Score Level 1 Anchor Paper

This response shows a minimal understanding of the text. The student describes the setting (California dessert; passed a large snake; abanded factory) and offers an unsupported generalization about how the setting affects the cyclist (dramatically).

Score Level 1 Anchor Paper

This response shows evidence of a minimal understanding of the text. The student minimally describes the setting ('high deserts of California in June') and minimally explains how the cyclist is affected by this setting (he did not have a lot of water left).

Score Level 1 Anchor Paper

This response shows evidence of a minimal understanding of the text. Some conditions of the setting are listed (lack of water; hot weather), and a minimal explanation is given for how each affected the cyclist. The response, however, also contains misreadings. The idea that "hot weather caused him to see Juice factory which was a mirage" is incorrect, and the reference to getting "directions {at the bait place} to get their faster" is another misconception.

Score Level 2 Anchor Paper

This response demonstrates a partial understanding of the text. Features of the setting (heat; 'deserts of California in June;' rough riding conditions) are provided, and the student gives the effects of each (tired and very thirsty; discourages; painful and tiring). Expressed information from the text ('had been hitting my water bottles pretty regularly;' speed limit was 55 mph; 'crippling hill') supports these ideas.

Score Level 2 Anchor Paper

This response demonstrates a partial understanding of the text. The student describes the features of the setting (the hot, humid environment of California; ghost town) and partially explains how the cyclist is affected (caused dehydration; 'wide rings of dried sweat;' making him weak; not able to get help with resupplying water).

Score Level 2 Anchor Paper

This response demonstrates a partial understanding of the text. The student generally describes the overall effect of the setting as "negative" and offers an explanation. (They got his hopes up, and then crushed his confidence.) The student gives examples from the text to support this conclusion (water pump: 'I pumped that handle…water wouldn't cool down…had the flavor of battery acid' and Welches billboard: 'picture of a young boy pouring a refresing glass of juice'). For a higher score, the response needs to move beyond the literal by discussing in greater depth the connection between the setting and the cyclist.

Score Level 3 Anchor Paper

This response demonstrates an understanding of the complexities of the text. To support the conclusion that "the setting goes from supportive to the speaker to unsupportive" the student uses expressed and implied information from the text, documenting each new site's effect on the cyclist. For example, the old ghost town is "endearing," and "the sun was beginning to beat down, but I barely noticed." The deserted towns, ramshackle shed, several rusty pumps, and a corral are "disturbing" and "troubling." The student's insightful conclusion (as the speaker's situation becomes more and more desperate the setting is more and more hostile) provides further understanding that moves beyond the literal.

Score Level 3 Anchor Paper

This response demonstrates an understanding of the complexities of the text. The student views the overall effect of the setting on the cyclist as "negative" and supports this idea (the harsh settings cause the cyclist to become determined at first; the end of his journey he begins to lose hope). Expressed and implied information support the three stages of the trip - at the beginning ('the sun was beating down;' he is determined), in the middle (setting begins to get harsh; begins to anger the cyclist), and at the end (he begins to lose all hopes; 'it didn't really matter'). The conclusion (the changing and increasingly poor setting is directly related to the increasingly poor attitude of the cyclist) insightfully summarizes the student's understanding of the text.

Score Level 3 Anchor Paper

This response demonstrates an understanding of the complexities of the text. The student focuses on the idea that "traveling alone throughout the wilderness and environment give an individual plenty of time to contemplate on their state of being." Both expressed and implied support for this idea is interwoven throughout the response (a desolate stretch of road, lacking water and close to possible death he hopes to find a place to recooperate and regenerate) as the student compares the "rises and falls" of the cyclist's mood (hope diminishes; his excitement rises and falls back; hopes and mood are much like the rolling hills). The insightful conclusion (each passing town, water pump, and juice factory added to his thirst and hopelessness) further clarifies and extends understanding.