Charles Spencer High School

10-1, 20-1, 30-1

Critical/Analytical Response to Literary Texts Assignment

Poor

Limited
ory Satisfactt Profcient Excellen
Guidelin General

Assessment Rubric

Thought and Understanding

Supporting Evidence

(7.5 marks)

(7.5 marks)

The student is required to address the topic

The student is required to present relevant

Ideas are insightful and carefully

considered, demonstrating a
comprehension of subtle distinctions in
the literary text(s) and the topic.

Support is precise and astutely chosen to

reinforce the students ideas in a
convincing way.
A valid connection to the students ideas is
Support is specific and well-chosen to
reinforce the students ideas in a
persuasive way.

Ideas are thoughtful and considered,

demonstrating a competent
comprehension of the literary text(s)
and the topic.

A sound connection to the students ideas

Support is general, adequate, and
appropriately chosen to reinforce the
students ideas in an acceptable way but
occasionally may lack persuasiveness.

Ideas are relevant and straightforward,

demonstrating a generalized
comprehension of the literary text(s)
and the topic.
Ideas are superficial or oversimplified,
demonstrating a weak comprehension of
the literary text(s) and the topic.
Literary interpretations are incomplete
Ideas are largely absent or irrelevant,
and/or do not develop the topic.

Support is inadequate, inaccurate, largely a

restatement of what was read, and/or
inappropriately chosen to reinforce the
students ideas and thus lacks
persuasiveness.
Support is irrelevant, overgeneralized,
lacks validity, and/or is absent.

Little comprehension of the literary

text(s) is demonstrated.

Little or no connection to the students

ideas is evident.

Name:

Topic:
Total:

/30

E
P
f
S

ory Satisfactt Profcient Excellen

Guidelin General

Based on 2014-2015 Alberta Education Diploma Examinations Program information bulletin

Form and Structure

Matters of Choice

(5 marks)

(5 marks)

The student is required to

The student is required to
develop a coherent, unified
demonstrate a repertoire of
composition by choosing an
stylistic choices and vocabulary in
A judicious arrangement of
Diction is precise. Syntactic
ideas and details contributes
structures are effective and
to a fluent discussion that is
sometimes polished.
developed skillfully.
Stylistic choices contribute to
A purposeful arrangement of Diction is specific.
ideas and details contributes
Syntactic structures are
to a controlled discussion
generally effective.
that is developed capably.

Matters of Correctness
(5 marks)
The student is required to write
clearly and correctly, while
appropriately applying the

This writing demonstrates

confidence in control of correct
sentence construction, usage,
grammar, and mechanics.

This writing demonstrates

competence in control of
correct sentence construction,
usage, grammar, and
mechanics.
A straightforward
Diction is adequate.
This writing demonstrates
arrangement of ideas and
control of the basics of correct
Syntactic structures are
details provides direction for
sentence construction, usage,
straightforward, but attempts at
the discussion that is
grammar, and mechanics.
complex structures may be
developed appropriately.

E
PS
P
L

Limited

Charles Spencer High School

A discernible but ineffectual
arrangement of ideas and
details provides some
direction for the discussion
that
is underdeveloped.
A
haphazard
arrangement of
ideas and details provides
little or no direction for the
discussion, and
development is lacking or

Poor

10-1, 20-1, 30-1

Diction is imprecise and/or
inappropriate.
Syntactic structures are
frequently awkward and/or
Diction is overgeneralized
and/or inaccurate.
Syntactic structures are
uncontrolled and/or
unintelligible.

This writing demonstrates

faltering control of correct
sentence construction, usage,
grammar, and mechanics.
This writing demonstrates lack
of control of correct sentence
construction, usage, grammar,
and mechanics.
Jarring errors impair