English II
Constructed-Response
Scoring Guide
Spring 2024
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all or portions of this work is prohibited without express written permission from
the Texas Education Agency.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
2
General Information
Beginning with the 2022–2023 school year, reading language arts assessments include an
extended constructed response, or essay, at every grade level. They also include short
constructed-response questions. Students are asked to write the essay in response to a
reading selection and write in one of two modes: informational or argumentative.
This State of Texas Assessments of Academic Readiness (STAAR
®
) constructed-response scoring
guide provides student exemplars at all score points for extended constructed-response and
short constructed-response prompts from the STAAR English II operational test. The prompts are
presented as they appeared on the test, and responses were scored based on the rubrics
included in this guide, which were developed with the input of Texas educators. Essays were
scored using a five-point rubric. Short constructed responses in the reading domain were scored
using a two-point prompt-specific rubric. Short constructed responses in the writing domain were
scored using a one-point rubric.
The five-point rubric for extended constructed responses includes two main components:
organization and development of ideas and conventions. A response earns a specific score
point based on the ideas and conventions of that particular response as measured against
the rubric. The annotation that accompanies each response is specific to that response and
was written to illustrate how the language of the rubric is applied to elements of the
response to determine the score the response received. Extended constructed responses are
scored by two different scorers, and the scores are summed to create a student’s final
score, so students may receive up to 10 points for their essay.
The responses in this guide are actual student responses submitted online during the testing
window. To protect the privacy of individual students, all names and other references of a
personal nature have been altered or removed. Otherwise, the responses appear as the
students wrote them and have not been modified.
Texas Education Agency
Student Assessment Division
2024
3
English II Reading
Passage with Extended
Constructed Response and
Short Constructed Response
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
4
Read the selection and choose the best answer to each question.
Antarctica: Governing the Icy Continent
1 Antarctica. The name alone conjures a vision of a pristine, icy wilderness
surrounded by silence. For much of human history, this was a fairly accurate portrait of
Antarctica. Now, however, in addition to native inhabitants such as penguins and seals,
scientists from all over the world make their home in the Antarctic. These scientists
conduct research on a range of subjects, including ecosystems, weather patterns, and
the effects of pollution. And surprisingly, increasing numbers of tourists are visiting
Antarctica to mountain climb, camp, or ski. Who governs these activities when so many
nations have a presence on the continent?
Governed by Treaty
2 By the 1940s, seven countries had laid claim to territory in Antarctica. Some of
those territories overlapped, and some countries would not recognize the claims made
by other nations. There was no agreement about who held authority. By the mid-1950s,
however, scientists were eager to use Antarctica as a base for international research.
The research teams who participated in the massive 67-nation scientific project known
as the International Geophysical Year demonstrated how the icy continent could be
shared. Beginning in 1957, they worked together to establish coastal bases and inland
stations in Antarctica. From these bases, they made valuable discoveries about the
atmosphere, oceanography, and many other topics. Their success inspired 12 countries,
including Argentina, Chile, Great Britain, France, and the United States, to create the
Antarctic Treaty in 1959. This was the first document outlining how each nation would
use the continent. The treaty went into effect in 1961.
3 Even though the Antarctic Treaty was negotiated by a dozen countries with differing
interests, the resulting document was simple. It stated that the continent could not be
used for military purposes. The main purpose for being on Antarctica would be to
conduct scientific research. The treaty also stipulated that countries had to provide
advance notice of any Antarctic expeditions. In addition, the signers agreed to meet
periodically to discuss the goals of the treaty. At the time, no one could foresee some of
the changes that would occur over the next 60 years.
Addressing New Issues
4 Since 1959, more countries have joined the agreement, and its objectives have
been expanded. While the initial document focused on research and keeping the peace,
later documents covered the protection of marine life in and around Antarctica.
5 In 1991 another agreement reinforced the original intent of the treaty while adding
that activities such as mining, drilling, and exploration of minerals would be banned
indefinitely. Combined, these additional documents now make up the Antarctic Treaty,
and 54 nations have signed the agreement. But new concerns need to be addressed,
including the increased presence of humans in this once untouched wilderness.
6 In the years since the Antarctic Treaty was signed, activities on the continent have
changed. Science and exploration are still the main pursuits, but advances in
technology have made traveling to the southern continent easier than it once was.
Because of this, tourism in Antarctica has gained in popularity. In the 2018–2019
season, more than 56,000 tourists visited Antarctica.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
5
7 At first, most tourism involved sailing along the coast or flying over the land. Cruise
ships sail to Antarctica frequently from November through March. However, tour
operators now offer outings on or near the land, including kayaking, mountain climbing,
and skiing. Some nations hope to profit from expanding such land-based tourism.
Scientists and regulators are evaluating the impact such permanent facilities as visitor
centers, museums, and hotels would have on the environment.
8 In 1991 tour operators formed the International Association of Antarctica Tour
Operators to support responsible travel, but according to Claire Christian of the
Antarctic and Southern Ocean Coalition, “There aren’t a lot of hard rules governing
tourism. It’s mostly voluntary.” The Antarctic Treaty System is now faced with many
questions about how best to regulate tourism.
The Future of Antarctica
9 Tourism is currently managed by the tour operators from various countries who
shepherd the tourists to and from the continent. However, the Antarctic Treaty system
will be monitoring the effects of tourism. Some areas of concern include the potential
introduction of invasive species and damage to the environment caused by ships
dumping waste in the ocean. Scientists also worry that visitors may disturb penguins,
elephant seals, and other native species. Lastly, tourists who become ill or injured have
little access to medical facilities on this remote continent. The parties to the Antarctic
Treaty have begun discussing how to manage tourism, but reaching an agreement will
take time.
10 Whatever Antarctica’s future holds, there will never be another place on Earth quite
like this continent. Nowhere else on the planet have nations agreed to work together to
maintain peace, support scientific research, and protect the environment. While the
presence of humans on the continent is cause for concern, the Antarctic Treaty affirms
that humans are also working together to protect the continent. That sense of purpose
and collaboration is something to celebrate.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
6
English II Reading Extended Constructed Response
Prompt
Read the article “Antarctica: Governing the Icy Continent.” Based on the information in the
article, write a response to the following:
Explain what makes the situation in Antarctica unusual.
Write a well-organized informational composition that uses specific evidence from the article
to support your answer.
Remember to —
• clearly state your thesis
• organize your writing
• develop your ideas in detail
• use evidence from the selection in your response
• use correct spelling, capitalization, punctuation, and grammar
Manage your time carefully so that you can —
• review the selection
• plan your response
• write your response
• revise and edit your response
Write your response in the box provided.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
7
English II Reading Passage with Extended Constructed
Response
Informational Writing Rubric
Score Point
Organization and Development of Ideas
3
• Controlling idea/Thesis is clear and fully developed
The controlling idea/thesis is clearly identifiable. The focus is consistent
throughout, creating a response that is unified and easy to follow.
• Organization is effective
A purposeful structure that includes an effective introduction and
conclusion is evident. The organizational structure is appropriate and
effectively supports the development of the controlling idea/thesis. The
sentences, paragraphs, or ideas are logically connected in purposeful and
highly effective ways.
• Evidence is specific, well chosen, and relevant
The response includes relevant text-based evidence that is clearly
explained and consistently supports and develops the controlling
idea/thesis. For pairs in grades 6 through EII, evidence is drawn from
both texts. The response reflects a thorough understanding of the writing
purpose.
• Expression of ideas is clear and effective
The writer’s word choice is specific, purposeful, and enhances the
response. Almost all sentences and phrases are effectively crafted to
convey the writer’s ideas and contribute to the overall quality of the
response and the clarity of the message.
2
• Controlling idea/Thesis is present and partially developed
A controlling idea/thesis is presented, but it may not be clearly
identifiable because it is not fully developed. The focus may not always
be consistent and may not always be easy to follow.
• Organization is limited
A purposeful structure that includes an introduction and conclusion is
present. An organizational structure may not be consistent and may not
always support the logical development of the controlling idea/thesis.
Sentence-to-sentence connections and clarity may be lacking.
