Conclusion summarizes main topics, but is repetitive. This essay offers no elaborate introduction. The score should reflect a judgment of the essay’s quality as a whole. The problem is stated, but lacks detail. Introduction states the thesis but does not adequately explain the background of the problem. The performance levels are typically given percentage points or letter grades and a final grade is typically calculated at the end. Remember that students had only 40 minutes to read and write; the essay, therefore, is not a finished product and should not be judged by standards appropriate for an out-of-class assignment.
No suggestions for change and/or opinions are included. Each scorer awards 1–4 points for each dimension: reading, analysis, and writing. (Elizabeth Bowen in an interview in Vogue, September 15, 1955) "Bad writers never examine anything.
It doesn’t need to: The analysis question calls for an examination answer, not a discursive essay, and this student follows an instinct to get right to work on the analysis. "The charm, one might say the genius, of memory is that it is choosy, chancy and temperamental; it rejects the edifying cathedral and indelibly photographs the small boy outside, chewing a hunk of melon in the dust." Two different people will read and score your essay. Thesis and/or problem is vague or unclear. The scoring rubrics for the How the SAT Essay Is Scored Responses to the optional SAT Essay are scored using a carefully designed process. The two scores for each dimension are added. A rubric for an essay, for example, might contain criteria like "Organization, Support, and Focus," and may contain performance levels like "(4) Exceptional, (3) Satisfactory, (2) Developing, and (1) Unsatisfactory." Evaluate the essay as a draft, making certain to reward students for what they do well.