Revised: May 2017

Score Focus & Organization Development Language Conventions

In response to the task and the stimuli, the writing: In response to the task and the stimuli, the writing: The writing: The writing:

4 contains an effective and relevant introduction.

states a claim and maintains a sophisticated argument.
utilizes well-chosen, relevant, and sufficient
evidence from the stimuli to thoroughly and
illustrates consistent and sophisticated
command of precise language and
demonstrates consistent
and sophisticated
utilizes effective organizational strategies to logically order insightfully support logical claim(s), while domain-specific vocabulary3 command of grade-level
reasons and evidence1 to create a unified whole. acknowledging and effectively refuting2 appropriate to the task. conventions of standard
effectively clarifies relationships among claim(s), reasons, counterclaim(s). illustrates sophisticated command of written English.4
evidence, and counterclaim(s) to create cohesion. thoroughly and accurately explains and elaborates syntactic variety for meaning and reader may contain a few minor
contains an effective and relevant concluding statement on the evidence provided, connecting the evidence interest. errors that do not
or section. to claim(s) and counterclaim(s) and demonstrating utilizes sophisticated and varied interfere with meaning.
a clear, insightful understanding of the topic, task, transitional words and phrases.
and stimuli. effectively establishes and maintains a
formal style and an objective tone.
In response to the task and the stimuli, the writing: In response to the task and the stimuli, the writing: The writing: The writing:

3 contains a relevant introduction.

states a claim and maintains a clear argument.
utilizes relevant and sufficient evidence from the
stimuli to adequately support logical claim(s),
illustrates consistent command of
precise language and domain-specific
demonstrates consistent
command of grade-level
utilizes adequate organizational strategies to logically while acknowledging and refuting2 vocabulary3 appropriate to the task. conventions of standard
order reasons and evidence1 to create a mostly unified counterclaim(s). illustrates consistent command of written English.4
whole. adequately and accurately explains and elaborates syntactic variety for meaning and contains occasional minor
clarifies most relationships among claim(s), reasons, on the evidence provided, connecting the evidence reader interest. and/or major errors, but
evidence, and counterclaim(s), but there may be some gaps to claim(s) and counterclaim(s) and demonstrating utilizes appropriate and varied the errors do not
in cohesion. a sufficient understanding of the topic, task, and transitional words and phrases. significantly interfere with
contains a relevant concluding statement or section. stimuli. establishes and maintains a formal meaning.
style and an objective tone.
In response to the task and the stimuli, the writing: In response to the task and the stimuli, the writing: The writing: The writing:

2 contains a limited introduction.

states a weak argument.
demonstrates an attempt to use organizational strategies
to order some reasons and evidence,1 but ideas may be
hard to follow at times.
clarifies some establish relationships among claim(s),
reasons, evidence, and counterclaim(s), but there are
lapses in focus and ideas may be hard to follow at times.
contains a limited concluding statement or section.
In response to the task and the stimuli, the writing:
utilizes mostly relevant but insufficient evidence
from the stimuli to partially support claim(s) and
illustrates inconsistent command of
precise language and domain-specific
demonstrates inconsistent
command of grade-level
counterclaim(s). Some evidence may be inaccurate vocabulary.3 conventions of standard
or repetitive. illustrates inconsistent command of written English.4
explains some of the evidence provided, syntactic variety. contains frequent errors
connecting some of the evidence to claim(s) and utilizes basic or repetitive transitional that may significantly
counterclaim(s) and demonstrating only a partial words and phrases. interfere with meaning.
understanding of the topic, task, and stimuli. There establishes but inconsistently maintains
may be some level of inaccuracy in the explanation. a formal style and an objective tone.
In response to the task and the stimuli, the writing: The writing: The writing:

1 contains no or an irrelevant introduction.

states an unclear argument.
utilizes mostly irrelevant or no evidence from the
stimuli, or mostly/only personal knowledge to
illustrates little to no use of precise
language and domain-specific
demonstrates limited
command of grade-level
demonstrates an unclear organizational structure; ideas inadequately support claim(s) and counterclaim(s). vocabulary.3 conventions of standard
are hard to follow most of the time. Evidence is inaccurate or repetitive. illustrates little to no syntactic variety. written English.4
fails to clarify relationships among claim(s), reasons, inadequately or inaccurately explains the utilizes no or few transitional words contains numerous and
evidence,1 and counterclaim(s); concepts are evidence provided; evidence, claim(s), and and phrases. repeated errors that
unclear and/or there is a lack of focus. counterclaim(s) appear disconnected, does not establish or maintain a formal seriously impede meaning.
contains no or an irrelevant concluding statement or demonstrating little understanding of the topic, style and an objective tone.
section. task, and stimuli.

1 Evidence includes facts, definitions, concrete details, quotations, or other information appropriate to the task and stimuli.
2 Acknowledgement of counterclaim(s) is expected in grades 68. Refutation of counterclaim(s) is expected at grade 8.
3 Domain-specific vocabulary refers to the terminology used in the stimuli and/or associated with the topic.
4 Conventions of standard written English include sentence structure, grammar, usage, spelling, capitalization, and punctuation.