LITERARY EXPLORATION # _____ NAME: __________________________________________________

Thought and Support Form and Structure Matters of Choice Matters of Correctness
When marking Thought and Support, the marker When marking Form and Structure, the marker When marking Matters of Choice, the marker should When marking Matters of Correctness, the marker
should consider how effectively should consider how effectively the student’s consider how effectively the student’s choices enhance should consider the correctness of • sentence
FOCUS • the student’s ideas reflect an understanding of organizational choices result in communication. The marker should consider construction (completeness, consistency,
the topic • the development and maintenance of a • diction, including connotative language, subordination, coordination, predication)
• the literary example relates to the student’s controlling idea or unifying effect imagery, idiomatic expressions, and dialect • usage (accurate use of words according to
ideas • the creation of a coherent, shaped, and • syntax, including such choices as parallelism, convention and meaning)
• the support explains and/or clarifies the concluded discussion in response to the balance, inversion, sentence length, and variety • grammar (subject–verb/pronoun–antecedent
response assignment • the contribution of stylistic choices to the agreement, pronoun reference, consistency of
creation of voice tense)
Consider ideas presented in the Personal • mechanics (punctuation, spelling,
Reflection on Choice of Character(s) from capitalization)
Literary Text(s).
Consider the proportion of error in terms of the
complexity and length of the response.
An insightful understanding of the topic is A focused controlling idea or unifying effect is Diction is precise and effective. Many sentences This writing demonstrates confident control
demonstrated. The student’s ideas are skillfully sustained throughout the response. have been successfully structured for effect and of correct sentence construction, usage,
Excellent perceptively explored. The literary example is Development of ideas and explanations is are sometimes polished. Stylistic choices grammar, and mechanics. The relative
related effectively to the student’s ideas. smooth and coherent. contribute to the creation of a convincing voice. insignificance of errors present is impressive
E Support is precise and effective. considering the complexity of the response
and the circumstances.
A well-considered understanding of the topic A controlling idea or unifying effect is Diction is specific and generally effective. Many This writing demonstrates competent control
is demonstrated. The student’s ideas are sustained throughout the response. sentences appear to have been purposefully of correct sentence construction, usage,
Proficient
thoughtfully explored. The literary example is Development of ideas and explanations is structured for effect. Stylistic choices contribute grammar, and mechanics. Minor errors in
Pf related competently to the student’s ideas.
Support is specific and relevant.
coherent. to the creation of a competent voice. mechanics, grammar, and/or complex
language structures are understandable
considering the circumstances.
A defensible understanding of the topic is A controlling idea or unifying effect is evident, Diction is appropriate but may be general rather This writing demonstrates control of the
demonstrated. The student’s ideas are but unity may falter on occasion. than specific. Sentence structures are generally basics of correct sentence construction, usage,
Satisfactory appropriately and straightforwardly explored. Development of ideas and explanations is straightforward and clear. Stylistic choices grammar, and mechanics. There may be
The literary example is related adequately to generally clear and coherent. contribute to the creation of a clear voice. occasional lapses in control of sentence
S the student’s ideas. Support is relevant but
tends to be general.
construction and usage, and/or minor errors
in grammar and mechanics. The
communication, however, is clear.
An understanding of the topic is evident but is A controlling idea or unifying effect is evident, Diction is imprecise and/or inappropriate. This writing demonstrates faltering control of
only partially demonstrated or is not always but unity falters frequently. Development of Sentence structures are frequently ineffective correct sentence construction, usage,
Limited sustained. The student’s ideas are ideas and explanations is uncertain and/or and/or awkward. Inadequate stylistic choices grammar, and mechanics. The range of
incompletely or unclearly explored. The unclear. contribute to the creation of an uncertain or sentence construction problems and errors in
L literary example is lacking or does not relate
adequately to the student’s ideas and/or to the
unclear voice. usage, grammar, and/or mechanics blur the
clarity of communication.
topic. Support is overgeneralized, inconsistent,
and/or marginally relevant.
A minimal understanding of the topic is A controlling idea or unifying effect is absent Diction is inaccurate and/or overgeneralized. This writing demonstrates lack of control of
demonstrated. The student’s ideas are or is not sustained. Development of ideas and Sentence structures are misused to such an correct sentence construction, usage,
Poor underdeveloped, unexplored, and/or explanations is deficient, ineffective, and/or extent that clarity suffers. A lack of stylistic grammar, and mechanics. The unclear and
incomprehensible. The literary example is incoherent. choices contributes to the creation of an incorrect sentence constructions and jarring
P absent or unrelated to the student’s ideas
and/or to the topic. Support is deficient
ineffective voice. errors in usage, grammar, and mechanics
impede communication.
and/or irrelevant.

Insufficient is a special category. It is not an indicator of quality. Thought & Understanding ___________ x 2
Assign insufficient when TOTAL GRADE
Insufficient
• the marker can discern no evidence of an attempt to address the Form & Structure ___________
INS topic OR
• the writing is so deficient in length that it is not possible to assess
Thought and Support
Matters of Choice
Matters of Correctness
___________
___________
/25
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