Text Explanation |
|
High
3 pts |
Mid
2 pts |
Low
1 pts |
Author and Period Identification
10 % |
High
Correctly identifies the author and the period.
|
Mid
Correctly identifies either the author or the period.
|
Low
Incorrectly identifies the author and/or the period.
|
Development of theme
20 % |
High
Effectively explains the development of the them in the text.
|
Mid
Explains the development of the theme in the text.
|
Low
Attempts to explain the development of the theme in the text.
|
Textual Examples
20 % |
High
Supports response with relevant evidence from the text. Evidence is from both the fragment and from the rest of the work.
|
Mid
Supports response with evidence from the text, but evidence may not be clear or relevant. Evidence may be limited to the cited text only.
|
Low
Consists entirely of summary or paraphrasing of the cited text.
|
Organization
20 % |
High
Presents a well-developed response.
|
Mid
Presents an organized response.
|
Low
Response does not show evidence of organization.
|
Vocabulary
10 % |
High
Vocabulary is varied and appropriate to the topic or works being discussed.
|
Mid
Vocabulary is appropriate to the topics or works being discussed but may limit the student's ability to present relevant ideas.
|
Low
Vocabulary is insufficient or inappropriate to the topics or works being discussed; errors render comprehension difficult.
|
Grammar
10 % |
High
Control of grammatical and syntactic structures is very good in spite of a few errors; use of verb tenses and mood is generally accurate; word order and formation are generally accurate.
|
Mid
Control of grammatical and syntactic structures is adequate but there are some errors; errors in the use of verb tenses and moods are frequent but do not detract from overall understanding; there are occasional errors in word order and formation.
|
Low
Control of grammatical and syntactic structures is inadequate; errors in verb forms, word order, and formation are frequent and impede comprehension.
|
Conventions
10 % |
High
There are very few errors in conventions of written language (e.g., spelling, accent marks, punctuation).
|
Mid
There are some errors in conventions of written language (e.g., spelling, accent marks, punctuation); but they do not impede communication.
|
Low
There are frequent errors in conventions of written language (e.g., spelling, accent marks, punctuation) that impede communication.
|