The following 8 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. Although fragments of basic ideas are presented (because they don't want them to fall asleep at the wheel that late at night; younger drivers need to learn to stay awake & be responsible for the car at all times & this helps them learn it), the ideas are skeletal and incomplete.

Score for Anchor Paper #2: Rubric Score 1

Annotation: Only minimal knowledge is demonstrated by this response. Skeletal and incomplete ideas are given (so new drivers aren't out all night; when someone gets thier driver's license they should be able to go where they want when they want).

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of teen driver restrictions. Basic ideas (puts restrictions on younger drivers because they are still new and inexperienced; driving late at night can be hazardous due to tiredness or other drivers who could be intoxicated; provide a reasonable curfew that keeps teens out of trouble) are provided with a little support (they are somewhat annoying).

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of teen driver restrictions. Basic ideas (teenagers are new and more reckless drivers; Especially at night when they are hanging out with their friends; more likely to have alcohol with them at night when their with their friends) are supplied with a little support (helps make the roads safer for other people).

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows some understanding of teen driver restrictions. Concepts are accurate and supported (those under age 18 are relatively new to driving; young drivers are infamous for their high fatalities in car crashes; these restrictions are not only reasonable but imperative for the safety of all drivers). Some evidence of higher order thinking skills is demonstrated through appropriate application of analysis (car crashes often resulting from drukeness, distractions, or panic in a traffic situation) and of constitutional principle (unethical and unconstitutional for anyone to infringe on public safety, therefore potentially dangerous teenage drivers may be subjected to special driving restrictions).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of teen driver restrictions. Accurate concepts are supported (states will often place restrictions on younger drivers; ensure the safety of both the drivers and everyone else around them; younger drivers tend to be more easily distracted and more aggressive). Appropriate application of analysis and abstract governmental principle (the government is exercising concern for its public's safety; if parents are not responsible enough to ensure their child's safety and that of others, than the government ought to be) shows some evidence of higher order thinking skills.

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response shows understanding of teen driver restrictions. The student provides accurate and well-supported concepts (protect both them and the rest of the populace; already a dangerous time for adult drivers because visibility is low, glare from other cars is especially confusing; clouded by exhaustion). Powerful evidence of higher order thinking skills is demonstrated by extended and integrated application of analysis, evaluation, and cause-and-effect reasoning (teenagers…have hormones that make them happy; but the part of the brain that calculates risks has not fully developed; are more likely to take risks; add a teen driver into the mix, an inexperienced one…and you have a recipe for disaster; restrictions protect, not just teens, but other drivers).

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response shows understanding of teen driver restrictions. Accurate concepts are well supported (many drivers, when young, are inexperienced and have shown to make poor decisions; roads are harder to see and judge at night, causing unsafe driving conditions for inexperienced drivers). Extensive application of analysis and evaluation, integrated with cause-and-effect reasoning (poor decisions, especially when under the influence of alcohol or drugs, as evident by the number of accidents; teens are more likely to go out partying during the night and this urge to party is restricted; laws are helpful to parents when setting limits; creating a curfew takes the anger away from the parent; allowing for a healthier relationship), provides powerful evidence of higher order thinking skills.

Additional Scored Student Responses