{"database": "rubrics", "table": "rubric_gradations", "rows": [[42, "L-STYLE-CHOICES", "autonomy", 2, "Guided", "Student can make deliberate style choices when given a specific prompt or framework \u2014 a revision checklist asking about sentence variety, a list of techniques to try, or a peer review protocol focused on word choice. With these supports, the student recognizes that language choices create effects and can attempt techniques like varying sentence length, choosing more precise verbs, or using parallel structure. Without the prompt, these choices are sporadic \u2014 the student might produce one well-crafted sentence in a paragraph that otherwise shows no stylistic awareness. The student can explain what they were trying to do with a particular choice when asked but doesn't initiate that kind of thinking independently.", "I used the revision guide to look at my Gatsby essay for sentence variety. I noticed almost every sentence started with a subject and was about the same length, so I tried to fix some of them. I combined two short sentences into one longer one with a semicolon, and I moved the opening of one sentence so it started with 'Despite Gatsby's wealth' instead of just 'Gatsby.' I also looked at the word choice section of the guide and changed 'Gatsby wants to get Daisy back' to 'Gatsby pursues Daisy with a kind of desperate precision' because I thought that showed his personality more. I think those changes make it sound more polished but I probably wouldn't have noticed any of that stuff without the guide telling me what to look for.", "2026-05-24 00:17:32", "2026-05-26 01:43:59", 1]], "columns": ["id", "skill_code", "dimension", "level", "level_label", "behavioral_description", "sample_response", "created_at", "updated_at", "active_version"], "primary_keys": ["id"], "primary_key_values": ["42"], "units": {}, "query_ms": 0.5569187924265862}