The following 7 Anchor Papers represent a range of score points and are used in conjunction with the rubrics to assess student responses.

Score for Anchor Paper #1: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of basic ideas are provided (pass laws; no littering; 50 dollar fine), but the ideas remain skeletal and incomplete.

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Although a few fragments of basic ideas are given (start an investigatien; a campaign saying safe the river), these ideas are general and incomplete.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of governmental actions that could be taken to lower pollution levels. The student supplies basic ideas (enforce pollution laws; make sure manufacturing businesses are not dumping their waste; put fines in place) with some support (fines would make people think about polluting; enforcing the laws would help catch people that are polluting).

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of governmental actions that could be taken to lower pollution levels. Basic ideas are provided (pass a new law; create a high fine) with a little support (a certain pestiside cannot be used in the area; a $1,000 fine), and a key idea is then completed. (No one wants to pay for anything unessasary, so no one would pollute.)

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows some understanding of governmental actions that could be taken to lower pollution levels. Concepts are accurate and supported (offer tax breaks to factories who dump less; encourage volunteers to help pick up trash; shut down some factories that dump too much). Some evidence of higher order thinking skills is demonstrated through an evaluation of why tax breaks might work best (big companies will do anything to save money; you can't force people to volunteer; shutting a factory down could hurt the town's economic interests).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of governmental actions that could be taken to lower pollution levels. The student provides accurate concepts (create a law regulating the allowed pollution; Money could be given to organizations who help clean up the river; create a special group). Some evidence of higher order thinking skills is shown through an analysis of the future effects of current action (government could clean the river up; it may become polluted again; over time the law can help prevent pollution in all the rivers).

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response shows understanding of governmental actions that could be taken to lower pollution levels. Accurate concepts are well supported (introduce legislation placing new limits on the amount of waste; close off all activities within a mile on either side of the river; form a temporary river cleanup crew). Powerful evidence of higher order thinking skills is demonstrated through a layered analysis of why finding a long-term solution is most advantageous (Banning activities near the river…would cause protest from Maryland citizens and hurt the economy; cleaning the river…would only be a temporary solution; Only by introducing new legislation will the state…take control of the situation within a reasonable amount of power and find a longer lasting solution).

Additional Scored Student Responses