• Evidence is limited and may include some irrelevant information
The response may include text-based evidence to support the controlling
idea/thesis, but it may be insufficiently explained, and/or some evidence
may be irrelevant to the controlling idea/thesis. For pairs, evidence is
drawn from at least one of the texts. The response reflects partial
understanding of the writing purpose.
• Expression of ideas is basic
The writer’s word choice may be general and imprecise and at times may
not convey the writer’s ideas clearly. Sentences and phrases are at times
ineffective and may interfere with the writer’s intended meaning and
weaken the message.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
8
1
• Controlling idea/Thesis is evident but not developed
A controlling idea/thesis is present but not developed appropriately in
response to the writing task.
• Organization is minimal and/or weak
An introduction or conclusion may be present. An organizational structure
that supports logical development is not always evident or is not
appropriate to the task.
• Evidence is insufficient and/or mostly irrelevant
Little text-based evidence is presented to support the controlling
idea/thesis, or the evidence presented is mostly extraneous and/or
repetitious. Explanation of any evidence presented is insufficient and may
be only vaguely related to the writing task. For pairs in grades 6 through
EII, evidence is drawn from only one text. The response reflects a limited
understanding of the writing purpose.
• Expression of ideas is ineffective
The writer’s word choice is vague or limited and may impede the quality
and clarity of the essay. Sentences and phrases are often ineffective,
interfere with the writer’s intended meaning, and impact the strength and
clarity of the message.
0
• A controlling idea/thesis may be evident.
• The response lacks an introduction and conclusion. An organizational
structure is not evident.
• Evidence is not provided or is irrelevant.
The response reflects a lack of understanding of the writing purpose.
• The expression of ideas is unclear and/or incoherent.
Please note that if a response receives a score point 0 in the
Development and Organization of Ideas trait, the response will also
earn 0 points in the Conventions trait.
Score Point
Conventions
2
Student writing demonstrates consistent command of grade-level-appropriate
conventions, including correct:
• sentence construction
• punctuation
• capitalization
• grammar
• spelling
The response has few errors, but those errors do not impact the clarity of the
writing.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
9
1
Student writing demonstrates inconsistent command of grade-level-appropriate
conventions, including limited use of correct:
• sentence construction
• punctuation
• capitalization
• grammar
• spelling
The response has several errors, but the reader can understand the writer’s
thoughts.
0
Student writing demonstrates little to no command of grade-level-appropriate
conventions, including infrequent use of or no evidence of correct:
• sentence construction
• punctuation
• capitalization
• grammar
• spelling
The response has many errors, and these errors impact the clarity of the
writing and the reader’s understanding of the writing.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
10
Sample Student Responses
Score Point 0
Response 1
something that makes the situation in antartica unusual is that how are people going to
climb, camp, and ski when there really isnt nothing out there to climb, its to cold in
antartica to camp anywhere out there unless you build a little house out there, the only
thing that makes sense is for people to go out and ski because there is alot of ice and
snow. the only reason for people to actually go to antartica is to kill seals and get fish
whether its on a boat or by hand and by using a boat its causing pollution.
Organization and Development of Ideas: 0
The writer does not present an evident thesis but rather provides the statement “there
really isnt nothing out there to climb, its to cold.” An organizational structure is not evident
as there is a minimal introduction and no conclusion provided. Without a thesis responding
to the prompt, the ideas presented are irrelevant to the task. The expression of ideas is
often unclear in relation to the prompt (“get fish whether its on a boat or by hand”) Overall,
the response reflects a lack of understanding of the writing purpose.
Conventions: 0
If a response receives a score point 0 in the Organization and Development of Ideas trait,
the response must also earn 0 points in the Conventions trait.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
11
Response 2
Antarctica is in a very unusual circumstance. Many years ago seven countries had led to
claim antarctic territory, some territories would overlap and other countries would not
recognize the claims made by the other nations. After 10-15 years the mid 1950’s,
scientists were eager to make a base on antartica for international research. The scientific
project known as the International Geophysical Year, consited of 67 nations. They worked
together to establish coastal bases where they made valuable discoveries about
atmosphere, oceanogrophy and other astounding topics. A few years go by and now many
countries have joined into this agreement, leading many objectives to be expanded. As
more years pass, at around 1991 they decide to make another agreement basically
re-instating the original policy and intent of the treaty while adding on top of it. They
made sure to add major activities such as mining, drilling, and exploration of minerals as
this would take antarticas natural resources. All these agreements combined to form the
Antarctic Treaty. With the addition of 54 new nations signing the agreement new concerns
arose. With all these nations now added to the treaty many wanted to open a form of
tourism which rose concern. At first tourism only consited of sailing along the coast or
flying over the land, but now cruise ships casually sail to antarctica. In 2018-19 alone
more than 56,000 tourists visited. Tourism is operated by tour operators from the various
countries but the Antarctc Treaty system continues to survey them. The influx in tourists
could be dentrimental to Antarctica and the various species that inhabit it. Scientists
worry that Tourists could disturb creatures such as penguins and elephant seals. Also
ships dumping waste in the ocean can harm marine life, and if a tourist were to become
injured they have little to no access to medical assistance. This shows that Antarctica is in
a tough spot where they want more nations to sign but the flood of tourists are not good
for the environment.
Organization and Development of Ideas: 0
The writer attempts a thesis in the final sentence to the effect that “Antarctica is in a tough
spot where they want more nations to sign but the flood of tourists are not good for the
environment.” While there is a minimal introduction and a conclusion, there is no evidence
of any organizing or developmental structure in this response. The writer does not explain
why the situation in Antarctica is unusual as all the paraphrased evidence provided
summarizes details repeating the same sequence of events as the article. Expression of
ideas is at times incoherent (“Tourism is operated by tour operators from the various
countries but the Antarctc Treaty system continues to survey them”). Overall, the response
reflects a lack of understanding of the writing purpose.
Conventions: 0
If a response receives a score point 0 in the Organization and Development of Ideas trait,
the response will also earn 0 points in the Conventions trait.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
12
Score Point 1
Response 1
In antartica the sutution that they have is quite unsual but every content helps Antartica
after the Antartica trerty got signed. But whats mainly goes on in Antartica is sceitific
work meaning like everything that is done on that cotentent is either to help the wildlife
save endegered speices or make sure there no invading species moving into the content.
Now the way tourism is mangned in Antartica is by tour operators form various different
conntries who bascially guide the tourists too and from the continent but there some area
that are blocked off for them.This just for procaution just so that the vistors dont interfere
with the wildife or dont bring any invasive spices to plant also any toutist that become ill
or injured have very little medical access on the contentent. whatever Aatarica future
holds that their will never be a other place that every country works together in peace.
Organization and Development of Ideas: 1
The writer presents the weak thesis that the unusual situation is that “every content helps
Antartica after the Antartica trerty got signed.” There is a minimal introduction and a
conclusion that reiterates the thesis, but overall the organizational structure is weak and not
logical, as the writer quickly shifts between saving endangered species and tourism. Minimal
paraphrased text-based evidence is provided (“make sure there no invading species”). The
information about tourism is irrelevant to the thesis (“the way tourism is mangned . . .
blocked off for them”; “any toutist that become ill . . . little medical access”). The overall
expression of ideas is ineffective, and the response reflects a limited understanding of the
writing purpose.
Conventions: 0
The writing demonstrates no command of grade-level-appropriate conventions. There are
multiple sentence construction errors, including problems with compound sentences.
Grammatical errors are present throughout the response, with incorrect verb tenses, usage
mistakes (“But whats mainly goes on”), and missing words. The response also contains many
misspelled words (“sutution,” “cotentent,” “mangned,” “conntries,” “Aatarica,”) and frequent
punctuation errors with missing apostrophes and commas. The frequency and variety of
errors impact the clarity of the writing and the reader’s understanding of the writing.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
13
Response 2
What makes a situation in antartica unusule due the tourism that has happened.
Tourism is currentlly managed by tour opperators who watch and take care of the
continent. Scientists are worried about the pengiuns being distubed by humans when
touring and being ill or injured while exploring, due to t being cold in antartica there will
be very little medical facilites.
