Turning the Tables Play SAT Essay-Reader
We’ve said this before, but it’s worth repeating: by learning
how to grade SAT essays, you will train yourself to write an essay
that matches the essay-readers’ expectations.
Read the following essay prompt:
Think carefully about the following
incomplete statement. Then read the assignment below it and plan
and write your essay as directed.
“I have learned many things from many experiences, but
I have never learned as much as when I ___.”
Assignment: Plan and write an essay in which
you complete the statement above by selecting an event or experience
from your life. |
We will provide you with six responses to this prompt.
We will provide both the “distilled” and complete scoring
rubrics below. Use these to score each response holistically. If
you like, you may reread the sections How Is the Essay Scored and
How Essay-Readers Apply the Scoring Rubric (pp. 20–28). When you’re
ready to score, skip to page 88 for the responses.
After you’ve scored the responses, you’ll get a chance
to compare your scores with ours and to read our scoring rationales.
First, here’s the “distilled” version of the scoring rubric:
| Score |
6 |
5 |
4 |
| Features |
General overall
impression |
| Point of view;
critical thinking; examples, reasons, and evidence |
| Organization,
focus, coherence, and flow |
| Vocabulary and
use of language |
| Sentence structure |
| Errors in grammar
and usage |
| Score |
3 |
2 |
1 |
| Features |
General overall
impression |
| Point of view;
critical thinking; examples, reasons, and evidence |
| Organization,
focus, coherence, and flow |
| Vocabulary and
use of language |
| Sentence structure |
| Errors in grammar
and usage |
Remember, first the essay-readers focus on holistic grading—their
overall impression—and decide if an essay is in the top (4, 5, 6)
or bottom (1, 2, 3) of the rubric. Then they decide what the score
is within each half. Here is the complete scoring rubric to guide
your decision:
| General Overall Impression |
| Score Level |
Defining Characteristics |
| 6 |
An exceptional essay that shows
sustained expertise, but which contains a few minor errors |
| 5 |
A successful essay that shows
mostly sustained expertise, even though it contains occasional
mistakes or slips in quality |
| 4 |
An adequate essay that shows
competence,
but which contains more than occasional
mistakes or slips in quality |
| 3 |
An insufficient essay that shows
signs of evolving competence and features one or more specific flaws |
| 2 |
A weak essay that shows serious
limitations, insufficient facility, and which features one or more
specific flaws |
| 1 |
An essentially deficient essay
that displays fundamental inability and features severe manifestations
of one or more specific flaws |
| 0 |
No essay written Essay
that doesn’t respond to the assignment An
illegible essay |
| Point of View; Critical Thinking;
Examples, Reasons, and Evidence |
| Score Level |
Defining Characteristics |
| 6 |
Impressively insightful point
of view Outstanding
critical thinking Completely
appropriate reasons, examples, and evidence to support point of
view |
| 5 |
Well-developed point of view Strong
critical thinking Generally
appropriate reasons, examples, and evidence to support point of
view |
| 4 |
Fairly well developed point
of view Adequate
critical thinking Mostly
appropriate reasons, examples, and evidence to support point of
view |
| 3 |
Develops a point of view Some
evidence of critical thinking, but inconsistently apparent Sometimes
inappropriate reasons, examples, and evidence to support point of
view |
| 2 |
Develops a vague point of view Little
evidence of critical thinking Insufficient
or inappropriate reasons, examples, and evidence to support point
of view |
| 1 |
Does not develop a point of
view No evidence
of critical thinking Little
or no evidence to support point of view |
| Organization, Focus, Coherence,
and Flow |
| Score Level |
Defining Characteristics |
| 6 |
Well organized Tightly
focused Tight
coherence Smooth
flow of ideas |
| 5 |
Well organized Focused Coheres
reasonably well Mostly
smooth flow of ideas |
| 4 |
Generally organized Generally
focused Shows
some coherence Discernable
but not particularly smooth flow of ideas |
| 3 |
Partially organized Partially
unfocused Some
incoherent portions Interrupted
or disrupted flow of ideas |
| 2 |
Poorly organized Mostly
unfocused Systemic
problems with incoherence Flow
of ideas difficult to discern |
| 1 |
