He could have written in a subplot about how a family saves its child from a genetic disease, according to Lewis. Her argument is logical because she raises a good point. The student consistently uses clear phrasing and simple but precise diction. The student could improve his or her response by including a greater variety of sentence structures; using sentence structures that are more sophisticated may allow the student to convey a more complex and nuanced analysis of the source material.
Things like conccusions, broken bones, and diseases like CTE. Some kids after high school play college. At this level they are stronger so if they keep getting injured their injuries could be chronic or con lead to death because of the damage to the brain. This passage talks about how the damage of the brain is caused by hard tackles and the lack of protection to the players. Players after death have show CTE which is a disease to the brain by bruising it, some players at early ages have shown the brain of an elderly person such as 80 — 90 years old.
The author uses facts from people who had brain damaged or people who died from playing football. This author used lots of facts and true history to support his claim of banning football. Reading the response, one cannot help but feel that the student simply wrote summarizing sentences while reading through the source text.
The information in paragraph 1 alone is enough to raise alarm in even the staunchest football advocate. Moreover, the way Meyer presents the information hints at the severity and pervasiveness of football-related head injuries: five deaths are recounted in as many sentences. Meyer does not just rely on tragic personal accounts to drive home his central claim. He invokes statistics and medical diagnoses to heighten the emotional impact of the deaths discussed throughout the article.
Even if the tragic personal anecdotes were absent from the article, fact alone would appall the reader. In paragraph 2, Meyer reveals that CTE, a pervasive football-related head injury, does not just kill the players it effects, it also drives them to insanity.
The multiple accounts of football player deaths because of CTE would raise concern in any compassionate reader, yet the staggering statistics relayed in paragraph 4 horrify. These statistics cause the reader to question how a sport can be condoned if it kills approximately ten high school students and causes 50, serious injuries each year.
Moreover, these same elements, conveyed persuasively by the author, justify his central claim—football must undergo radical changes to better ensure the safety and mental wellbeing of its players. After all, no rational modern society should trade human life for entertainment. This response demonstrates a clear understanding of the prompt.
The student displays mastery of the analytic task. Nevertheless, it is an ideal for which students can strive. Sentence structures are sophisticated and varied, as is the use of vocabulary staunchest; insidious manifestation; resoundingly. Chloe Medosch seems to be like a friendly environmental person because she talks about how she cares about the animals life and the fact that some animals live in trees and if the trees are dying the animals life can be in danger.
She mentions Canaberra Australia and how the population is projected to double. She also mentions that due to that terrestrial environment could occure, what does she mean by saying that? Does she say it to notify us that something bad is going to happen or is it to let us know that a good change is going to occur?
The author also mentions in the passage that they are getting data about how fast the new trees are growing and how the old trees are being taken down or dieing. She mentions how we can save the trees not only for the animals but also for us because we need the oxygen.
She talks about how we can develop strategies with the research available on how to protect old trees and how to help trees to grow. The student can improve by focusing very carefully on the title and the first few paragraphs of a source text in order to make sense of it. The response is mostly summary; the student needs to more thoroughly interpret the author's use of techniques.
The student begins to do this by mentioning the author's use of data, but ends up summarizing the data rather tahn analyzing why the author thinks that the data will persuade the reader. The student is "questioning the text," as evidenced by the interior questions in the second paragraph.
As the student prepares for the SAT Essay Test, however, he or she must instead write claims and then support those claims with evidence from the text. The student should also work on sentence structure and punctuation in order to avoid run-on sentences. Medosch is very persuasive that people need to work together on saving trees or planting them.
Medosch uses data from a study in Canberra, Australia where they figured out the average number of trees, and how much they were dying or getting taken out, and how fast the younger ones were growing. Then they predicted what would happen if everything kept going just the same, and they found out that trees with hollows could decline 87 percent over the next years.
Or they could even die out within years. So we have to face the reality of the numbers. Medosch also uses reasoning to make her case about trees. The reader can see that there is a solution. Finally, Medosch uses emotional facts and words to bring the reader on board.
At the very beginning she says that we need the old trees for oxygen, but also animal species depend on hollow trees for living. Mentioning these animals, plus ourselves and the oxygen, makes the reader feel that the trees are important and feel anxious about losing them. Trees are important, not just to birds and animals but to all of us. When our cities grow and take over areas with large, old trees, we need to think about the future. Chloe Medosch uses powerful writing strategies to make us want to save trees and plant new ones.
