Here is the rubric graders use to score the SAT essay. You can use this to focus your efforts as you practice writing for the test.
Reading
One Point
- Demonstrates little or no comprehensionof the source text
- Fails to show an understanding of the text’s central idea(s), and may include only details without reference to central idea(s)
- May contain numerous errors of fact and/or interpretation with regard to the text
- Makes little or no use of textual evidence
Two Points
- Demonstrates some comprehensionof the source text
- Shows an understanding of the text’s central idea(s) but not of important details
- May contain errors of fact and/or interpretation with regard to the text
- Makes limited and/or haphazard use of textual evidence
Three Points
- Demonstrates effective comprehensionof the source text
- Shows an understanding of the text’s central idea(s) and important details
- Is free of substantive errors of fact and interpretation with regard to the text
- Makes appropriate use of textual evidence
Four Points
- Demonstrates thorough comprehensionof the source text
- Shows an understanding of the text’s central idea(s) and most important details and how they interrelate
- Is free of errors of fact or interpretation with regard to the text
- Makes skillful use of textual evidence
Writing
One Point
- Demonstrates little or no cohesion andinadequate skill in the use and control of language
- May lack a clear central claim or controlling idea
- Lacks a recognizable introduction and conclusion; does not have a discernible progression of ideas
- Lacks variety in sentence structures; sentence structures may be repetitive; demonstrates general and vague word choice; word choice may be poor or inaccurate; may lack a formal style and objective tone
- Shows a weak control of the conventions of standard written English and may contain numerous errors that undermine the quality of writing
Two Points
- Demonstrates little or no cohesion andlimited skill in the use and control of language
- May lack a clear central claim or controlling idea or may deviate from the claim or idea
- May include an ineffective introduction and/or conclusion; may demonstrate some progression of ideas within paragraphs but not throughout
- Has limited variety in sentence structures; sentence structures may be repetitive; demonstrates general and vague word choice; word choice may be repetitive; may deviate noticeably from a formal style and objective tone
- Shows a limited control of the conventions of standard written English and contains errors that detract from the quality of writing and may impede understanding
Three Points
- Is mostly cohesiveand demonstrates effective use and control of language
- Includes a central claim or implicit controlling idea
- Includes an effective introduction and conclusion; demonstrates a clear progression of ideas both within paragraphs and throughout the essay
- Has variety in sentence structures; demonstrates some precise word choice; maintains a formal style and objective tone
- Shows a good control of the conventions of standards written English and is free of significant errors that detract from the quality of writing
Four Points
- Is cohesiveand demonstrates highly effective use and command of language
- Includes a precise central claim
- Includes a skillful introduction and conclusion; demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay
- Has a wide variety in sentence structures; demonstrates consistent use of precise word choice; maintains a formal style and objective tone
- Shows a strong command of the conventions of standards written English and is free or virtually free of errors
Analysis
One Point
- Offerslittle or no analysis or ineffective analysis of the source text and demonstrates little to no understanding of the analytical task
- Identifies without explanation some aspects of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing
- Numerous aspects of analysis are unwarranted based on the text
- Contains little or no support for claim(s) or point(s) made, or support is largely irrelevant
- May not focus on features of the text that are relevant to addressing the task
- Offers no discernible analysis (e.g., is largely or exclusively summary)
Two Points
- Offerslimited analysis of the source text and demonstrates only partial understanding of the analytical task
- Identifies and attempts to describe the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing, but merely asserts rather than explains their importance
- One or more aspects of analysis are unwarranted based on the text
- Contains little or no support for claim(s) or point(s) made
- May lack a clear focus on those features of the text that are most relevant to addressing the task
Three Points
- Offers an effective analysisof the source text and demonstrates an understanding of the analytical task
- Competently evaluates the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or features of the student’s own choosing
- Contains relevant and sufficient support for claim(s) or point(s) made
- Focuses primarily on those features of the text that are most relevant to addressing the task
Four Points
- Offers an insightful analysisof the source text and demonstrates a sophisticated understanding of the analytical task
- Offers a thorough, well-considered evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or features of the student’s own choosing
- Contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made
- Focuses consistently on those features of the text that are most relevant to addressing the task