Top Scores

9-8

These are well-written papers, which respond fully to the question asked. The best papers show a full understanding of the issues and support their points with appropriate textual evidence and examples. Writers of these essays demonstrate stylistic maturity by an effective command of sentence structure, diction, and organization. The writing need not be without flaws, but it should reveal the writer’s ability to choose from and control a wide range of elements of effective writing. The writer has told the reader something new.

9 (97):

exceptional understanding of topic , high analytical thinking , creative topic sentence , ample and specific support of thesis sentence , transition used throughout the paper , unity within the paper , skillfully constructed sentences , wide variety of sentence structure , complex vocabulary , minor, if any, mechanical errors , consistent tone throughout the paper

8 (93):

obvious grasp of topic , strong thesis sentence , adequate and specific support of the thesis sentence , some transition throughout the paper ,variety of sentence structure throughout the paper , no major mechanical errors (RS, frag, CS, you) , effective vocabulary , few errors in word choice , consistent in tone , unity throughout paper

  Upper Scores

7-6

These essays also respond correctly to the questions asked but do so less fully or less effectively than the essays in the top range. Their discussion may be less thorough and less specific. These essays are well-written in an appropriate style but reveal less maturity than the top papers. They do make use of textual evidence to support their points. Some lapses in diction or syntax may appear, but the writing demonstrates sufficient control over the elements of composition to present the writer’s ideas clearly.

7/6 (89/85):

Clear thesis sentence , adequate support , some transition , few mechanical errors , unity within paper , adequate vocabulary , use of contractions , good organization and conclusion

Middle Score

5

These essays respond to the question, but the comments may be simplistic or imprecise; they may be overly generalized, vague, or inadequately supported. These essays are adequately written, but may demonstrate inconsistent control over the elements of composition. Organization is attempted, but it may not be fully realized or particularly effective.

5 (82):

adequate thesis sentence

some general support as opposed to specific support

no transition

little variety in sentence structure

slip in unity

use of contractions

several mechanical errors, including at least one major mistake (RS ,CS, frag,

you)

Lower Scores

4-3

These essays attempt to deal with the question, but do so either inaccurately or without support or specific evidence. They may show some misunderstanding or omit pertinent analysis. The writing can convey the writer’s ideas, but it reveals weak control over diction, syntax, organization. These essays may contain excessive and distracting spelling and grammatical errors. Statements are seldom supported with specific or persuasive evidence, or inappropriately lengthy quotations may replace discussion and analysis.

4/3 (77-73):

weak thesis sentence , lack of support , no transition , lack of unity , very little sentence variety , several major mechanical errors , inexact wording , lack of organization

Lowest Scores

2-1

These essays fail to respond adequately to the question. They may reveal misunderstanding or may distort the interpretation. They compound the problems of the Lower Score papers. Generally these essays are unacceptably brief or poorly written. Although some attempts to answer the question may be indicated, the writer’s view has little clarity and only slight, if any, evidence in its support.

2-1 (69/65)

awkward or unclear thesis sentence- or no thesis sentence , lack of support , elementary sentence structure or rambling sentences , awkward wording or inappropriate word choices , lack of unity , numerous major mechanical errors