The student demonstrates a strong understanding of a passage that includes complex numerical concepts such as extrapolation. The student successfully accomplishes the analytic task. The essay is clear and well-structured. The various points are helpfully organized into paragraphs, with functional introductory and concluding paragraphs.
The concluding paragraph, however, is mostly a restatement of previously made points, and the essay as a whole suffers from repetitive sentence structure Medosch uses data; Medosch also uses reasoning; Finally, Medosch uses emotional facts and in this respect would be improved by greater variety in syntax. The student could also improve by using more sophisticated diction. For example, saying, "in addition to" rather than "plus" sounds more academic.
In this essay, the author focuses on appeals to emotion and the use of facts to persuade readers of his or her claim. In particular, the author relies on diction to relate to the reader in a humorous manner that undermines the validity of personality tests. The author uses diction in this paragraph to connect with the audience; he or she creates a friendly and entertaining tone that helps readers identify with his or her perspective. By engaging with the reader in this way, Stubborn Mule strengthens the overall argument.
In addition to connecting with the audience on a personal level, the author also uses facts and scientific evidence to persuade readers of his or her point. Stubborn Mule does not seem dedicated to exploring how or why these tests are more accurate indicators of behavior. Instead, he or she seems to express only his or her frustration and fails to build a solid counterargument to the legitimate value that personality tests offer.
Throughout the essay, the author uses diction to create a connection with the reader. To compensate for this shortcoming, Stubborn Mule builds a convincing argument with his use of facts and reasoning. The response could. For example, the student says that By referencing a well-known psychological study, Stubborn Mule provides compelling evidence that people easily relate to any personality type, regardless of its origin or accuracy , a point that could have been explained more fully.
Even so, the overall analysis is clear and perceptive. Writing: 4 The response is well organized, with a central claim, logical flow of focused ideas, and clear transitions. Diction and sentence variation are excellent; for example, the student discusses what in the passage further undermines the efficacy of personality tests , and determines that a strategy is less effective because its inclusion is insincere.
Gaposchkin acknowledges counterarguments, provides examples of industries that rely heavily on liberal-arts disciplines, and uses logical reasoning to convince readers that liberal arts are important in their own right. One key strategy employed by Ms. Gaposchkin in relaying her opinion is the recognition of other viewpoints. Their inclusion provides a logical springboard for Ms. When Ms.
Gaposchkin presents her own argument, she uses a strongly logical approach. The logic here supports the central claim and candidly retorts the counterpoints she concedes throughout the essay. Another strong point of Ms. The list includes several sectors that are recognized as major contributors to a strong economy. Gaposchkin mentions that many STEM-centric business also rely on nontechnical employees. By utilizing examples in this way, Ms. Gaposchkin shows that her premise is applicable to the real world.
Throughout her essay, Cecelia Gaposchkin argues that liberal arts are a valuable course of study. Though some of her points are rather weak, the overall essay does a good job convincing readers of the main premise. The use of examples and logical reasoning are especially helpful in persuading the audience. Most importantly, however, Ms. Gaposchkin creates a sense of debate by continually referring to counterarguments.
Her use of logic and examples directly responds to each counterargument. This style thoroughly convinces the reader of her thoughtful analysis. For example, the student reflects on how the use of counterarguments make the essay feel like a debate. Analysis: 4 The student identifies three main persuasive strategies used in the essay and discusses the value of each using specific examples from the text.
Writing: 4 The writing is sophisticated. The student makes a few minor mistakes. Shyam Sundar discusses several facets of the fake news phenomenon and provides reasons for its power in the age of digital media. Sundar relies heavily on logical reasoning, but also presents evidence in the form of scientific studies performed by himself and other researchers. To begin his evaluation of fake news in the media, Mr. Sundar takes a historical approach. He examines the rise of the internet and the presence of news media prior to the popularity of online new outlets.
This provides compelling evidence for the role of the internet in propagating fake news. Sundar uses the information presented early on and builds on the facts using logical reasoning. Sundar adds, rarely check the veracity of the news they share.
He reasons that, in this way, people are exposed to a variety of news sources, many of which are fake. This strategy helps the reader understand why online media is a cesspool of misinformation; it provides context for Mr. Approximately half of Mr. Here, Mr. Sundar considers another reason why people believe fake news: personalized news feeds.
