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About ACT Exam
Writing Score Guidelines
These are the descriptions of
scoring criteria that the trained readers will follow to determine the score
(1-6) for your essay. Papers at each level exhibit all or most of
the characteristics described at each score point.
Score = 6
Essays within this score
range demonstrate effective skill in responding to the task.
The essay shows a clear
understanding of the task. The essay takes a position on the issue and may
offer a critical context for discussion. The essay addresses complexity by
examining different perspectives on the issue, or by evaluating the
implications and/or complications of the issue, or by fully responding to
counterarguments to the writer's position. Development of ideas is ample,
specific, and logical. Most ideas are fully elaborated. A clear focus on the
specific issue in the prompt is maintained. The organization of the essay is
clear: the organization may be somewhat predictable or it may grow from the
writer's purpose. Ideas are logically sequenced. Most transitions reflect the
writer's logic and are usually integrated into the essay. The introduction and
conclusion are effective, clear, and well developed. The essay shows a good
command of language. Sentences are varied and word choice is varied and
precise. There are few, if any, errors to distract the reader.
Score = 5
Essays within this score
range demonstrate competent skill in responding to the task.
The essay shows a clear
understanding of the task. The essay takes a position on the issue and may
offer a broad context for discussion. The essay shows recognition of complexity
by partially evaluating the implications and/or complications of the issue, or
by responding to counterarguments to the writer's position. Development of
ideas is specific and logical. Most ideas are elaborated, with clear movement
between general statements and specific reasons, examples, and details. Focus
on the specific issue in the prompt is maintained. The organization of the
essay is clear, although it may be predictable. Ideas are logically sequenced,
although simple and obvious transitions may be used. The introduction and
conclusion are clear and generally well developed. Language is competent.
Sentences are somewhat varied and word choice is sometimes varied and precise.
There may be a few errors, but they are rarely distracting.
Score = 4
Essays within this score
range demonstrate adequate skill in responding to the task.
The essay shows an
understanding of the task. The essay takes a position on the issue and may
offer some context for discussion. The essay may show some recognition of
complexity by providing some response to counterarguments to the writer's
position. Development of ideas is adequate, with some movement between general
statements and specific reasons, examples, and details. Focus on the specific
issue in the prompt is maintained throughout most of the essay. The
organization of the essay is apparent but predictable. Some evidence of logical
sequencing of ideas is apparent, although most transitions are simple and
obvious. The introduction and conclusion are clear and somewhat developed.
Language is adequate, with some sentence variety and appropriate word choice.
There may be some distracting errors, but they do not impede understanding.
Score = 3
Essays within this score
range demonstrate some developing skill in responding to the task.
The essay shows some
understanding of the task. The essay takes a position on the issue but does not
offer a context for discussion. The essay may acknowledge a counterargument to
the writer's position, but its development is brief or unclear. Development of
ideas is limited and may be repetitious, with little, if any, movement between
general statements and specific reasons, examples, and details. Focus on the
general topic is maintained, but focus on the specific issue in the prompt may
not be maintained. The organization of the essay is simple. Ideas are logically
grouped within parts of the essay, but there is little or no evidence of
logical sequencing of ideas. Transitions, if used, are simple and obvious. An
introduction and conclusion are clearly discernible but underdeveloped.
Language shows a basic control. Sentences show a little variety and word choice
is appropriate. Errors may be distracting and may occasionally impede
understanding.
Score = 2
Essays within this score
range demonstrate inconsistent or weak skill in responding to the task.
The essay shows a weak
understanding of the task. The essay may not take a position on the issue, or
the essay may take a position but fail to convey reasons to support that
position, or the essay may take a position but fail to maintain a stance. There
is little or no recognition of a counterargument to the writer's position. The
essay is thinly developed. If examples are given, they are general and may not
be clearly relevant. The essay may include extensive repetition of the writer's
ideas or of ideas in the prompt. Focus on the general topic is maintained, but
focus on the specific issue in the prompt may not be maintained. There is some
indication of an organizational structure, and some logical grouping of ideas
within parts of the essay is apparent. Transitions, if used, are simple and
obvious, and they may be inappropriate or misleading. An introduction and
conclusion are discernible but minimal. Sentence structure and word choice are
usually simple. Errors may be frequently distracting and may sometimes impede
understanding.
Score = 1
Essays within this score
range show little or no skill in responding to the task.
The essay shows little or no
understanding of the task. If the essay takes a position, it fails to convey
reasons to support that position. The essay is minimally developed. The essay
may include excessive repetition of the writer's ideas or of ideas in the
prompt. Focus on the general topic is usually maintained, but focus on the
specific issue in the prompt may not be maintained. There is little or no
evidence of an organizational structure or of the logical grouping of ideas.
Transitions are rarely used. If present, an introduction and conclusion are
minimal. Sentence structure and word choice are simple. Errors may be
frequently distracting and may significantly impede understanding.
No Score
Blank, Off-Topic, Illegible,
Not in English, or Void
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