Single Text Analysis
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Demonstrates Superiority
5 pts
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Demonstrates Competence
4 pts
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Suggests Competence
3 pts
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Suggests Lack of Competence
2 pts
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Demonstrates Lack of Competence
1 pts
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Period, Movement, Genre, Technique
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Clearly analyzes how the text represents the characteristics of the Period, Movement, (sub-)Genre, or Technique.
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Analyzes how the text represents the element Period, Movement, (sub-)Genre, or Technique.
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Attempts to analyze how the text represents the Period, Movement, sub-Genre, or Technique.
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Suggests Lack of Competence
Shows little ability to analyze how the text represents the Period, Movement, (sub-)Genre, or Technique.
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Demonstrates Lack of Competence
Inaccurate and insufficient; there is no attempt to analyze how the text represents the specified Period, Movement, (sub-)Genre, or Technique.
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Clearly analyzes how the text represents the cultural context. Analyzes how cultural products, practices, or perspectives found in the text reflect the given cultural context.
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Analyzes how the text represents the cultural context. Explains how cultural products, practices, or perspectives found in the text relate to the given cultural context.
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Attempts to analyze how the text represents the cultural context. Identifies cultural products, practices, or perspectives of the given cultural context found in the text.
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Suggests Lack of Competence
Shows little ability to analyze how the text represents the cultural context. May not clearly identify cultural products, practices, or perspectives of the given cultural context found in the text.
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Demonstrates Lack of Competence
Inaccurate and insufficient; there is no attempt to analyze how the text represents the cultural context. Demonstrates lack of understanding of the text, or cultural products, practices, or perspectives of given cultural context.
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Effectively discusses a variety of rhetorical, stylistic, or structural features.
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Discusses rhetorical, stylistic, or structural features in the text.
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Describes some rhetorical, stylistic, or structural features in the text.
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Suggests Lack of Competence
May not clearly identify rhetorical, stylistic, or structural features in the text.
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Demonstrates Lack of Competence
May not identify rhetorical, stylistic, or structural features in the text.
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Includes an explicit statement of purpose (thesis), a coherent structure, and a cohesive and logical progression of ideas in a well-developed response.
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Includes an explicit statement of purpose (thesis), a coherent structure, and a logical progression of ideas.
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Includes a statement of purpose (thesis), evidence of organization (a stated topic, and a logical progression of ideas.
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Suggests Lack of Competence
May not clearly state a purpose or be organized around a central idea or argument; progression of ideas may not be logical.
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Demonstrates Lack of Competence
Does not state a purpose, show evidence of organization, or offer a progression of ideas.
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Supports analysis by integrating specific, well-chosen textual examples throughout the essay.
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Supports analysis with appropriate textual examples.
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Elaborates on main points and supports observations by citing examples; however, the examples may not always be clear and relevant.
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Suggests Lack of Competence
Presents main points and some details, describes basic elements of the text, but may do so without examples or supporting an argument.
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Demonstrates Lack of Competence
May consist entirely of summary or paraphrasing of the text without examples relevant to the Movement, Period, (sub-)Genre, or Technique or the given cultural context.
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Response has a clearly balanced focus that includes analysis of the text, the context, and the Period, Movement, (sub-)Genre, or Technique.
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Response has a reasonably balanced focus that includes analysis of the text, the context, and the Period, Movement, (sub-)Genre, or Technique.
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Response attempts to have a balanced focus that includes analysis of the text, the context, and the Period, Movement, (sub-)Genre, or Technique. If the response has a significantly unbalanced focus, the analysis must be good to achieve this score.
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Suggests Lack of Competence
Response has a significantly unbalanced focus on either the text, specified Period, Movement, (sub-)Genre, or Technique, or the given context.
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Demonstrates Lack of Competence
Demonstrates lack of understanding and has a significantly unbalanced focus on either the text, specified Period, Movement, (sub-)Genre, or Technique, or the given context.
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Vocabulary is varied and appropriate to the text(s) being discussed, presents main ideas and supporting details, and communicates some nuances of meaning.
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Vocabulary is appropriate to the text(s) being discussed, and presents
main ideas and some supporting details.
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Vocabulary is appropriate to the text(s) being discussed, but may be limited to presenting some relevant ideas.
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Suggests Lack of Competence
Vocabulary may be inappropriate to the text(s) being discussed, and forces the reader to supply inferences.
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Demonstrates Lack of Competence
Vocabulary is insufficient and inappropriate to the text(s) being discussed; errors render comprehension difficult.
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Control of grammatical and syntactic structures is very good; use of verb tenses and moods is generally accurate; word order and formation are accurate; use of cohesive devices and transitional elements or both is appropriate to guide understanding.
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Control of grammatical and syntactic structures is good; occasional errors in the use of verb tenses and moods do not detract from understanding; word order and formation are mostly accurate.
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Control of grammatical and syntactic structures is adequate; errors in the use of verb tenses and moods may be frequent but do not detract from overall understanding; word order and formation are generally accurate.
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Suggests Lack of Competence
Control of grammatical and syntactic structures is weak; errors in verb forms, word order, and formation are numerous and serious enough to impede comprehension at times.
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Demonstrates Lack of Competence
Control of grammatical and syntactic structures is inadequate; errors in verb forms, word order, and formation are nearly constant and impede comprehension frequently.
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Language Use- Writing Conventions
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Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are generally accurate; paragraphing shows grouping and progression of ideas.
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Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are generally accurate; occasional errors do not detract from understanding; paragraphing shows grouping and progression<BR>
of ideas.
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Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are sometimes accurate; numerous errors do not detract from overall understanding; paragraphing shows grouping of ideas.
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Suggests Lack of Competence
Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are generally inaccurate; errors are numerous and serious enough to impede comprehension at times; paragraphing may not show grouping of ideas.
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Demonstrates Lack of Competence
Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are inaccurate; errors are nearly constant and impede comprehension frequently; there may be little or no evidence of paragraphing.
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