Grades 9-12 Benchmark Writing Assessment

Opinion/Argument Writing

Teacher Directions

Weeks before assessment:

  • Read through the Assessment Administration Guide and make any school wide decisions prior to the day of the assessment.

Day of assessment:

  • Start the session by explaining to students that today they will be demonstrating how much they have learned about writing strong sentences and paragraphs over the years as well as how they can use what they have read to support a claim. Make sure students understand that while this is not a graded piece, they should do their best work so that you, as the teacher, can understand who they are as writers.
  • Provide each student with a copy of the prompt and the articles.
  • Read through the directions with the students, clarifying any directions needed.
  • The readingsprovide the information needed to address the prompt, and students should independently read the texts carefully before writing. Encourage students to refer back to the text while writing and to take notes, marking up the text as much as is helpful for them.
  • Allow approximately 60 minutes for this assessment, but the prompt should not be strictly timed. Students should be given as much time as needed to plan, write, and proofread.
  • The writing must be done without help, but students may have access to personal dictionaries, or any other resources to support spelling and mechanics that they are accustomed to using while writing. (See Assessment Administration Guide regarding students with accommodations, or use of computers during the assessment.)
  • Be sure students have paper to take notes or do whatever pre-planning they might choose to do. (If a teacher decides to provide a graphic organizer, this should be done in every classroom.)
  • This will be first draft writing, but encourage students to proofread and correct any errors they find.

Grades 9-12 Benchmark Writing Assessment

Opinion/Argument Writing

Student Directions

Today you are being asked to write an essay where you will state your opinion and support it with information from the readings. Through this piece of writing we are hoping to learn about you as a writer. It is important that you take your time to do your best work.

As you read the article and parable, feel free to underline and take notes that can help you as you write your essay.

Remember, a strong essay:

  • Takes the audience into account
  • Has an introduction that hooks the reader
  • States a clear focus/position statement clearly, precisely, and thoughtfully
  • Uses specific evidence from text to support and develop the position and explains that evidence logically
  • Concludes effectively
  • Uses precise language
  • Shows control over conventions

When you are finished, make sure to take the time to read over your piece and correct any mistakes you find.

Read "Pope Francis: Forgive others and God will forgive you".Choose one of the following three parables to read;the unforgiving servant (Matthew18:23-35), the laborers in the vineyard (Matthew 20:1-16),orthe two sons ( Matthew21:28-32)

As you read think about: How does the Pope define forgiveness? How does the parable you chose to read illustrate the Pope's definition of forgiveness?

Once you are done reading the article and the parable:

  1. Write a complete heading (name, date, class) on the upper left hand side of a lined piece of paper.

Write an essay that answers the question:How does the Pope define forgiveness? How does the parable you chose to read illustrate the Pope's definition of forgiveness? Cite textual evidence from both sources in your answer.

Pope Francis: Forgive others and God will forgive you.

In order to ask forgiveness from God, we must follow the teaching of the “Our Father”: we must repent sincerely for our sins, knowing that God always forgives, and just as willingly forgive others. This was the centerpiece of Pope Francis’ remarks to the faithful following the readings of the day at Mass in the chapel of the Santa Marta residence in the Vatican.

Focusing primarily on the reading from the Gospel according to St Matthew (18:21-35), in which the Lord counsels His disciples to forgive “seventy times seven” times, i.e. always and without stint, the Holy Father addressed the close connection between God’s forgiveness of our sins and our forgiveness of others.

Drawing on the Old Testament reading from the prophet Daniel, which tells of Azariah’s appeal to God for clemency, which he makes on behalf of the people, acknowledged as sinful and in need of pardon for having abandoned the way of the Lord. Azariah does not ask God simply to excuse, or to overlook, the sinfulness of the people, but to forgive them:

“Asking forgiveness is another thing: it’s not the same as simply saying, ‘excuse me.’ Did I make a mistake? ‘Sorry, I made a mistake. But, ‘I have sinned!’ – that is different: the one has nothing to do with the other. Sin is not a simple mistake. Sin is idolatry: it is to worship the idol, the idol of pride, vanity, money, ‘my self’, my own ‘well-being’. So many idols do we have: and for this, Azariah does not apologize: he asks forgiveness.”

