A Score of 8-9:
Contains accurate and perceptive analyses of both the similarities and differences in the poems. Presents the speakers' similar attempts to derive inspiration or knowledge from a star, yet makes clear their different applications. Discusses thematic contrasts such as emotion and intellect, or romantic and scientific. Includes effective references to significant stylistic elements of the poems, such as diction and imagery, making at least implicitly some meaningful connection between theme and style. Demonstrates stylistic maturity by an effective command of sentence structure, diction, and organization. May have flaws, but reveals writer's ability to choose from and control a wide range of the elements of effective writing.
A Score of 6-7:
Reveals an understanding of the poems -- their various similarities and ways in which they differ -- but compared with the best essays, the discussion of the meaning of either or both poems is less precise or the treatment of the stylistic elements is less effective. May do very well on one poem, but less well on the other. May exaggerate the speakers' attitudes or discuss somewhat narrowly the meaning of the poems. Well written in an appropriate style, but with less maturity than the top papers. Some lapses in diction or syntax may appear, but the writing demonstrates sufficient control over the elements of composition to present the writer's ideas clearly. Statements are supported by relevant evidence, but with less specificity or effectiveness than in essays in the 8-9 range.
A Score of 5:
Addresses both the similarities and differences in the poems, but may make some superficial or inaccurate generalizations about the meaning of one or both poems, and treatment of the stylistic devices may be somewhat vague or mechanical. Adequately written, but may demonstrate inconsistent control over the elements of composition. Organization is evident, but may not be fully realized or particularly effective.
A Score of 3-4:
Addresses the similarities and differences of the poems but discusses either or both poems ineffectively or inaccurately. May make valid observations about the poems without providing adequate support for those observations. May mention the basic similarities but miss or badly oversimplify their differences. Treatment of the poetic devices may be either weak or irrelevant. Writing is sufficient to convey the writer's ideas, but suggests a weak control over diction, syntax, or organization. May contain significant flaws in grammar or consistent spelling errors.
A Score of 1-2:
Reveals a fundamental misunderstanding of at least one of the poems or concentrates on far-fetched interpretations of the meaning of the stars. May respond to the question and make accurate observations about one or both poems, but supplies poor or no evidence for assertions. Unacceptably brief or poorly written on several counts. Writing reveals consistent weaknesses in grammar or another of the basic elements of composition.
