5 / 4 / 3 / 2 / 1
Introduction
Claim/Thesis
C1 C2 C3 / Insightfully addresses all aspects of the prompt
Introduces artful and precise claim(s) in a sophisticated thesis statement.
Skillfully orients reader to topic(s) in introduction / Competently addresses all aspects of the prompt
Introduces precise claim(s) in a clear thesis statement
Orients reader to topic(s) in introduction / Superficially addresses all aspects of the prompt
Introduces reasonable claim(s) in a thesis statement
Partially orients reader to topic(s) in introduction / Partially addresses aspects of the prompt
Introduces superficial or flawed claim(s) in a weak thesis statement
Inadequately orients reader to topic(s) in introduction / Minimally addresses some aspect of the prompt
Fails to introduce a relevant claim and/or lacks a thesis statement
Fails to orient reader to topic(s) in introduction or introduction is missing
T-A-G
Included
C6 / Title, author, and genre are accurately and effectively included. / All elements of the TAG are accurately included. / Two elements of the TAG are accurately included. / One element of the TAG is accurately included. / There is no evidence of a TAG.
0 points
Body
C2 / Thoroughly develops claim(s) with relevant body paragraphs / Develops claim(s) with relevant body paragraphs / Superficially develops claim(s) with body paragraphs / Inadequately develops claim(s) with minimal body paragraphs / Fails to develop claim(s) with body paragraphs
Conclusion
C2 / Provides a meaningful and reflective conclusion which draws from and supports claim(s) / Provides a conclusion that follows from and supports claim(s) / Provides a conclusion which repetitively or partially supports claim(s) / Provides an inadequate conclusion / Omits conclusion
Organization,
Transitions, and Unity
C2
C2 / Creates cohesion through skillful use of linking words, phrases, and clauses within and between paragraphs / Creates cohesion through linking words, phrases, and clauses within and between paragraphs / Creates some cohesion through basic linking words, phrases, and/or clauses within or between paragraphs
. / Uses limited and/or inappropriate linking words, phrases, or clauses / Uses few to no linking words, phrases, or clauses
Includes purposeful and logical progression of ideas from beginning to end
Establishes clear relationships among claim(s), counterclaims, reasons,and relevant evidence / Includes logical progression of ideas from beginning to end
Uses an organizational strategy to present claims, reasons, and evidence / Includes adequate progression of ideas from beginning to end
Uses an organizational strategy to present claims, reasons, and evidence is inconsistent / Includes uneven progression of ideas from beginning to end
Attempts to use an organizational structure, which may be formulaic / Includes little or no discernible organization of ideas
May be too brief to demonstrate an organizational structure, or no structure is evident
Evidence
C1 C3
C1 C3 C6 / Provides substantial and pertinent evidence to support claim(s) / Provides sufficient and relevant evidence to support claim(s) / Provides limited and/or superficial evidence to support claim(s) / Provides minimal and/or irrelevant evidence to support claim(s) / Provides inaccurate, little, or no evidence to support claim(s)
Seamlessly and effectively integrates and cites credible sources and/or textual evidence / Competently integrates and cites credible sources and/or textual evidence / Ineffectively integrates and cites adequate sources and/or textual evidence / Incorrectly integrates or cites sources and/or textual evidence that may not be credible / Does not use or cite sources and/or textual evidence
Counterclaim
C2 / Convincingly refutes specific counter-claim(s) / Competently refutes specific counter-claim(s) / Minimally refutes counter-claim(s) / Acknowledges alternate or opposing claim(s) / Fails to acknowledge alternate or opposing claim(s)
Comprehension and Reasoning
C1
C2 / Shows insightful understanding of topic/text / Shows competent understanding of topic/text / Shows superficial understanding of topic/text / Shows limited understanding and/or flawed understanding of topic/text / Shows no understanding of topic/text
Uses persuasive and valid reasoning to connect evidence with claim(s) / Uses valid reasoning to connect evidence with claim(s) / Uses some valid and accurate reasoning to connect evidence with claim(s) / Uses limited, simplistic and/or flawed reasoning to connect evidence with claim(s) / Reasoning is missing or does not connect evidence with claim(s)
Style/Tone
C2
C2 / Uses and maintains a formal style and objective tone that is appropriate for task, purpose, andaudience / Uses an appropriate tone and style fairly consistently for task, purpose, and audience / Attempts to use an appropriate tone and style are not consistently appropriate for task, purpose, and audience / Uses a style and tone that are inappropriate and/or ineffective / The response is too brief to determine a score
Anticipates the audience’s knowledge and concerns / Attempts to attend to the audience’s knowledge or concerns / Inconsistently attends to the audience’s knowledge or concerns / Shows little awareness of the audience’s knowledge or concerns / Fails to attend to the audience’s knowledge or concerns
Usage and conventions C6
C6
C6 / Uses purposeful and varied sentence structure / Uses correct and varied sentence structure / Uses mostly correct and some varied sentence structure / Uses limited and/or repetitive sentence structure / Lacks sentence mastery (e.g., fragments/ run-ons)
Contains minimal to no errors in conventions (grammar, punctuation, spelling, capitalization) / Contains few, minor errors in conventions / Contains some errors in conventions which may cause confusion / Contains numerous errors in conventions which cause confusion / Contains serious and pervasive errors in conventions
Strategically uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose / Competently uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose / Superficially uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose / Inadequately uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose / Fails to use academic and domain-specific vocabulary clearly appropriate for the audience and purpose
MLA format
C6 / Perfect MLA format
(font, spacing, title,
header info., running header) / 1-2 MLA errors / 3-4 MLA errors / No internal parenthetical citations / No attempt to use MLA format
0 points
C1=C2=C3=C6=
The student will receive 0 points if
• The response is completely irrelevant or incorrect, or there is no response.
• The student merely copies the text in the prompt.
• The student copies so much text from the passages that there is not sufficient original work to be
scored
Competency 1 (Reading):possible points= 20
19-20 = 98%
17-18 = 93%
15-16 = 88%
13-14 = 83%
11-12 = 79%
9-10 = 74%
7-8 = 72%
5-6 = 60%
5= 50% / Competency 2 (Writing):
possible points= 45
42-45 = 98%
37-41 = 93%
33-36 = 88%
28-32 = 83%
24-27 = 79%
19-23 = 74%
15-18 = 72%
10-14= 60%
10 = 50% / Competency3 (Research):
possible points= 15
14-15 = 98%
13 = 93%
11-12 = 88%
10 = 83%
8-9 = 79%
7 = 74%
5-6 = 72%
4 = 60%
4 = 50% / Competency 6 (Language):
possible points= 30
28-30 = 98%
25-27 = 93%
22-24 = 88%
19-21 = 83%
16-18 = 79%
13-15 = 74%
10-12 = 72%
7-9 = 60%
7 = 50%