Evaluation Criteria

Formal Essay EvaluationI will evaluate the formal essays based on the 6+1 Trait® Writing analytical model for assessing writing. This model is made up of 6+1 key qualities that define strong writing. These are:Ideas, the main message;Organization, the internal structure of the piece;Voice, the personal tone and flavor of the author's message;Word Choice, the vocabulary a writer chooses to convey meaning;Sentence Fluency, the rhythm and flow of the language;Conventions, the mechanical correctness;and Presentation, how the writing actually looks on the page.See the 6-Point Writer’s Rubric Handout for a complete explanation of the criteria your essays will be scored on. AP English Free Response Essay EvaluationI will evaluate the free response essays according to the 9-point scoring guide presented in CliffsAP. Here is the adapted version I will use:9Meets the criteria for a score of 8 and, in addition, is especially full or apt in its analysis or reveals particularly remarkable control of language.8The essay successfully and substantially completes the task of the assignment. The essay presents a well-articulated thesis that offers ample and appropriate evidence to support the stated assertion/argument. The development is thorough, the organization clear and logical. The essay presents language usage and style that shows sophistication, although the writing may contain some minor errors.7Meets the criteria for a score of 6 but provides more complete analysis and a more mature prose style. 6The essay satisfactorily completes the task of the assignment in a generally interesting fashion. The assertions/arguments are usually logically reliable and offer sufficient support. The essay is developed quite well, but not to as great an extent as the highest-scoring essay. In general, the essay may show a few lapses in control over language usage, but demonstrate such a clear command over diction and syntax that meaning is clear to the reader.5The essay attempts to complete the task of the assignment. The assertions/argument is generally clear, but frequently too narrow in scope or superficial in its concept. Development is often too limited and ideas too simplistic. Evidence offered may be only tangentially relevant or may not b e adequately or logically examined, leaving the reader to question the validity of examples. Although some lapses in grammar and mechanics may be present, they generally do not interfere with meaning, and the reader can follow the writers’ ideas.4The essay inadequately completes the task of the assignment. The essay may misunderstand, misrepresent, or oversimplify the task. They may use inappropriate examples or fail to develop them in a convincing manner. Development and organization are frequently flawed. Even though the meaning is usually clear, the writing may demonstrate immature control of English conventions. 3Meets the criteria for a score of 4 but demonstrates a less clear understanding of the task of the assignment. The essay may show less control over the elements of writing.2Essay shows little success in completing the task of the assignment. The thesis is either missing completely or lacking in scope and purpose, giving only a superficial or overly simplistic assertion/argument. The essays lacks relevant or convincing evidence, and weak, simplistic logic or nonexistent explanations of any evidence often compound the essay’s problems. The prose frequently reveals consistent weaknesses over diction and syntax. 1Essay is poorly written and meets the criteria for a score of 2 but is undeveloped, especially simplistic in its analysis, and weak in its control of language.