Achievable Praxis Core: Writing (5723)

1. Text types, purpose, and production

Essay rubrics

7 min read

The Praxis Core Writing test includes two essays: an argumentative essay, where you defend a position on an issue, and a source-based essay, where you identify the most important concerns in two short passages and explain why they are important. Each one gets a single holistic score from 1 to 6, with a grader matching your whole response to the description it fits best rather than adding up points for separate criteria. The jump between levels comes down to how fully and skillfully you explain and support your ideas and how well you control language and conventions. Later chapters on argumentative essay basics and the source-based essay cover how to draft each one, so this chapter focuses on what graders are looking for.

Scoring guide for the Praxis argumentative essay

ETS’s readers score each essay holistically, judging its overall quality rather than counting errors. The descriptors below are quoted from the ETS Study Companion for test 5723.

Score	Description
6	A 6 essay demonstrates a high degree of competence in response to the assignment but may have a few minor errors. An essay in this category: - states or clearly implies the writer’s position or thesis - organizes and develops ideas logically, making insightful connections between them - clearly explains key ideas, supporting them with well-chosen reasons, examples, or details - displays effective sentence variety - clearly displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics
5	A 5 essay demonstrates clear competence in response to the assignment but may have minor errors. An essay in this category: - states or clearly implies the writer’s position or thesis - organizes and develops ideas clearly, making connections between them - explains key ideas, supporting them with relevant reasons, examples, or details - displays some sentence variety - displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics
4	A 4 essay demonstrates competence in response to the assignment. An essay in this category: - states or implies the writer’s position or thesis - shows control in the organization and development of ideas - explains some key ideas, supporting them with adequate reasons, examples, or details - displays adequate use of language - shows control of grammar, usage, and mechanics, but may display errors
3	A 3 essay demonstrates some competence in response to the assignment but is obviously flawed. An essay in this category reveals one or more of the following weaknesses: - limited in stating or implying a position or thesis - limited control in the organization and development of ideas - inadequate reasons, examples, or details to explain key ideas - an accumulation of errors in the use of language - an accumulation of errors in grammar, usage, and mechanics
2	A 2 essay is seriously flawed. An essay in this category reveals one or more of the following weaknesses: - no clear position or thesis - weak organization or very little development - few or no relevant reasons, examples, or details - frequent serious errors in the use of language - frequent serious errors in grammar, usage, and mechanics
1	A 1 essay demonstrates fundamental deficiencies in writing skills. An essay in this category: - contains serious and persistent writing errors or - is incoherent or - is undeveloped

Scoring guide for the Praxis source-based essay

Score	Description
6	A 6 essay demonstrates a high degree of competence in response to the assignment but may have a few minor errors. An essay in this category: - insightfully explains why the concerns are important, supporting the explanation with effective links between the two sources and well-chosen reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - organizes and develops ideas logically - displays effective sentence variety - clearly displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics - cites both sources when paraphrasing or quoting
5	A 5 essay demonstrates clear competence in response to the assignment but may have minor errors. An essay in this category: - clearly explains why the concerns are important, supporting the explanation with clear links between the two sources and relevant reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - organizes and develops ideas clearly - displays some sentence variety - displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics - cites both sources when paraphrasing or quoting
4	A 4 essay demonstrates competence in response to the assignment. An essay in this category: - adequately explains why the concerns are important, supporting the explanation with some links between the two sources and adequate reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - shows control in the organization and development of ideas - displays adequate use of language - shows control of grammar, usage, and mechanics, but may display errors - cites both sources when paraphrasing or quoting
3	A 3 essay demonstrates some competence in response to the assignment but is obviously flawed. An essay in this category reveals one or more of the following weaknesses: - limited in explaining why the concerns are important - incorporates only one source to identify and explain concerns regarding the issue discussed in the sources, or incorporates two sources inadequately - limited in supporting the explanation (establishes only a weak link between the sources and/or offers inadequate reasons, examples, or details) - limited control in the organization and development of ideas - an accumulation of errors in the use of language - an accumulation of errors in grammar, usage, and mechanics - cites sources when paraphrasing or quoting
2	A 2 essay is seriously flawed. An essay in this category reveals one or more of the following weaknesses: - fails to explain why the concerns are important - incorporates only one source weakly or fails to identify concerns regarding the issue discussed in the sources - offers weak support for the explanation (no link between the sources and/or few or no relevant reasons, examples, or details) - weak organization or very little development - frequent serious errors in the use of language - frequent serious errors in grammar, usage, and mechanics - fails to cite any sources when paraphrasing or quoting
1	A 1 essay demonstrates fundamental deficiencies in writing skills. An essay in this category: - contains serious and persistent writing errors or - is incoherent or - is undeveloped

Watch out: An essay that draws on only one source, or uses two inadequately, is held to a 3 or lower, and one that fails to cite any sources when paraphrasing or quoting is held to a 2 or lower, however polished the writing is. ETS says of its score-2 sample that the “failure to acknowledge the use of source material keeps this essay from receiving a score higher than a 2.” Attribute every borrowed idea to its source as you write, e.g., “according to Source 1…” (see Source-based essay).

