Researching Hamlet

Researching Hamlet

Assignment: Writing the Persuasive Argument (Letter from Birmingham Jail)

Assignment: Writing the Persuasive Argument (Letter from Birmingham Jail)

 

Researching Hamlet

“Researching Hamlet

Read all parts of your assignment carefully and record your responses in the appropriate places.

As you worked through Lessons 21 to 22, you selected a topic for a research paper, researched the topic using primary and secondary sources, created an outline, drafted, revised, and edited your paper, and documented your sources with properly constructed citations. You created a Works Cited list and a cover page.

Your job now is to submit the final, polished copy of your report. If at all possible, use a computer to create this copy; otherwise, take care to create a neat, clean typed or handwritten copy.

Assessment Criteria
Your paper will be graded according to the marking guide that follows. It will look basically familiar to you from earlier in the course, having been adapted from the guide used for the Diploma Exam’s critical response. However, note that in this case the columns with the headings Supporting Evidence and Matters of Correctness have been further modified to reflect the fact that the paper being graded involves research.

 

  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.