Responses towards the optional Sitting Essay are scored utilizing a carefully designed process.

• Two differing people will read and score your essay.
• Each scorer awards 1–4 points for every dimension: studying, analysis, and writing.
• The 2 scores for every dimension are added.
• You’ll receive three scores for that Sitting Essay — one for every dimension — varying from 2–8 points.

We train every scorer to carry every student towards the same standards, those proven here. Find out more about the brand new Sitting Essay.

Have You Go ahead and take Sitting Before March 2016?

You required another Sitting. Find out how the essay was once scored.

Studying Scoring Guide

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• Demonstrates thorough idea of the origin text.
• Shows an awareness from the text’s central idea(s) as well as most significant details and just how they interrelate, demonstrating an extensive knowledge of the written text.
• Is freed from errors of fact or interpretation regarding the written text.
• Makes skilled utilization of textual evidence (quotes, paraphrases, or both), demonstrating an entire knowledge of the origin text.

• Demonstrates effective idea of the origin text.
• Shows an awareness from the text’s central idea(s) and important details.
• Is freed from substantive errors of fact and interpretation regarding the written text.
• Makes appropriate utilization of textual evidence (quotes, paraphrases, or both), demonstrating an awareness from the source text.

• Demonstrates some idea of the origin text.
• Shows an awareness from the text’s central idea(s) although not of important details.
• Could have errors of fact and/or interpretation regarding the written text.
• Makes limited and/or aimless utilization of textual evidence (quotes, paraphrases, or both), demonstrating some knowledge of the origin text.

• Demonstrates little if any idea of the origin text.
• Does not show an awareness from the text’s central idea(s), and could include only details regardless of central idea(s).
• Could have numerous errors of fact and/or interpretation regarding the written text.
• Makes little if any utilization of textual evidence (quotes, paraphrases, or both), demonstrating little if any knowledge of the origin text.

Analysis Scoring Guide

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• Provides an insightful research into the source text and demonstrates a classy knowledge of the analytical task.
• Provides a thorough, well-considered look at the author’s utilization of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) from the student’s own selecting.
• Contains relevant, sufficient, and strategically selected support for claim(s) or point(s) made.
• Focuses consistently on individuals options that come with the written text which are best to addressing the job.

• Provides an effective research into the source text and demonstrates an awareness from the analytical task.
• Competently evaluates the author’s utilization of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) from the student’s own selecting.
• Contains relevant and sufficient support for claim(s) or point(s) made.
• Focuses mainly on individuals options that come with the written text which are best to addressing the job.

• Offers limited research into the source text and demonstrates only partial knowledge of the analytical task.
• Identifies and tries to describe the author’s utilization of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) from the student’s own selecting, but just asserts instead of explains their importance, or a number of facets of the response’s analysis are unwarranted in line with the text.
• Contains little if any support for claim(s) or point(s) made.
• May lack a obvious concentrate on individuals options that come with the written text which are best to addressing the job.

• Offers little if any analysis or ineffective research into the source text and demonstrates little if any knowledge of the analytic task.
• Identifies without explanation some facets of the author’s utilization of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) from the student’s selecting.
• Or numerous facets of the response’s analysis are unwarranted in line with the text.
• Contains little if any support for claim(s) or point(s) made, or support is basically irrelevant.
• Might not concentrate on options that come with the written text which are highly relevant to addressing the job.
• Or even the response offers no discernible analysis (e.g. is basically or solely summary).

Writing Scoring Guide

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• Is cohesive and demonstrates a powerful use and command of language.
• Features a precise central claim.
• Features a skilled introduction and conclusion. The response demonstrates a deliberate and impressive advancement of ideas both within sentences and through the essay.
• Has all kinds in sentence structures. The response demonstrates a regular utilization of precise word choice. The response keeps a formal style and objective tone.
• Shows a powerful command from the conventions of normal written British and it is free or virtually free from errors.

• Is mainly cohesive and demonstrates effective use and charge of language.
• Features a central claim or implicit controlling idea.
• Includes a highly effective introduction and conclusion. The response demonstrates a obvious advancement of ideas both within sentences and through the essay.
• Has variety in sentence structures. The response demonstrates some precise word choice. The response keeps a formal style and objective tone.
• Shows a great charge of the conventions of normal written British and is freed from significant errors that diminish the caliber of writing.

• Demonstrates little if any cohesion and limited skill within the use and charge of language.
• May lack a obvious central claim or controlling idea or may deviate in the claim or idea during the period of the response.
• Can include an ineffective introduction and/or conclusion. The response may demonstrate some advancement of ideas within sentences although not through the response.
• Has limited variety in sentence structures sentence structures might be repetitive.
• Demonstrates general or vague word choice word choice might be repetitive. The response may deviate noticeably from the formal style and objective tone.
• Shows a restricted charge of the conventions of normal written British and possesses errors that diminish the caliber of writing and could hamper understanding.

• Demonstrates little if any cohesion and insufficient skill within the use and charge of language.
• May lack a obvious central claim or controlling idea.
• Lacks a recognizable introduction and conclusion. The response doesn’t have a discernible advancement of ideas.
• Lacks variety in sentence structures sentence structures might be repetitive. The response demonstrates general and vague word choice word choice might be poor or inaccurate. The response may lack a proper style and objective tone.
• Shows an inadequate charge of the conventions of normal written British and could contain numerous errors that undermine the caliber of writing.