This helps understand that peace is only to be ment in antartica and nothing else.
Scientists have planned to maintain the peacfull and protect the contient.
In conclustion, Tourism has not been much of a success in antartica, its quite unsule to
just be there. Unless you are a perfessinal scientist.
Organization and Development of Ideas: 1
The writer offers a weak thesis in the conclusion that it’s quite unusual “to just be there. Unless
you are a perfessinal scientist,” but this idea is not developed effectively. An introduction and a
conclusion are present, but the progression of ideas is not logical as the writer quickly shifts
from tourism to scientists and the lack of medical facilities to a perfunctory transition (“In
conclustion”). Little text-based evidence is presented (“Scientists . . . protect the contient”). The
explanation (“worried about the pengiuns being distubed by humans”) and extraneous
information (“being ill or injured,” “little medical facilites”) do not support the thesis, weakening
the clarity of the message. Overall, the response reflects a limited understanding of the writing
purpose.
Conventions: 0
The writing demonstrates little to no command of grade-level-appropriate conventions. The
response contains many errors. The final sentence is a fragment (“Unless you are a
perfessinal scientist”). There are capitalization errors present (“antartica,” “Tourism” should
not be capitalized in the conclusion). Grammatical (“unusule due the,” “only to be ment in
antartica,” “maintain the peacfull”) and spelling errors (“antartica,” “unusule,” “currentlly,”
“opperators,” “pengiuns,” “distubed,” “facilites,” “ment,” “peacfull,” “contient,”
“conclustion,” “perfessinal”) are present. The variety and frequency of these errors impact
the clarity of the writing and the reader’s understanding of the writing.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
14
Score Point 2
Response 1
A place so quiet and so cold yet home to milllions. Antarctica is natural born habitat to
many different species that are not found in any other parts of the world. What makes
Antarctica so unusal is that its kept peace between all the other parts of the world.
Antarctica is a place that was untouched by humans for centuries and now that its
discovered, scientist from all over the world use it for discovery of other parts of the
world. Overtime there have been a numberues amount of treaties between countries, but
i find this one extrodinary. This is because they have yet to come across a disagreement
they can’t solve without war. Scientist have co-habited here for over 50 years without a
overlaping disagreement.
In conclusion the peace between the countries tha Antarctica is what makes it so unusal.
Organization and Development of Ideas: 1
The writer presents a thesis in the first paragraph, “What makes Antarctica so unusal is that
its kept peace between all the other parts of the world,” but it is not developed effectively.
The essay has an introduction and a conclusion, but the ideas lack logical organization in the
second paragraph, as the writer moves illogically from using Antarctica as a base for
scientific research to political treaties to scientists not disagreeing without making
meaningful connections between these ideas. The development of ideas is minimal, as little
text-based evidence is offered (“Scientist have co-habited here for over 50 years”). The
information about the treaties and the nature of the research (“use it for discovery of other
parts of the world”) is vague, and the writer’s explanations lack clarity. At the end of the
second paragraph, the writer states an idea that seems to contradict the emphasis on
keeping peace (“they have yet to come across a disagreement they can’t solve without
war”), disrupting the clarity of the message. The response reflects a limited understanding
of the writing purpose.
Conventions: 1
The writing demonstrates an inconsistent command of grade-level-appropriate conventions.
A variety of errors are present. The last sentence of the essay is poorly constructed, and
there are punctuation errors with missing commas and missing apostrophes. There is a
capitalization error (“but i find”) and misspelled words (“numberues,” “extrodinary”).
Grammatical errors are present (“Antarctica is natural born habitat,” “scientist from all
over,” “Scientist have co-habited”). The response has several errors, but the reader can
understand the writer’s thoughts.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
15
Response 2
The situation in Antarctica is unusual because so many scientist wants to go there to do
reasearch and discover more of Antarctica as well as tourists they all want to go the to
vist, ski, and do many othere things which affects the inviroment of Antarctica which
before everyone wanted to go there and see and discover that beautiful place, Antarctica
was surrounded by silence. The article says in the begginning how it ised to be an “icy
wilderness sorrounded by silence.” Then copares it to how it is now with all the people
going there; “For much of human history, this was a fairly accurate portrait of Antarctica.
Now however, in addition to native inhabitants such as punguins and seals, scientists
from all over the world make their hime in the Antarctic.” As you can see in this quote of
the article scientists going there is a good thing because they might be able to help the
inviroment to be better because of there reasearch or it could be a not really so great
thing for thr icy wilderness. “ these scientists conduct research on a range of subjects,
including ecosystems, weather patterns and the effects of pollution.” The tourists however
is not a great thing for them to go there because they can do terrible damage there. “
increasing numbers of tourists are visting Antarctica to, mountain climb, camp, or ski. In
coclusion the key situation in Antarctica are all of the people that want to go there to vist
and reaserch the beautiful icy wilderness called Antarctica.
Organization and Development of Ideas: 2
The writer presents a thesis that the situation is unusual “because so many scientist wants to
go there to do reasearch and discover more of Antarctica as well as tourists they all want . . .
to vist.” The organizational structure includes an introduction and a conclusion. The remainder
of the essay is logically organized by beginning with scientific expeditions followed by tourist
visits. Also, the ideas are connected using transitions (“The article says,” “Then copares
[compares] it,” “As you can see”). Evidence to support the thesis is provided with quotations
(“scientists conduct research on a range of subjects . . . effects of pollution”; “increasing
numbers of tourists are visting . . . camp, or ski”) and insufficient explanations of how
increasing visits to Antarctica affect the environment (“they might be able to help the
inviroment”; “tourists however is not a great thing”). Connecting scientists and tourists to the
impact on the environment contributes to the development of ideas. The expression of ideas
is basic as the writing relies on limited word choices (“they all want to go the [there] to vist,
ski, and do many othere things”; “going there is a good thing”; “it could be a not really so
great thing”). The response reflects a partial understanding of the writing purpose.
Conventions: 0
The writing demonstrates little to no command of grade-level-appropriate conventions. The
first sentence (“The situation in Antarctica is unusual . . . Antarctica was surrounded by
silence”) is a run-on that should have been punctuated as three separate sentences. There
is a sentence fragment (“Then copares it to how . . . ‘Antarctica’ ”) as well as grammatical
errors throughout the essay (“so many scientist wants”; “which before everyone wanted to
go there and see and discover”; “The tourists however is not a great thing for them to go
there”). There are also capitalization errors at the start of sentences (“these scientists,”
“increasing numbers”), various punctuation errors such as a missing comma after an
introductory clause, and many misspellings (“copares,” “punguins,” “inviroment,”
“coclusion,” “vist,” “reaserch”). The frequency of errors impacts the clarity of the writing
and the reader’s understanding of the writing.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
16
Score Point 3
Response 1
The situation starting from 1940 in Antarctica is unusual because it’s not normal
for 7 different countries to claim territory without any of them recognizing one anothers
authority over the land.
With all 7 countries needing to use Antarctica as a base for research, they needed
to all make an agreement to allow them to share the continent for research purposes and
nothing more. In 1957 the 7 countries made discoveries about the, oceanography,
atmosphere, and many other topics. The success of those countries inspired 12 countries
to create the Antarctic Treaty in 1959. It states that the continent could not be used for
military purposes, and that it would only be used for scientific research purposes. The
section titled “Addressing New Issues” states the treaty is now facing more issues with
tourism.
Organization and Development of Ideas: 1
The writer presents a vague thesis in the first sentence that “it’s not normal for 7 different
countries to claim territory without any of them recognizing one anothers authority over the
land.” The response includes an introduction but lacks a conclusion, and the overall
organizational structure is minimal. The writer presents a summary of selected information
from the article, but it is only vaguely related to the writing task. Some text-based evidence
is provided to support the thesis (“they needed to all make an agreement . . . share the
continent for research purposes”), showing that different nations have agreed to share the
use of Antarctica for scientific research. However, no explanation of the evidence is given.
