Feedback from the SAT diagnostic prompt

2. RANGE
6 5 4 3 2 1
0 5 9 7 12 7

3. GOAL
6 5 4 3 2 1
4 30 20 0 0 0

4. TO EARN A 4, 5, OR 6
• One • Mostly correct
consistent grammar and
tense, usually syntax
3rd person • A sense of
• Successfully style
made an • Flow-
argument and transitions,
supported it well organized,
with specific, complete
detailed and
appropriate
examples

5. THE PROMPT
Success begins with failure- take
a side
Success always begins with
failure.
Success mostly begins with
failure.
Success can begin with failure
but also might not- straddling
the fence. Not an argument.
Success rarely begins with

6. THE PROMPT
• Success begins with failure- take a
side
• Support your position using an
example (and at least three points)
or examples (at least three) from
literature, the arts, history, current
events, politics, science and
technology or from your personal
experience or observation.

7. THE PROMPT
• Support your position using an
example (and at least three points)
or examples (at least three) from
literature, the arts, history, current
events, politics, science and
technology or from your personal
experience or observation.
• Personal experience is actually
frowned upon unless it is
extraordinary

8. COMPARISON OF ERRORS TO EXCELLENCE
EXCELLENCE ERRORS
• The prompt is • Complimented
the prompt. the prompt
Get to the • Restated the
writing prompt
• Try a three • Compared the
sentence intro quote to
 Grabber another similar
 Transition quote
sentence
 Claim • Commented
(argument) on the prompt

9. COMPARISON OF ERRORS TO EXCELLENCE
EXCELLENCE ERRORS
• Maintained a • Tense shift
consistent • Problems with
tense: agreement- If
• 1st person one were to …,
• Avoid 2nd person they would
for a formal essay • Overused
(Don’t speculate- pronouns
If you were to fail
• They say that
a test …)
… (who is
• 3rd person- this is
“they”. Avoid
the best
generalities.)

10. COMPARISON OF ERRORS TO EXCELLENCE
EXCELLENCE ERRORS
• Succinct, well- • Generalities
chosen and • Overwriting
appropriate
• Using “quarter
diction that fits
words” when
the writing task.
“nickel” words would
• Academic, high do
school level
• Teen-speak
control of
language • Common errors that
you should know by
• An attempt at
now- (there, you’re,
sophisticated
its, a lot, apart,

11. COMPARISON OF ERRORS TO EXCELLENCE
EXCELLENCE ERRORS
• Imagery • Clichés or
frivolous and
• Specific silly word
examples choice
• Clever and • Wrongly
interesting identified
details people- Ben
• Go academic, Franklin
invented the
especially light bulb
books
• Waffling and
generalities

12. COMPARISON OF ERRORS TO EXCELLENCE
EXCELLENCE ERRORS
• 4-6 paragraphs • Length bias-
or 1 ½ to 3 too short (less
pages of than a page
dense, detailed and a half
prose • Incorrect
paragraphing
• No conclusion

13. COMPARISON OF ERRORS TO EXCELLENCE
EXCELLENCE ERRORS
• Active voice • Passive voice
• An original sense • Formulaic
of style or tone- • Telling the reader
Humorous, witty, what you are going to
sarcastic, bitter, do-
nostalgic … elicits I am going to persuade
emotions and you
connections from I am going to make an
the reader argument
• Understands Next, I will discuss
reader/audience Now, I have made my

14. COMPARISON OF ERRORS TO EXCELLENCE
EXCELLENCE ERRORS
• A clear, • Argument is missing
consistent and • Argument is over
comprehensive simplistic
argument
• Argument is too
(claim, thesis
difficult to prove in
or position)
one essay
• Straddles both sides
of the fence
• Doesn’t address
counterargument

15. COMPARISON OF ERRORS TO EXCELLENCE
EXCELLENCE ERRORS
• Short Telling the reader
introduction what you are
• Long, detailed going to do-
body I am going to
paragraphs persuade you
• Short I am going to
conclusion make an
argument
Next, I will
discuss
Now, I have