The "4" response reflects a thorough understanding of written performance.

• The composition fully addresses the topic and uses appropriate language and style.
• The thesis statement is clearly expressed and effectively maintained.
• Development is specific, ably reasoned, and relevant.
• Organization enhances meaning; there is a logical sequencing of ideas from sentence to sentence and from paragraph to paragraph.
• Word choice is precise; sentence structure is correct, effective, and varied.
• The composition includes very few errors in grammar, spelling, capitalization, or punctuation.
  

The "3" response reflects a general understanding of written performance.

• The composition addresses the topic and uses generally appropriate language and style.
• The thesis statement is expressed and generally maintained.
• Development is general, but mostly reasoned and relevant.
• Organization conveys meaning; most sentences and paragraphs are logically sequenced.
• Minor errors in word choice and sentence structure occur, but they do not impede meaning. Sentence structure shows some variety.
• Minor errors in grammar, spelling, capitalization, and punctuation may occur, but they do not impede meaning.
  

The "2" response reflects a limited understanding of written performance.

• The composition partially addresses the topic and may use inappropriate language and style.
• The thesis statement is expressed but may be only partially maintained.
• Development is incomplete, partially reasoned, redundant, and/or somewhat irrelevant.
• Weaknesses in organization may interfere with meaning; sentences and paragraphs may lack logical sequencing.
• Noticeable and distracting errors in word choice and sentence structure may impede meaning. Sentence structure is mostly simple and unvaried.
• Many errors in grammar, spelling, capitalization, and punctuation occur and may impede meaning.
  

The "1" response reflects little understanding of written performance.

• The composition addresses little of the topic and uses inappropriate language and style.
• A thesis statement may be expressed but is not maintained.
• Development, if present, is deficient, irrelevant, and/or confusing.
• Meaning is largely obscured by a lack of organizational structure; sentences and paragraphs demonstrate little or no logical sequencing.
• Errors in word choice and sentence structure may be so numerous and serious that they impede meaning.
• Numerous errors in grammar, spelling, capitalization, and punctuation often impede meaning.