|
A |
B |
C |
D |
E |
F |
G |
1 |
Quality |
95 |
90 |
85 |
75 |
65 |
60 |
|
2 |
Meaning: the extent to which the response exhibits sound understanding,
interpretation, and analysis of the task and source(s) |
-establish a controlling idea that reveals an in-depth analysis
of the source(s) |
-establish a controlling idea that reveals a thorough understanding
of the source(s) |
-establish a controlling idea that shows a basic understanding
of the source(s) |
-establish a controlling idea that shows a basic understanding
of the source(s) |
-convey a confused or incomplete understanding of the source(s) |
-provide minimal or no evidence of understanding of the source(s) |
|
3 |
|
-make insightful connections between the controlling idea and
the ideas in the source(s) |
-make clear and explicit connections between the controlling idea
and the ideas in the source(s) |
-make implicit connections between the controlling idea and the
ideas in the source(s) |
-make few or superficial connections between the controlling idea
and the ideas in the source(s) |
-make a few connections but fail to establish a controlling idea |
-make no connections between the source(s) or among ideas in the
source(s) |
|
4 |
Development: the extent to which ideas are elaborated using specific
and relevant evidence from the source(s) |
-develop ideas clearly and fully, making effective use of a wide
range of relevant and specific evidence and appropriate elements
from the source(s) |
-develop ideas clearly and consistently, with reference to relevant
and specific evidence and appropriate elements from the source(s) |
-develop some ideas more fully than others, with reference to
specific and relevant evidence and appropriate elements from
the source(s) |
-develop ideas briefly, using some evidence from the source(s)
-may rely primarily on summary |
-are incomplete or largely undeveloped, hinting at ideas, but
references to the source(s) are vague, irrelevant, repetitive,
or unjustified |
-are minimal, with no evidence of development |
|
5 |
Organization: the extent to which the response exhibits direction,
shape, and coherence |
-maintain the focus established by the controlling idea |
-maintain the focus established by the controlling idea |
-maintain a clear and appropriate focus |
-establish, but fail to maintain, an appropriate focus |
-lack an appropriate focus but suggest some organization, or suggest
a focus but lack organization |
-show no focus or organization |
|
6 |
|
-exhibit a logical and coherent structure through skillful use
of appropriate devices and transitions |
-exhibit a logical sequence of ideas through use of appropriate
devices and transitions |
-exhibit a logical sequence of ideas but may lack internal consistency |
--exhibit a rudimentary structure but may include some inconsistencies
or irrelevancies |
|
|
|
7 |
Language Use: the extent to which the response reveals an awareness
of audience and purpose through effective use of words, sentence
structure, and sentence variety |
-are stylistically sophisticated, using language that is precise
and engaging, with a notable sense of voice and awareness of
audience and purpose |
-use language that is fluent and original, with evident awareness
of audience and purpose |
-use appropriate language, with some awareness of audience and
purpose |
-rely on basic vocabulary, with little awareness of audience or
purpose |
-use language that is imprecise or unsuitable for the audience
or purpose |
-are minimal |
|
8 |
|
-vary structure and length of sentences to enhance meaning |
-vary structure and length of sentences to control rhythm and
pacing |
-occasionally make effective use of sentence structure or length |
-exhibit some attempt to vary sentence structure or length for
effect, but with uneven success |
-reveal little awareness of how to use sentences to achieve an
effect |
-use language that is incoherent or inappropriate |
|
9 |
Conventions: the extent to which the response exhibits conventional
spelling, punctuation, paragraphing, capitalization, grammar,
and usage |
-demonstrate control of the conventions with essentially no errors,
even with sophisticated language |
-demonstrate control of the conventions, exhibiting occasional
errors only when using sophisticated language |
-demonstrate partial control, exhibiting occasional errors that
do not hinder comprehension |
-demonstrate emerging control, exhibiting occasional errors that
hinder comprehension |
-demonstrate a lack of control, exhibiting frequent errors that
make comprehension difficult |
-are minimal, making assessment of conventions unreliable
-may be illegible or not recognizable as
English |
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