The following 20 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the texts. By focusing on the author's insistence that her son maintain his language skills, the student provides a well-developed argument in favor of the bottom picture. Expressed information from the essay ('so as not to lose language;' 'inside the tube, {they} can't describe it;' 'translucent walls and ceiling') combined with implied information (the author's want for descriptions…can be addressed with this photograph; description given by Joseph, which makes the author happy; the mother's constant underlying worry for her son is explained) provide support. The explanation of the stairwell simile and the comments about the sea's magnificent power help to clarify and extend understanding beyond the literal. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #2: Rubric Score 2

Annotation: This response demonstrates a literal understanding of the texts. The student describes how both photographs are used to explain ideas in the text (what it looks like to be in the tube; even though the picture is black and white I can see colors; makes me think of the boys home from the mainland…wanting to become part of the waves). The student uses some expressed ('The magic tones…') and some implied information (relate to the emotion of surfing and the young men who do it); however, more information and extended understanding are needed for a higher score. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #3: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the texts. The student does not choose a photograph but simply provides a brief description of both photographs (group of boys getting their surf boards together; group of men surfing), thereby indicating that some meaning has been derived from the texts.

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the texts. The student uses a thematic approach (the magic the author's son finds in surfing is not blatantly apparent to her) to explain why the top photograph best expresses the ideas of the essay. The student describes the photograph (older teenage boys standing nonchalantly on a beach), evaluates the pose (the boys aren't doing anything special), and supports his choice with appropriate text references ('You can describe it;' 'Why don't you go home and read?'). The student moves beyond the literal not only in the recognition of the mother's frustration ('don't do their homework;' 'home for Thanksgiving'), but also in the rhetorical questions (This is what they leave a college education for?) and the acknowledgement of the author's point of view (eventually changes). (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #5: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the texts. The student chooses the Varie photograph and connects a few details from the essay to the photograph (had on their bathing suits; had black hair), showing that some meaning has been derived from the text. (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #6: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the texts. The student chooses the bottom photograph (a young man surfing under a massive wave) and explains how this picture communicates a similar idea in the essay (author describes her son riding waves). Additional information is given to describe the similarities ('raw mountains;' a wave, a bay, and a beach). While the conclusion provides a brief comparison of the photographs (other picture has 4 boys at a beach), this idea is not developed. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #7: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the texts. The student uses several different techniques to show how the photograph and the essay are connected. The student evaluates the situation (shows how awed and speechless the boys became; view it as their source of freedom; their getaway), addresses the audience's point of view (the reader wonders if the boy in the picture feels the same way; allows the reader to understand their extremely elated feeling), and recognizes the author's intentional use of literary techniques that better connect the picture to the story (tubular image is constantly repeated; the fact that they can't describe what its like; emphasis on the boy's description as a chamber, green room, pipeline, or time warp). Even the conclusion, which compares and contrasts both photographs, clarifies and extends understanding beyond the literal. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #8: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the texts. The student combines information from both the picture and the essay (cleary see the inside of a pipeline; above water and below it at the same time; every angle of his body forms into a V shape which "A Sea Worry" talked about) to support the choice of the bottom photograph. Because much of the information is either general (can also feel more of the surfing experience), repetitive (danger of surfing; you could get an idea of how dangerous surfing really is), or in need of more support (you can get a sense of how unreal or magnificent it is) and because there is no understanding beyond the literal, this response remains at the score level "2." (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #9: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the texts. The student chooses the bottom photograph and minimally explains how the photograph expresses ideas in the essay (exemplifies how the thrill that surfing gives these boys). Note: the personal example at the end (stepping; performing in front of people) while possibly relevant, is not adequately supported.

Score for Sample Student Response #10: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the texts. The student compares the second photograph with basic concepts found in the essay (magic tubes; religious revivalism; exhilaration; threat of the ocean; surfing position). Expressed and/or implied information supports each idea. To clarify and extend understanding, the student uses an analogy (reminiscent of a baptism), notes the subtleties of the texts (the exhilaration, but carefulness the boys feel when they are surfing are also shown here; boy looks calm, he knows the threat of the ocean is ever present), and provides an insightful conclusion (the photograph is really a picture version of the story, giving detailed imagery to all the feelings and senses the reader imagined).

