Assessment Title: | The American Experience: SAT Style Argument Essay | Task: | Suggested Engagement Scenario: In order to be well-prepared for the SAT that you will take this year, it is important to practice the essay component of the exam. That is what you will do today.Part 1: Compose a 25- minute timed SAT style argument essay. Use the rubric to guide your response to this prompt: Is the American Dream possible for all people? Plan and write an essay in which you develop your position on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.Part 2: Review anchor papers with rubric, then determine your own score. (This does not replace teacher evaluation)Part 3: (optional follow-up) Compose a diary entry focused on the American Dream from the perspective of a Colonial Era immigrant. (W.# Narrative Task) | Standards: | RI.11.7: Integrate and evaluate multiple sources of information in order to address a question or solve a problem.W.11.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.L.11.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | Materials: | Teacher Materials: * Teacher directions * Rubric | Student Materials: * SAT Style Essay prompt sheet * Rubric | General Notes: | Students will already have a cursory understanding of the SAT essay since they have written SAT-style essays in previous years. Prior to this assessment, teachers should model how to unlock a prompt and how to organize an SAT style argument.To be in line with SAT requirements, only 25 minutes can be allowed for Part 1. This PBA can be used as a diagnostic writing assessment. Because this PBA takes less than a full 90 minutes, teachers should plan to use the remaining class period for anchor activities. For a list of anchor activities, see the Unit resources. |

TEACHER DIRECTIONS
Rationale: The purpose of this PBA is collect data that gauges student abilities in relation to the targeted Common Core State Standards argument writing and the SAT. 1. Distribute materials that students need for the Performance Based Assessment: * Student directions * SAT Style Essay Prompt * Rubric

2. Read aloud the student directions shown below:

Student Directions: | In order to be well-prepared for the SAT that you will take this year, it is important to practice the essay component of the exam. That is what you will do today. | Part 1: Compose a 25- minute timed SAT style argument essay. Use the rubric to guide your response to this prompt: Is the American Dream possible for all people? Plan and write an essay in which you develop your position on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations. | Part 2: Review anchor papers with rubric, then determine your own score. (This does not replace teacher evaluation) | Part 3: (Optional follow-up) Compose a diary entry focused on the American Dream from the perspective of a Colonial Era immigrant. |

3. Post the starting and ending times for this assessment.

4. Monitor student performance as students complete the task.

STUDENT DIRECTIONS

In order to be well-prepared for the SAT that you will take this year, it is important to practice the essay component of the exam. That is what you will do today.

Part 1: Compose a 25- minute timed SAT style argument essay. Use the rubric to guide your response to this prompt:

Is the American Dream possible for all people? Plan and write an essay in which you develop your position on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

Part 2: Review anchor papers with rubric, then determine your own score. (This does not replace teacher evaluation)

Part 3: (Optional follow-up) Compose a diary entry focused on the American Dream from the perspective of a Colonial Era immigrant.

STUDENT EXEMPLAR
America stands for equality. Founded on the principle that everyone has the right to prosper and succeed, the United States certainly intends to grant everyone equal access to the Great American Dream. Yet, the reality is that historical, social, and economic forces prevent that access from becoming a reality.
When the founding fathers crafted the Declaration of Independence, only some Americans were taken into consideration. For example, neither women nor slaves of African descent counted among those entitled to key rights, such as property ownership or voting. Although amendments to the U.S. Constitution have widened the tent to include these groups, centuries without access to have made an impact. Despite the fact that more women attend college than men, men still outnumber women running corporations, where they tend to be paid less to do the same jobs. And, African Americans still hold far fewer government offices than whites.
Access to a college education is another factor that limits access to the Great American Dream. Not every child grows up with parents willing or able to afford the cost of tuition, which, by the way, has been increasing so much in recent years that Congress and the president have discussed ways to control costs. Recent legislation was designed to make paying back student loans less burdensome. And, despite the intent of the new Common Core Curriculum, not every student receives an education that prepares them for college. Data from the Baltimore County Public Schools demonstrates this. African American students, a sizeable subgroup of the student population, are severely under-represented in Advanced Placement courses, which are designed in part to prepare students for the rigors of college. Similarly, African American students are among the highest groups who start college but do not graduate. As any high school guidance counselor would note, life without a college education severely limits a person’s earning ability and their options for pursing the Great American Dream.
It may sound harsh, but this country hasn’t yet granted equal access to the Great American Dream. Over time access has expanded, but universal access is still a ways off.

ESSAY PROMPT SHEET
Time—25 minutes

The essay gives you an opportunity to show how effectively you can develop and express ideas. You should, therefore, take care to develop your point of view, present your ideas logically and clearly, and use language precisely.

Your essay must be written on the lines provided on your answer sheet—you will receive no other paper on which to write. You will have enough space if you write on every line, avoid wide margins, and keep your handwriting to a reasonable size. Remember that people who are not familiar with your handwriting will read what you write. Try to write or print so that what you are writing is legible to those readers.