The research here exposes bias in the way many people interpret news sources and easily convinces the reader that social media and online media in general engenders this kind of bias. He uses multiple strategies that effectively assure the audience of his argument. His use of historical information and facts regarding the current state of news culture show the reader how and why fake news has become so prominent. Finally, Mr. The student also correctly identifies the connection the author makes between personalized news feeds and bias.
However, while the essay primarily offers reasons that people are vulnerable to falsehoods on social media, the student reads. Regarding the first, the student is somewhat clear describing the role of logic: if gatekeepers are bypassed, more fake facts will appear. The student is more explicit about the effectiveness of referring to authoritative research that exposes bias in the way many people interpret news sources and easily convinces the reader that social media and online media in general engenders this kind of bias.
Writing: 4 The student response is very well-written. It is free of errors in grammar or punctuation, well-organized, and uses sophisticated vocabulary such as prominent, rigorously, and engendered. Evaluation Reading: 1 The response indicates that the student absorbed the main idea and some details of the text.
Writing: 2 The writing includes clear and coherent topic sentences and a variety of sentence structures. Evaluation Reading: 4 The response demonstrates that the student has an excellent understanding of the passage. Writing: 4 The student makes good use of transitional phrases to express connections between ideas fluidly i.
Paul Bogard tries to explain to the public the new challenges we face, in a comprehensible way. Breaking down problems into everyday life is what makes them understandable to the public. Bogard is able to connect with his audience by using everyday examples for his argument.
Most members of the average public are not science or english majors. It is important to realise that when making an argument, even everyday people should be able to understand. Paul Bogard perfects the idea of crafting an complex argument that is easy to understand. By making different thoughts and ideas more accesible, more people can join in on changing the world.
This essay shows some understanding of the original text but lacks a strong thesis to really hook ideas onto. Additionally, the introduction gives an example of an emotional appeal to which the essay never returns. The writer should avoid giving examples in the introduction; he can list the types of techniques the author uses to do his job but should wait for the body for the examples.
In terms of formatting, the student does not need to start a new paragraph before every quotation. Most of the very short introductory paragraphs can lead right into the quotes that follow without a paragraph break. Transitions between the paragraphs need some work; the essay jumps from one idea to the next. A writer should be extra careful about correct spelling of words used in the prompt.
This recent study of Internet search data suggests that parents may hold different expectations for their children based on gender; it appears that parents maybe want their girls thinner and their boys smarter. The data on the search is accurate, but is the explanation? Do parents hope for different things for their sons and daughters? Read and carefully consider these perspectives. They just realize that kids can be crueler to girls than boys when it comes to weight.
Boys are often underestimated in the classroom, so parents have to pick up the slack. Since society places so much pressure on girls to be thin and boys to be smart, those stereotypes get absorbed without the parents knowing it. In your essay, be sure to:. Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, support your ideas with logical reasoning and detailed, persuasive examples.
What insights do they offer, and what do they fail to consider? Why might they be persuasive to others, or why might they fail to persuade? Your own knowledge, experience, and values. What is your perspective on this issue, and what are its strengths and weaknesses? How will you support your perspective in your essay? Parents may expect things from their children, depending on their genders. Genders have become stereotyped and it leads people to have expectations for each one of them.
Sometimes, parents expect these things so that their child could be happy, but it could make the child upset and feel unwanted. Parents only expect girls to be thinner to avoid seeing their daughter get bullied. Peers can be more harsh to fat girls than they can be to fat boys. Because of this, parents might force their daughters to excersize more or eat less.
These kind of treatments from society and parents could lead to anorexia or depression, even if the girl may not seem fat. People should only pay attention to themselves. Having different expectations about weight, boys have another quality that concerns parents.
Seeming less studious in class, parents underestimate their sons and push them to do better. Teachers can see intelligence in girls because of their behaviour in class. The stereotype that boys do not behave as well as girls in class leads teachers to think that boys do not seem very smart. Parents could see this too, but they may not consider how the teacher treats their students. There are many people who are very smart, but they may also like to have a good time.
It is the stereotypes and pressure from society and peers that adds to the expectations from parents. Parents can absorb thoughts from others without realizing it. Their standards start to hurt the child because of what peers think. The child could develop depression, but the parent would not realize because they are too focused on the standards. Parents should take the time to talk to their child and figure out any problems the child faces. Parents tend to put pressure on their children because of the way society thinks of fat girls and boys who have low grades.