Disorganized Unfocused Incoherent Flow
of ideas impossible to discern or entirely absent |
| Vocabulary and Use of Language |
| Score Level |
Defining Characteristics |
| 6 |
Skilled use of language Varied,
accurate, and appropriate vocabulary |
| 5 |
Capable use of language Appropriate
vocabulary |
| 4 |
Satisfactory but inconsistent
use of language Generally
appropriate vocabulary |
| 3 |
Inconsistent use of language
that shows signs of evolving competence Some
inappropriate word choice; weak vocabulary |
| 2 |
Insufficient use of language Very
limited vocabulary or incorrect word choice |
| 1 |
Basic vocabulary errors |
| Sentence Structure |
| Score Level |
Defining Characteristics |
| 6 |
Displays meaningful variety |
| 5 |
Displays variety |
| 4 |
Displays some variety |
| 3 |
Does not display variety Displays
problems |
| 2 |
Displays frequent problems |
| 1 |
Displays serious and widespread
problems |
| Errors in Grammar and Usage |
| Score Level |
Defining Characteristics |
| 6 |
Free of most errors |
| 5 |
On the whole, free of most errors |
| 4 |
Has some errors |
| 3 |
Has a lot of errors |
| 2 |
Has so many errors that meaning
is partially hidden |
| 1 |
Persistent and widespread errors
that obscure meaning |
Finally, the responses, in no particular score order.
Essay A
I learned a lot about life during my summer as a camp
counselor. I had been going to the camp as a camper since I was
eight, but this time I was going to be a counselor. I had to lead
activities and make sure the campers took care of themselves in
the morning and at night. I also had to make sure they behaved themselves
in the dinner hall.
One time a lot of the campers were misbahaving
and not doing they’re morning chores. The head counselor came in
and discovered the chaos in the cabin. He singled out one camper
who had done everything he should of and told the other campers
that they should be more like Michael. When the head counselor left,
all the other campers started making fun of Michael and called him
a teacher’s pet. Michael got very upset and told me he wanted to
leave camp and go back home. I learned that being singled out sometimes
makes you feel bad even if it is for something good. I told Michael
that he should ignore what the other kids saying and stay at camp
because things would get better. And they did!
That summer I learned that singling someone
out for something good can make them unpopular. I also learned that
situations can improve if you just stick with it. |
|
Your
Score: |
Essay B
The question of what is the experience you have learned
the most from seems like an important question to me. After all,
learning is very important and is the reason I am here right now.
What is college about if not to learn. In order to get a job you
first have to learn about the world and aquire knowledge so thats
why you have to go to school for four years first. Of course, you
can learn in other places as well. In fact almost anything could
be considered a learning experience if you aproach it in the right
way. |
|
Your
Score: |
Essay C
I have never learned as much as when I try something new
for the first time. When you do something you already know how to
do, you are really just repeating the knowledge you already have.
It is only when you do something you have never done before that
you actually learn. The first day of school, the first day of a
job, your first time going rock-climbing—these are all learning
experiences. You learn new skills, discover more about yourself,
meet new people etc. Usually you aren’t very good the first you
try something but practice makes perfect as they say. I always try
to do something new when I have the chance. Learning new things
helps you develop as a person, and always gives you a sense of fulfilment.
Usually it is hard to do something new and you can easily become
discouraged. What you have to think about is that next time everything
will be easier. Learning is what life is really all about. At the
end, you can judge how well you lived by how much you learned. If
you have learned alot that means you have had a successful life
and should be satisfied with what you have done. |
|
Your
Score: |
Essay D
You wouldn’t think you could learn much from a karate
class apart from how to defend yourself, but I certainly did. Karate
gave me so much respect for myself. I truly believe I would have
turned out a very different person if I had not started taking karate
lessons at the age of twelve.
