The ACT Writing Test Scoring Rubric

1 The ACT Writing Test Scoring RubricIdeas and AnalysisDevelopment and SupportOrganizationLanguage UseScore 6: Responses atthis scorepointdemonstrateeffective skill in Writing writer generates anargument that criticallyengages with multipleperspectives on the givenissue. The argument sthesis reflects nuance andprecision in thought andpurpose. The argumentestablishes and employs aninsightful context foranalysis of the issue and itsperspectives. The analysisexamines implications,complexities and tensions,and/or underlying valuesand of ideas andsupport for claims deepeninsight and broadencontext. An integrated lineof skillful reasoning andillustration effectivelyconveys the significance ofthe argument. Qualificationsand complications enrichand bolster ideas andanalysis.

2 The response exhibits askillful organizationalstrategy. The response isunified by a controlling ideaor purpose, and a logicalprogression of ideasincreases the effectivenessof the writer s between andwithin paragraphsstrengthen the relationshipsamong ideas. The use of languageenhances the choice is skillful andprecise. Sentencestructures are consistentlyvaried and clear. Stylisticand register choices,including voice and tone,are strategic and a few minor errors ingrammar, usage, andmechanics may be present,they do not impedeunderstanding. Score 5: Responses atthis scorepointdemonstratewell-developedskill in Writing writer generates anargument that productivelyengages with multipleperspectives on the givenissue. The argument sthesis reflects precision inthought and purpose.

3 Theargument establishes andemploys a thoughtfulcontext for analysis of theissue and its analysis addressesimplications, complexitiesand tensions, and/orunderlying values of ideas andsupport for claims deepenunderstanding. A mostlyintegrated line of purposefulreasoning and illustrationcapably conveys thesignificance of theargument. Qualificationsand complications enrichideas and analysis. The response exhibits aproductive organizationalstrategy. The response ismostly unified by acontrolling idea or purpose,and a logical sequencing ofideas contributes to theeffectiveness of theargument. Transitionsbetween and withinparagraphs consistentlyclarify the relationshipsamong ideas. The use of language worksin service of the choice is structures areclear and varied and registerchoices, including voiceand tone, are purposefuland productive.

4 While minorerrors in grammar, usage,and mechanics may bepresent, they do not impedeunderstanding. Score 4: Responses atthis scorepointdemonstrateadequate skillin Writing writer generates anargument that engages withmultiple perspectives on thegiven issue. The argument sthesis reflects clarity inthought and purpose. Theargument establishes andemploys a relevant contextfor analysis of the issue andits perspectives. Theanalysis recognizesimplications, complexitiesand tensions, and/orunderlying values andassumptions. Development of ideas andsupport for claims clarifymeaning and of clear reasoningand illustration adequatelyconvey the significance ofthe argument. Qualificationsand complications extendideas and analysis. The response exhibits aclear organizationalstrategy.

5 The overall shapeof the response reflects anemergent controlling idea orpurpose. Ideas are logicallygrouped and between andwithin paragraphs clarifythe relationships amongideas. The use of languageconveys the argument withclarity. Word choice isadequate and sometimesprecise. Sentencestructures are clear anddemonstrate some and registerchoices, including voiceand tone, are appropriatefor the rhetorical errors in grammar,usage, and mechanics arepresent, they rarely 3:Responses atthis scorepointdemonstratesomedeveloping skillin Writing writer generates anargument that responds tomultiple perspectives on thegiven issue. The argument sthesis reflects some clarityin thought and argument establishes alimited or tangential contextfor analysis of the issue andits perspectives.

6 Analysis issimplistic or somewhatunclear. Development of ideas andsupport for claims aremostly relevant but areoverly general or and illustrationlargely clarify the argumentbut may be somewhatrepetitious or imprecise. The response exhibits abasic organizationalstructure. The responselargely coheres, with mostideas logically between andwithin paragraphssometimes clarify therelationships among ideas. The use of language isbasic and only somewhatclear. Word choice isgeneral and occasionallyimprecise. Sentencestructures are usually clearbut show little and registerchoices, including voiceand tone, are not alwaysappropriate for therhetorical errors ingrammar, usage, andmechanics may be present,but they generally do notimpede understanding.

7 (continued)The ACT Writing Test Scoring RubricIdeas and AnalysisDevelopment and SupportOrganizationLanguage UseScore 2: Responses atthis scorepointdemonstrateweak orinconsistentskill in Writing writer generates anargument that weaklyresponds to multipleperspectives on the givenissue. The argument sthesis, if evident, reflectslittle clarity in thought andpurpose. Attempts atanalysis are incomplete,largely irrelevant, or consistprimarily of restatement ofthe issue and itsperspectives. Development of ideas andsupport for claims areweak, confused, ordisjointed. Reasoning andillustration are inadequate,illogical, or circular, and failto fully clarify the argument. The response exhibits arudimentary organizationalstructure. Grouping of ideasis inconsistent and oftenunclear.

8 Transitionsbetween and withinparagraphs are misleadingor poorly use of language isinconsistent and oftenunclear. Word choice isrudimentary and frequentlyimprecise. Sentencestructures are sometimesunclear. Stylistic andregister choices, includingvoice and tone, areinconsistent and are notalways appropriate for therhetorical errors ingrammar, usage, andmechanics are present, andthey sometimes 1: Responses atthis scorepointdemonstratelittle or no skillin Writing writer fails to generatean argument that respondsintelligibly to the task. Thewriter s intentions aredifficult to discern. Attemptsat analysis are unclear orirrelevant. Ideas lack development,and claims lack and illustrationare unclear, incoherent, orlargely absent. The response does notexhibit an organizationalstructure.

9 There is littlegrouping of ideas. Whenpresent, transitional devicesfail to connect ideas. The use of language fails to demonstrate skill inresponding to the choice is impreciseand often difficult tocomprehend. Sentencestructures are often and registerchoices are difficult toidentify. Errors in grammar,usage, and mechanics arepervasive and often impedeunderstanding.