Support English Language Arts

SCORING INFORMATION FOR ARGUMENT RESPONSE
Full-Response Assignment

Write an argumentative report that recommends the position that you believe your
representatives should take on humanitarian outreach and aid in areas where human rights
violations are occurring. Support your claim with evidence from the sources you have read and
viewed. You do not need to use all the sources, only the ones that most effectively and credibly
support your position and your consideration of the opposing point of view.
Support your claim with evidence from the sources you have read and viewed. You do not
need to use all the sources, only the ones that most effectively and credibly support your
position and your consideration of the opposing point of view.
Report Scoring

Your report will be scored on the following criteria:

1. Statement of purpose / focus and organization: How well did you clearly state your claim on
the topic, maintain your focus, and address the alternate and opposing claims? How well did
your ideas logically flow from the introduction to conclusion using effective transitions? How
well did you stay on topic throughout the report?
2. Elaboration of evidence: How well did you elaborate your arguments and discussion of
counterarguments, citing evidence from your sources? How well did you effectively express
ideas using precise language and vocabulary that were appropriate for the audience and
purpose of your report?
3. Conventions: How well did you follow the rules of usage, punctuation, capitalization, and
spelling?

2- Point Argumentative Full Response

Conventions
2
The response demonstrates an adequate
command of conventions:
errors in usage and sentence formation
may be present, but no systematic
pattern of errors is displayed and
meaning is not obscured
adequate use of punctuation,
capitalization, and spelling

1
The response demonstrates a partial
command of conventions:
errors in usage may obscure meaning
inconsistent use of punctuation,
capitalization

Aligned to

NS
Insufficient, illegible, in a language
other than English, incoherent, offtopic, or off-purpose writing

and

Performance Tasks to Support English Language Arts

4-Point Argumentative Full Response

Focus and Organization

Statement of Purpose

NS

The response is fully

sustained and
consistently and
purposefully focused:
claim is clearly stated,
focused, and strongly
maintained
alternate or opposing
claims are clearly
addressed
claim is introduced
and communicated
clearly within the
purpose, audience,
and task

The response is
adequately sustained
and generally focused:
claim is clear and
mostly maintained,
though some loosely
related material may
be present
context provided for
the claim is adequate
within the purpose,
audience, and task

The response is
somewhat sustained
and may have a minor
drift in focus:
may be clearly
focused on the claim
but is insufficiently
sustained, or
claim on the issue
may be somewhat
unclear and/or
unfocused

The response may

be related to the
purpose but may
provide little or no
focus:
may be very brief
may have a
major drift
claim may be
confusing or
ambiguous

Insufficient,
illegible, in a
language other
than English,
incoherent, offtopic, or offpurpose
writing

The response has a

clear and effective
organizational structure
creating a sense of
unity and completeness:
consistent use of a
variety of transitional
strategies to clarify
the relationships
between and among
ideas
logical progression of
ideas from beginning
to end
effective introduction
and conclusion for
intended audience
and purpose
strong connections
among ideas, with
some syntactic variety

The response has an

evident organizational
structure and a sense of
completeness, though
there may be minor
flaws and some ideas
may be loosely
connected:
adequate use of
transitional strategies
with some variety to
clarify the
relationships between
and among ideas
adequate progression
of ideas from
beginning to end
adequate
introduction and
conclusion
adequate, if slightly
inconsistent,
connection among
ideas

The response has an

inconsistent
organizational structure,
and flaws are evident:
inconsistent use of
transitional strategies
and/or little variety
uneven progression
of ideas from
beginning to end
conclusion and
introduction, if
present, are weak
weak connection
among ideas

The response has

little or no
discernible
organizational
structure:
few or no
transitional
strategies are
evident
frequent
extraneous ideas
may intrude

Insufficient,
illegible, in a
language other
than English,
incoherent, offtopic, or offpurpose
writing

Aligned to

and

Effect on Audience

Evidence and Elaboration

Performance Tasks to Support English Language Arts

The response provides
thorough and
convincing
support/evidence for
the writers claim that
includes the effective
use of sources, facts,
and details. The
response achieves
substantial depth that is
specific and relevant:
use of evidence from
sources is integrated,
comprehensive,
relevant, and concrete
effective use of a
variety of elaborative
techniques

The response clearly

and effectively
expresses ideas, using
precise language:
use of academic and
domain-specific
vocabulary is clearly
appropriate for the
audience and purpose

The response provides

adequate
support/evidence for
the writers claim that
includes the use of
sources, facts, and
details. The response
achieves some depth
and specificity but is
predominantly general:
some evidence from
sources is included,
though citations may
be general or
imprecise
adequate use of some
elaborative
techniques
The response
adequately expresses
ideas, employing a mix
of precise with more
general language:
use of domainspecific vocabulary is
generally appropriate
for the audience and
purpose

The response provides

uneven, cursory
support/evidence for
the writers claim that
includes partial or
uneven use of sources,
facts, and details. The
response achieves little
depth:
evidence from
sources is weakly
integrated, and
citations, if present,
are uneven
weak or uneven use
of elaborative
techniques

The response
provides minimal
support/evi-dence
for the writers
claim that includes
little or no use of
sources, facts, and
details:
Use of evidence
from sources is
minimal, absent,
incorrect, or
irrelevant

Insufficient,
illegible, in a
language other
than English,
incoherent, offtopic, or offpurpose
writing

The response expresses

ideas unevenly, using
simplistic language:
use of domainspecific vocabulary
may at times be
inappropriate for the
audience and
purpose

The responses
expression of ideas
is vague, lacks
clarity, or is
confusing:
uses limited
language or
domain-specific
vocabulary
may have little
sense of
audience and
purpose

Insufficient,
illegible, in a
language other
than English,
incoherent, offtopic, or offpurpose
writing

Adapted from Smarter Balanced Assessment Consortium Grade 11 Performance Task, http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/09/performance-tasks/nuclear.pdf

Aligned to

and