Forgiveness must be asked sincerely, whole-heartedly – and forgiveness must be given whole-heartedly to those, who have injured us. The Pope recalled the action of the servant in the Gospel reading, who, having been forgiven a great debt by his master, yet fails to show such generosity of spirit to a fellow. The Holy Father explained that the dynamics of forgiveness are those, whichJesus teaches us in the Our Father:

“Jesus teaches us to pray to the Father in this way: ‘Forgive us our debts as we forgive our debtors.’ If I am not able to forgive, then I am not able to ask for forgiveness. ‘But, Father, I confess, I go to confession....’. ‘And what do you do before you confess?’ ‘Well, I think of the things I did wrong.’ ‘Alright’ ‘Then I ask the Lord for forgiveness and promise not to do those things again.’ ‘Okay…and then go to the priest? Before you do, however, you’re missing something: have you forgiven those who have hurt you?’”

In sum, Pope Francis said that the forgiveness God will give you requires the forgiveness that you give to others:

“This is what Jesus teaches us about forgiveness: first, asking forgiveness is not a simple apology, it is to be aware of the sin, of the idolatry that I have committed, of the many idolatries; second, God always forgives, always – but He asks me to forgive [others]. If I do not forgive, in a sense, I close the door to God’s forgiveness. ‘Forgive us our debts as we forgive our debtors.’”

"Pope Francis: Forgive Others and God Will Forgive You." America Magazine. 10 Mar. 2015. Web. 27 Apr. 2015.
Choose one of the following parables below to use in your answer.

Parable of the Unforgiving Servant

Matthew 18:21-35

Taken from New Revised Standard Catholic Edition

Then Peter came and said to him, “Lord, if another member of the church sins against me, how often should I forgive? As many as seven times?”

Jesus said to him, “Not seven times, but, I tell you, seventy-seven times.

“For this reason the kingdom of heaven may be compared to a king who wished to settle accounts with his slaves. When he began the reckoning, one who owed him ten thousand talents was brought to him; and, as he could not pay, his lord ordered him to be sold, together with his wife and children and all his possessions, and payment to be made. So the slave fell on his knees before him, saying, ‘Have patience with me, and I will pay you everything.’ And out of pity for him, the lord of that slave released him and forgave him the debt. But that same slave, as he went out, came upon one of his fellow slaves who owed him a hundred denarii; and seizing him by the throat, he said, ‘Pay what you owe.’

Then his fellow slave fell down and pleaded with him, ‘Have patience with me, and I will pay you.’ But he refused; then he went and threw him into prison until he would pay the debt. When his fellow slaves saw what had happened, they were greatly distressed, and they went and reported to their lord all that had taken place.

Then his lord summoned him and said to him, ‘You wicked slave! I forgave you all that debt because you pleaded with me. Should you not have had mercy on your fellow slave, as I had mercy on you?’ And in anger his lord handed him over to be tortured until he would pay his entire debt. So my heavenly Father will also do to every one of you, if you do not forgive your brother or sister from your heart.”

The Laborers in the Vineyard

Matthew 20:1-16

Taken from New Revised Standard Catholic Edition

“For the kingdom of heaven is like a landowner who went out early in the morning to hire laborers for his vineyard. After agreeing with the laborers for the usual daily wage, he sent them into his vineyard. When he went out about nine o’clock, he saw others standing idle in the marketplace; and he said to them, ‘You also go into the vineyard, and I will pay you whatever is right.’ So they went. When he went out again about noon and about three o’clock, he did the same. And about five o’clock he went out and found others standing around; and he said to them, ‘Why are you standing here idle all day?’

They said to him, ‘Because no one has hired us.’

He said to them, ‘You also go into the vineyard.’ When evening came, the owner of the vineyard said to his manager, ‘Call the laborers and give them their pay, beginning with the last and then going to the first.’

When those hired about five o’clock came, each of them received the usual daily wage.Now when the first came, they thought they would receive more; but each of them also received the usual daily wage.And when they received it, they grumbled against the landowner, saying, ‘These last worked only one hour, and you have made them equal to us who have borne the burden of the day and the scorching heat.’

