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| Criteria | Level 4 | Level 3 | Level 2 | Level 1 |
|---|---|---|---|---|
| Thesis statement | The topic is generally introduced compellingly, and the text/author is introduced smoothly and linked to it. The thesis statement contains specific, clear, and correct inferences that thoroughly answer all parts of the prompt. | The topic and the text/author are generally introduced. The thesis statement contains clear and correct inferences that thoroughly answer all parts of the prompt. | Either the topic is not generally introduced, or the text/author is not introduced.
The thesis statement attempts to answer all parts of the prompt, but it needs to be more specific, or the answer needs to be entirely supported by the text. |
Neither the topic nor the text/author is appropriately introduced.
The thesis statement answers only parts of the prompt or may need to be corrected. |
| Knowledge of the Text | There is knowledge and a detailed understanding of the text in relation to the question answered. | There is adequate knowledge and understanding of the text in relation to the question answered. | There is mostly adequate knowledge and some superficial understanding of the text in relation to the question answered. | There is some knowledge but virtually no understanding of the text in relation to the question answered. |
| Command of Evidence: How well has the student presented evidence from text to support analysis. | Student has presented ideas clearly and consistently, making effective use of specific and relevant evidence to support analysis. | Student has presented ideas sufficiently, making adequate use of relevant evidence to support analysis. | The student has presented ideas inconsistently, inadequately, and/or inaccurately in an attempt to support the analysis, using some evidence that may be irrelevant. | Student has presented little or no evidence from the text. |
| Analysis and Cohesion | Each quotation has a specific explanation related to the thesis statement, and all examples are clearly connected. | Each quotation has an explanation that attempts to tie it to the thesis statement, and at least one attempt is made to connect all examples. | Each quotation includes an explanation, but the explanation must fully prove the thesis statement; some examples are not connected. | Each quotation has an explanation that is too literal and does not adequately support the thesis statement; the examples are not connected. |
| Organization and Development | Ideas are logically organized and create a cohesive and coherent response. | Ideas are adequately organized, with a suitable structure and attention to coherence and development. | Ideas have some organization and a recognizable structure, but coherence and development are often lacking | Ideas have little organization; there may be a superficial structure, but coherence and/or development are lacking |
| Sentence structure and formatting | All the sentences are complete, and no grammar rules are broken. All quotations are in a sentence with page # | Some sentences must be completed, but the grammatical errors do not impact readability. Quotations lack setup or page # | Some sentences need to be completed, and the grammatical errors impact readability. Quotations include no setup and no page # | There are so many errors that reading and comprehending the response takes effort. Quotations and formatting are not used correctly. |
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