Exceptional Achievement: The student produces \nconvincingly argued evaluation or proposal; identifies a subject, \ndescribes it appropriately, and asserts a judgment of it; gives reasons \nand specific evidence to support the argument; engages the reader \nimmediately, moves along logically and coherently and provides closure; \nreflects awareness of reader\'s questions or alternative evaluations. \nAssignment demonstrates extensive mastery of facts, skills, and \nconcepts, including concepts from different readings and authorities \nwhose ideas are examined. Writing quality in terms of grammar, \npunctuation, usage, structure, etc., as well as reader engagement is \nexcellent. Evidence of originality, creative thinking. Evidence of \nmastery of course content --- including readings and other resources.

Commendable Achievement: The student produces \nwell-argued evaluation; identifies, describes, and judges its subject; \ngives reasons and evidence to support the argument; is engaging, \nlogical, attentive to the reader\'s concerns; is more conventional or \npredictable than the writer of an exceptional assignment. Evidence of \nmastery of course content.

Adequate Achievement: The student produces \nadequately argued evaluation; identifies and judges its subject; gives \nat least one moderately developed reason to support the argument; lacks \nthe authority and polish of the writer of an exceptional or commendable \nassignment; produces writing that, although focused and coherent, may be\n uneven; usually describes the subject more than necessary and argues a \njudgment less than necessary. Less evidence of mastery of course \ncontent. Weak in terms of analysis, dealing conceptually and critically \nwith ideas.

Source: Vermont State Department of \nEducation (1991). This is My Best: Vermont’s Writing Assessment Program.\n Montpelier, VT: Vermont State Department of Education.

John F. Kennedy Module