 Text and Art Comparison |
| |
High
3 pts |
Mid
2 pts |
Low
1 pts |
| Development of theme |
High
Effectively relates the theme by explaining what the theme is and how it connects to the text, art, and the context.
|
Mid
Relates the theme by attempting to explain what the theme is and attempts to connect it to the text, art, and the context.
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Low
Attempts to relate the theme, to explain what it is, and/or how it connects to the text, art, and/or the context yet the response is incomplete or insufficient.
|
| Text |
High
Presents effective examples from the text that illustrate the points presented in the response.
|
Mid
Presents examples from the text that attempt to illustrate the points presented in the response but the examples may not be the most appropriate and/or may lack detail to make them effective.
|
Low
Attempts to use examples from the work of art but examples are irrelevant, not appropriate, insufficient, erroneous, and/or not connected to the response.
|
| Art |
High
Presents effective examples from the work of art that illustrate the points presented in the response.
|
Mid
Presents examples from the work of art that attempt to illustrate the points presented in the response but the examples may not be the most appropriate and/or may lack detail to make them effective.
|
Low
Attempts to use examples from the work of art but examples are irrelevant, not appropriate, insufficient, erroneous, and/or not connected to the response.
|
| Context |
High
Response effectively integrates appropriate, detailed examples from the context (genre, literary movement, or historical period).
|
Mid
Response integrates appropriate examples from the context (genre, literary movement, or historical period).
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Low
Response attempts to integrate examples from the context (genre, literary movement, or historical period) but examples are irrelevant, incomplete, insufficient, and/or erroneous.
|
| Comparison |
High
Effectively compares the them in both works and includes the context.
|
Mid
Compares the theme in both works and the context, but description of the elements of both works outweighs comparison.
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Low
Attempts to compare the theme in both works and the context; yet the response is incomplete or insufficient.
|
| Organization |
High
Presents a well-developed response.
|
Mid
Presents an organized response.
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Low
Response does not show evidence of organization.
|
| Balance |
High
Response effectively discusses the theme and compares the text and the art work in terms of the context.
|
Mid
Response adequately discusses the theme and compares the text and the art work in terms of the context. If the response does not relate the theme to the context, the comparison must be good to get this score.
|
Low
Response discusses the theme only in the text or the work of art and/or attempts to relate the theme to the context.
|
| Vocabulario |
High
Vocabulary is varied and appropriate to the topic or works being discussed.
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Mid
Vocabulary is appropriate to the topics or works being discussed but may limit the student's ability to present relevant ideas.
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Low
Vocabulary is insufficient or inappropriate to the topics or works being discussed; errors render comprehension difficult.
|
| Grammar |
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.
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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.
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Low
Control of grammatical and syntactic structures is inadequate; errors in verb forms, word order, and formation are frequent and impede comprehension.
|
| Convenciones |
High
There are very few errors in conventions of written language (e.g., spelling, accent marks, punctuation).
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Mid
There are some errors in conventions of written language (e.g., spelling, accent marks, punctuation); but they do not impede communication.
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Low
There are frequent errors in conventions of written language (e.g., spelling, accent marks, punctuation) that impede communication.
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Ready to use 
Public Rubric