Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Thought and
Understanding:
Supporting Evidence
Form
Consider
Consider
Consider
* The manner In which the
evidence.
snipes me discussion in
parallelism,balance,
response totheassignment.
How well aunifying effect or
acontrolling tdeo Isdeveloped
and maintained. (5)
(W)
Morton of Diction
Consider
Matters of Correctness
Consider the correctness of
Choices ofsyntactic
structures (such as
Inversion).
The extent to which
(5)
ond meaning).
*Grammar (sub jecl-verb/prenaun-antecedent
agreement, pronoun reference, consistency oftense).
*Mechanics (punctuation, spelling, capitalization)
Consider the proportion oferror interms ofthe
Excellent E(7J)
Support is predso and
astutely chosen toreinforce
Excellent E(5)
A[udlcious arrangement of
Excellent E(5)
Diction is predse. Syntactic
circumstances.
Ideos isefficiently
ExcellentE(5)
This writing demonstrates confident control of correct
sentence construction, usage, grammar, ond mechonics.
The relative Insignificance oferror isimpressive
considering thecomplexity ofthe response ond the
maintained.
and Integrated.
Proficient PF (6)
Ideos orethoughtful and
considered, demonstrating o
competent comprehension ofthe
literary textfs) ond thetopic
literary Interpretations are
revealing and sensible.
Proficient PF(6)
Support is specific and well-
Proficient PF (4)
Apurposeful arrangement of
chosen to relaforcethe
student's Ideos In a
Proficient PF (4)
Diction is spedfic Syntactic
structures oregenerally
effective. Stylistic choices
persoosiveway.Asound
developed capabfy.
The unifying effect or
controlling idea iscoherently
aconsidered composition
with a capable voice.
Satisfactory S (4S)
Satisfactory S(4J)
Is developed appropriately.
The unifying effect or
controlling idea isgenerally
presented and maintained;
however, coherence may falter.
straightforward, demonstrating
ageneralized comprehension of
Ihe literary lextfs) ond thetopic
literary interpretations ore
general butplaasible.
persuasiveness.
A reasonable connection lo
Astraightforward arrangement
limited 1(3)
Ideos ore superficial or
oversimplified, demonstrating a
weokcamprebensioaoflbe
underdeveloped.
Aunifying effectorcontrolling
idea is inconsistently
persuasiveness. Aweak
composition with a
convincing voice.
SatisfactoryS (3)
Diction isadequate.
Syntactic structures are
straightforward, but
attempts at complex
structures maybe
limited I (2)
A discernible but Ineffectual
maintained.
Satisfactory S (3)
This writing demonstrates control ofthebasics of
correct sentence construction, usage, grammar, ond
owkward.
PoorP(IJ)
PoorP(T)
Ahaphazard arrangement of
ideas and details provides little
Limited I (2)
Diction is Imprecise and/or
inappropriate.
Syntactic structures ara
frequently awkward ond/or
ambiguous. Inadequate
language choices contribute
to Ihecreation of a vague
composition with an
LimitedI (2)
This writing demonstrates faltering control of correct
seatence construction, usage, grammar, and mechanics.
The range oferrors blurs Ihe dority ofcommunication.
undiscerning voice.
PoorP(lJ)
Ideos are largely obsent or
Irrelevant, and/or do not
Support isirrelevant,
textfs) isdemonstrated
abseat.
ofacoafused composition
overgeneralized, locks
Proficient PF (4)
This writing demonstrates competent control ofcorrect
sentence construction, usage, grammar, and mechanics.
Minor errors incomplex language structures ore
understandable considering thecircumstances.
conventional composition
with enappropriale voice.
maintained.
limited I (3)
Support Is inadequate,
Inaccurate;largely a
sometimes polished.
PoorP(l)
Diction isovergeneralized
and/or Inaccurate. Syntactic
PoorP(I)
This writing demonstrates lack ofconlrol ofcorrect
sentence construction, usage, grammar, and mechanics.
Jarring errors impair communication.
Insufficient INS Insufficient is a special category. Itis notanindicator nfquality. Assign Insufficient when the student hns written solittle that it is notpossible toassess
Thought and Understanding and/or Supporting Evidence or* noreference hos been made toliterature studied or*theonly literary reference present istothetexl(s) provided
In the first assignment orthere Is no evidence ofan ottempl to fulfill the task presented In the assignment.
Comments:
Presentation
effectiveness of;
text(s)
prose form
/!
length. /IP
Excellent E(9-10)
The student's exploration ofthetopic isinsightful.
Perceptions and/or ideos areconfident and discerning. Support is
precise and aptly reinforces the student's ideas and impressions.
Excellent E(9-10)
The voice created by the student isconvincing. Stylistic choices are
precise and the student's creation oftone isadept.
The unifying and/or aesthetic effect isskillfully developed.
Proficient PF (7-8)
The student's exploration ofthetopic ispurposeful. Perceptions
and/or ideas arethoughtful and considered. Support isspecific and
Proficient PF (7-8)
The voice created by the student isdistinct. Stylistic choices are
specific and the student's creation oftone iscompetent. The unifying
SatisfactoryS (5-6)
The student's exploration ofthetopic isgeneralized. Perceptions
and/or ideas are straightforward and relevant. Support isadequate
SatisfactoryS (5-6)
The voice creoted by thestudent isapparent. Stylistic choices are
adequote and thestudent's creation oftone isconventional. The
LimitedL(3-4)
The student's exploration ofthetopic isvague.
Perceptions and/or ideas ore superficial and/or ombiguous. Support
is imprecise and/or ineffectively related tothestudent's ideas and
Limited L(3-4)
The voice created bythestudent isunsuitable. Stylistic choices are
imprecise ond thestudent's creation oftone isinconsistent. The
unifying ond/or aesthetic effect isinadequately developed.
impressions.
PoorP(1-2)
The student's exploration ofthetopic isminimal.
Poor P(1-2)
The voice creoted bythestudent isconfused. Stylistic choices impede
Insufficient INS
Insufficient isa special category. Itisnot anindicator ofquality. Assign Insufficient when
thestudent hos responded using a form other than prose or
thestudent haswritten solittle thatft isnot possible toassess Ideos and Impressions or
there isno evidence that thetopic presented in the assignment hos been addressed or
there isno connection between the text(s) provided in the assignment and the student's response or
there isno evidence of on attempt tofulfill the task presented in the assignment
Comments: