10.3 Extended Response Argument Analysis
Key Takeaways
- The GED RLA Extended Response asks you to analyze two source texts and decide which argument is better supported, not which side you personally prefer.
- A stronger argument usually has a clear claim, relevant evidence, sound reasoning, fewer unsupported assumptions, and more credible support.
- Trait 1 rewards using evidence from the provided texts, analyzing the validity of the arguments, and connecting quoted or paraphrased evidence to your own explanation.
- Effective analysis compares how each author uses evidence rather than merely summarizing what both passages say.
- Original GED-style practice should use new source situations and should never copy official prompts or official sample responses.
Extended Response Argument Analysis
The GED RLA Extended Response is an evidence-based argument task. You read two short source texts, decide which position is better supported, and explain your judgment with evidence from the texts. The key word is supported. Your personal opinion about the topic is not the deciding factor.
Trait 1 of the GED Extended Response rubric focuses on creating an argument and using evidence. A strong response establishes a claim about which source is stronger, analyzes the issue or validity of the arguments, and integrates evidence from the source texts with the writer's own explanation.
What to Analyze
When reading the two sources, mark the parts that build each argument.
| Element | Question to ask | Stronger sign |
|---|---|---|
| Claim | What does the author want readers to believe or do? | The claim is clear and specific. |
| Evidence | What facts, examples, data, or expert support are provided? | Evidence is relevant, concrete, and enough to support the claim. |
| Reasoning | How does the author connect evidence to the claim? | The connection is logical and explained. |
| Assumptions | What does the author expect readers to accept without proof? | Few major assumptions are left unsupported. |
| Credibility | Why should the source or author be trusted? | The source uses reliable information and avoids obvious bias. |
Do not write a plot-style summary. Summary says, Passage A says buses are useful, and Passage B says bike lanes are useful. Analysis says, Passage A is better supported because it connects ridership data to reduced commute times, while Passage B relies mostly on predictions without explaining how they were calculated.
Mini Example
Imagine two original source excerpts about whether a town should extend library hours.
Source A: The library should stay open until 8 p.m. twice a week. A survey of 240 cardholders found that 62 percent could not visit before 5 p.m. because of work or school. Nearby towns that added evening hours reported higher computer use and more adult education attendance.
Source B: The library should keep its current schedule. Evening hours might attract too many people, and staff members could become tired. The town has other problems, so the schedule should not change.
A strong GED response would likely choose Source A as better supported. It gives survey data, a specific proposal, and comparison evidence from nearby towns. Source B raises possible concerns, but it does not provide evidence about staffing costs, safety, or actual demand. Notice that the response can acknowledge Source B's concern without treating it as equally supported.
Evidence Use
Use evidence in small, purposeful pieces. You do not need long quotations. In fact, long copied chunks leave less room for analysis. Paraphrase when possible and quote only exact words that matter.
A useful evidence sentence has three parts:
- Introduce the source or author.
- Give a specific fact, detail, or phrase from the text.
- Explain why it proves your point about support.
Example: Source A is stronger because its survey of 240 cardholders directly measures the people affected by library hours; this evidence is more relevant than Source B's unsupported prediction that evening hours might be too crowded.
Common Mistakes
Avoid choosing the side you agree with without checking support. Avoid writing only about one source, because the task asks you to compare. Avoid counting facts without explaining them. Three weak details are not automatically better than one strong, relevant piece of evidence.
On test day, your first reading should identify each author's main claim. Your second reading should mark the strongest and weakest support. Then write a thesis that names the better-supported argument and gives a brief reason. That thesis becomes the anchor for the entire essay.
In an Extended Response, which thesis is strongest for a prompt comparing two arguments about a city recycling rule?
A passage claims that a tutoring program should be expanded because 78 percent of students who attended at least eight sessions improved their reading scores. Which response best analyzes the evidence?