| Criteria | 4 Points | 3.5 Points | 3 Points | 2.4 Points |
|---|---|---|---|---|
| Reading Comprehension | Presents what is stated in the text and/or what can be inferred from the text (s) accurately and in depth.
Demonstrates a complete understanding of central ideas and information. |
Presents what is stated in the text and/or what can be inferred from the text (s) accurately.
Demonstrates a mostly complete understanding of central ideas and information. |
Presents what is stated in the text and/or what can be inferred from the text (s) somewhat accurately.
Demonstrates a correct understanding of some central ideas and information. |
Presents what is stated in the text and/or what can be inferred from the text (s) inaccurately.
Demonstrates some recall of ideas and information. |
| Thesis | Thesis is clearly stated and uses compound or complex sentence structure appropriate to the grade level. Thesis is relevant and specific to the task and topic. | Thesis is clearly stated and uses compound or complex sentence structure appropriate to the grade level. Thesis is relevant to the task and topic. | Thesis is attempted but may be confusing or ambiguous. Thesis is related to the task but may be too general or broad. | Thesis is attempted but may be confusing or ambiguous.
Thesis is missing or not related to the task or prompt. |
| Organization | Demonstrates a clear, logical organizational structure that supports the development of the thesis:
-A strong introduction and conclusion that make meaningful connections between the claim, text, and broader world. -Organization of key points and evidence within and across body paragraphs supports the overall thesis -Strong transitions connect claim, key points, and evidence and support the reader’s understanding |
Demonstrates a satisfactory organizational structure that supports the thesis:
-A strong introduction and conclusion that make connections between the claim and the text -Logical grouping and ordering of key points and evidence within body paragraphs -Strong transitions that show how claim, key points, and evidence connect |
Demonstrates a general organizational structure that generally supports the thesis:
-An introduction and conclusion -Solid grouping and ordering of key points and evidence within body paragraphs -Some transitions that connect ideas |
Demonstrates an emerging organizational structure:
-A recognizable introduction and conclusion -Some key points and evidence are not grouped logically -Some confusing transitions or connections between ideas |
| Evidence | Includes the strongest, most relevant text evidence to support thesis and overall analysis of the text(s). Includes support of both explicit examples and inferences.
Evidence is introduced and contextualized, quoted, or paraphrased accurately. |
Includes relevant text evidence to support thesis and overall analysis of the text(s). Includes some support support of inferences.
Most evidence is introduced and contextualized, quoted, or paraphrased accurately. |
Text evidence or supporting details may be insufficient or only somewhat relevant to the thesis.
Evidence is introduced inconsistently. Quotations or paraphrases may be incorrect or incomplete. |
Text evidence or supporting details are largely missing.
Evidence is copied directly from the text with little introduction or context provided. |
| Analysis & Reasoning ELABORATION | Explanations draw clear, logical connections between thesis and evidence. | Explanations draw connections between thesis and evidence. | Explanations attempt to draw connections between thesis and evidence but may also summarize without analysis. | Explanations mostly summarize or restate text evidence without drawing connections between ideas.
-Analysis demonstrates an emerging understanding of how text examples connect to the thesis. |
| Writing Conventions and Craft | Illustrates the effective use of varied sentence patterns and paragraph organization.
Includes carefully selected academic and domain specific words and phrases, including from the text, while avoiding wordiness and redundancy. Reflects exceptional control of grade level conventions; errors are few and minor. Content is clearly appropriate for the task, audience, and purpose. |
Reflects a generally controlled writing style but may lack variety in sentence patterns.
Includes academic and domain specific words and phrases from the text. Reflects control of most writing conventions; contains occasional errors that do not interfere with clarity of message. Content is appropriate for the task, audience, and purpose. |
Uses some awkward constructions or demonstrates repeated use of a particular sentence pattern.
Includes academic and domain specific words and phrases, although some usage may be incorrect or awkward. Reflects limited control of conventions; contains frequent errors that may interfere with understanding the essay. Content is mostly appropriate for the task, audience, and purpose. |
Demonstrates the use of fragmented or run-on sentences that make the essay difficult to understand.
Demonstrates an emerging use of academic vocabulary, and may include words that are misused . Reflects numerous errors in conventions that interfere with understanding the essay. Content is not yet appropriate for the task, audience, and purpose. |