Create an skeleton that requires minimum effort to fill in that meets the requirements below. Find a way to get the sophistication that is the easiest.
FREE-RESPONSE QUESTION 3: ARGUMENT
Free-response question 3 presents students with a literary or rhetorical concept or
idea. Students are asked to write an essay that argues their position using evidence.
This question assesses students’ ability to do the following:
§ Respond to the prompt with a thesis that may establish a line of reasoning.
§ Select and use evidence to develop and support the line of reasoning.
§ Explain the relationship between the evidence and the thesis.
§ Demonstrate an understanding of the rhetorical situation.
§ Use appropriate grammar and punctuation in communicating the argument.
All Argument essay questions will be worded in a similar way. A sample question and
the stable prompt wording are provided on the following page.
Sample Question
In her book Gift from the Sea, author and aviator Anne Morrow Lindbergh (1906–2001)
writes, “We tend not to choose the unknown which might be a shock or a disappointment
or simply a little difficult to cope with. And yet it is the unknown with all its disappointments
and surprises that is the most enriching.”
Write an essay that argues your position on the value of exploring the unknown.
Stable Prompt Wording
The text in italics will vary by question, while the remainder of the prompt will be
consistently used in all Argument essay questions.
[Topical discussion/introduction/quotation(s) and background].
Write an essay that argues your position on [specific subject from the introduction].
Rubric:
Responds to the prompt with a thesis that presents a defensible position.
Responds to the prompt rather than restate or rephrase the prompt, and
the thesis clearly takes a position rather than just stating that there are
pros/cons.
Additional Notes:
• The thesis may be more than one sentence, provided the sentences are in close proximity.
• The thesis may be anywhere within the response.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the thesis point.
• A thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that line of reasoning.
• Uniformly offer
evidence to support
claims.
• Focus on the
importance of specific
details to build an
argument.
• Organize and support
an argument as a
line of reasoning
composed of multiple
supporting claims,
each with adequate
evidence that is clearly
explained.
Demonstrates sophistication of thought and/or a complex understanding of the
rhetorical situation.
1. Crafting a nuanced argument by consistently identifying and exploring
complexities or tensions.
2. Articulating the implications or limitations of an argument (either the
student’s argument or an argument related to the prompt) by situating it
within a broader context.
3. Making effective rhetorical choices that consistently strengthen the force
and impact of the student’s argument.
4. Employing a style that is consistently vivid and persuasive. 
Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase
or reference.