The final sentence focuses on tourism, which impedes the clarity of the essay with an
irrelevant detail. The writer’s word choice is limited (“needing to use,” “they needed,” “many
other topics,” “could not be used,” “it would only be used,” “facing more issues”). The
response reflects a limited understanding of the writing purpose.
Conventions: 2
The writing demonstrates a consistent command of grade-level-appropriate conventions. The
response has a few punctuation errors, but these errors do not impact the clarity of the writing.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
17
Response 2
The ever growing presence of humans on antartica is abundantly clear but, what makes
the sitation in antartica so unusal is the fact that these countries that normally are at
each others necks are working together to save what is basically a snowey desert.
We see in the passage that starting from 1961 countries like Argentina,The UK andThe
US all agreed to work together to protect this sheet of ice from any form of military use or
human wastes.This is strange because these countries normally dont do anything to
protect their own countries from pollution or other products from human interaction.
Furthermore the continent was only meant to be used for scientific purposes meaning
testing the ice and land under the ice for minerals and possibly other forms of life.
However with the introduction to non professional human interaction such as cruise ships
the land has been tampered with bringing invasive species and disturbing the local
wildlife. While ventures to stop this have not gone into effect It is belived that the
organization running the trips to antartica may fix the problems they are leaving behind
by limiting travel and not setting up permanant buildings there.
Organization and Development of Ideas: 2
The writer presents a thesis in the first sentence that “countries that normally are at each
others necks are working together to save what is basically a snowey desert.” The essay has an
introduction but lacks a conclusion, and the organizational structure partially supports logical
development of the thesis. The writer uses connecting phrases and transitions (“but, what
makes,” “We see in,” “This is strange because,” “Furthermore,” “However”) to assist with
clarity. The writer supports the thesis by paraphrasing text-based information (“starting from
1961 countries . . . agreed to work together”; “only meant . . . for scientific purposes”; “the
land has been tampered with”) but insufficiently explains the evidence (“these countries
normally dont do anything to protect their own countries from pollution”; “the organization . . .
may fix the problems . . . by limiting travel”). The expression of ideas is basic because the
writer’s word choice is general (“dont do anything,” “ventures to stop this,” “fix the problems”).
This response reflects a partial understanding of the writing purpose.
Conventions: 1
The writing demonstrates an inconsistent command of grade-level-appropriate conventions.
There are no issues with sentence construction or sentence boundaries, but errors in other
conventions are present. For punctuation, commas are missing or misplaced (“abundantly
clear[,] but, what makes”; “used for scientific purposes[,] meaning”; “such as cruise ships[,]
the land”), sometimes causing ideas to run together in longer sentences, and apostrophes are
missing. Antarctica is not capitalized, and other words are incorrectly capitalized (“The UK
andThe US,” “effect It is belived”). Grammatical errors include some incorrect prepositions
(“the introduction to [of] non professional,” “tampered with [by] bringing”). Several
misspellings are present (“sitation,” “unusal,” “snowey,” “belived,” “permanant”). The
response has several errors, but the reader can understand the writer’s thoughts.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
18
Response 3
In the article “Governing the Icy Continent” the situation presented is curiously
unsual because; Antartica never had a direct claim by any nation so creating a treaty to
join together espcailly with how conflict has been expressed between countries in the past
is unsual. The agreement came together as a purpose to reasearch and perserve the
lands priceless information and raw amterials, but throught the article the treaty original
purpose begins to weaken. As they open the idea for tourism, and then explain the how it
is dangerous and could destroy the areas perserved natural priceless information.
The unstable situation within the claims of Antartica land was never agreed opon
or fought for which could have been a likely outcome if they wouldhav not came to a
agreement. Here in the text it explaisn the situation “Seven countries had laid claim to
territory in Antartica. Some of those territories overlapped, and some countries would not
recognize the clams made by the other nations” It’s so unsual that their was never a war
or a agreemnt made for the claim on this unexplored land that has been known about for
decades.
Throughout the treaty’s length the use of the land was very unsure it was orginally
and the soul agreement made was to use for research purposes only, but now their is
converstion about toursim being brought into the situation which they explain here “Some
nations hope to profit form expanding such land-based tourism. Scientist and regulators
are evaluating the impact such permanent facilities as visitor centers, mueseums, and
hotels would have on the envirnment” which is interesting that they even consider this
idea after sayign this later on in the article “Some areas of concern iinclude the poential
introduction of invasive species and dmage to the environment caused by ships dumping
waste in the ocean. Scientist also worry that visitors may disturb penguins, elephant
seals, and other native species” After all reasons not to start tourism because of the
potntial danger it can cause to the environment they still engage the idea with the end of
article also giving more great evidence why their shouldnt be tourism in this sacred place
“Whatever Antarctica future holds, thee will never be another place on Earth quite like
this continent” This is why the situation is unsual because they weaken their whole
centeral idea of the treaty in the first place to reasearch and keep peace to the lands of
Antarctica.
Its quite unsual that all this agreement has come together to create peace within
multiple nations and protect the natural reasources this area holds but they go back on
their own idea weakening hteir central claim.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
19
Organization and Development of Ideas: 3
The writer provides a two-part thesis that Antarctica is unusual because of the treaty
between nations that “came together as a purpose to reasearch and perserve the lands
priceless information and raw amterials” and that tourism is “dangerous and could destroy
the areas perserved natural priceless information.” An introduction is present, and the
response includes a conclusion that reaffirms the thesis. The organizational structure
appropriately and effectively supports the thesis’s development with one paragraph
explaining the unusual situation and another paragraph discussing the threat of tourism. An
effective transition connects these two paragraphs (“Throughout the treaty’s length”), and
sentence-to-sentence transitions are also included to connect ideas (“but now their is
converstion about toursim being brought into the situation”; “After all reasons not to start
tourism”). The writer quotes relevant text-based evidence to support the thesis (“Seven
countries had laid claim to territory in Antartica. Some of those territories overlapped, and
some countries would not recognize the clams made by the other nations”; “Some areas of
concern iinclude the poential introduction of invasive species and dmage to the environment
caused by ships dumping waste in the ocean”; “Whatever Antarctica future holds, thee will
never be another place on Earth quite like this continent”). In addition, the writer offers
explanations of Antarctica’s unique history (“It’s so unsual that their was never a war or a
agreemnt made for the claim on this unexplored land that has been known about for
decades”) and the threat to its future (“This is why the situation is unsual because they
weaken their whole centeral idea of the treaty in the first place to reasearch and keep peace
to the lands of Antarctica”), effectively connecting the threat of tourism to the unusual
governing structure of Antarctica. The expression of ideas is clear because the word choice
is specific (“curiously,” “priceless information,” “sacred place”), and all sentences and
phrases are effectively crafted to convey the writer’s ideas. Overall, this response
demonstrates a thorough understanding of the writing purpose.
Conventions: 0
The writing demonstrates little to no command of grade-level-appropriate conventions.
There are errors in sentence construction, including a run-on sentence (“Throughout the
treaty’s length the use of the land was very unsure it was orginally and the soul agreement
made was to use for research purposes only, but now their is converstion about toursim
being brought into the situation which they explain here”). The response has errors in
grammar (“The unstable situation within the claims of Antartica land was never agreed opon
or fought for which could have been a likely outcome if they wouldhav not came to a
agreement”). There are also errors in punctuation, with an unnecessary semicolon (“the
situation presented is curiously unsual because; Antartica never had a direct claim by any
nation”) and missing commas (“After all reasons not to start tourism because of the potntial
danger it can cause to the environment they still engage the idea . . .”). In addition, missing
words (“After all [these] reasons”), missing apostrophes (“Its”), and spelling errors
(“unsual,” “espcailly,” “reasearch,” “perserve,” “amterials,” “throught,” “opon,”
“mueseums,” “envirnment”) are present. The response has many errors, and these errors
impact the clarity of the writing and the reader’s understanding of the writing.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
20
Score Point 4
Response 1
Antarctica sparks many individuals interest. What makes it so unusual is how different
countries had a common goal to preserve the continent and to regulate its tourism.
