| Score | Organization | Elements of Comparison/Contrast Writing | Grammar, Usage, Mechanics, and Spelling |
|
Level 4
|
The introduction contains a clearly stated thesis sentence; the body not only fully explores similarities and differences but reveals unexpected relationships through specific examples and details; the conclusion effectively ends the writing, without repetition, and contains a clincher statement; effective and varied transition words and phrases are used throughout. | The overall purpose of informing, persuading, evaluating, or entertaining is clear and consistent throughout; transition words and phrases that help to organize comparisons and contrasts have been used effectively throughout; the writing is tailored to the audience. Word choice is consistently careful and often particularly precise, powerful, or apt. | There are few or no errors in mechanics, usage, grammar, or spelling. |
| Level 3
(70-79%) |
The introduction contains a thesis sentence; the body explores similarities and differences through the use of examples and details; the conclusion brings the writing to a close; transition words and phrases are used. | The overall purpose of informing, persuading, evaluating, or entertaining is fairly clear and consistent; transition words and phrases that help to organize comparisons and contrasts have been used in most places; most of the writing is tailored to the audience. Word choice is generally precise. | There are some errors in mechanics, usage, grammar, or spelling. |
| Level 2
(60-69%) |
The introduction contains a theses sentence, but the sentence may be unclear, imprecise, or inadequate; the body explores at least one similarity or difference but does not use examples and details; a conclusion is present but it may be weak or repetitive; more transition words or phrases are needed throughout. | The overall purpose of informing, persuading, evaluating, or entertaining is not clear or consistent; the writing has few transition words or phrases that organize comparisons and contrasts; the writing often misses its intended audience. Word choice is confusing, repetitive, or imprecise. | There are several errors in mechanics, usage, grammar, or spelling. |
| Level 1
(50-59%) |
The introduction lacks a thesis sentence; the body does not develop comparison or contrasts; the conclusion is missing, contradictory, or repetitive; the writing lacks transitions. | The purpose is not clear; the writing lacks any discussion of similarities and differences; the writing is not tailored for the intended audience. Word choice is consistently confusing or unclear | Expression is blocked by numerous errors in mechanics, usage, grammar, or spelling. |