Overview of essay scoring

Two essays: argumentative (defend a position) and source-based (identify/explain key concerns from two passages)
Each scored holistically on a single 1–6 scale, not by adding up separate criteria
Graders match overall essay quality to the best-fitting score description

Argumentative essay score levels

Top scores (5–6) require clear thesis, logical/insightful organization, well-chosen supporting reasons/examples, sentence variety, strong language control, few errors
Mid scores (3–4) show competence but weaker development: thesis may be only implied, support is adequate-to-inadequate, errors accumulate
Low scores (1–2) lack clear position, show weak/no organization, minimal development, or frequent serious errors; a 1 is incoherent or undeveloped

Source-based essay score levels

High scores (5–6) explain why concerns matter, link both sources effectively, cite both when paraphrasing/quoting, strong organization and language control
Mid scores (3–4) show adequate-to-limited linking of sources and support; a 3 may rely on only one source or use two sources inadequately
Low scores (1–2) fail to explain importance, weakly use or ignore one source, lack source linkage, or show frequent serious errors

Critical citation rule

Must cite both sources when paraphrasing or quoting
Using only one source (or two inadequately) caps score at 3 or lower
Failing to cite any source caps score at 2 or lower, regardless of writing quality
Always attribute borrowed ideas (e.g., “according to Source 1…”)

Next | 1.3.1 Outlining

Essay rubrics

Scoring guide for the Praxis argumentative essay

ETS’s readers score each essay holistically, judging its overall quality rather than counting errors. The descriptors below are quoted from the ETS Study Companion for test 5723.

Score	Description
6	A 6 essay demonstrates a high degree of competence in response to the assignment but may have a few minor errors. An essay in this category: - states or clearly implies the writer’s position or thesis - organizes and develops ideas logically, making insightful connections between them - clearly explains key ideas, supporting them with well-chosen reasons, examples, or details - displays effective sentence variety - clearly displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics
5	A 5 essay demonstrates clear competence in response to the assignment but may have minor errors. An essay in this category: - states or clearly implies the writer’s position or thesis - organizes and develops ideas clearly, making connections between them - explains key ideas, supporting them with relevant reasons, examples, or details - displays some sentence variety - displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics
4	A 4 essay demonstrates competence in response to the assignment. An essay in this category: - states or implies the writer’s position or thesis - shows control in the organization and development of ideas - explains some key ideas, supporting them with adequate reasons, examples, or details - displays adequate use of language - shows control of grammar, usage, and mechanics, but may display errors
3	A 3 essay demonstrates some competence in response to the assignment but is obviously flawed. An essay in this category reveals one or more of the following weaknesses: - limited in stating or implying a position or thesis - limited control in the organization and development of ideas - inadequate reasons, examples, or details to explain key ideas - an accumulation of errors in the use of language - an accumulation of errors in grammar, usage, and mechanics
2	A 2 essay is seriously flawed. An essay in this category reveals one or more of the following weaknesses: - no clear position or thesis - weak organization or very little development - few or no relevant reasons, examples, or details - frequent serious errors in the use of language - frequent serious errors in grammar, usage, and mechanics
1	A 1 essay demonstrates fundamental deficiencies in writing skills. An essay in this category: - contains serious and persistent writing errors or - is incoherent or - is undeveloped

