The eleven essay skills, as the rule states them

One competency for the whole subtest, and eleven skills under it. That is more skills than any competency on the three multiple-choice subtests, and the essay is worth reading the rule for because those eleven are the closest thing to a public marking scheme that exists.

All eleven, as the rule states them

Determine the purpose of writing to task and audience. Provide a section that effectively introduces the topic. Formulate a relevant thesis or claim. Organize ideas and details effectively. Provide adequate, relevant support by citing ample textual evidence; response may also include anecdotal experience for added support. Use a variety of transitional devices effectively throughout and within a written text. Demonstrate proficient use of college-level, standard written English (e.g., varied word choice, syntax, language conventions, semantics). Provide a concluding statement or section that follows from, or supports, the argument or information presented. Use a variety of sentence patterns effectively. Maintain consistent point of view. Apply the conventions of standard English (e.g., avoid inappropriate use of slang, jargon, clichés).

Section 82, Essay, Knowledge of formal college-level writing, incorporated into Rule 6A-4.0021, F.A.C.

How they group

Four skills of the eleven are in the expression group. That is more than any other group, and it is the strongest hint on this page about what separates a 3 from a 2.

The evidence skill is the interesting one

Read it again: "Provide adequate, relevant support by citing ample textual evidence; response may also include anecdotal experience for added support."

Textual evidence is the primary instruction and anecdote is the permitted addition. The word also makes the ordering explicit. Whatever the prompt gives you to work with, the rule expects support drawn from the text ahead of support drawn from your own life.

We would not push that reading further than the wording carries it. We hold the rule and the competencies. We do not hold the Test Information Guide, which sits on the testing vendor's site behind a block on automated access and carries the vendor's copyright, so we cannot tell you what a prompt looks like from having seen one.

Skills that overlap the English Language Skills subtest

Three of them, and it is worth noticing because those two subtests are registered separately at USD 32.50 each.

• "Apply the conventions of standard English" is the productive form of the twelve conventions skills on subtest 826
• "Use a variety of sentence patterns effectively" is the productive form of the language-structure skills
• "Demonstrate proficient use of college-level, standard written English (e.g., varied word choice...)" overlaps the vocabulary competency

Recognizing a comma splice and not writing one are different abilities, and the exam tests both. But the underlying knowledge is the same, so revision for 826 is not wasted on 825.

Consistent point of view

A skill of its own, which surprises people. It means picking first person or third person and staying there rather than sliding into second person halfway down the page.

It is also the easiest of the eleven to fix, because it is a single decision made before you start writing rather than a quality you have to sustain. Decide, then keep it.

What the eleven do not include

A required length. A required number of paragraphs. A required structure. None of those appears anywhere in the competency, and any source giving you a word count for this subtest is not getting it from the rule.

What the rule does require is an introduction, an organized middle with support, transitions, and a conclusion that follows from what came before. That describes a shape without prescribing a template, and the difference matters if you have been taught to write to a formula.