First, several countries had a common goal of preserving Antarctica. This is unusual
due to the fact that never before have so many countries agreed on preserving a single
land. There would also have been some disputes on certain ideas on how to preserve
Antarctica as well, however according to this article, they consistently agreed upon a
certain topic eventually. The numerous countries agreed that Antarctica shall not be used
for military grounds amongst anyone. They also agreed that the main reason for
expediting to Antarctica would be for scientific research purposes and to notify the other
countries involved in the agreement that they would be expediting to Antarctica.”
Second, people want to take a tour around Antarctica. In spite of its extreme living
conditions, people actually desire visiting Antarctica. The countries involved in the treaty
agreed to regulate tourism due to worries of interference of other life on Antarctica,
illnesses or injuries as there is no immediate medical access, and developing a civilization
in Antarctica as it could decay its natural feats.
In conclusion, common agreement amongst a single land and a widespread desire to
embark on a journey to Antarctica are reasons as to why the situation in Antarcia is
unusual.
Organization and Development of Ideas: 2
The writer presents the thesis that “What makes it so unusual is how different countries had
a common goal to preserve the continent and to regulate its tourism.” The essay has an
organizational structure that includes an introduction and a conclusion. Each idea from the
thesis is explained using transitions to connect ideas that support the thesis (“First,”
“Second,” “In conclusion”). The writer supports the thesis by paraphrasing evidence drawn
from the article (“agreed that Antarctica shall not be used for military grounds”; “agreed to
regulate tourism . . . decay its natural feats”). This evidence is appropriate but lacks
sufficient explanation. In the third paragraph, it is unclear how tourism regulation of
“illnesses or injuries” affects “interference of other life.” The expression of ideas is basic,
and the response reflects a partial understanding of the writing purpose.
Conventions: 2
The writing demonstrates a consistent command of grade-level-appropriate conventions.
The response has a few errors, but these errors are minor and do not impact the clarity of
the writing.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
21
Response 2
The well being of Antartica has sparked concern for many of the countries, bringing
countries together dispite their differences and forcing countries to cooperate and
compromise with each other for the greater good of the beloved country Antartica. Dispite
the lack of formal laws and regulations regarding the continents well being, scientist work
hard to preserve life and carry out “law-ful” experiements such as monitering the effects
tourism has on the continent.
The question of Antarticas governing has long been on the table, however many
nations have been working together to elaborate on how each nation would use the
beloved continent. In 1959, Countries such as the United States, Grait Britain, and France
signed a document partaining to the usage of the Icy territory. This was the first legal
documentation outlining how each country could use Antartica, going into effect in 1961.
In 1991 an agreement concerning the explotation of minerals and other naterual
resources was banned entirely to further protect Antartica from depletion induced by
greedy nations.
Scientists have been working tirelessly to fully understand the state in which Antartica
is in, and wether or not human interaction is negativley impacting this beautiful continent.
Research is being conducted on many tourist opportators to help determine the
underlaying effect tourism may have on the continent. This helps nations understand
what needs to be done to preserve the life and structure of Antartica by limiting human
enviromental abuse. In 2018-2019, more than 56,000 tourist visited Antartica raising
concern by many scientists due to the lack of arbituary laws and regulations. Scientist
have been recently making and adopting laws and regulations to help preserve the life
and the health this continent has.
While its taken the efforts of thousands, many governments and scientists have
stressed the importants of keeping Antarticas environment safe and productive. Its
important to understand the underlaying factors of tourism and government interactions
as this can have a devistating effect on this phenoninal country.
Organization and Development of Ideas: 3
The writer presents the thesis that “Dispite the lack of formal laws and regulations regarding
the continents well being, scientist work hard to preserve life and carry out ‘law-ful’
experiements such as monitering the effects tourism has on the continent.” An effective
introduction is presented using a cause-effect structure while the conclusion effectively
connects the two thesis ideas by noting that the governments and scientists “have stressed
the importants of keeping Antarticas environment safe and productive,” adding focus to the
essay. The sentences in each paragraph are logically connected in purposeful and effective
ways. Both thesis ideas are presented using a chronological structure that is fully supported
with specific and relevant text-based evidence, showing how multiple countries have worked
together through treaties over several decades and how scientists are studying the effects
of increasing tourism on the continent. Throughout the response, the writer’s specific and
purposeful word choice (“has sparked concern”; “forcing countries to cooperate and
compromise”; “has long been on the table”; “first legal documentation”; “depletion induced
by greedy nations”; “limiting human enviromental abuse”; “understand the underlaying
factors”) enhances the quality of the response. Overall, the response reflects a thorough
understanding of the writing purpose.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
22
Conventions: 1
The writing demonstrates an inconsistent command of grade-level-appropriate conventions.
While the sentence construction is correct, errors with missing apostrophes (“Antarticas”)
are present. In addition, the capitalization and grammar are mostly correct, with some
capitalization (“In 1959, Countries,” “Icy”) and grammatical errors (“scientist work hard,”
“56,000 tourist visited,” “raising concern,” “While its taken,” “Its important”). Several
misspellings are present (“dispite,” “monitering,” “Grait,” “partaining,” “explotation,”
“naterual,” “wether,” “negativley,” “opportators,” “enviromental,” “arbituary,” “importants,”
“devistating,” “phenoninal”). These errors impact the clarity of the writing and the reader’s
understanding of the writing.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
23
Score Point 5
Response 1
It is not very common to see several countries working together towards the
preservation of a continent whilst also developing research and ecological facilities. We
have often seen countries work independently on specific goals that pertain to their
individual economic and developmental status. However, based on the article, “Antartica:
Governing the Icy Continent,” we learn of policies signed by numerous countries set to
preserve and maintain the wildlife, ecosystem, and economic activities in Antarctica.
Under the heading, “Governed by Treaty,” we see the development of the Antartic
Treaty of 1959. It is established that 12 countries signed this document outlining the use
of the continent, those being: Argentina, Chile, Great Britain, France, and the United
states. More countries followed suit in the following decades. The document stipulated the
use of research and station use, completely banning the use of land for military purposes.
This ban on military use is unusual in itself. We have often seen countries, especially the
United States, establish military bases on numerous places, promoting violence.
Seeing these countries use Antartica to maintain peace to support the reasearch and
technological development industry is refreshing. There have been numerous agreements
on the preservation of marine wildlife and the environment, having questioned the
regulation of tourism and its effects. These countries work together to ensure human
interaction in Antartica is not detrimental to those involved, this sense of companionship
and peace among so many countries is unusual to see.
Organization and Development of Ideas: 3
The writer presents a clear thesis in the first sentence that “It is not very common to see
several countries working together towards the preservation of a continent whilst also
developing research and ecological facilities.” There is a purposeful organizational structure,
including an effective introduction and conclusion. This concise response maintains focus on
the two ideas presented in the thesis throughout. The paraphrased evidence is specific and
relevant (“stipulated the use of research . . . banning the use of land for military purposes”;
“agreements on the preservation of marine wildlife . . . regulation of tourism and its
effects”). The writer also clearly explains the ideas (“This ban on military use is unusual”;
“We have often seen countries . . . establish military bases . . . promoting violence”;
“ensure human interaction in Antartica is not detrimental”). The specific and purposeful
word choice (“preservation,” “outlining,” “decades,” “stipulated,” “promoting violence,”
“refreshing,” “detrimental,” “sense of companionship”) enhances the quality of the
response. Overall, the response reflects a thorough understanding of the writing purpose.
Conventions: 2
The writing demonstrates a consistent command of grade-level-appropriate conventions. A
few errors are present, but those errors do not impact the clarity of the writing.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
24
Response 2
The reason that the situation in Antarctica is particularly unusual is because the area is
governed by many nations unlike other territories on earth and people are putting in a lot
of effort to preserve the local ecosystems in the region. There is no other place on Earth
that gets this odd and special treatment.
First, the biggest thing that sets Antarctica apart from the rest of the world is the way it
is governed. By the 1940s already 7 countries had claimed territories in Antarctica but
unlike the lands claimed in other parts of the world there weren’t clear boundries.
