Score Level 1 Anchor Paper

This response shows evidence of a minimal understanding of the texts. The student provides a minimal comparison between the essay (talking about more than one) and the two photographs (all in the water at the same time). Although the student's last two sentences about the "lifeguade" and "sharks" reference information found in the story's first paragraph, this idea does not support an understanding of the text in relation to the question.

Score Level 1 Anchor Paper

This response shows evidence of a minimal understanding of the texts. The Waggoner photo is chosen, and a brief reason is supplied (their talking about the tube). Text support is provided in a specific quote ('The wave dug into the sand, it formed a brown tube or a golden one'), along with a minimal explanation (which meant they were talking about the wave).

Score Level 1 Anchor Paper

This response shows evidence of a minimal understanding of the texts. The student suggests that (both photographs show the ideas in the essay) and uses minimal information from the photographs as explanation (the top picture shows the shape of the surfers; the bottom picture shows what its like to ride the enclosure of the tube and the water all around). The student's use of personal opinion (for me it shows that its the way of life; go out their and ride), combined with minimal text ideas (look addicted; your not wet yet), does not provide enough textual support to receive a higher score.

Score Level 2 Anchor Paper

This response demonstrates a partial understanding of the texts. The student chooses the Waggoner photograph and contrasts it with the Varie photograph. (This shows the man actually experiencing surfing; In the other picture, the boys look dull and bored; man in the chosen picture is taking a risk; not standing on the beach and looking pretty like the other boys.) The student then uses implied information to explain how the Waggoner photograph portrays the ideas of the story (wanted you to take risks, and that is what the man in the chosen picture is doing).

Score Level 2 Anchor Paper

This response demonstrates a partial understanding of the texts. The student does not choose one photograph; however, a description of both photographs is supplied to describe ideas from the essay (boys are there with their boards eager to surf; shows a surfer taking a risk by riding in a wave that may crash down on him). Specific text references ('It feels so good…' pg, 46; son once saw a shark but did not tell the lifeguard because it would, '…spoil the surfing') and implied information (the danger associated with it; statement appauls the author because her son clearly put fun before safety) provide some textual support.

Score Level 2 Anchor Paper

This response demonstrates a literal understanding of the texts. The student uses expressed information ('feels so good;' 'are no words for it;' 'when you are in the middle of the tube, and there is water all around you but you are dry') combined with some implied information (showing that the boys are so amazed with the actual surfing; it is better expressing the ideas; giving you a good idea of what the actual surfing is like and how great it is) as support for choosing the "bottom" picture. More clarification and extension of these ideas is needed for a higher score.

Score Level 3 Anchor Paper

This response demonstrates an understanding of the complexities of the texts. The student chooses the top photograph (four surfers standing on a beach) and gives a complete and thoughtful analysis as to why this is good representation of the essay. Subtleties surrounding the theme (the surfing culture) in both the essay and the chosen photograph are discussed through the use of pertinent and appropriate details (solemn, independent activity; their boards apart from each other without speaking; white males with similar build, identical clothing; yet alone with their boards). Insight is clarified and extended through the matter-of-fact, yet sophisticated, conclusion. (The boys in the story say they can escape society. By not speaking or judging one another they are simply promoting this idea.)

Score Level 3 Anchor Paper

This response demonstrates an understanding of the complexities of the texts. The student clearly explains how the photograph vividly portrays the ideas expressed in the essay (amazing and undescribable, just as the boys say about surfing; the "tube" mentioned many times; it shows what the "tube" looks like) The student uses expressed information in the comparison of the two photographs (vivid photograph with a boy surfing/just shows boys standing together with surfboards; surfing is all about action/the first photograph doesn't even have any action). The response moves beyond the literal in the chosen photograph's evaluation (perfect to express that idea; very vivid), the recognition of the essay's underlying theme (essay is about the feeling of surfing, not who does it or who they do it with), and the extended explanations of basic ideas (because it is the most important thing to the boys; because it was taken in the spur of the moment).

Score Level 3 Anchor Paper

This response demonstrates an understanding of the complexities of the texts. The student chooses the second photograph as being "best paired" with the essay. Intertwined throughout a description of the photograph, insightful conclusions are drawn (inexplicably defies gravity when cruising through; dangerously rocked and seemingly protected; captures a moment in time undescribable). Using the same technique, the student depicts the essay (contradictory peace; 'feels so good;' 'cross our hearts so the ocean won't kill us') and then compares the two texts (both describe an experience surfers feel to be nirvana – complete peace before deafening crash and complete stillness while in motion). The conclusion (phrases might initially seem contradictory…both learned ways to express them) continues to clarify and extend understanding beyond the literal.