| Development and Organization of IdeasThe strength and focus of the argument, the essay's structure, the use and explanation of text evidence (and, from grade 8, counterarguments), and the clarity of expression.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 claim is plain to see and the essay never loses track of it, so the whole response hangs together.
- Grade 8 through English II: the writer names an opposing view and answers it.
- The structure is chosen for the argument, with an introduction and conclusion that do real work and transitions that move the reader logically from point to point.
- Evidence is drawn from the text, picked with care, explained, and kept tied to the claim; with paired passages it comes from both texts.
- Words are exact and purposeful, and nearly every sentence advances the argument.
| Argument/opinion is present and partially developed. Organization is limited. Evidence is limited and may include some irrelevant information. Expression of ideas is basic. - There is a claim, but it may be hard to pin down, underdeveloped, or dropped for parts of the essay.
- Grade 8 through English II: an opposing view may be mentioned, but the writer does not answer it.
- An introduction and conclusion are present, yet the body does not always build logically and connections between sentences are weak in places.
- Some evidence comes from the text, but explanation is thin or some of it does not support the claim; with paired passages evidence comes from at least one text.
- Language is general and sometimes imprecise enough to cloud the point.
| 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. - A claim can be found, but it is not built out in a way that fits the task.
- Grade 8 through English II: no opposing view is identified.
- An introduction or conclusion may be there, but the structure does not carry the argument forward.
- Little support comes from the text, and with paired passages it may come from only one; much of it is filler, repetition, or loosely related explanation.
- Vague or limited wording weakens the message and makes it harder to read.
| The response lacks a structure and offers no relevant support. - A claim may be evident, but there is no introduction, no conclusion and no recognizable organization.
- Text evidence is absent or unrelated to the prompt.
- Ideas are unclear or incoherent.
- Conventions is also scored 0.
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| ConventionsControl of sentence construction, punctuation, capitalization, grammar and spelling appropriate to the grade or course.0–2 points | —Not used for this criterion | Student writing demonstrates consistent command of grade-level-appropriate conventions. - The writer handles sentence boundaries, punctuation, capitalization, grammar and spelling correctly almost throughout.
- Errors are few and do not affect clarity.
| Student writing demonstrates inconsistent command of grade-level-appropriate conventions. - Control comes and goes: correct in some sentences, shaky in others.
- Several errors appear, but the reader can still follow the writer's thoughts.
| Student writing demonstrates little to no command of grade-level-appropriate conventions. - Errors pile up and interfere with clarity and the reader's understanding.
- Automatically 0 when Development and Organization of Ideas is 0.
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