SAT ESSAY RUBRIC

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
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