Scoring Rubric

Beginning with the 2020 exam administration, the College Board will implement a new six-point rubric.  We will discuss this and familiarize ourselves with it as we approach the exam in the spring.  Until then, we will utilize the previous nine-point rubric for instructional and assessment purposes:

The following general scoring guidelines reflect the system established and used by the College Board when assessing student writing. The descriptors for each level are taken from College Board communications and suggestions for teachers.   They range from superior (9) to extremely poor or off topic (0). Scoring reflects the quality of the essay as a whole: its content, its style, its organization, its mechanics. Writers are rewarded for what they do well. The score for an exceptionally well-written essay may be raised by one point above the otherwise appropriate score for its content or thinking. In no case will a poorly written essay be scored higher than a 3. Below are descriptors commonly associated with the different scores. Most essays tend to score in the 6-4 range.  

9-8 Persuasive and insightful argument/analysis of the text(s) or topic. Thoughtful and convincing. Consistent and effective control over the elements of composition and language. Recognizes and deals with the nuances and  complexity of the passage or topic; these essays are especially perceptive in analysis and insightful in argument. Textual references or evidence, both explicit and implicit, are apt and specific. Though not completely error-free, they demonstrate writing that is clear and sophisticated and, in the case of 9 essays, especially stylistic.

7-6 Reasonable and effective argument/analysis of the text(s) or topic. Adequate and sufficient.  Meet the criteria of the prompt and demonstrate a writer’s ability to express ideas clearly with reference to text or other evidence.  They are  appropriate but less thorough or less precise in their discussion of rhetoric or evidence, or less perceptive as to the nuances and complexity of a text or topic. Their arguments and analyses are sound and the writing capable. While essays scoring both 7 and 6 are well written, those scoring 7 reflect more sophistication in either  development or style/prose.

5 Plausible, but often characterized by superficiality or a trend toward the obvious. Wavers in and out of focus or understanding or reflects minor misinterpretations. Often relies on paraphrase or generalization, but contains some analysis or argument. May be vague, formulaic, or minimally supported by references to text or in evidence for arguments.  Responds to the prompt without important errors, but misses complexity of the passage or topic. These essays are not as well conceived, organized, or developed as 7-6 essays.

4-3 Attempts to explain the passage or argue the topic, but does so inaccurately or ineffectively. The analysis or argument may be partial, unconvincing, irrelevant, or may ignore part of the text(s) or topic. Evidence may be slight or misconstrued, or the essays may paraphrase only. Writing lacks control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scoring 3 may contain significant misreading and/or demonstrate inept writing.

2-1 Compounds the problems of papers in the 4-3 range. Some attempt to respond to the prompt, but the writer’s assertions are presented with little clarity, organization, or support from the text. May contain serious errors in grammar or mechanics. May offer a complete misreading or be unacceptably brief. Essays scored a offer little coherent discussion of the tasks of the prompt.

0 Off topic or offer nothing more than a reference to the task.