Scientists from 67 different countries formed the International Geophysical Year to
research the area and also show how everyone could share the continent. The Antarctic
Treaty was created to make Antarctica a safe place for scientists to study ecosystems,
weather patterns, and the effects of pollution but also holding them accountable for
preventing harm to local creatures and resourses and using the area for only peaceful
endeavors. Unlike all the other countries on Earth, Antarctica is governed by many
countries rather than only one. The regulations put in place are made by people from all
over world which allows Antarctica to be the only place where nations work together to
support the research of scientists and prevent damage to the enviroment.
Also, the attention that the preservation of the natural ecosystems in Antartica receives
is unprecedented. Scientists are constantly studying the effects that tourists have on the
wildlife and enviroment. Even ships dumping garbage into the oceans is far less
exceptable in Antarctica than it is in the rest of the world becuase it is an area in
particular that we want to protect. More measures are put in place in Antarctica in the
context of avoiding invasive species. When Europeans came to the Americas they
purposely brought their local animals with them. They did not even worry about how it
could affect the native wildlife but in contrast even though so many countries are involved
in Antarctica none of them have brought thier local animals because they want to
preserve the region. We do not build buildings everywhere in Antarctica unlike the rest of
the world as to not disturb the ecosystems. It is so odd that Antarctica has always had
this special treatment while everywhere else on Earth throughout history did not get the
same care. People are actively working together to preserve the continent.
The situation in Antarctica is odd due to they way that the region is governed and
because of the large effort from nations all over the world to protect the enviroment and
native wildlife that live there. We need to continue to protect Antarctica but we also must
protect the rest of the world as well.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
25
Organization and Development of Ideas: 3
A clear thesis is presented in the first sentence that the situation in Antarctica is unusual
“because the area is governed by many nations unlike other territories” and “people are
putting in a lot of effort to preserve the local ecosystems in the region.” The organization is
effective, with a purposeful introduction and conclusion. Paragraph-to-paragraph transitions
(“First,” “Also,” “The situation”) and sentence-to-sentence connections (“Unlike all the other
countries on Earth,” “When Europeans came to the Americas”) connect ideas logically. The
paraphrased evidence is specific and relevant (“The Antarctic Treaty was created to make
Antarctica a safe place for scientists”; “More measures are put in place . . . in the context of
avoiding invasive species”). The writer clearly explains the evidence (“but also holding them
accountable for preventing harm”; “allows Antarctica to be the only place where nations
work together”; “none of them have brought thier local animals because they want to
preserve the region”; “everywhere else on Earth throughout history did not get the same
care”) while consistently supporting and developing the thesis. The expression of ideas is
clear and effective with specific word choice (“preserve,” “special treatment,” “holding them
accountable,” “peaceful endeavors,” “unprecedented”), which enhances the response. The
response reflects a thorough understanding of the writing purpose.
Conventions: 2
The writing demonstrates a consistent command of grade-level-appropriate conventions.
Although there are some comma errors in sentence construction, the response contains
mostly correct punctuation, capitalization, and grammar. Some minor spelling errors are
present (“boundries,” “resourses,” “enviroment,” “exceptable,” “thier”). The response has a
few errors, but these errors do not impact the clarity of the writing.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
26
Condition Code: Off Topic
During the scoring process, the Automatic Scoring Engine (ASE) assigns a “condition code”
to student responses that are determined to be non-scorable by the ASE. The following
student responses included language patterns that reflected an off-topic response and
received the associated condition code. Responses that do not address the prompt receive a
score of zero.
Response 1
we have the heart for anmilas we love all anmails we love the sea as well evyrbody does
and we have to take of the sea anmaiks becasue they are very import to eveybodhy etcos
stemym
Response 2
barcelona>real madrid barcelona is a better club cuz they showed what they capable of
and better then other teams they made history and where never unnoticied example my
idol lionel messi won the champions league in 2012 as the best player on the turnament.
Neymar young brilliant player just bougth from santos in 2013 he will always live in our
hearts with the amazing dribbles he always did. Luis suares el pistolero player from
uruguay always shined brigth with the goals he scored he scored the 2nd best hat trick in
futball history againt a premier leaugue team later on was bougth by barcelona in 2013.
Barcelona had an amazing season on 2015 with the starting XI being
Messi,Suarez,Neymar good strikers with amazing speed and dribble and how the control
the ball Midfield we see the brains of the Barcelona starting sergio busquets amazing
spanish midfielder incredible vision and precission key player for Barcelona's team. Andres
iniesta another amazing spanish talent he read the game waited for the rigth time to
make a pass work well with the team he was the 2nd captain he showed compassion
when playing very humble and incredibly smart another key player for Barcelonas
midfield. Xavi Barcelonas 1st captain he made sure evryone was on path made sure
evryone on the team coaperated he showed why he was the captain serious strict he got
straigth to the point he always said Barcelona will win and he made sure that it happened.
For barcelona’s defence Pique strong and tall player amazing slide tackler he was very
smart he knew what to do whenever facing fast and smart rivals our spanish wall. Dani
Alves and Jordi Alba nuestros laterales los dos eran tan buenos que no distinguiamos la
differencia los dos jugaban bien y tenian regate buenos centros and defendian en
momentos criticos. Javier Macherano nuestra defensa central de argentina dependivamos
de el cada ves que enfretabamos rivales fuertes no echo muchos goles pero iso comos
importantes que nosotros los culers nunca vamos a olvidar. Visca Barca Visca Cataluna
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
27
Read the selection and choose the best answer to each question.
That’s Not What Happened
Characters
LINA: A girl in her late teens
JOELLE: Also a girl in her late teens, and Lina’s best friend
FRIEND 1
FRIEND 2
1 [Lights come up on two bedrooms. In one, stage right, Lina sits on the end of her bed,
playing guitar. Her strumming is intense. In the other bedroom, stage left, Joelle,
holding her phone, hesitates and then dials a number. Lina’s phone rings. She stops
playing long enough to lean over, glance at the screen, and decline the call with one
flick of her finger. She resumes playing, angrily, and Joelle drops her phone onto her
bed in frustration. Lights go down on Lina’s bedroom and her guitar playing fades out.]
2 JOELLE: [Addressing audience.] What did I do wrong? She won’t answer my calls, she
won’t answer my texts. Last night we were hanging out with friends, having a great
time, and then she just left all of a sudden, without even saying goodbye.
3 [Joelle crosses to center stage and joins Friend 1, Friend 2, and Lina, who sits cross-
legged, playing guitar. Lights as from a campfire flicker on their faces. When Lina
finishes the song, Friend 1, Friend 2, and Joelle applaud and make appreciative noises.]
4 JOELLE: Isn’t she great?
5 FRIEND 1: Yeah, definitely. I love that song, Lina. Did you write it yourself?
6 [Lina smiles shyly and shrugs, but she doesn’t answer.]
7 JOELLE: [Turning to Lina, encouragingly.] She sure did, didn’t you, Lina.
8 [Lina turns red and, her eyes huge, looks completely mortified but says nothing.]
9 JOELLE: [A little exasperated.] She’s written quite a few, actually, and they’re all
really good. She’s just too modest to talk about it. Here, let me play some of the songs
she sent me. Lina doesn’t mind. They’re amazing!
10 [Joelle takes out her phone and starts tapping and scrolling. Meanwhile, Lina sits by the
fire a while, looking uncomfortable, until she finally gathers her things and goes back to
her bedroom, stage right. When Joelle and the others finish listening to the songs, they
finally notice Lina is gone.]
11 FRIEND 2: Where’s Lina?
12 FRIEND 1: Her stuff is gone too.
13 JOELLE: She just left without saying a word?
14 [Lights go down on Joelle, Friend 1, and Friend 2 and come up on Lina in her bedroom,
annoyed.]
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
28
15 LINA: [Addressing the audience.] Except that’s not what happened at all!
16 [She begins to play guitar again, the same song she was playing at the campfire, losing
herself in it for a little bit before remembering that the audience is there, listening. She
stops playing.]
