Contains little or no support for claim(s) or point(s) made. Identifies and attempts to describe the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing, but merely asserts rather than explains their importance, or one or more aspects of the response’s analysis are unwarranted based on the text. Offers limited analysis of the source text and demonstrates only partial understanding of the analytical task. Focuses primarily on those features of the text that are most relevant to addressing the task. Contains relevant and sufficient support for claim(s) or point(s) made. Competently evaluates the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing. Offers an effective analysis of the source text and demonstrates an understanding of the analytical task. Focuses consistently on those features of the text that are most relevant to addressing the task. Contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made. Offers a thorough, well-considered evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing. Offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task. Makes little or no use of textual evidence (quotations, paraphrases, or both), demonstrating little or no understanding of the source text. May contain numerous errors of fact and/or interpretation with regard to the text. Fails to show an understanding of the text’s central idea(s), and may include only details without reference to central idea(s). Demonstrates little or no comprehension of the source text. Makes limited and/or haphazard use of textual evidence (quotations, paraphrases, or both), demonstrating some understanding of the source text. May contain errors of fact and/or interpretation with regard to the text. Shows an understanding of the text’s central idea(s) but not of important details. Demonstrates some comprehension of the source text. Makes appropriate use of textual evidence (quotations, paraphrases, or both), demonstrating an understanding of the source text. #English essay grader free
Is free of substantive errors of fact and interpretation with regard to the text. Shows an understanding of the text’s central idea(s) and important details. Demonstrates effective comprehension of the source text. Makes skillful use of textual evidence (quotations, paraphrases, or both), demonstrating a complete understanding of the source text. 
Is free of errors of fact or interpretation with regard to the text.
Shows an understanding of the text’s central idea(s) and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text.Demonstrates thorough comprehension of the source text.We train every scorer to hold every student to the same standards, the ones shown on this page. There is no composite SAT Essay score (the three scores are not added together) and there are no percentiles.
You'll receive three scores for the SAT Essay-one for each dimension-ranging from 2–8 points. The two scores for each dimension are added. Each scorer awards 1–4 points for each dimension: reading, analysis, and writing. Two different people will read and score your essay. Responses to the optional SAT Essay are scored using a carefully designed process. Note: While the SAT Essay has been discontinued, it is available for some of our state partners who require the essay as part of SAT School Day administrations.
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