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 The writing: The writing:

4 • contains an effective and relevant introduction.

• utilizes effective organizational strategies to
writing:
• utilizes well-chosen, relevant, and
• illustrates consistent and sophisticated
command of precise language, domain-
• demonstrates consistent
and sophisticated
create a unified whole and to aid in sufficient evidence1 from the stimuli to specific vocabulary,2 and literary techniques3 command of grade-level
comprehension. thoroughly and insightfully develop the appropriate to the task. conventions of standard
• effectively clarifies relationships among topic. • illustrates sophisticated command of written English.4
ideas and concepts to create cohesion. • thoroughly and accurately explains and syntactic variety for meaning and reader • may contain a few minor
• contains an effective and relevant concluding interest. errors that do not
elaborates on the evidence provided,
statement or section. demonstrating a clear, insightful • utilizes sophisticated and varied transitional interfere with meaning.
words and phrases.
understanding of the topic, task, 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 The writing: The writing:

3 • contains a relevant introduction.

• utilizes adequate organizational strategies to
writing:
• utilizes relevant and sufficient evidence1
• illustrates consistent command of precise
language, domain-specific vocabulary,2 and
• demonstrates consistent
command of grade-level
create a mostly unified whole and to aid in from the stimuli to adequately develop the literary techniques3 appropriate to the task. conventions of standard
comprehension. topic. • illustrates consistent command of syntactic written English.4
• clarifies most relationships among ideas and • adequately and accurately explains and variety for meaning and reader interest. • contains occasional minor
concepts, but there may be some gaps in elaborates on the evidence provided, • utilizes appropriate and varied transitional and/or major errors, but
cohesion. demonstrating a sufficient understanding words and phrases. the errors do not
• contains a relevant concluding statement or of the topic, task, and stimuli.
• establishes and maintains a formal style significantly interfere with
section. and an objective tone. meaning.

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

2 • contains a limited introduction.

• demonstrates an attempt to use
writing:
• utilizes mostly relevant but insufficient
• illustrates inconsistent command of precise
language, domain-specific vocabulary,2 and
• demonstrates inconsistent
command of grade-level
organizational strategies to create some evidence1 from the stimuli to partially literary techniques.3 conventions of standard
unification, but ideas may be hard to follow at develop the topic. Some evidence may be • illustrates inconsistent command of syntactic written English.4
times. inaccurate or repetitive. variety. • contains frequent errors
• clarifies some relationships among ideas and • explains some of the evidence provided, • utilizes basic or repetitive transitional words that may significantly
concepts, but there are lapses in focus. and phrases. interfere with meaning.
demonstrating only a partial understanding
• contains a limited concluding statement or of the topic, task, and stimuli. There may be • establishes but inconsistently maintains a
section. formal style and an objective tone.
some level of inaccuracy in the explanation.

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

1 • contains no or an irrelevant introduction.

• demonstrates an unclear organizational
writing:
• utilizes mostly irrelevant or no evidence1
• illustrates little to no use of precise language,
domain-specific vocabulary,2 and literary
• demonstrates limited
command of grade-level
structure; ideas are hard to follow most of from the stimuli, or mostly/only personal techniques.3 conventions of standard
the time. knowledge, to inadequately develop the • illustrates little to no syntactic variety. written English.4
• fails to clarify relationships among ideas topic. Evidence is inaccurate or repetitive. • utilizes no or few transitional words and • contains numerous and
and concepts; concepts are unclear and/or • inadequately or inaccurately explains the phrases. repeated errors that
there is a lack of focus. evidence provided, demonstrating little • does not establish or maintain a formal style seriously impede meaning.
• contains no or an irrelevant concluding understanding of the topic, task, and and an objective tone.
statement or section. stimuli.

1 Evidence includes facts, extended definitions, concrete details, quotations, or other information and examples as appropriate to the task and the stimuli.
2
Domain-specific vocabulary refers to the terminology used in the stimuli and/or associated with the topic.
3 Literary techniques, such as metaphor, simile, and analogy, help to manage the complexity of the topic and are expected at grades 11-12.

4 Conventions of standard written English include sentence structure, grammar, usage, spelling, capitalization, and punctuation.