17 LINA: [A little shyly.] Mostly, I play for myself, not for an audience, but they asked me
to bring my guitar. They asked me to play. So I played the song I’ve been working on
the longest, the one I’m most sure of.
18 [She begins to play again, crossing to center stage and rejoining the group. When the
song ends, Friend 1, Friend 2, and Joelle applaud and make appreciative noises.]
19 JOELLE: [To the group.] She’s gotten so much better, right?
20 LINA: [A little sarcastically, with a sidelong glance at Joelle.] Thanks.
21 JOELLE: [Sincerely.] I mean it!
22 FRIEND 1: That was really great, Lina. Is that one of your own songs?
23 [Lina opens her mouth to speak, but Joelle interrupts.]
24 JOELLE: It sure is! She’s written quite a few, actually—
25 LINA: Yeah, I’ve been—
26 JOELLE: [Whipping out her phone and beginning to scroll.] Here, I’ll play you a song
she sent me last week—
27 LINA: Joelle, those are— Please don’t—
28 JOELLE: You’re too humble! Listen.
29 [The Two Friends gather near Joelle to listen to a recording of Lina playing guitar while
Lina sits by the fire, guitar in her lap, looking uncomfortable.]
30 JOELLE: Let me play you the other one—it’s even better.
31 [Lina, frustrated, puts away her guitar and rises.]
32 LINA: [Quietly as she passes the group.] I’ve got to go. [No one notices her leave.]
33 [Lights go down center stage and come up on Lina’s bedroom. She sits on her bed,
playing guitar. There is a brief knock at her bedroom door, but before she can answer,
Joelle pokes her head in.]
34 JOELLE: Why won’t you answer my calls?
35 LINA: [Frustrated.] I wanted some time to myself.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
29
36 [Lina begins to play again as Joelle settles herself tentatively and awkwardly in a chair
beside the bed. Joelle hums along for a few bars and then waves her hand in front of
Lina’s face.]
37 JOELLE: Hey. You just left last night without saying a word.
38 LINA: That’s not what hap—
39 JOELLE: I looked up and you were gone, and you aren’t answering my calls or my
texts. I’ve spent the whole day wondering what I did—
40 LINA: Well, I’ll tell you if—
41 JOELLE: [Speaking over Lina.] —to make you so mad, when all I wanted to do was
show people—
42 LINA: Joelle—
43 JOELLE: —how talented you are, and you acted like—
44 LINA: [Sharply.] Joelle! You never let me talk!
45 [Joelle, suddenly silent, looks as though she’s had a bucket of cold water flung in her
face.]
46 JOELLE: [Sulky.] So talk.
47 LINA: I asked you not to share those songs with anyone—
48 JOELLE: I know, but—
49 LINA: —and you did it anyway.
50 JOELLE: Because they’re really good!
51 LINA: But they aren’t yours to share.
52 JOELLE: I don’t understand why you’re shy about sharing your songs with the world.
53 LINA: It’s not about being shy. They are mine. I haven’t finished writing them. I’ll
show the world when I’m ready. When those songs are ready.
54 JOELLE: [Resigned.] All right, I won’t do that anymore. I’m sorry.
55 [Lina nods, smiles, and strums a major chord on the guitar.]
56 LINA: Want to hear something new?
57 JOELLE: Something in the key of forgiveness? You bet.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
30
English II Reading Short Constructed Response
Prompt
Read the question carefully. Then enter your answer in the box provided.
How does the playwright’s characterization of Lina contribute to a theme of the play?
Support your answer with evidence from the play.
Item-Specific Rubric
Score: 2
Exemplar:
A complete response may include, but is not limited to, one of the following responses about
how the characterization of Lina contributes to a theme of the play:
• Lina’s characterization as a private person who prefers to share on her own terms
contributes to a theme of being considerate of a friend’s wishes.
• Lina is talented but humble and Joelle is proud of her talents, leading to a conflict
between the two friends.
A complete response will include at least one piece of supporting evidence from the text.
A complete response may include, but is not limited to, the following evidence cited or
paraphrased from the text:
• [Meanwhile, Lina sits by the fire a while, looking uncomfortable, until she finally
gathers her things and goes back to her bedroom, stage right.] (stage directions,
line 10)
• LINA: So I played the song I’ve been working on the longest, the one I’m most sure
of. (line 17)
• LINA: I asked you not to share those songs with anyone . . . and you did it anyway.
(lines 47 and 49)
• LINA: I haven’t finished writing them. I’ll show the world when I’m ready. When
those songs are ready. (line 53)
Evidence is accurately used to support the response.
The response and the evidence to support it are based on the text.
Score: 1
Partial Credit
A partial response may include one of the answers expected in the complete
response. However, the evidence included does not support the answer stated, or no
evidence is provided.
A partial response may cite or paraphrase relevant text evidence, but the student does
not include an accurate answer about how the characterization of Lina contributes to a
theme of the play.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
31
Score: 0
No Credit
• The response is incorrect.
• The response is not based on the text.
• No response is provided.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
32
Sample Student Responses
Score Point 0
Response 1
shes nervous to play in front of everyone.
The writer does not provide an accurate answer. Lina is not characterized as being “nervous
to play in front of everyone.” Instead, Lina is characterized as uncomfortable sharing songs
that she believes are not ready. No theme is stated or implied in the answer. The answer is
too vague to be considered correct. In addition, the writer does not provide any evidence
from the play, either by direct quotation or paraphrase, that could support a correct answer.
Response 2
The playwrights characterization of lina can contribute to the theme of the play because
the theme of the play could be about overcoming stagefright.
The writer does not provide an accurate answer. The theme of the play is not about
“overcoming stagefright.” Lina does not have stage fright; she plays willingly for her friends
but only wants to share songs that are perfected. No characterization of Lina is provided; no
accurate theme is established. In addition, the writer does not provide any evidence from
the play, either by direct quotation or paraphrase, that could support a correct answer.
Response 3
The Playwright Characterization of lina contribute to a theme of a play. By Her addressing
the audience and playing the guitar a certain way creating the type pf tone for the theme
of the play.
The writer does not provide an accurate answer. “By Her addressing the audience and
playing the guitar a certain way” is vague and insufficient and does not accurately answer
the question of how Lina’s characterization contributes to a theme of the play. The second
part of the answer, “creating the type pf tone for the theme of the play,” is also too vague
to answer the question. In addition, the writer does not provide any evidence from the play,
either by direct quotation or paraphrase, that could support a correct answer.
Response 4
how does the playwrights characterzation of lina and the play was in lina bedroom when
she was sad and sitting on the side of her bed and after that her friend started handle her
phone for her and lina phone start rings
The writer does not provide an accurate answer. This response does not answer the
question of how Lina’s characterization contributes to a theme of the play, as the description
of Lina as “sad” is too vague. The writer paraphrases events from the play (“sitting on the
side of her bed and after that her friend started handle her phone for her and lina phone
start rings”), but these events do not support a correct answer. Overall, the writer does not
provide a correct answer and does not include any evidence from the play, either by direct
quotation or paraphrase, that could support a correct answer.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
33
Score Point 1
Response 1
Lina does not want others to hate and bash on the songs that she had worked so hard on,
but when Joelle had told everyone that Lina had made the song, Lina had been
embarrased about it due to the fact she probably panicked.
The writer does not include an accurate answer. This response merely paraphrases evidence
from the text that refers to a conflict between Lina and Joelle and does not properly answer
the question of how Lina’s characterization contributes to a theme of the play. The answer is
vague and insufficient. This response receives partial credit.
Response 2
Mostly, I play fro myself, not for an audience, but they asked me to bring my guitar. They
asked me to play. So i played the song Ive been working on the longest, the one Im sure of.
The writer does not include an accurate answer to the question of how Lina’s
characterization contributes to a theme of the play. Instead, the response is almost entirely
a direct quotation from the play. The writer does provide relevant evidence from the
passage by a direct quotation that supports a potential correct answer (“Mostly, I play fro
myself, not for an audience, but they asked me to bring my guitar. They asked me to play.
So i played the song Ive been working on the longest, the one Im sure of”). This quotation
could support an answer about how the characterization of Lina’s private nature contributes
to the theme of achieving pride in one’s work through perfecting it. This response receives
partial credit.