From the very first class, my teacher taught
me the importance of wearing a clean, properly arranged uniform.
I had to learn how to tie my belt in the traditional way and also
how to keep it in place while doing all the exercises. If the belt
comes undone, you are supposed to turn around to face the back of
the class while you retie it. If you look presentable, other people
will respect you, but in order to look presentable you first have
to respect yourself.
If you do poorly in an exercise, you can’t
just feel sorry for yourself or cry like a baby. You have to put
on a bold face and concentrate on doing well the next time. Nobody
is going to help you if you don’t help yourself, so it is very important
to do your best all the time. One time the kid next to me got punched
in the nose. Screaming in pain, with blood running down his chin,
I couldn’t believe how much pain he was in just because he didn’t
pay attention when he should of. This taught me how important it is
to concentrate and not let yourself get distracted. |
All in all, taking karate
lessons taught me about alot more than just how to defend myself.
It taught me how to take care of my uniform and make myself presentable.
It taught me that not paying attention can get you into much worse
trouble than just being told off by the teacher. I learned so much
in karate that I’m glad me parents signed me up for it, even though
I wasn’t crazy about getting started at the time.
Your
Score: |
Essay E
The most meaningful learning experience of my life occurred
when I helped my friend Keiko draft her first essay in English.
I expected to learn a lot about Japanese culture while helping Keiko
write about moving from Japan to America. What I did not expect,
however, was how much I would learn about my own culture. Additionally,
I was surprised by what I learned about being teacher and the experience
of working in unfamiliar surroundings.
Keiko grew up in Tokyo, a city I had always
assumed was similar to New York, my hometown and Keiko’s home for
three months. Keiko wrote about how, in Tokyo, even though it is
considered a faux pas if you bump into another person on the street,
people don’t mind being jostled on the crowded subway system. I
realized that New Yorkers tend to follow the same behavior and expect
the same sort of response from others in similar situations. What
makes New York special is the attitude people display and expect
others to display whatever the situation. Whether you are walking
through a quiet part of Central Park or struggling through a crowd
on Wall Street, people think nothing of it if you bump into them, provided
that you say “Excuse Me.”
Teaching Keiko how to write in English
showed me how much one can lean about a subject just through the
act of teaching. Helping Keiko understand the principles of English
forced me to examine many grammatical rules I had never really understood
before. For example, I never fully understood how to use a semicolon
before researching the subject with Keiko. I truly believe that
I learned as much about English as Keiko did from our lessons.
I also learned that, in the process of
completing the assignment, Keiko faced challenges beyond those posed
by learning the rules of English. If Keiko wanted to listen to the
radio, she couldn’t tune in to her favorite Tokyo music station.
If she got hungry, she couldn’t ask her mother to make her favorite
Japanese snack. Even doing research for her essay was a challenge—Japanese
libraries are set up differently from American ones, and Keiko had
to familiarize herself with a new system before she could find what
she needed. |
All things considered,
becoming a teacher to a friend in need was the most educational
experience of my life. Having faced some of the challenges they
confront everyday, I have a newfound respect for teachers and I
hope to continue teaching throughout my life.
Your
Score: |
Essay F
I have learned form many experiences, but never as much
as when I read Moby-Dick. In this story, Captain
Ahab learns that you can’t take revenge on an animal. Captain Ahab
wants to take revenge on Moby Dick for biting off his leg, but even
if he kills Moby Dick he wont have revenge. Moby Dick doesn’t know
who Captain Ahab is so he wont know he is getting revenge if he
kills him. Lots of the other characters in the book are interesting.
Captain Ahabs crew is made up of lots of different types of people,
and them getting to know each other is something that makes the book
interesting. All things considered, I have never learnt as much
as I did when I read Moby-Dick. English class is
worthwhile when you get to read such interesting stuff. Not everything
is interesting, but Moby-Dick certainly was. |
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Your
Score: |
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