NYS Regents Examination in English Language Arts — Part 3 Rubric: Text-Analysis (Exposition)

4 points

Responses exhibit: thorough central idea or theme; thorough writing strategy analysis.

3 points

Responses exhibit: appropriate central idea or theme; appropriate or sufficient writing strategy analysis.

2 points

Responses exhibit: general or emerging central idea or theme; limited, surface-level writing strategy analysis.

1 point

Responses exhibit: unclear or confused central idea or theme; confused, inaccurate, or no writing strategy analysis.

4 points

Responses exhibit: thorough support of ideas; clear link between specific and relevant evidence and central idea or theme.

3 points

Responses exhibit: sufficient support of ideas; reasonable link between adequate evidence and central idea or theme.

2 points

Responses exhibit: attempted support of ideas; emerging link between partial, inconsistent, or inaccurate evidence and central idea or theme.

1 point

Responses exhibit: minimal or no support of ideas; little or no evidence.

4 points

Responses exhibit: clear and appropriate focus on task; logical organization of ideas; precise language and sound sentence structure.

3 points

Responses exhibit: acceptable focus on task; acceptable organization of ideas; appropriate language and sentence structure.

2 points

Responses exhibit: lack appropriate focus on task, but suggest organization of ideas — or — suggest a focus on task, but lack organization of ideas; basic, inappropriate, or imprecise language.

1 point

Responses exhibit: little or no focus on task; little or no organization of ideas; predominantly incoherent, or copied language — or — minimal original writing, making assessment unreliable.

4 points

Responses exhibit: considerable control; rare errors that do not hinder comprehension.

3 points

Responses exhibit: partial control; errors that do not hinder comprehension.

2 points

Responses exhibit: emerging control; errors that hinder comprehension.

1 point

Responses exhibit: lack of control; errors that make comprehension difficult — or — minimal original writing, making assessment unreliable.