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 text. The student recognizes the importance of the setting and its effects on the cyclist. (As the setting varies on the cyclist's journey so does the tone, mood and mental and physical state of the cyclist.) Using both expressed ('strong;' 'barely noticed;' 'toiled on') and implied (set a tone of bliss and happiness; very nonchalant; determined and trusting) information to illustrate the connection between the setting and the cyclist's emotions, the student clarifies and extends understanding. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #2: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the text. The student explains how the setting affects the cyclist using some expressed information from the text (he regrets…that he listened to them {old men}; his journey…will be a lot more difficult than anticipated; decides that he will never take directions from old man ever again). Although literally answering the question, this response needs to clarify and extend understanding in order to receive a higher score.

Score for Sample Student Response #3: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the text. The student begins with the statement that "nature imagery reflects what the main character is feeling and what his thoughts are" and then provides both expressed and implied information from the text to support this idea ('serenity of an early-summer evening;' the cyclists spirits charged; 'ramshackle shed, several rusty pumps' all begin to add to the cyclists fears). The conclusion (the cyclists feelings and emotions can be pictured through the surrounding settings and nature) reiterates the student's basic premise and illustrates an understanding beyond the literal. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #4: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the text. The student lists features of the setting (big snake; barely had any water; hilly) and provides a minimal effect of the setting on the cyclist (was getting very tired) (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #5: Rubric Score 2

Annotation: This response demonstrates a literal understanding of the text. The student focuses on the setting's physical effects on the cyclist as he "struggles to end where he needs to go." Although both expressed ('over one long, crippling hill') and implied (no way of…finding another way to his destination) information are provided, this response fails to move beyond the literal. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #6: Rubric Score 1

Annotation: This brief response shows evidence of a minimal understanding of the text. The student cites "lack of water" as a feature of the setting and gives a few effects (becomes dehydration; believes he is going to die). More textual support and/or explanation is needed for a higher score. (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #7: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the text. Specific features of the setting ('ramshackle shed;' 'brackish water;' 'Welch's Grape Juice factory') and their effects on the cyclist (taunted; troubleness; bitter but determined) are supported by both expressed and implied information. The conclusion (setting makes him bitter, resentful and eager to get to a stopping point) further 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 text. The student uses some expressed and implied information to explain how the effects of the bike trip would not have been as big a problem "if the story took place somewhere else" and gives some support (he was in California, where it is hot and has desert like conditions). While some additional information (if he would have stuck to his original route) is given, to receive a higher score this idea needs to be more specifically supported and clarified to extend understanding.

Score for Sample Student Response #9: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the text. The student identifies features of the setting (hills and snakes; water shortage) and minimally explains how these features affect the cyclist (took more energy; needed more water; snakes put him in danger). (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #10: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the text. The student describes the setting "as formidable an opponent as the actual workout" and provides support for this idea (setting becomes harsher and harsher; 'sun was beginning to beat down;' cruel pump). The effects on the cyclist are interwoven throughout (sufferings continue; pummeled by his surroundings; die alone in the blistering heat). Insightful conclusions, particularly in the last third of the response (enough to destroy anyone's spirit; beaten by his surroundings), clarify and extend understanding beyond the literal. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #11: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the text. The student notes that the setting "makes it hard for the cyclist to travel down the road." The student specifies several features (no water; rolling hills; tumbleweeds; large snake) and provides some additional information about the setting's effect (constantly use his water bottles; making it tougher for him to survive). More elaboration about the effect of the setting on the cyclist is needed for a higher score. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #12: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the text. The student minimally identifies features of the setting (hot out; hills he had to ride up; tumbleweeds was blowing; snakes) and supplies a few effects on the cyclist (use a lot of energy; because there was hills; had to slow down). (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #13: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the text. The student uses three categories (inspire the speaker; cause him despair; give him relief) that divide the effects of the setting's features. Each of these is supported with both expressed and implied information ('cool pines and rushing rivers;' only to find a defunct juice factory; 'drinking deeply'). Throughout the response, the student clarifies and extends understanding to move beyond the literal (tone suggesting confidence and strong desire; setting only serves to taunt him; finds the terrain he must contend with harsh; surroundings are mocking him).

Score for Sample Student Response #14: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the text. The student describes the setting (California dessert trails; tumble weeds; 'water bottles contained only a few tantalyzing sips') and uses some expressed and implied information to explain how the setting affects the cyclist (physically and mentally; he had no water; not easy to ride a bike for miles in the dessert with no water). (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #15: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the text. Various features and conditions of the setting are provided and supported (dry desert of upper California; blistering heat; long miles). In clarifying and extending understanding, the student personifies nature (the elements seem to want to stop him; testing his determination; in an attempt to prove nature's power) and thoughtfully concludes "It was just his luck that nature wanted to make an example of him." (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #16: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the text. The student identifies features of the setting (desert; hot) and minimally explains how they affect the cyclist (thought he was gonna die of a heatstroke; dehydrating). (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #17: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the text. The student states that "the setting {made} it harder for him to make it to his destination." Both expressed ('hitting my water bottles;' 'flat road was replaced') and implied (caused him to be thirstier) information are used to provide support for this main idea. (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #18: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the text. The student describes the setting (West side of the U.S.; desert and hot) and supplies a vague effect (this guy went through a lot). (Compare to this Level 1 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 suggests that the "setting causes Kurmaskie to be affected physically and mentally" and supports this assertion by using information drawn from the selection (scorching heat; 'drop from heartstroke;' determined to reach people so he could live). In the last part of the response, the student clarifies and extends understanding beyond the literal (idea of potential death; pushed himself through the terrible conditions; pushed him to be stronger and reach his goal). (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #20: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the text. The student chronologically explains how each new part of the setting changes the cyclist's mental outlook as he "goes through many ordeals in one day." Some expressed and implied information is provided as the response moves quickly from an element of the setting to a brief effect (it is a ghost town — he chuckles; next stop — he became a little more worried; 'hitting …{his} water bottles pretty regularly' — he became a little less hopeful). Pausing to provide more textual information and to clarify and extend understanding beyond the literal would result in a higher score.

Anchor Papers used in scoring