Synthesis (Question 1) Scoring Rubric

QUALITY OF THESIS
0 POINTS 1 POINT
*The thesis is not defensible because it: (any of the following) *The essay contains a defensible thesis that presents a defensible
- Is non-existent or not decipherable interpretation of the documents and clearly takes a position
- Only restates the prompt - Notes – A thesis may be one or more sentences in close proximity, found
- Does not make a clear or coherent claim, but merely summarizes, anywhere within the essay
describes or makes a generalized comment about the passage - Passage must contain minimal evidence that could support thesis, even
- Does not respond to the given prompt if student does not cite this evidence
- The point can be awarded whether or not the rest of the essay
successfully supports the line of reasoning in the thesis

EVIDENCE AND COMMENTARY

0 POINTS 1 POINT 2 POINTS 3 POINTS 4 POINTS

(any of the following) (any of the following) * Uniformly provides specific, * Uniformly provides specific,
*Provides some evidence
from or references at least relevant evidence from at relevant evidence from at least
*Simply restates *Provides evidence three sources to support all
three of the provided least three sources to support
thesis (if present) from or references at claims in a line of reasoning
sources. May be a mix of all claims in a line of
least two of the reasoning
*Repeats provided specifics and broad
provided sources. AND
information generalities
AND
*Summarizes the * Organizes and supports an
OR AND
evidence but does not * Organizes and supports an argument as a line of reasoning
explain how the argument as a line of composed of multiple supporting
*References fewer *Explains how some of the
evidence supports the reasoning composed of claims, each with adequate
than two of the evidence relates to the
student’s argument. multiple supporting claims, evidence that is clearly explained
provided sources. student’s argument

BUT AND AND

*Repeats provided AND
information * No line of reasoning is *Explains how some of the *Consistently explains how
*Tends to focus on established, or the line of evidence supports a line of evidence supports a line of
*Response may be reasoning
summary or reasoning is faulty. reasoning
incoherent or does
not address the description of sources
rather than specific *May contain some AND AND
prompt
details simplistic, inaccurate or
repetitive explanations that *Focuses on importance of *Focuses on importance of
*May be just opinion specific words and details from
do not strengthen the specific words and details
with no textual sources to build argument
argument from sources to build
references OR textual
argument
references are AND
irrelevant to the *May make one point well,
but either do not make BUT
prompt *Does not suffer from
multiple supporting claims
or do not adequately *May fail to integrate some grammatical and/or mechanical
support more than one evidence or fail to support a errors that interfere with
claim. key claim communication

*Do not explain the

connections or progression
between the student’s
claims, so a line of
reasoning is not clearly
established.

OVERALL SOPHISTICATION
0 POINTS
*The essay is not sufficiently sophisticated/complex because it: (any of
the following)
- Attempts to contextualize argument, but such attempts consist
predominately of sweeping generalizations (“In a world where…” OR
“Since the beginning of time…”).
- Only hints or suggests other possible interpretations “While some
may argue that… OR “Some people say…”).
- Oversimplifies complexities of the topic and/or chosen text
- Uses complicated or complex sentences or language that are
1 POINT
Responses that earn this point may demonstrate sophistication of
thought and/or a complex understanding of the rhetorical situation by
doing any of the following:
1. Crafting a nuanced argument by consistently identifying and exploring
complexities or tensions across the sources.
2.Articulating the implications or limitations of an argument (either the
student’s argument or arguments conveyed in the sources) by situating it
within a broader context.
3. Making effective rhetorical choices that consistently strengthen the
force and impact of the student’s argument throughout the response.
4. Employing a style that is consistently vivid and persuasive.
ineffective in that they do not enhance the argument