Responses towards the optional Sitting Essay are scored utilizing a carefully designed process.

• Two differing people will read and score your essay.
• Each scorer awards 1–4 points for every dimension: studying, analysis, and writing.
• The 2 scores for every dimension are added.
• You’ll receive three scores for that Sitting Essay — one for every dimension — varying from 2–8 points.

We train every scorer to carry every student towards the same standards, those proven here. Find out more about the brand new Sitting Essay.

Have You Go ahead and take Sitting Before March 2016?

You required another Sitting. Find out how the essay was once scored.

Studying Scoring Guide

Expand All Collapse All

• Demonstrates thorough idea of the origin text.
• Shows an awareness from the text’s central idea(s) as well as most significant details and just how they interrelate, demonstrating an extensive knowledge of the written text.
• Is freed from errors of fact or interpretation regarding the written text.
• Makes skilled utilization of textual evidence (quotes, paraphrases, or both), demonstrating an entire knowledge of the origin text.

• Demonstrates effective idea of the origin text.
• Shows an awareness from the text’s central idea(s) and important details.
• Is freed from substantive errors of fact and interpretation regarding the written text.
• Makes appropriate utilization of textual evidence (quotes, paraphrases, or both), demonstrating an awareness from the source text.

• Demonstrates some idea of the origin text.
• Shows an awareness from the text’s central idea(s) although not of important details.
• Could have errors of fact and/or interpretation regarding the written text.
• Makes limited and/or aimless utilization of textual evidence (quotes, paraphrases, or both), demonstrating some knowledge of the origin text.

• Demonstrates little if any idea of the origin text.
• Does not show an awareness from the text’s central idea(s), and could include only details regardless of central idea(s).
• Could have numerous errors of fact and/or interpretation regarding the written text.
• Makes little if any utilization of textual evidence (quotes, paraphrases, or both), demonstrating little if any knowledge of the origin text.

Analysis Scoring Guide

Expand All Collapse All

• Provides an insightful research into the source text and demonstrates a classy knowledge of the analytical task.
• Provides a thorough, well-considered look at the author’s utilization of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) from the student’s own selecting.
• Contains relevant, sufficient, and strategically selected support for claim(s) or point(s) made.
• Focuses consistently on individuals options that come with the written text which are best to addressing the job.

• Provides an effective research into the source text and demonstrates an awareness from the analytical task.
• Competently evaluates the author’s utilization of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) from the student’s own selecting.
• Contains relevant and sufficient support for claim(s) or point(s) made.
• Focuses mainly on individuals options that come with the written text which are best to addressing the job.

• Offers limited research into the source text and demonstrates only partial knowledge of the analytical task.
• Identifies and tries to describe the author’s utilization of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) from the student’s own selecting, but just asserts instead of explains their importance, or a number of facets of the response’s analysis are unwarranted in line with the text.
• Contains little if any support for claim(s) or point(s) made.
• May lack a obvious concentrate on individuals options that come with the written text which are best to addressing the job.

• Offers little if any analysis or ineffective research into the source text and demonstrates little if any knowledge of the analytic task.
• Identifies without explanation some facets of the author’s utilization of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) from the student’s selecting.
• Or numerous facets of the response’s analysis are unwarranted in line with the text.
• Contains little if any support for claim(s) or point(s) made, or support is basically irrelevant.
• Might not concentrate on options that come with the written text which are highly relevant to addressing the job.
• Or even the response offers no discernible analysis (e.g. is basically or solely summary).

Writing Scoring Guide

Expand All Collapse All

• Is cohesive and demonstrates a powerful use and command of language.
• Features a precise central claim.
• Features a skilled introduction and conclusion. The response demonstrates a deliberate and impressive advancement of ideas both within sentences and through the essay.
• Has all kinds in sentence structures. The response demonstrates a regular utilization of precise word choice. The response keeps a formal style and objective tone.
• Shows a powerful command from the conventions of normal written British and it is free or virtually free from errors.

• Is mainly cohesive and demonstrates effective use and charge of language.
• Features a central claim or implicit controlling idea.
• Includes a highly effective introduction and conclusion. The response demonstrates a obvious advancement of ideas both within sentences and through the essay.
• Has variety in sentence structures. The response demonstrates some precise word choice. The response keeps a formal style and objective tone.
• Shows a great charge of the conventions of normal written British and is freed from significant errors that diminish the caliber of writing.

• Demonstrates little if any cohesion and limited skill within the use and charge of language.
• May lack a obvious central claim or controlling idea or may deviate in the claim or idea during the period of the response.
• Can include an ineffective introduction and/or conclusion. The response may demonstrate some advancement of ideas within sentences although not through the response.
• Has limited variety in sentence structures sentence structures might be repetitive.
• Demonstrates general or vague word choice word choice might be repetitive. The response may deviate noticeably from the formal style and objective tone.
• Shows a restricted charge of the conventions of normal written British and possesses errors that diminish the caliber of writing and could hamper understanding.

• Demonstrates little if any cohesion and insufficient skill within the use and charge of language.
• May lack a obvious central claim or controlling idea.
• Lacks a recognizable introduction and conclusion. The response doesn’t have a discernible advancement of ideas.
• Lacks variety in sentence structures sentence structures might be repetitive. The response demonstrates general and vague word choice word choice might be poor or inaccurate. The response may lack a proper style and objective tone.
• Shows an inadequate charge of the conventions of normal written British and could contain numerous errors that undermine the caliber of writing.