The supplementary information on "Alberta Essay Scales: Models" presented here includes similar models to employ in grading essays, the background and development of the scales, and the rationale for developing two scales of English mechanics and style/content. A standard is presented for evaluating current writing achievement by comparison with compositions at the 12th grade level written in 1964. Two scales are found necessary because a low correlation between mechanics and style/content is evident. The grading procedures employed in 1964 and present changes are discussed. A holistic approach to grading by total impression is presented as more efficient than atomistic grading by summing scores on several variables. Technical considerations include the methods for determining reliability and content validity, the scoring variables, and means as true scores for each essay. (CM)