Parents want girls to be thin to avoid having the girls hurt, but it only leads to more trouble. Stay on message. There is some attempt on the part of the writer to develop his ideas e. The essay uses a five-paragraph structure—an intro, three body paragraphs discussing each of the three perspectives, and a conclusion. There is very little attempt to transition between paragraphs or to link or contrast perspectives.
Each body paragraph seems to stand alone. Avoid wordiness. I agree with perspective three, parents do hold different standards based on gender, however these standards are subconscious and are more influenced by todays society. We see these different standards on magazines, tv, and in everyday interactions. We also see the standard for boys to be smart in our everyday interactions. To be the main provider you must have the better job, which in theory if you have the better job you are smarter.
Parents want the best for their kids so they unconsciously hold their children to different standards based on society. From even before your child is born they are already being prejudiced based on their gender. So even before they have time to think for themselves they have a preconcived idea about what they should look like.
All they are focused on is what they can do to look like that. Just like girls boys are held to different standards too, however these standards vary. Unlike girls, boys are held to higher academic standards. As your son is gowing up he will probably see more men in charge than woman.
You want your child to be happy and successful. Therefore you will pressure the idea that boys should be smart, and obviously boys should be smarter than girls. Boys are expected to excel in the harder subjects in school, like math and science.
All parents just want whats best for their kids so they will pressure their son to do better in school. Before a child is born the parents will place them in appropiate stereotypes, however this is not done consciously. Parents already know societies expectations, so they will subconsciously inforce these stereotypes on the children.
Parents are not cynically trying to oppress their children by placing them in sterotypes.
In your essay, you should demonstrate that you have read the passage carefully, present a clear and logical analysis, and use language precisely. Your essay must be written on the lines provided in your answer booklet; except for the planning page of the answer booklet, you will receive no other paper on which to write. You will have enough space if you write on every line, avoid wide margins, and keep your handwriting to a reasonable size.
Remember that people who are not familiar with your handwriting will read what you write. Try to write or print so that what you are writing is legible to those readers. You have 50 minutes to read the passage and write an essay in response to the prompt provided inside this booklet. The student responses provided in the following set illustrate common score combinations earned on the redesigned SAT.
Each response has received a separate score for each of the three domains assessed: Reading, Analysis, and Writing. The scores are presented in order by domain directly preceding each sample essay. Scores for the samples provided below were assigned on a scale according to the redesigned SAT Essay Scoring Rubric. The essay must be over words in length. The sample SAT Essay must use scholarly examples.
There should be two or three examples with at least one from literature. Examples from history are also good. If an essay uses primarily personal experiences it is not a good guide to helping you learn as SAT graders don't score these as highly as essays that use content learned in school. The essay must be organized into paragraphs. At the minimum there is an introductory paragraph with at least a sentence or two.
Then one paragraph to cover each example. And often a short conclusion. If the essay has paragraphs that cover multiple examples it won't score as well and won't serve as a good example for your learning. The essay must make its points explicitly. If you are reading a sample SAT Essay that you must read between the lines to get or re-read in order to understand it is not a good sample for you to learn from.
The essay must come with a prompt so that you can see what it takes to follow the prompt. If the essay is given as an example without this critical piece of information there is little you can learn from it. Open navigation menu. Close suggestions Search Search.
User Settings. Skip carousel. Carousel Previous. Carousel Next. What is Scribd? SAT Sample Essays. Document Information click to expand document information Description: For a sample SAT Essay to be a good guide in helping you study it must fit each of the following criteria. Original Description Sample essays.
If you've written a practice essay for practice test 4 and want to see what essays of different score levels look like for that particular prompt, you can go there and look at eight real student essays. This prompt comes from the College Board website.
This prompt comes from Khan Academy , where it is listed as an alternate essay prompt to go along with Practice Test Gerard builds an argument to persuade his audience that American colleges and universities should be affordable for all students. The Official SAT Study Guide editions published in and later available online for free contains all 10 of the previously mentioned practice tests at the end of the book. In the section about the new SAT essay , however, there are two additional sample essay prompts accompanied by articles to analyze.
Goodman builds an argument to persuade his audience that news organizations should increase the amount of professional foreign news coverage provided to people in the United States. Summers builds an argument to persuade his audience that plastic shopping bags should not be banned. Ready to go beyond just reading about the SAT?
