| |
Thought and
Understanding |
Supporting
Evidence |
Form and
Structure |
Matters
of Choice |
Matters of
Correctness |
Excellent
5 |
Ideas are insightful, demonstrating a comprehension of subtle distinctions in the literary text(s) and the topic. Literary interpretations are perceptive and illuminating. |
Support is explicit, precise, and deliberately chosen to reinforce the student’s ideas in a deliberate and judicious way. A strong connection to the student’s ideas is maintained. Primary and secondary sources have been used thoughtfully and effectively. |
An effective arrangement of ideas and/or details contributes to a fluent, controlled, and shaped discussion that concludes skilfully. The unifying effect and/or controlling idea is successfully sustained, integrated, and coherently presented. |
Diction is precise and effective. Syntactical structures are effective and sometimes polished. Stylistic choices contribute to a confident composition with a convincing voice. |
This writing demonstrates confidence in control of correct sentence construction, usage, grammar, and mechanics as well as the documentation of sources and the conventions of a research paper. |
Proficient
4 |
Ideas are thoughtful, demonstrating a well-considered comprehension of the literary text(s) and the topic. Literary interpretations are revealing and convincing. |
Support is relevant, accurate, and occasionally deliberately chosen to reinforce the student’s ideas in a logical and clear way. A clear connection to the student’s ideas is maintained. Primary and secondary sources have been used sensibly and correctly. |
A considered arrangement of ideas and/or details contributes to a competent, controlled discussion that concludes appropriately. The unifying effect and/or controlling idea is sustained and coherently presented. |
Diction is specific. Syntactical structures are generally effective. Stylistic choices contribute to a competent composition with a capable voice. |
This writing demonstrates competence in control of correct sentence construction, usage, grammar, and mechanics as well as the documentation of sources and the conventions of a research paper. |
Satisfactory
3 |
Ideas are relevant and straightforward, demonstrating a generalized comprehension of the literary text(s) and topic. Literary interpretations are general but plausible. |
Support is adequate and general but occasionally lacking in persuasiveness and consistency. A straightforward connection to the student’s ideas is maintained. For the most part, primary and secondary sources have been used correctly, but there are lapses in their effectiveness. |
A straightforward arrangement of ideas and/or details provides direction for the discussion that concludes functionally. The unifying effect and/or controlling idea is presented and maintained generally; however, coherence may falter. |
Diction is adequate but may be lacking in specificity. Syntactical structures are generally clear but attempts at complex structures may be awkward. Stylistic choices contribute to a clear composition with a matter-of-fact voice. |
This writing demonstrates control of the basics of correct sentence construction, usage, grammar, and mechanics. The documentation of sources and the conventions of a reseach paper are generally handled correctly. |
Limited
2 |
Ideas are superficial and oversimplified, demonstrating a weak comprehension of the literary text(s) and the topic. Literary interpretations are incomplete and/or literal. |
Support is often inappropriate or is a restatement of what was taught or read, and/or may be repetitive, contradictory, and/or lacking. The connection to the student’s ideas is vague and/or redundant. An attempt has been made to use primary and/or secondary sources, but they contribute little. |
A discernible but ineffectual arrangement of ideas and/or details provides some direction for the discussion that does not conclude deliberately. A unifying effect and/or controlling idea is not maintained. |
Diction is imprecise and/or inappropriate. Syntax is frequently awkward and/or immature. The writing may be vague, redundant, and/or unclear. Inadequate language choices contribute to a composition with an undiscerning or uncritical voice. |
This writing demonstrates faltering control of correct sentence construction, usage, grammar, and mechanics. The documentation of sources and the conventions of a research paper are not handled consistently. |
Poor
1 |
Ideas are largely absent, irrelevant, and/or do not develop the topic. Little comprehension of the literary text(s) and/or the topic is demonstrated. |
Support is irrelevant, overgeneralized, and/or lacking. The support, if present, is largely unrelated to the student’s attempted discussion. Little or no effective use of primary or secondary sources is evident. |
A haphazard arrangement of ideas and/or details provides little or no direction for the discussion, and a conclusion is absent or obscure. A unifying effect and/or controlling idea is absent. |
Diction is overgeneralized and/or inaccurate. Syntax is confused and uncontrolled. The writing is unclear. Lack of language choices contributes to a confusing composition with an ineffective voice. |
This writing demonstrates lack of control of correct sentence construction, usage, grammar, and mechanics. There is little or no understanding of the documentation of sources and the conventions of a research paper. |
