Pre and Post Reading and Writing Scoring Guide

Your score should reflect your judgment of the essays quality as a whole. Students
have only one 75-minute class period to read and write, so remember to evaluate it
as a first draft. Read supportively and reward them for what they do well.

9-8

The upper-range responses satisfy the following criteria:

A. Reading comprehension: Summary shows an accurate and complete understanding of

the argument. It distinguishes major concepts from minor details.
B. Focus of agreement and/or disagreement: The writer establishes a clear position on
the issue. Thesis is well-crafted and sophisticated and is more than a statement of simple
agreement/disagreement.
C. Support for agreement/disagreement: The writer establishes and maintains the focus
of his or her argument. Support provides reasoning and relevant, concrete, and distinctive
examples that appeal to logos, ethos, and pathos effectively. The writer may also provide
an analysis of the writing.
D. Style and coherence: Upper range papers demonstrate clear style, overall organization,
consecutive thought, often a strong voice. They contain few errors in usage, grammar, or
mechanics.

This score should be used for papers that fulfill the basic requirements for 9-8, but have
less development, support and analysis or lack accurate MLA or APA citation.

*****************************************************************************************************************************
******

56

Middle range papers omit or are deficient in one of the four criteria:

A. Reading comprehension: Summary mostly accurate but basic. It may show some minor
misconceptions.
B. Focus of agreement/disagreement: Writer takes a position, but it may be mundane,
predictable.
C. Support: Some support is developed, but writers examples may be highly generalized or
superficial; analysis of the argument may be fallacious, irrelevant or thin.
D. Style and coherence: These papers are organized but mechanical. They may have
noticeable errors in usage, grammar, or mechanics, but they do not interfere with
understanding.

This grade should be used for papers that fulfill the basic requirements of 6-5 grade but
are slightly weaker, or seem off topic (different from addressing a minor point in the
original), or lack citation.

*****************************************************************************************************************************
******

32

Lower range papers are deficient in two or more of the criteriatypically they have
no summary and no support. Often these papers are preachy, clichd, or platitudinous OR they
have serious development, organization, or coherence problems.
A. Reading comprehension: Summary shows significant misunderstanding of the
argument.
B. Focus of agreement/disagreement: Is not clearly presented or is absent.
C. Support: Absent, really minimal, or not distinguishable from examples given in the
article.
D. Style and coherence: These papers are disorganized or contain noticeable errors in
usage, grammar, or mechanics--problems that seriously disrupt communication.

This grade should be given to a paper with overwhelming problems.

Note:

An essay written in fluent, stylistic prose may be scored one point higher than the
guide would normally permit. Conversely, an essay with flawed or absent MLA or APA citation
should be scored one point lower.