Designed and written by PrepScholar SAT experts , our SAT program customizes to your skill level in over 40 subskills so that you can focus your studying on what will get you the biggest score gains. Now that you have all the prompts released by the College Board, it's important to know the best way to use them.
Make sure you have a good balance between quality and quantity, and don't burn through all 14 of the real prompts in a row— take the time to learn from your experiences writing the practice essays. This doesn't just mean identifying a technique, like asking a rhetorical question, but explaining why it is persuasive and what effect it has on the reader in the context of a particular topic.
We have more information on this step in our article about 6 SAT persuasive devices you can use. No extra time allowed! Choose the prompts you think will be the hardest for you so that you can so that you're prepared for the worst when the test day comes. For instance, the passage about the plastic bag ban in California Official SAT Study Guide sample essay prompt 2, above has a counterpoint here —you could try analyzing and writing about that article as well.
We've written a ton of helpful resources on the SAT essay. I f you're just getting started, we recommend beginning with our top SAT essay tips for a quick overview of the essay task and what you need to know. A little more familiar with the SAT essay but still not quite sure how to write one? Follow along with our step-by-step guide to writing the SAT essay.
Looking to earn a high score? Learn what it takes to get the highest score possible on the SAT essay here. Plus, if you want a reference linking you to all of our great articles on the SAT essay, be sure to check out our ultimate SAT essay guide. Check out our best-in-class online SAT prep program.
We guarantee your money back if you don't improve your SAT score by points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice SAT essays, giving feedback on how to improve your score. Our new student and parent forum, at ExpertHub. See how other students and parents are navigating high school, college, and the college admissions process.
Ask questions; get answers. How to Get a Perfect , by a Perfect Scorer. Score on SAT Math. Score on SAT Reading. Score on SAT Writing. What ACT target score should you be aiming for? How to Get a Perfect 4. How to Write an Amazing College Essay. However, by the end of this short response, the writer has deviated from a formal style and objective tone Oh, no!
On the whole, this response offers some evidence of cohesion and control of language. Bogard builds his arguement in a few different ways. By using a personal story Bogard allows his audience to connect to him. If his audience can relate or even understand his story they will be more willing to agree with him. In his personal story Bogard uses great imagery making the audience picture what he saw and maybe make them want to experience it too.
By stating this people who are younger then 35 might feel that they were robbed of the oppurtunity to experience the real beauty of natural darkness. This would proably help his younger audience to agree with him because they might want the chance to see the real beauty of natural darkness. Bogard writes about the benefits that natural darkness actually produces. In the article he talks about how darkens actually helps the body produce a hormone that keeps certain cancers from developing. He also includes how darkness helps and is neccessary for certain animals.
These examples will help his audience see that he is arguing for some benefical for people. This also helps appeal to an audience that might not care for the beauty of darkness but care for their own personal health. Bogard uses different features in order to persuade his audience. The different features also help him in appealing to a broader audience.
Reading—3 : This response demonstrates effective understanding of the passage, with increasing evidence as the response continues. In the next paragraph, the writer cites and discusses a generational claim that Bogard makes, again demonstrating comprehension. Nevertheless, in this example and others like it in the response, the writer exhibits effective analysis of the source text using relevant and sufficient support.
Writing—3 : This essay is mostly cohesive and demonstrates mostly effective control of language. The essay then follows a clear, if formulaic, format. By stating this Sentence structure is varied, and some precise phrasing is used to convey ideas robbed of the oppurtunity , their own personal health. Language control on the whole is good, although there are a few minor errors These examples will help his audience see that he is arguing for some benefical for people that do not detract materially from the quality of writing.
Overall, the response demonstrates proficient writing. Paul Bogard strongly believes that natural darkness should be preserved. In order to prove the need for natural darkness, Bogard divides his argument into three main topics, saying that natural darkness is beneficial to humans, essential to humans, and essential to ecosystems.
According to Bogard, natural darkness can be a positive help to humans. One of the ways it can accomplish this is by giving enjoyment to onlookers. To supplant this, Bogard gives a personal example of how he enjoyed seeing meteors dart across the night sky in Minnesota as a child. Also he states that natural darkness can be a source of solitude. Supporting this claim, Bogard states that darkness is invaluable to every religion. Additionally Bogard says that the night sky has inspired countless numbers of philosophers, artists, and stargazers for millennia.
Bogard then gives a scientific case that shows why natural darkness is essential to humans. He points to the necessity of darkness in producing melatonin, a hormone that helps prevent certain cancers from developing in the human body. Bogard then concludes his argument that darkness is essential to human well-being by analyzing sleep. He first makes the obvious claim that darkness is essential for sleep.
