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These papers represent the smallest score for college credit and are often characterized by superficiality.
Choices of proof may be less effective than those in 9-6 range or not from throughout the passage.
Although adequate to convey the students' thoughts, the writing is not as well conceived, organized or developed as that in papers scoring in the upper half.
The papers mistake examples of diction for detail or vice versa and may involve paraphrasing and/or omit analysis altogether.
Generally the prose reveals weak control over writer's elements as diction, organization, syntax or grammar.
As you can tell, there is a wide range for some of the scores.
These papers clearly demonstrate an understanding of the passage and recognize its complexity.These papers adequately demonstrate an understanding of the passage.Tone identification may not be as precise or thesis as forcefully worded as in 9-8 essays.Four papers are still swimming-albeit almost drowning; however, one good kick would put them above water.Three papers are going under for the third time and need a lifeline.Typical essays earning a score of 4 are partly right, forgot part of something, went astray on part of answer, or are missing part of answer.Typical essays earning a score of 3 exhibit more than one of these problems; they are flawed by weak writing skills, significant misinterpretations, inadequate developments, or serious omissions.These papers looks good on the surface but are simplistic.Students respond correctly but do not devote enough space to arguments.These papers are not as thorough, precise, or aware of complexities as the top scoring papers.They may deal with fewer narrative techniques, and analysis may be less perceptive or less developed than that of the better essays.