Scoring

The scoring for the Analytical Writing Measure is holistic, which means that the graders base your score on an overall impression of each essay, rather than adding a specific point value for each idea you express or deducting points for errors. A holistic score emphasizes the interrelationship of content, organization, and syntax and represents the unified effect of these combined elements.

One human grader and one computer program score each essay, and their scores are averaged. If their scores differ by a certain margin, a second human grader will also score the essay, and the two human scores will be averaged. Keep in mind that because your essay is being scored by a human who is reading fairly quickly and by a computer algorithm, it is important to write in a clear and well-organized way, staying on topic, constructing each paragraph around a main point, and using language correctly. 

You will receive your essay score, along with your official score report, within 10 to 15 days of your test date. The schools to which you apply will receive the same score report plus the essays themselves.

The scoring scale is from 0 to 6, with 6 being the highest score. Although the Analytical Writing Measure comprises two separate essays, ETS reports a single score that represents the average of your scores for the two essays, rounded up to the nearest half point. As you can see from the table, about three-fourths of test takers (76%) score between a 3.0 and 5.0, meaning that scores above and below this range are uncommon.  

Analytical Writing Measure: PercentilesBased on performance of test takers July 1, 2014 to June 30, 2017
Score Percent of Test Takers
with a Lower Score
6.0 99
5.5 98
5.0 92
4.5 82
4.0 59
3.5 41
3.0 17
2.5 7
2.0 2
1.5 1
1.0
0.5
0

The Scoring Rubric

Each of the two essays requires different reasoning and presentation, so each has slightly different scoring criteria. However, the following rubric will give you a general idea of the guidelines graders have in mind when they score Analytical Writing essays.

  1. 6:
    “Outstanding” Essay
    • Throughout the essay, presents and convincingly supports an insightful opinion on the issue or a critique of the argument.
    • Communicates complex ideas clearly and develops them in depth with very persuasive reasoning and/or examples.
    • Is well organized, grouping and connecting ideas logically.
    • Demonstrates superior command of language, showing variety of sentence structure and vocabulary and using accepted conventions of formal writing; any flaws are minor and do not detract from the essay’s meaning.
  2. 5:
    “Strong” Essay
    • Generally presents and supports a thoughtful opinion on the issue or critique of the argument.
    • Communicates complex ideas clearly and develops them with logical reasons and/or well-chosen examples. 
    • Is generally well organized, grouping and connecting ideas logically.
    • Demonstrates solid control of language, showing variety of sentence structure and vocabulary and using accepted conventions of formal writing; any flaws are minor and do not detract from the essay’s meaning.
  3. 4:
    “Adequate” Essay
    • Presents and supports an opinion on the issue or a critique of the argument.
    • Communicates ideas clearly and develops them with reasons and/or examples.
    • Is adequately organized, using satisfactory logical connections.
    • Demonstrates good control of language, generally using correct grammar and usage; some errors may affect clarity.
  4. 3:
    “Limited” Essay
    • Succeeds only partially in presenting and supporting an opinion on the issue or a critique of the argument.
    • May communicate ideas unclearly; analysis and development of ideas may be superficial.
    • Is poorly organized, with little logical connection between ideas.
    • Demonstrates weak control of language, making errors that affect meaning and clarity.
  5. 2:
    “Weak” Essay
    • Attempts but does not succeed in presenting and supporting an opinion on the issue or a critique of the argument.
    • Struggles to communicate ideas.
    • Mostly lacks organization.
    • Meaning is impeded by many serious mistakes in sentence structure and usage.
  6. 1:
    “Fundamentally Deficient” Essay
    • Does not present or support a coherent opinion on the issue or a critique of the argument.
    • Fails to communicate ideas.
    • Is disorganized.
    • Lacks meaning due to widespread and severe mistakes in sentence structure and usage.
  7. 0:
    “Unscorable” Essay
    • Completely ignores topic, simply copies the prompt, or is written in a language other than English or contains undecipherable text.

How the Computer-Based Essays Are Administered

To be scored, your essay must be typed into the computer before time is up. You may outline your essay on the scratch paper you will be given, or you may outline it on the computer. If you use the computer to type your outline, be sure to delete every part of the outline before submitting the essay. 

Before the Analytical Writing Measure, you will be given a brief tutorial on how to use the word processing program. Don’t worry. The GRE’s word processor is simple and easy to use; the only functions are insert text, delete text, cut text, paste text, and undo. You’ll be well acquainted with these commands by the time you start writing. Do not write anything on your scratch paper during the tutorial, as doing so is against test policy and can result in disciplinary action. You may start writing on the scratch paper once the timed Writing section begins. 

When you practice writing essays, turn off any auto-edit functions your word processor or browser has, including spell check, grammar check, and autocorrect/autocomplete. The GRE’s word processor doesn’t have these functions, so you will get more realistic practice if you do not use them.