Then, he talks about the negative health effects of sleep disorders. He notes that there are a variety of nocturnal and crepuscular species of birds, fish, mammals, insects, and reptiles worldwide. He gives two specific, well-known examples of these species; these discussed the species of North American birds that migrate at night and the sea turtles that lay their eggs on the shore at night. He also gives a couple of lesser-known examples, involving bats and moths that show the positive actions that some nocturnal animals perform.
He then concludes his argument for nocturnal darkness necessary to nature with persuasion, saying that removing natural darkness would essentially destroy an ecology that took billions of years to develop. Here, Bogard uses scientific fact to prove that natural darkness is a key to nature and ecology. Paul Bogard supports the preservation of natural darkness. He uses an argument to support his position that has three primary points—benefit to humans, need for humans and need for nature.
The writer provides various details from the text that support these points. The writer also sees the connection between darkness as a source of solitude and it inspiring countless numbers of philosophers, artists, and stargazers for millennia. The writer instead consistently lapses into summary.
Overall, the response demonstrates inadequate analysis. Writing—3: This mostly cohesive response demonstrates effective use and control of language. The writer presents an effective introduction with a clear central claim that lays out the three points discussed in the response In order to prove the need for natural darkness, Bogard divides his argument into three main topics, saying that natural darkness is beneficial to humans, essential to humans, and essential to the ecosystem.
The response also includes an generally effective conclusion that summarizes rather than advances the essay Paul Bogard supports the preservation of natural darkness. He uses an argument to support his position that has three primary points—benefit to humans, need for humans and need for nature although the conclusion is not marked off by a paragraph break.
The response is organized clearly around the three points identified in the introduction, and each body paragraph stays on-topic. The writer also demonstrates a clear progression of ideas both within paragraphs and throughout the essay. Sentence structure tends to be repetitive and simple, however. For example, at or near the end of each body paragraph, the writer restates the point that introduces that paragraph Bogard then gives a scientific case that shows why natural darkness is essential to humans Bogard uses scientific evidence to support his belief in the preservation of natural darkness.
Although the writing in this response is proficient, it does not demonstrate the sentence variety, precise word choice, or highly effective progression of ideas that is expected at the advanced level. Paul Bogard, a respected and passionate writer, offers a convincing argument on the importance of allowing more darkness to fill the earth for distinct health and ecological reasons. With light providing as such a huge factor in daily life, we sometimes forget that darkness can have more healing abilities, and allows nature to return to a nonartificial, primitive state.
Bogard uses personal observation for credibility, stirring feelings, and startling facts to deliver a powerful argument. I knew night skies in which meteors left smoky trails across sugary spreads of stars Bogard knows the power of darkness and through his childhood memories, we lean our ears to listen to him.
Even though credibility makes many appearences throughout the passage, it would have no real meaning without evoking emotion. We finally see the true importance of allowing our world to temporarily succumb to darkness. Through the emotion Bogard evokes, we suddenly feel defensive in preserving the darkness for the sake of our mental and physical health. Who knows what this vision of the night sky must inspire in each of us, in our children or grandchildren?
In order to achieve proper credibility and stir emotion, undeniable facts must reside in passage. We can still save our world according to Bogard. We must see the strength and beauty in the darkness, and remember how our world survived without lights. Light can be acceptable, but too much of it can prove worse than permanent darkness. The writer captures the central idea of the source passage the importance of allowing more darkness to fill the earth for distinct health and ecological reasons and accurately quotes and paraphrases many important details from the passage.
Moreover, the writer demonstrates an understanding of how these ideas and details interrelate. Bogard extends the facts to offer various solutions. The response is free of errors of fact and interpretation. Overall, this response demonstrates advanced reading comprehension. Analysis—3: The writer demonstrates an understanding of the analytical task by analyzing three ways Bogard builds his argument personal observation for credibility, stirring feelings, and startling facts to deliver a powerful argument.
Writing—4: The writer demonstrates highly effective use and command of language in this cohesive response. The response includes a precise central claim Bogard uses personal observation for credibility, stirring feelings, and startling facts to deliver a powerful argument , and each of the subsequent paragraphs remains focused on one of the topics set forth in that central claim.