Scoring guide for the Praxis source-based essay

Score	Description
6	A 6 essay demonstrates a high degree of competence in response to the assignment but may have a few minor errors. An essay in this category: - insightfully explains why the concerns are important, supporting the explanation with effective links between the two sources and well-chosen reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - organizes and develops ideas logically - displays effective sentence variety - clearly displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics - cites both sources when paraphrasing or quoting
5	A 5 essay demonstrates clear competence in response to the assignment but may have minor errors. An essay in this category: - clearly explains why the concerns are important, supporting the explanation with clear links between the two sources and relevant reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - organizes and develops ideas clearly - displays some sentence variety - displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics - cites both sources when paraphrasing or quoting
4	A 4 essay demonstrates competence in response to the assignment. An essay in this category: - adequately explains why the concerns are important, supporting the explanation with some links between the two sources and adequate reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - shows control in the organization and development of ideas - displays adequate use of language - shows control of grammar, usage, and mechanics, but may display errors - cites both sources when paraphrasing or quoting
3	A 3 essay demonstrates some competence in response to the assignment but is obviously flawed. An essay in this category reveals one or more of the following weaknesses: - limited in explaining why the concerns are important - incorporates only one source to identify and explain concerns regarding the issue discussed in the sources, or incorporates two sources inadequately - limited in supporting the explanation (establishes only a weak link between the sources and/or offers inadequate reasons, examples, or details) - limited control in the organization and development of ideas - an accumulation of errors in the use of language - an accumulation of errors in grammar, usage, and mechanics - cites sources when paraphrasing or quoting
2	A 2 essay is seriously flawed. An essay in this category reveals one or more of the following weaknesses: - fails to explain why the concerns are important - incorporates only one source weakly or fails to identify concerns regarding the issue discussed in the sources - offers weak support for the explanation (no link between the sources and/or few or no relevant reasons, examples, or details) - weak organization or very little development - frequent serious errors in the use of language - frequent serious errors in grammar, usage, and mechanics - fails to cite any sources when paraphrasing or quoting
1	A 1 essay demonstrates fundamental deficiencies in writing skills. An essay in this category: - contains serious and persistent writing errors or - is incoherent or - is undeveloped

Key points

Overview of essay scoring

Two essays: argumentative (defend a position) and source-based (identify/explain key concerns from two passages)
Each scored holistically on a single 1–6 scale, not by adding up separate criteria
Graders match overall essay quality to the best-fitting score description

Argumentative essay score levels

Top scores (5–6) require clear thesis, logical/insightful organization, well-chosen supporting reasons/examples, sentence variety, strong language control, few errors
Mid scores (3–4) show competence but weaker development: thesis may be only implied, support is adequate-to-inadequate, errors accumulate
Low scores (1–2) lack clear position, show weak/no organization, minimal development, or frequent serious errors; a 1 is incoherent or undeveloped

Source-based essay score levels

High scores (5–6) explain why concerns matter, link both sources effectively, cite both when paraphrasing/quoting, strong organization and language control
Mid scores (3–4) show adequate-to-limited linking of sources and support; a 3 may rely on only one source or use two sources inadequately
Low scores (1–2) fail to explain importance, weakly use or ignore one source, lack source linkage, or show frequent serious errors

Critical citation rule

Must cite both sources when paraphrasing or quoting
Using only one source (or two inadequately) caps score at 3 or lower
Failing to cite any source caps score at 2 or lower, regardless of writing quality
Always attribute borrowed ideas (e.g., “according to Source 1…”)

Essay rubrics

Scoring guide for the Praxis argumentative essay

ETS’s readers score each essay holistically, judging its overall quality rather than counting errors. The descriptors below are quoted from the ETS Study Companion for test 5723.

Score	Description
6	A 6 essay demonstrates a high degree of competence in response to the assignment but may have a few minor errors. An essay in this category: - states or clearly implies the writer’s position or thesis - organizes and develops ideas logically, making insightful connections between them - clearly explains key ideas, supporting them with well-chosen reasons, examples, or details - displays effective sentence variety - clearly displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics
5	A 5 essay demonstrates clear competence in response to the assignment but may have minor errors. An essay in this category: - states or clearly implies the writer’s position or thesis - organizes and develops ideas clearly, making connections between them - explains key ideas, supporting them with relevant reasons, examples, or details - displays some sentence variety - displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics
4	A 4 essay demonstrates competence in response to the assignment. An essay in this category: - states or implies the writer’s position or thesis - shows control in the organization and development of ideas - explains some key ideas, supporting them with adequate reasons, examples, or details - displays adequate use of language - shows control of grammar, usage, and mechanics, but may display errors
3	A 3 essay demonstrates some competence in response to the assignment but is obviously flawed. An essay in this category reveals one or more of the following weaknesses: - limited in stating or implying a position or thesis - limited control in the organization and development of ideas - inadequate reasons, examples, or details to explain key ideas - an accumulation of errors in the use of language - an accumulation of errors in grammar, usage, and mechanics
2	A 2 essay is seriously flawed. An essay in this category reveals one or more of the following weaknesses: - no clear position or thesis - weak organization or very little development - few or no relevant reasons, examples, or details - frequent serious errors in the use of language - frequent serious errors in grammar, usage, and mechanics
1	A 1 essay demonstrates fundamental deficiencies in writing skills. An essay in this category: - contains serious and persistent writing errors or - is incoherent or - is undeveloped

