| Development and Organization of IdeasHow clearly the opinion is stated and supported, how well the essay is organized, how well text evidence is used and explained, and how clearly ideas are expressed.0–3 points | Argument/opinion is clear and fully developed. Organization is effective. Evidence is specific, well chosen, and relevant. Expression of ideas is clear and effective. - The opinion is easy to find and the writer stays with it from start to finish, so the essay reads as one connected piece.
- The structure suits the task: an introduction that sets up the opinion, a conclusion that closes it, and transitions that link sentences and paragraphs in a logical order.
- Reasons are backed by details from the passage that fit the opinion and are explained, which shows the writer understood what the prompt asked for.
- When the prompt is based on two passages, the evidence can come from one passage or both.
- Word choice is precise and deliberate, and nearly every sentence helps make the writer's point.
| Argument/opinion is present and partially developed. Organization is limited. Evidence is limited and may include some irrelevant information. Expression of ideas is basic. - A reader can find the opinion, but it may be stated loosely, only partly supported, or lost for stretches of the essay.
- An introduction and conclusion are there, but the body may not build logically and some sentences do not connect to the ones around them.
- Some text evidence is used, but it is thinly explained, partly off target, or does not always back the opinion; the writer's grasp of the task is partial.
- When the prompt is based on two passages, evidence comes from at least one of them.
- Words are general or imprecise, and some sentences blur what the writer means.
| Argument/opinion is evident but not developed. Organization is minimal and/or weak. Evidence is insufficient and/or mostly irrelevant. Expression of ideas is ineffective. - An opinion appears, but the writer does little to support it in a way that fits the task.
- An introduction or a conclusion may appear, but the structure does not help ideas build and may not suit the task.
- Little of the support comes from the text; much of it is repeated, off topic, or explained in ways only loosely tied to the prompt.
- Vague or limited wording makes the essay hard to follow.
| The response has no workable structure and no relevant support for its opinion. - An opinion might be visible, but there is no introduction, no conclusion and no structure a reader can follow.
- Evidence is missing or has nothing to do with the prompt.
- The writing is unclear or does not hold together.
- A 0 here also sets Conventions to 0.
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| ConventionsSentence construction, punctuation, capitalization, grammar and spelling, judged against what is appropriate for the grade.0–2 points | —Not used for this criterion | Student writing demonstrates consistent command of grade-level-appropriate conventions. - Sentences are built correctly for the grade, and punctuation, capitalization, grammar and spelling are mostly right.
- The few errors that appear do not get in the way of meaning.
| Student writing demonstrates inconsistent command of grade-level-appropriate conventions. - Correct conventions show up in some places and not in others.
- There are several errors, but a reader can still follow the writer's thinking.
| Student writing demonstrates little to no command of grade-level-appropriate conventions. - Errors are frequent and make parts of the essay hard to understand.
- This is also the score whenever Development and Organization of Ideas is 0.
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