Important Reminders: * A pencil is required for the essay. An essay written in ink will receive a score of zero. * Do not write your essay in your test book. You will receive credit only for what you write on your answer sheet. * An off-topic essay will receive a score of zero. * If your essay does not reflect your original and individual work, your test scores may be canceled.

You have twenty-five minutes to write an essay on the topic assigned below.

Think carefully about the issue presented in the following excerpts and the assignment below. “When it comes to the American dream, no one has a corner on the market. All of us have an equal chance to share in that dream.” – J.C. Watts
“The American Dream is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement.” – James Trulow Adams |
Assignment: Is the American Dream possible for all people? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations. | Score of 6An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay: * Effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using clearly appropriate examples, reasons and other evidence to support its position * Is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas * Exhibits skillful use of language, using a varied, accurate and apt vocabulary * Demonstrates meaningful variety in sentence structure * Is free of most errors in grammar, usage and mechanics | Score of 5An essay in this category demonstrates reasonably consistent mastery, although it has occasional errors or lapses in quality. A typical essay: * Effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons and other evidence to support its position * Is well organized and focused, demonstrating coherence and progression of ideas * Exhibits facility in the use of language, using appropriate vocabulary * Demonstrates variety in sentence structure * Is generally free of most errors in grammar, usage and mechanics | Score of 4An essay in this category demonstrates adequate mastery, although it has lapses in quality. A typical essay: * Develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons and other evidence to support its position * Is generally organized and focused, demonstrating some coherence and progression of ideas * Exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary * Demonstrates some variety in sentence structure * Has some errors in grammar, usage and mechanics | Score of 3An essay in this category demonstrates developing mastery, and is marked by ONE OR MORE of the following weaknesses: * Develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons or other evidence to support its position * Is limited in its organization or focus, or may demonstrate some lapses in coherence or progression of ideas * Displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice * Lacks variety or demonstrates problems in sentence structure * Contains an accumulation of errors in grammar, usage and mechanics | Score of 2An essay in this category demonstrates little mastery, and is flawed by ONE OR MORE of the following weaknesses: * Develops a point of view on the issue that is vague or seriously limited, and demonstrates weak critical thinking, providing inappropriate or insufficient examples, reasons or other evidence to support its position * Is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas * Displays very little facility in the use of language, using very limited vocabulary or incorrect word choice * Demonstrates frequent problems in sentence structure * Contains errors in grammar, usage and mechanics so serious that meaning is somewhat obscured | Score of 1An essay in this category demonstrates very little or no mastery, and is severely flawed by ONE OR MORE of the following weaknesses: * Develops no viable point of view on the issue, or provides little or no evidence to support its position * Is disorganized or unfocused, resulting in a disjointed or incoherent essay * Displays fundamental errors in vocabulary * Demonstrates severe flaws in sentence structure * Contains pervasive errors in grammar, usage or mechanics that persistently interfere with meaning |
SAT Essay Scoring Guide

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Exemplary Student Response:
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This sample is for teacher use only in order to determine “look fors” in student writing. This written response is NOT intended for student use nor should it be shared with students. The response is designed to demonstrate alignment to the standards being assessed within the PBA.

STUDENT EXEMPLAR, PBA 1, UNIT 1, GRADE 11
America stands for equality. Founded on the principle that everyone has the right to prosper and succeed, the United States certainly intends to grant everyone equal access to the Great American Dream. Yet, the reality is historical, social, and economic forces prevent that access from becoming a reality.
When the founding fathers crafted the Declaration of Independence, only some Americans were taken into consideration. For example, neither women nor slaves of African descent counted among those entitled to key rights, such as property ownership or voting. Although amendments to the U.S. Constitution have widened the tent to include these groups, centuries without access to have made an impact. Despite the fact that more women attend college than men, men still outnumber women running corporations. And African Americans still hold far fewer government offices than whites.
Access to a college education is another factor that limits access to the Great American Dream. Not every child grows up with parents willing or able to afford the cost of tuition, which, by the way, has been increasing so much in recent years that Congress and the president have discussed ways to control costs and to make paying back student loans less burdensome. And, despite the intent of the new Common Core Curriculum, not every student receives an education that prepares them for college. Data from the Baltimore County Public Schools demonstrates this. African American students, a sizeable subgroup of the student population, are severely under-represented in Advanced Placement courses, which are designed in part to prepare students for the rigors of college. Similarly, African American students are among the highest groups who start college but do not graduate. As any high school guidance counselor would note, life without a college education severely limits a person’s earning ability and their options for pursing the Great American Dream.
It may sound harsh, but this country hasn’t granted equal access to the Great American Dream. Over time access has expanded, but universal access is still a ways off.