Scoring guide for the Praxis source-based essay

Score	Description
6	A 6 essay demonstrates a high degree of competence in response to the assignment but may have a few minor errors. An essay in this category: - insightfully explains why the concerns are important, supporting the explanation with effective links between the two sources and well-chosen reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - organizes and develops ideas logically - displays effective sentence variety - clearly displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics - cites both sources when paraphrasing or quoting
5	A 5 essay demonstrates clear competence in response to the assignment but may have minor errors. An essay in this category: - clearly explains why the concerns are important, supporting the explanation with clear links between the two sources and relevant reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - organizes and develops ideas clearly - displays some sentence variety - displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics - cites both sources when paraphrasing or quoting
4	A 4 essay demonstrates competence in response to the assignment. An essay in this category: - adequately explains why the concerns are important, supporting the explanation with some links between the two sources and adequate reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - shows control in the organization and development of ideas - displays adequate use of language - shows control of grammar, usage, and mechanics, but may display errors - cites both sources when paraphrasing or quoting
3	A 3 essay demonstrates some competence in response to the assignment but is obviously flawed. An essay in this category reveals one or more of the following weaknesses: - limited in explaining why the concerns are important - incorporates only one source to identify and explain concerns regarding the issue discussed in the sources, or incorporates two sources inadequately - limited in supporting the explanation (establishes only a weak link between the sources and/or offers inadequate reasons, examples, or details) - limited control in the organization and development of ideas - an accumulation of errors in the use of language - an accumulation of errors in grammar, usage, and mechanics - cites sources when paraphrasing or quoting
2	A 2 essay is seriously flawed. An essay in this category reveals one or more of the following weaknesses: - fails to explain why the concerns are important - incorporates only one source weakly or fails to identify concerns regarding the issue discussed in the sources - offers weak support for the explanation (no link between the sources and/or few or no relevant reasons, examples, or details) - weak organization or very little development - frequent serious errors in the use of language - frequent serious errors in grammar, usage, and mechanics - fails to cite any sources when paraphrasing or quoting
1	A 1 essay demonstrates fundamental deficiencies in writing skills. An essay in this category: - contains serious and persistent writing errors or - is incoherent or - is undeveloped

Overview of essay scoring

Two essays: argumentative (defend a position) and source-based (identify/explain key concerns from two passages)
Each scored holistically on a single 1–6 scale, not by adding up separate criteria
Graders match overall essay quality to the best-fitting score description

Argumentative essay score levels

Top scores (5–6) require clear thesis, logical/insightful organization, well-chosen supporting reasons/examples, sentence variety, strong language control, few errors
Mid scores (3–4) show competence but weaker development: thesis may be only implied, support is adequate-to-inadequate, errors accumulate
Low scores (1–2) lack clear position, show weak/no organization, minimal development, or frequent serious errors; a 1 is incoherent or undeveloped

Source-based essay score levels

High scores (5–6) explain why concerns matter, link both sources effectively, cite both when paraphrasing/quoting, strong organization and language control
Mid scores (3–4) show adequate-to-limited linking of sources and support; a 3 may rely on only one source or use two sources inadequately
Low scores (1–2) fail to explain importance, weakly use or ignore one source, lack source linkage, or show frequent serious errors

Critical citation rule

Must cite both sources when paraphrasing or quoting
Using only one source (or two inadequately) caps score at 3 or lower
Failing to cite any source caps score at 2 or lower, regardless of writing quality
Always attribute borrowed ideas (e.g., “according to Source 1…”)

Essay rubrics

Scoring guide for the Praxis argumentative essay

ETS’s readers score each essay holistically, judging its overall quality rather than counting errors. The descriptors below are quoted from the ETS Study Companion for test 5723.

