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