RLA Extended Response: Persuasive Essay Strategies

Chapter 6: RLA Extended Response

Overview

  • The RLA (Reasoning Through Language Arts) test includes an extended-response item, often referred to as an essay.
  • You will read two nonfiction texts, analyze their arguments, and write an essay stating your opinion on which text offers the soundest arguments and why.
  • The essay should persuade the reader that your opinion is correct, backed up with evidence.
  • The recommended essay length is 4-7 paragraphs, totaling 300-500 words.

Elements of a Persuasive Essay

  • Purpose: Persuasive writing aims to gain acceptance for an idea, viewpoint, or action.
  • Argument: An argument is an ordered presentation of support for a position.
  • Components of an Argument:
    • Opening statement of position.
    • Background information.
    • Evidence to support the position, including responses to opposing arguments.
    • Concluding statement.

Key Elements of a Persuasive Essay

  • Opening Paragraph:
    • Launch the argument with a clear, concise statement of your position.
    • State your opinion confidently but avoid antagonizing the audience with overly emotional language.
  • Supporting Evidence:
    • Develop your argument logically and present evidence to support your position.
    • Evidence can include facts or arguments from the texts provided.
    • Organize evidence for maximum impact using order of importance or another method.
  • Coherence and Transitions:
    • Use transition words to ensure the audience can follow your reasoning.
    • Examples:
      • To Present Evidence: first, second, third, most important, for example, for instance, the facts show, according to.
      • To State Your Opinion: In my opinion, I believe that, from my point of view, in my experience.
      • To Deal with Conflicting Opinions or Arguments: although, conversely, in opposition to, even though, in contrast to, still.
  • Importance of Evidence:
    • Supporting evidence is your strongest tool.
    • Readers will assess your ideas based on the evidence provided.
  • Answering Opposing Arguments:
    • Address potential questions or doubts from your audience.
    • Present and respond to opposing arguments either in a dedicated paragraph or as you develop your main points.
  • Concluding Statement:
    • Restate your central argument briefly.
    • Summarize your position and the reasons supporting your choice.

Scoring Rubric

  • The extended response is scored on a 0- to 12-point scale, based on rubrics.
  • Three rubrics are used, each worth 2 points, and double-weighted for a maximum score of 12.

Rubric Breakdown

  • Trait 1: Creation of Arguments and Use of Evidence:
    • 2 points: Creates an argument based on source texts, supports it with evidence, analyzes issues, and evaluates arguments.
    • 1 point: Creates an argument related to the prompt, supports it with some evidence, and attempts to analyze issues.
    • 0 points: May try to create an argument OR the response lacks any relation to the prompt, presents little to no evidence from the source text(s), Shows little to no understanding of given arguments.
  • Trait 2: Development of Ideas and Organizational Structure:
    • 2 points: Presents well-developed, logical ideas; elaborates on most ideas; organizes ideas logically; uses transition words; uses formal style and appropriate tone; chooses words that express ideas clearly.
    • 1 point: Presents ideas with vague or simplistic reasoning; elaborates on some ideas; sequence of ideas has some logic, but connections between main ideas and details may be poor or missing; Organization of ideas may be inconsistent or not fully effective at conveying the argument; few transition words are used; style and tone may be inconsistent or not always appropriate for the audience or purpose of the response; May sometimes misuse words and/or choose words that do not make the meaning clear.
    • 0 points: Develops ideas without consistency or logic; offers little or no elaboration on main ideas; Organization of ideas is unclear or shows no logic; details may be missing or unrelated to the main idea; Creates an organizational structure that is ineffective or cannot be followed; does not use transition words or uses them inappropriately; Uses an inappropriate style and/or tone and shows little or no awareness of the audience; May frequently misuse words, overuse slang, repeat ideas, or express ideas unclearly.
  • Trait 3: Clarity and Command of Standard English Conventions:
    • 2 points: Uses correct sentence structure, subordination, coordination, and parallelism; avoids wordiness; uses transitional words; no run-on sentences or fragments; applies Standard English conventions competently (grammar, punctuation, capitalization).
    • 1 point: Uses inconsistent sentence structure; may include some repetitive or awkward sentences that interfere with clarity; control over sentence structure and fluency is inconsistent; Control of Standard English grammar and punctuation is inconsistent; May make frequent errors in usage and mechanics that occasionally interfere with meaning.
    • 0 points: Sentence structure is consistently flawed and may obscure meaning; control over sentence structure and fluency is minimal; Control of Standard English grammar and punctuation is minimal; Makes severe and frequent errors in usage and mechanics that interfere with meaning OR response is insufficient to demonstrate level of mastery over usage and mechanics.
  • Nonscorable Responses:
    • Includes only copied text.
    • Shows no understanding of the prompt.
    • Is incomprehensible.
    • Is not in English.
    • Is blank.

Writing a Persuasive Essay on Conflicting Arguments

  • Evaluate the strength of each argument.
  • Use skills learned in the preceding chapter: separate facts from opinions, determine source reliability, and evaluate claims.
  • Use evidence to support your opinion.

Example Analysis: Lindbergh vs. Roosevelt

  • Scenario: Analyzing speeches by Charles Lindbergh and President Franklin D. Roosevelt on US involvement in WWII.

Charles Lindbergh's Arguments:

  • Americans opposed war involvement at the start.
  • The U.S. has the best defensive position.
  • The U.S. is independent from Europe.
  • Past European war intervention was unsuccessful.
  • Certain groups want war involvement for their interests.
  • The U.S. sent planes abroad, lacking them for itself.
  • The U.S. has few modern bombers compared to Germany.
  • Analysis:
    • Opposition to war: Supported by polls.
    • Defensive position and independence: Opinions.
    • Past intervention: Fact, but debatable relevance.
    • Groups wanting war: Doubtful, lacks evidence.
    • Military preparedness: Facts, but debatable reasons to stay out of war.

President Roosevelt's Arguments:

  • The U.S. could take over producing munitions for Great Britain.
  • The U.S. has enough money to do it.
  • The best defense of the U.S. is the defense of Great Britain.
  • Defense materials are more useful to Great Britain rather than keeping them in storage in the U.S.
  • Neighbor's hose analogy: Lending aid to a neighbor.
  • Great Britain will somehow repay the USA after the war is over.
  • Analysis:
    • Munitions production: No evidence, but plausible.
    • Financial capacity: Plausible.
    • Defense of Great Britain = Defense of US: Opinion.
    • Shipping munitions: Supported by hose analogy.
    • Analogy's validity: Debatable.

Sample Student Responses

  • Example 1: Favoring Lindbergh:
    • The writer argues Lindbergh is stronger because Americans don't want war, and the U.S. doesn't need war for defense.
    • Critiques Roosevelt's hose analogy as dissimilar.
    • Asserts the government is involving the U.S. without popular consent.
    • Improvements: Include more of Lindbergh's arguments, acknowledge the opinion-based nature of some claims, and strengthen the conclusion to review the writer's argument in favor of Lindbergh.
  • Example 2: Favoring Roosevelt:
    • The writer finds Roosevelt stronger, using the neighbor analogy effectively.
    • Argues Lindbergh's stance is based on isolationism, while Roosevelt emphasizes community.
    • Points out that aid to England is the best defense for the U.S.
    • This response is better for backing up opinions with references to arguments.