RLA Extended Response: Instructors’ Guide

1) Define an argument.
A. Discuss examples from real life.
B. Use lesson plan. (2014 GED Test Curriculum Blueprint from GED Academy, pg. 44,
Essential Education)

2) Discuss how to unpack the prompt.

A. Teach the parts of the RLA ER prompt.
i.Description of the passages
ii.Directions or task to be performed
1. Analyze both sides.
2. Determine which argument is better supported.
3. Use relevant and specific evidence.
iii.Time limit/specific directions
B. Provide practice unpacking the prompt.
i. Extended Response and Short Answers (pp. 6-8, New Readers Press)
ii. http://abspd.appstate.edu/teaching-resources
iii. An Extended Look at the Extended Response Handout (pg. 23-25, Steve Schmidt)
C. Clarify what is not part of the prompt and how this will earn a 0.
i. Claims about the issue instead of the passages
ii. Summarizing the information instead of analyzing the texts

3) Discuss the parts of the argument.

A. Claim: The writer’s point-of-view about what the readers should believe or do
i. What does the writer want me to believe or do?
ii. What type of claim is it (fact, value, policy)?
B. Reasons: Explanations for the claim
C. Evidence: Proof to support the reasons
i. Specific examples or cases
ii. Expert testimony
iii. Statistics
iv. Results from polls, surveys, & questionnaires
v. Results of scientific experiments & studies
D. Counterclaim: Reasons someone might disagree with the claim
E. Rebuttal: Reasons the counterclaim is weak, incorrect, or not as significant as the claim
F. Provide vocab & practice to help students identify the parts of an argument.

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 i. Handout: “GED RLA Extended Response: Parts of an Argument”
ii. Handout: “GED RLA Extended Response: Vocabulary”
iii. Extended Response and Short Answers (pg. 12-13, New Readers Press)

4) Discuss the 3-step approach to extended response items.

A. Step 1: Read and analyze (15 min.)
i. Discuss whether the claim is clear.
ii. Discuss how to determine whether the support for the claim is weak or strong.
1. Strong support
a. Specific and relevant reasons
b. Sound reasons
c. Reliable evidence
i.Is the evidence from a knowledgeable source?
ii.Is the evidence from an unbiased source?
iii.Is the evidence up to date?
iv.Is the sample size large enough?
2. Weak support
a. General and irrelevant
b. Fallacies of logic
i. Bandwagon: Everyone is doing it.
ii. Personal attack: attacks a person instead of the issue
iii. Either/or thinking: suggests only 2 options
iv. Slippery slope: One event will lead to many undesirable events.
c. Unreliable evidence
i. Source of evidence not identified
ii. Source of evidence from a biased source
iii. Evidence out of date or no date included
iv. Small sample size (size often omitted)
iii. Provide practice on determining whether the support for the claim is weak or strong
and in identifying the parts of an argument in each passage.
1. Extended Response and Short Answers (pg.16-19, New Readers Press)
2. Essential Writing Skills mini-book (pg. 49-56)
3. Graphic organizers: “GED RLA Extended Response Practice: Understanding an
Argument”).
a. First graphic organizer in file: For one passage only (introductory graphic
organizer)
b. Second graphic organizer in file: For both reading passages (includes
questions to guide the reading)
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 c. Third graphic organizer in file: For both passages, t-chart only (no words to
describe each part of an argument)
4. Mark + and – signs on reading passages and in graphic organizers.
iv. Discuss how the rebuttal to the counterargument can strengthen an argument.
1. Extended Response and Short Answers (p.13, New Readers Press)
2. Homeless article (Scoreboost for the 2014 GED Test, pg. 5, New Readers Press)
B. Step 2: Plan and write (25 min.)
i. Discuss the characteristics of a good response.
1. Suggested materials
a. Sample responses of a 2 from www.gedtestingservice.com
b. Extended Response and Short Answers (pg. 31, New Readers Press)
c. http://abspd.appstate.edu/teaching-resources
d. An Extended Look at the Extended Response (pp. 27-31, Steve Schmidt)
ii. Discuss how to determine your claim and evidence to support your claim.
1. Thesis statement = claim + reasons
2. Sample: Passage A is better supported than passage B because
_____________________ and ________________. (Might be 2 sentences)
iii Organize your response.
1. Introduction
a. Introduce topic by briefly summarizing the arguments from both passages.
b. State your claim of which passage is better supported and why (= thesis).
2. Body
a. Write a topic sentence that introduces the first part of your thesis.
b. State the specific reasons/evidence to support your claim (based only on the
passages.)
c. Analyze the evidence.
3. Conclusion
a. Restate the claim.
b. Summarize your main reasons to support the claim. (Similar to thesis)
iii. Have students practice writing arguments, and provide immediate feedback.
1. http://abspd.appstate.edu/teaching-resources
2. An Extended Look at the Extended Response (pg. 27, graphic organizer for
planning writing, Steve Schmidt)
C. Step 3: Check and revise (5 min.)
i. Discuss how to first check for the correct big ideas/organization (global to local).
ii. Discuss how to identify and correct fragments and run-on sentences.
iii. Discuss subject/verb agreement, sentence variety, pronouns, word choice, etc.