But he replied to one of them, ‘Friend, I am doing you no wrong; did you not agree with me for the usual daily wage?Take what belongs to you and go; I choose to give to this last the same as I give to you. Am I not allowed to do what I choose with what belongs to me? Or are you envious because I am generous?’So the last will be first, and the first will be last.”

The Parable of the Two Sons

Matthew 21: 28-32

Taken from New Revised Standard Catholic Edition

“What do you think? A man had two sons; he went to the first and said, ‘Son, go and work in the vineyard today.’

He answered, ‘I will not’; but later he changed his mind and went. The father went to the second and said the same; and he answered, ‘I go, sir’; but he did not go. Which of the two did the will of his father?”

They said, “The first.” Jesus said to them, “Truly I tell you, the tax collectors and the prostitutes are going into the kingdom of God ahead of you. For John came to you in the way of righteousness and you did not believe him, but the tax collectors and the prostitutes believed him; and even after you saw it, you did not change your minds and believe him.

9th-12th Grade Writing Rubric - (Opinion/Argument)Rubric adapted from Elk Grove School District

Scoring Elements / Not Yet / Approaches Expectations / Meets Expectations / Advanced
1 / 1. / 5 / 2 / 2. / 5 / 3 / 3.5 / 4
Focus / Attempts to address prompt, but lacks focus or is off-task. / Addresses prompt appropriately and establishes a position, but focus is uneven. Addresses additional demands superficially. / Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. Addresses additional demands sufficiently / Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. Addresses additional demands with thoroughness and makes a connection to claim
Controlling Idea / Attempts to establish a claim, but lacks a clear purpose. / Establishes a claim. / Establishes a credible claim. / Establishes and maintains a substantive and credible claim or proposal.
Reading/Research / Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt. / Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. / Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim. / Accurately and effectively presents important details from reading materials to develop argument or claim.
Development / Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. / Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. / Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. / Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.
Organization /
  • Fails to orient reader or lacks introduction.
  • Body paragraphs are incomplete in structure or lack relevance to main idea.
  • Conclusion is missing, repetitive, or introduces a new concept.
  • Uses few if any transitions.
/
  • Introduces topic with introduction. Main idea is basic or undeveloped.
  • Contains body paragraphs that superficially develop main idea.
  • Conclusion is repetitive, or lacks connection to main points.
  • Uses simple transitions.
/
  • Orients reader to topic with introduction, has clear main idea.
  • Develops topic with well organized body paragraphs.
  • Conclusion follows from and supports information presented.
  • Transitions are used to create smooth flow between ideas and paragraphs.
/
  • Hooks reader with introduction that contains compelling main idea.
  • Thoroughly develops topic with several relevant body paragraphs.
  • Meaningful and reflective conclusion.
  • Creates cohesion through skillful use of transitions.

Sentence Fluency /
  • Employs expanded simple and complex sentences.
  • Little variety in sentence structure, starts or lengths.
  • Several errors in sentence formation.
/
  • Produces a piece with some variety in sentence structure, starts and lengths.
  • Some errors in sentence formation begin to affect reading of piece.
/
  • Produces a piece with a variety of sentence structures, starts and lengths.
  • Few errors in sentence formation.
/
  • Uses purposeful and varied sentence structures.
  • Uses various phrases and clauses to convey specific meanings and add variety and interest

Conventions /
  • Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics.
  • Relies on basic, simplistic vocabulary
  • Tone is informal with little regard to audience and purpose
  • Sources are used without citation.
/
  • Demonstrates an uneven command of standard English conventions and cohesion.
  • Uses language and tone with some inaccurate, inappropriate, or uneven features.
  • Inconsistently cites sources.
/
  • Demonstrates a command of standard English conventions and cohesion, with few errors.
  • Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt.
  • Cites sources using appropriate format with only minor errors.
/
  • Demonstrates and maintains a well developed command of standard English conventions and cohesion, with few errors.
  • Response includes language and tone consistently appropriate to the audience, purpose, and specific requirement of the prompt.
  • Consistently cites sources using appropriate format.

CCSS W.1 Anchor Standard:

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.