Score	Description
6	A 6 essay demonstrates a high degree of competence in response to the assignment but may have a few minor errors. An essay in this category: - states or clearly implies the writer’s position or thesis - organizes and develops ideas logically, making insightful connections between them - clearly explains key ideas, supporting them with well-chosen reasons, examples, or details - displays effective sentence variety - clearly displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics
5	A 5 essay demonstrates clear competence in response to the assignment but may have minor errors. An essay in this category: - states or clearly implies the writer’s position or thesis - organizes and develops ideas clearly, making connections between them - explains key ideas, supporting them with relevant reasons, examples, or details - displays some sentence variety - displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics
4	A 4 essay demonstrates competence in response to the assignment. An essay in this category: - states or implies the writer’s position or thesis - shows control in the organization and development of ideas - explains some key ideas, supporting them with adequate reasons, examples, or details - displays adequate use of language - shows control of grammar, usage, and mechanics, but may display errors
3	A 3 essay demonstrates some competence in response to the assignment but is obviously flawed. An essay in this category reveals one or more of the following weaknesses: - limited in stating or implying a position or thesis - limited control in the organization and development of ideas - inadequate reasons, examples, or details to explain key ideas - an accumulation of errors in the use of language - an accumulation of errors in grammar, usage, and mechanics
2	A 2 essay is seriously flawed. An essay in this category reveals one or more of the following weaknesses: - no clear position or thesis - weak organization or very little development - few or no relevant reasons, examples, or details - frequent serious errors in the use of language - frequent serious errors in grammar, usage, and mechanics
1	A 1 essay demonstrates fundamental deficiencies in writing skills. An essay in this category: - contains serious and persistent writing errors or - is incoherent or - is undeveloped

Scoring guide for the Praxis source-based essay

Score	Description
6	A 6 essay demonstrates a high degree of competence in response to the assignment but may have a few minor errors. An essay in this category: - insightfully explains why the concerns are important, supporting the explanation with effective links between the two sources and well-chosen reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - organizes and develops ideas logically - displays effective sentence variety - clearly displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics - cites both sources when paraphrasing or quoting
5	A 5 essay demonstrates clear competence in response to the assignment but may have minor errors. An essay in this category: - clearly explains why the concerns are important, supporting the explanation with clear links between the two sources and relevant reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - organizes and develops ideas clearly - displays some sentence variety - displays facility in the use of language - is generally free from errors in grammar, usage, and mechanics - cites both sources when paraphrasing or quoting
4	A 4 essay demonstrates competence in response to the assignment. An essay in this category: - adequately explains why the concerns are important, supporting the explanation with some links between the two sources and adequate reasons, examples, or details - incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources - shows control in the organization and development of ideas - displays adequate use of language - shows control of grammar, usage, and mechanics, but may display errors - cites both sources when paraphrasing or quoting
3	A 3 essay demonstrates some competence in response to the assignment but is obviously flawed. An essay in this category reveals one or more of the following weaknesses: - limited in explaining why the concerns are important - incorporates only one source to identify and explain concerns regarding the issue discussed in the sources, or incorporates two sources inadequately - limited in supporting the explanation (establishes only a weak link between the sources and/or offers inadequate reasons, examples, or details) - limited control in the organization and development of ideas - an accumulation of errors in the use of language - an accumulation of errors in grammar, usage, and mechanics - cites sources when paraphrasing or quoting
2	A 2 essay is seriously flawed. An essay in this category reveals one or more of the following weaknesses: - fails to explain why the concerns are important - incorporates only one source weakly or fails to identify concerns regarding the issue discussed in the sources - offers weak support for the explanation (no link between the sources and/or few or no relevant reasons, examples, or details) - weak organization or very little development - frequent serious errors in the use of language - frequent serious errors in grammar, usage, and mechanics - fails to cite any sources when paraphrasing or quoting
1	A 1 essay demonstrates fundamental deficiencies in writing skills. An essay in this category: - contains serious and persistent writing errors or - is incoherent or - is undeveloped

Key points

Overview of essay scoring

Two essays: argumentative (defend a position) and source-based (identify/explain key concerns from two passages)
Each scored holistically on a single 1–6 scale, not by adding up separate criteria
Graders match overall essay quality to the best-fitting score description

Argumentative essay score levels

Top scores (5–6) require clear thesis, logical/insightful organization, well-chosen supporting reasons/examples, sentence variety, strong language control, few errors
Mid scores (3–4) show competence but weaker development: thesis may be only implied, support is adequate-to-inadequate, errors accumulate
Low scores (1–2) lack clear position, show weak/no organization, minimal development, or frequent serious errors; a 1 is incoherent or undeveloped

Source-based essay score levels

High scores (5–6) explain why concerns matter, link both sources effectively, cite both when paraphrasing/quoting, strong organization and language control
Mid scores (3–4) show adequate-to-limited linking of sources and support; a 3 may rely on only one source or use two sources inadequately
Low scores (1–2) fail to explain importance, weakly use or ignore one source, lack source linkage, or show frequent serious errors

Critical citation rule

Must cite both sources when paraphrasing or quoting
Using only one source (or two inadequately) caps score at 3 or lower
Failing to cite any source caps score at 2 or lower, regardless of writing quality
Always attribute borrowed ideas (e.g., “according to Source 1…”)