2.0
Writing
Applications
2.2 Write responses to literature:
a. Develop interpretations
exhibiting careful reading, understanding, and insight.
b. Organize interpretations around
several clear ideas, premises, or images from the
literary work.
c. Justify
interpretations through sustained use of examples and textual evidence.
Poetry
Students write
in-class essays analyzing new material, that is a poem the student has never
seen before. Students will closely read
poetic text, develop understandings and write interpretations that include the
technical features of poetry when relevant.
Rubric:
10 Students
earning this score point will write interpretations that reveal sound
understanding of poetic text and will be the result of close and careful
reading. The thoughts expressed will be
logically sequenced and will be based on evidence and images from the text. The technical aspects of the text will be
cited, if relevant. The essays will
exhibit a proper balance between insight and evidence. They will be very well-written, with only one
or two minor errors. They will closely
follow the conventions of standard written English.
8 Students earning this score point will
write interpretations that reveal sound understanding of poetic text and will
be the result of careful reading. The
insights, while logically expressed, will not be as accurate or as deep as the
top scoring essays. The evidence cited
may be less convincing as well. They
will be moderately well-written, though they may contain several correctible
errors. They will generally follow the
conventions of standard written English.
6 Students earning this score point will
write interpretations that reveal some understanding of poetic text and will be
the result of careful reading. The
insights, while generally logical, will be less insightful. The writers may display some confusion about
the text and there may be a disconnect between the
analysis and the evidence to support it.
They will somewhat follow the conventions of standard written English,
though there may be one or two serious errors.
4 These essay writers will be somewhat
confused by the text. They may offer
little in the way of insight. Their
writing may be illogical in part and will display multiple serious errors in
the conventions of standard written English.
2 The student will be consistently
confused by literary text and will demonstrate little control over its
elements. They may write only briefly,
but what they do write will be deeply flawed and bear little connection to the
text they are analyzing.
Note: Students may
give themselves odd numbered scores that reflect descriptors from two or more
score points. A student may say, for
instance, “some of score-point 6 aligns with my paper; but so does some parts
of score-point 8. I think I’m a 7.”
Rationale
for score [be sure to write a detailed explanation of your
score below]: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________