There is a deliberate progression of ideas both within paragraphs and throughout the response. Moreover, the response demonstrates precise word choice and sophisticated turns of phrase temporarily succumb to darkness , remains nostalgic about his childhood , dissolves any doubt. The concluding paragraph develops the essay rather than just restating what has been said and is also successful for its precise word choice and complex sentence structures We must see the strength and beauty in the darkness, and remember how our world survived without lights.
Although there are occasional missteps where the writer overreaches with language In order to achieve proper credibility and stir emotion, undeniable facts must reside in the passage , overall, this response demonstrates advanced writing skill. He effectively builds his argument by using a personal anecdote, allusions to art and history, and rhetorical questions. By drawing in his readers with a personal encounter about night darkness, the author means to establish the potential for beauty, glamour, and awe-inspiring mystery that genuine darkness can possess.
This urges the readers to weigh the disadvantages of our world consumed by unnatural, vapid lighting. He then goes on to state how Paris has taken steps to exercise more sustainable lighting practices. This furthers his line of argumentation because it shows how steps can be and are being taken to preserve natural darkness.
It shows that even a city that is literally famous for being constantly lit can practically address light pollution in a manner that preserves the beauty of both the city itself and the universe as a whole. Finally, Bogard makes subtle yet efficient use of rhetorical questioning to persuade his audience that natural darkness preservation is essential.
By asking this question, Bogard draws out heartfelt ponderance from his readers about the affecting power of an untainted night sky. This strategy is definitively an appeal to pathos, forcing the audience to directly face an emotionally-charged inquiry that will surely spur some kind of response. By doing this, Bogard develops his argument, adding gutthral power to the idea that the issue of maintaining natural darkness is relevant and multifaceted.
Writing as a reaction to his disappointment that artificial light has largely permeated the prescence of natural darkness, Paul Bogard argues that we must preserve true, unaffected darkness. He builds this claim by making use of a personal anecdote, allusions, and rhetorical questioning. Reading—4: This response demonstrates thorough comprehension of the source text through skillful use of paraphrases and direct quotations. The response is also free of errors of fact or interpretation.
Overall, the response demonstrates advanced reading comprehension. Analysis—4: This response offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task. For example, the writer offers a possible reason for why Bogard chose to open his argument with a personal anecdote, and is also able to describe the overall effect of that choice on his audience In telling this brief anecdote, Bogard challenges the audience to remember a time where they could fully amass themselves in natural darkness void of artificial light.
By drawing in his readers with a personal encounter This type of insightful analysis is evident throughout the response and indicates advanced analytical skill. Writing—4: The response is cohesive and demonstrates highly effective use and command of language. There is a clear, deliberate progression of ideas within paragraphs and throughout the response.
You will have enough space if you write on every line, avoid wide margins, and keep your handwriting to a reasonable size. Remember that people who are not familiar with your handwriting will read what you write. Try to write or print so that what you are writing is legible to those readers. You have 50 minutes to read the passage and write an essay in response to the prompt provided inside this booklet. The student responses provided in the following set illustrate common score combinations earned on the redesigned SAT.
Each response has received a separate score for each of the three domains assessed: Reading, Analysis, and Writing. The scores are presented in order by domain directly preceding each sample essay. Scores for the samples provided below were assigned on a scale according to the redesigned SAT Essay Scoring Rubric.
It is important to note that although these are representative samples of student ability at each score point, the set itself does not exhaustively illustrate the range of skills in Reading, Analysis, and Writing associated with each score point. Although all of the sample essays were handwritten by students, they are shown typed here for ease of reading.
Then one paragraph to cover each example. And often a short conclusion. If the essay has paragraphs that cover multiple examples it won't score as well and won't serve as a good example for your learning. The essay must make its points explicitly. If you are reading a sample SAT Essay that you must read between the lines to get or re-read in order to understand it is not a good sample for you to learn from.
The essay must come with a prompt so that you can see what it takes to follow the prompt. If the essay is given as an example without this critical piece of information there is little you can learn from it.
Open navigation menu. Close suggestions Search Search. User Settings. Skip carousel. Carousel Previous. Carousel Next. What is Scribd? SAT Sample Essays. Document Information click to expand document information Description: For a sample SAT Essay to be a good guide in helping you study it must fit each of the following criteria. Original Description Sample essays. Did you find this document useful? Is this content inappropriate? Report this Document. Description: For a sample SAT Essay to be a good guide in helping you study it must fit each of the following criteria.
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