Score for Sample Student Response #11: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the texts. The student chooses the second picture and minimally explains how it reflects an idea from the essay (surfing being addictive). The student then describes the first picture (just boys holding surfboards) and states that "it doesn't have a lot to do with the article." (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #12: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the texts. Expressed information (boys explained the experience of being inside a tube; describing the tube as a stairwell in an apartment) is combined with some implied information (if you dig deeper you realize the actual surfing is more important; the parents didn't understand the significance of riding waves) to explain how the second photograph depicts ideas expressed in the essay. Although the student recognizes that "before the boys explained the experience of being inside a tube, the parents didn't understand the significance of riding waves," a more thoughtful, supported conclusion is needed for this response to receive a higher score. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #13: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the texts. The student chooses the second photograph and provides an explanation of how the photograph shows the essence of the essay (green and turquoise waves; grandiose height and depth; visual window inside of the wave). The student uses expressed and implied textual information ('the magic ones;' the surfer being more of a silouhette bowing down; provides an explanation for the reverence the boys felt for the sea; 'the addiction') as support for these ideas. The evaluation of surfing (taking risks and knowing the worst of what could happen; this unique sport) and the thoughtful conclusion (also depicts the silence felt and shared by the surfers, as a photograph is silent homage to an emotion that can [can't] be described accurately in any other manner) help to extend understanding beyond the literal. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #14: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the texts. The student does not choose a photograph; however, a minimal description of both photographs is provided (a picture of a boy body surfing; shows the boys when they were done), demonstrating that some meaning has been derived from the text. (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #15: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the texts. The student compares both photographs to the essay, using some expressed and implied information (boys standing on the beach; nowhere…is just standing around glorified: story is all about the action; a surfer actually doing what he loves; talent and passion in the surfing sport). The first picture/essay comparison (boys standing) is very brief and the second picture/essay similarity (describe the feeling of surfing) is very general (so amazing; how extraordinary). To receive a higher score, the student needs to include not only more specific support from the texts, but also some insight that would extend and clarity understanding beyond the literal. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #16: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the texts. The student recognizes both the dangers of surfing and the beauty/love of surfing as expressed in both the essay and the second photograph. These ideas are supported by specific expressed information ('tall waves throw surfers;' 'undertows have snatched them away;' the surfing 'tubes;' 'everything is water all around you but you are dry') intertwined with implied information (emphasizes both what surfing is like and what ca{n} become of it; author identifies each of the dangers; can feel the emphasis on the power and danger of the waves). The analysis of the photograph (emphasizes this dangerous nature by creating a sense that the wave could crash at any moment; dark clouds create an eery atmosphere; effectively uses its imagry {imagery} to create the danger of surfing) helps to extend and clarify understanding beyond the literal.

Score for Sample Student Response #17: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the texts. The student compares an idea from the essay (wave forming a sometimes clear tube) to a description of the bottom photograph (a boy surfing in a somewhat clear tube). The last sentence (tube does look peaceful but also somewhat scary) also demonstrates that some meaning has been derived from the reading.

Score for Sample Student Response #18: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the texts. The student uses expressed text to support how the photograph communicates ideas found in the essay ("making a tube or 'chamber' or 'green room' or 'pipeline' or 'time wrap;'" 'the best thing…is when you are in the middle of the tube, and there is water around you but you're dry'). While some implied information also is given (the author frequently depicts the tubes as a intriging object; vividly describes the tubes and the feeling surfers get when they ride the waves), these ideas are neither fully explained nor clarified. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #19: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the text. The student addresses the demands of the question by first comparing the top photograph to the essay, noting (it does not show anything about actual body surfing. It merely shows people who are maybe about to surf or just finished surfing). The student then describes the bottom picture (shows the people surfing through a huge wave; the body structure and movement of the surfers; presents visual details) and uses expressed and implied information to compare it to the essay and to extend understanding beyond the literal ('some taking the wave to the right and some to the left, their bodies fishlike;' 'like a stairwell in an apartment building;' the worry that surfers may have about the risk that they take; easy to see the plight of surfers; explains further the experiences of surfers; appeals to visual learners). (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #20: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the texts. A brief reason for the choice of the top photograph is given (the essay talks about young boys surfing, and the top picture shows young boys with surfing boards), and a brief mention of the bottom picture is supplied (has a young boy surfing through a wave). The last idea (but it doesn't represent the article) is unsupported.

Anchor Papers used in scoring