Response 3
The playwright’s characterization of lina contributes to the theme of the play by showing that
you shouldn’t share other peoples secrets of songs because they aren’t yours to share.
The writer does include an accurate answer, inferring how Lina’s characterization
contributes to a theme of the play that “you shouldn’t share other peoples secrets of songs
because they aren’t yours to share.” This response establishes the theme of being
considerate of a friend’s wishes. By mentioning the “secrets of songs,” the writer
understands part of Lina’s characterization as someone who is private. Although the writer
includes a reference to the play (“they aren’t yours to share”), this reference helps develop
the correct answer but does not provide substantial support for the answer. This response
receives partial credit.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
34
Response 4
Lina is very humble and dosen’t seem like she likes to aruge with people this helps the
theme of the play because it helps the reader connet with her more you have more
simpathy for her because you understand shes frustrated with her friend for not listen to
her. It also helps the theme because it shows that two people who were going through
the same sitation have two totally diffrent veiw points.
The writer includes an accurate answer that Lina’s characterization shows that friendship
sometimes has to navigate a difference in “veiw points.” However, no supporting evidence
from the play is provided. This response receives partial credit.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
35
Score Point 2
Response 1
The theme of the play is to respect others and what they say, Lina’s charecterization
contributes to this when she says “I asked you not to share those songs with anyone” and
when she says “and you did it anyway”
The writer does include an accurate answer that “The theme of the play is to respect others
and what they say.” Lina’s characterization of wanting to maintain her privacy with her
songwriting, seen through the quotation “I asked you not to share those songs with
anyone,” contributes to this theme. The writer does provide directly quoted evidence from
the passage that supports the answer, “you did it anyway,” referring to Joelle’s disrespect of
Lina’s wishes. This brief quotation is relevant as support for the writer’s answer about
respecting others. This response receives full credit.
Response 2
In “That’s Not What Happened”, the playwrights characterization of Lina shows that you
should always stick up for yourself especially if it is important to you. In line 47, it informs
us that Joelle showed other people songs without Lina’s permission. In line 53, Lina is
frustrated with Joelle and shares her feelings. Lina sticking up for herself is important
because it shows the reader that you have to convey your feelings to other people so that
you can be heard. If Lina stayed quiet, Lina’s and Joelle friendship could have been
strained.
The writer does include an accurate answer that “the playwrights characterization of Lina
shows that you should always stick up for yourself especially if it is important to you . . . it
shows the reader that you have to convey your feelings to other people so that you can be
heard.” The writer provides paraphrased evidence from the play that supports the answer (“In
line 47, it informs us that Joelle showed other people songs without Lina’s permission. In
line 53, Lina is frustrated with Joelle and shares her feelings.”) This response receives full
credit.
Response 3
The playwright’s characterization of lina contibutes to the theme of play because they
characterize her as shy and this helps the theme because the theme is to not share
someone elses things until they allow it. The play states “Its’s not about being shy. They
are mine”, “I’ll show the world when i’m ready”. This helps the reader understand the
theme and if she was not shy then it would not make any sense and the theme would be
altered.
The writer does include an accurate answer that “they characterize her as shy and this helps
the theme because the theme is to not share someone elses things until they allow it.” Lina
is “shy” about sharing her unfinished music, establishing a theme of not sharing “someone
elses things until they allow it.” The writer does provide relevant supporting evidence from
the passage in the form of direct quotations (“Its’s not about being shy. They are mine” and
“I’ll show the world when i’m ready”). This response receives full credit.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
36
Response 4
The playwright’s characterization of Lina contributes to the play to show resentfullness
and forgiveness. Lina feels as if Joelle had showed her songs to her friends at the
campfire on purpose evev though she asked her not to do that. Having felt embarrased,
Lina decides not to talk to Joelle for some time. She even goes as far as to decline all of
her calls. Eventually she decides to forgiver Joelle when she tells her that she wont show
her songs to anyone again. This shows how she felt resentment at first and then
forgiveness at the end of the passage.
The writer does include an accurate answer that “The playwright’s characterization of Lina
contributes to the play to show resentfullness and forgiveness . . . she felt resentment at
first and then forgiveness at the end of the passage.” The ideas of initial resentment and
final forgiveness establish a theme of the importance of clear communication between
friends. The writer does provide evidence from the passage in the form of paraphrasing the
conflict (resentment) and eventual resolution (“Lina feels as if Joelle had showed her songs
to her friends at the campfire on purpose evev though she asked her not to do that. Having
felt embarrased, Lina decides not to talk to Joelle for some time. She even goes as far as to
decline all of her calls. Eventually she decides to forgiver Joelle when she tells her that she
wont show her songs to anyone again”). This response receives full credit.
Texas Education Agency
Student Assessment Division
2024
37
English II Writing Short
Constructed Response
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
38
English II Writing Short Constructed Response
Passage: “Finding Their Way”
Original Paragraph:
(19) With a desperate tone, Amir explained that he didn’t know how to locate the house
without it, his phone that had been left at his grandfather’s place.
Prompt
Sentence 19 needs to be revised. In the space provided, rewrite sentence 19 in a clear and
effective way.
Item-Specific Rubric
Score: 1
The response is a complete sentence that expresses the ideas in a clear and effective way.
Score: 0
The response is not a complete sentence or does not express the ideas in a clear and
effective way.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
39
Sample Student Responses
Score Point 0
Response 1
With a desperate tone, Amir explained that he didn’t know how to locate the house
without his phone.
The writer does not express the ideas in a clear and effective way. Although all other key
aspects of sentence 19 are addressed, the location of where Amir left his phone is not
included. The missing information results in an insufficient revision.
Response 2
With a desperate tone, Amir left his phone on his grandfather’s kitchen table, so he
explained that he didn’t know how to locate it without is navigation app.
The writer does not express the ideas in a clear and effective way. The modifier “With a
desperate tone” is not used in conjunction with Amir explaining, and it is also unclear what
“it” is that Amir is trying to locate.
Response 3
With a desperate tone, Amir explained that he didn’t know how to locate the house
without his phone who had been left at his granfathers place.
The writer does not express the ideas in a clear and effective way. The confusing use of the
pronoun “who” in reference to “phone” introduces an error that makes the sentence neither
clear nor effective.
Response 4
Amir was so desparate that he does not know how to locate the house without his phone
that he left at this grandfather’s house.
The writer does not express the ideas in a clear and effective way. The change from “With a
desperate tone” to being “desparate” introduces an error that affects meaning. Leaving out
the tone and the act of explaining results in an ineffective sentence revision.
English II
Constructed-Response Scoring Guide
Texas Education Agency
Student Assessment Division
2024
40
Score Point 1
Response 1
Amir despreratly explaned that he didnt know how to locate the house without the phone
that he left at this grandfather’s place.
The writer provides a complete sentence that expresses the ideas in a clear and effective
way. The change from “With a desperate tone” to “despreratly explaned [desperately
explained]” does not change meaning. New conventions errors introduced by the writer in
punctuation, spelling, or capitalization do not affect the score of this revising task. This
response retains the meaning of the original sentence and completes the task.
Response 2
With a desperate tone, Amir explained that he had left his phone at his grandfather’s
place, and didn’t know how to locate the house without it.
The writer provides a complete sentence that expresses the ideas in a clear and effective way.
The original error has been fixed, and all the important ideas are included in the revision.
Response 3
With a desperate tone, Amir explained that his phone had been left at his grandfather’s
place and that he didn’t know how to locate the house without it.
The writer provides a complete sentence that expresses the ideas in an effective way. The
original error has been fixed, and all the important ideas are included. The writer
appropriately uses the conjunction “and” to complete the task.
Response 4
With a desperate tone, Amir explained that he didn’t know how to locate the house
without his phone, which had been left at his grandfather’s place.
The writer provides a complete sentence that expresses the ideas in a clear and effective
way. The original error has been fixed, and all the important ideas are included. The writer
uses a well-controlled dependent clause with the word “which” to complete the task.
