The following 11 Anchor Papers represent a range of score points and are used in conjunction with the rubrics to assess student responses.

Score for Anchor Paper #1: Rubric Score 1

Annotation: This response is related to the question and shows minimal knowledge. Fragments of basic ideas are provided (buy more computers, make collage cheaper) but the ideas are incomplete.

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response is related to the question and shows minimal knowledge. In taking the apparent position that Maryland's state government should not act on these issues, the response presents fragmented ideas (many in Maryland use the internet, well-paying jobs already require a college degree, the state has universities). More information is needed to complete the basic ideas attempted.

Score for Anchor Paper #3: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Ideas are fragmented, vague (water cleaners, some kind of chemical, putting more people through college), and inadequate to show more than minimal knowledge of the topic.

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of government's role in addressing public issues. Basic ideas (start working to clean water, college financial aid) are provided with a little support (give money and support, form an organization, lower tuitions, or start grants for those less fortunate). The response shows acceptable knowledge of the topic for a score of "2."

Score for Anchor Paper #5: Rubric Score 2

Annotation: This response shows knowledge of government's role in addressing public issues. The basic ideas presented (clean up water, preserve existing clean water, scholarship programs) are supported with some specific information (reduce pollution by restrictions on dumping, attending schools in their own state, financial hardships).

Score for Anchor Paper #6: Rubric Score 2

Annotation: This response shows knowledge of government's role in addressing public issues. Some basic ideas relevant to government action on the clean water issue are provided (store water, make laws against pollution), and those ideas are given adequate support (holding tanks around the U.S., fertilizers on lawns, jailed or fined). However, the discussion of college degrees contributes no information relevant to the role or policy of government in addressing the issue.

Score for Anchor Paper #7: Rubric Score 3

Annotation: This response shows some understanding of government's role in addressing public issues. Concepts are accurate and supported (water purification, resource diversion, water usage control, tuition limits, curriculum increases, a welfare program). Some evidence of higher order thinking skills is demonstrated by use of evaluation (the state will invest money, usage control as a last resort, those less fortunate) and cause-and-effect reasoning (increasing the curriculum in high school will lead to a better education and getting into college).

Score for Anchor Paper #8: Rubric Score 3

Annotation: This response shows some understanding of government's role in addressing public issues. The concepts provided (conservation, water treatment plants, financial aid, access to college) are accurate and supported. Some evidence of higher order thinking skills is demonstrated by analysis and evaluation of the proposed actions (conserve today or there will be none left for tomorrow, prevent throwing away salvageable water, increased community and state colleges might make it easier for students to continue).

Score for Anchor Paper #9: Rubric Score 3

Annotation: This response shows some understanding of government's role in addressing public issues. The concepts (a public water project, internet access through public libraries) are accurate and supported (details of water collection, benefits of library computer access). The response provides some evidence of higher order thinking skills by referring to another appropriate policy issue (unemployment), use of relevant example (_____ County's libraries), and evaluation (make an already public place more useful).

Score for Anchor Paper #10: Rubric Score 4

Annotation: This response shows understanding of government's role in addressing public issues. Accurate concepts (internet access through public libraries and schools, need-based scholarships) are well supported and integrated (funding sources). Application of analysis (the importance of these issues in context of global competition), evaluation (powerful tool, our country's strong economy), and cause-and-effect reasoning (American citizens need college to acquire qualifications that will allow our country to compete with European nations) provide evidence of higher order thinking skills.

Score for Anchor Paper #11: Rubric Score 4

Annotation: This response shows understanding of government's role in addressing public issues. The concepts provided (recycling water, internet access through libraries) are accurate and well supported with specific details. Powerful evidence of higher order thinking skills is seen in the use of analysis and evaluation (water is a precious commodity that many waste, this system wastes very little, libraries are free to use so they are the best place to put computers, a storage place for knowledge), application of real world factors (current water recycling methods, local governments putting computers in libraries), and recognition of the differing roles and capabilities of various levels of government (the federal government should increase funding since computer internet access is expensive and not all local governments could afford it). Ideas are integrated and insightful.

Additional Scored Student Responses