Criterion

0

1-2

3-4

5-6

7-8

9-10

SCORE

Content

The student has not reached a standard described by any of the descriptors.

Demonstrates a very limited understanding of the topic or theme. The work lacks detail, development and support. Creative pieces do not reflect imagination and sensitivity. Response to literature demonstrates little or no awareness of the author’s intention or techniques.

Demonstrates a limited understanding of the relevant aspects of the topic or theme. Work displays insufficient detail, development, and support. Creative pieces reflect limited imagination and sensitivity. Response to literature sometimes demonstrates an awareness of the author’s intention or techniques.

Demonstrates a sufficient understanding of the relevant aspects of the topic or theme. Work displays adequate detail, development, and support. Creative pieces reflect a degree of imagination and sensitivity. Response to literature demonstrates an awareness of the author’s intention or techniques.

Demonstrates a good understanding of the relevant aspects of the topic or theme. Work displays substantial detail, development, and support. Creative pieces reflect substantial imagination and sensitivity. Response to literature demonstrates a good appreciation of the author’s intention or techniques.

Demonstrates a perceptive understanding of the relevant aspects of the topic or theme. Work consistently displays illustrative detail, development, and support. Creative pieces reflect a high degree of imagination sensitivity. Response to literature demonstrates sophisticated analysis of the author’s intention or techniques.

Organization

Has not reached a standard described by any of the descriptors.

Work is generally disorganized and confused, and arguments are not presented in a logical manner. Paragraph

structure and transitions are very weak. When such devices are required, no attention is paid to critical apparatus.

Work shows the beginnings of organization, but lacks significant logical order. Paragraph structure and transitions are weak. When such devices are required, little attention is paid to critical apparatus.

Work is basically organized, clear, and coherent, and arguments are presented in a logical manner. Paragraph structure and transitions are apparent. When such devices are required, some attention is paid to critical apparatus.

Work is usually well organized, clear and coherent, and arguments are presented in a thoughtful, logical manner. Paragraph structure and transitions help to develop the ideas. When such devices are required, sufficient attention is paid to critical apparatus (e.g. quotations and footnotes).

Work is consistently well organized, clear and coherent, and arguments are presented in a perceptive and persuasive manner. Paragraph structure and transitions effectively develop and substantiate the ideas being expressed. When such devices are required, critical conventions and apparatus are used in a sophisticated manner.

Style & Language

Has not reached a standard described by any of the descriptors.

Usage of vocabulary is often inappropriate and limited. Very frequent errors in spelling, pronunciation, punctuation and syntax persistently hinder communication. Little attempt has been made to use a register suitable to intention and audience.

Usage of vocabulary is sometimes inappropriate and somewhat varied. Regular errors in spelling, pronunciation, punctuation and syntax hinder communication. He/she attempts to use a register suitable to intention and audience.

Usage of vocabulary is usually appropriate and generally varied. Some errors in spelling, pronunciation, punctuation and syntax sometimes hinder communication. He/she often uses a register suitable to intention and audience.

Usage of vocabulary is appropriate and varied. Occasional errors in spelling, pronunciation, punctuation and syntax rarely hinder communication. He/she consistently uses a register suitable to intention and audience.

Usage of vocabulary is always appropriate and greatly varied, with very infrequent in spelling, pronunciation, punctuation and syntax. He/she has mastered the use of a register suitable to intention and audience