Scoring Guide
The following
Scoring Guide is used for both the
At each of the
a = response to the topic
b = understanding and use of the passage
c = quality and clarity of thought
d = organization, development, and support
e = syntax and command of language
f = grammar, usage, and mechanics
Score of 6:
A 6 essay is superior writing, but may
have minor flaws.
A
typical essay in this category:
a. addresses the topic clearly and responds effectively to all aspects of the task
b. demonstrates a thorough critical
understanding of the passage in developing an insightful response
c.
explores the issues thoughtfully and in depth
d.
is coherently organized, with ideas supported by apt reasons and
well-chosen examples
e. has an effective, fluent style
marked by syntactic variety and a clear command of language
f. is generally free from errors in
grammar, usage, and mechanics
A 5 essay demonstrates clear competence
in writing. It may have some errors, but they are not serious enough to
distract or confuse the reader.
A
typical essay in this category:
a.
addresses the topic clearly, but may respond to some aspects of the
task more effectively than others
b.
demonstrates a sound critical understanding of the passage in
developing a well-reasoned response
c. shows some depth and complexity of
thought
d. is well-organized and developed
with ideas supported by appropriate reasons and examples
e. displays some syntactic variety and
facility in the use of language
f. may have a few errors in grammar,
usage, and mechanics
A 4 essay demonstrates adequate writing.
It may have some errors that distract the reader, but they do not significantly
obscure meaning.
A typical essay in this category:
a.
addresses the topic, but may slight some aspects of the task
b.
demonstrates a generally accurate understanding of the passage in
developing a sensible response
c.
may treat the topic simplistically or repetitively
d. is adequately organized and
developed, generally supporting ideas with reasons and examples
e. demonstrates adequate use of syntax
and language
f. may have some errors, but generally
demonstrates control of grammar, usage, and mechanics
A 3 essay demonstrates developing
competence, but is flawed in some significant way(s).
A
typical essay in this category reveals one
or more of the following weaknesses:
a.
distorts or neglects aspects of the task
b.
demonstrates some understanding of the passage, but may misconstrue
parts of it or make limited use of it in developing a weak response
c. lacks focus, or demonstrates confused or simplistic thinking
d. is poorly organized and developed, presenting generalizations without adequate and appropriate support or presenting details without generalizations
e. has limited control of syntax and
vocabulary
f.
has an accumulation of errors in grammar, usage, and
mechanics that sometimes interfere with meaning.
Score of 2: Very Weak
A 2 essay is seriously flawed.
A
typical essay in this category reveals one
or more of the following weaknesses:
a. indicates confusion about the topic
or neglects important aspects of the task
b. demonstrates very poor understanding of the main points of the passage, does not use the passage appropriately in developing a response, or may not use the passage at all
c. lacks focus and coherence, and
often fails to communicate its ideas
d. has very weak organization and
development, providing simplistic generalizations without support
e. has inadequate control of syntax
and vocabulary
f. is marred by numerous errors in
grammar, usage, and mechanics that frequently interfere with meaning
A 1 essay demonstrates fundamental deficiencies in writing skills.
A
typical essay in this category reveals one
or more of the following weaknesses:
a. suggests an inability to comprehend
the question or to respond meaningfully to the topic
b. demonstrates little or no ability
to understand the passage or to use it in developing a response
c. is unfocused, illogical, or
incoherent
d. is disorganized and undeveloped,
providing little or no relevant support
e.
lacks basic control of syntax
and vocabulary
f. has serious and persistent errors
in grammar, usage, and mechanics that severely interfere with meaning
Non-response
essays (those that reject the assignment or fail to address the question) were given
to the Table Leader.
Readers
were instructed not to penalize writers excessively for slight shifts in idiom,
problems with articles, confusion over prepositions, and occasional misuse of verb tense and verb forms, so long as such
features do not obscure meaning.