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Assignment 10 – Critical/Analytical Response #2 – Instructions
Consider how an individual’s circumstance has been reflected through the character(s) developed in the novel you have chosen to read. Discuss the effects of such circumstances upon the development of man’s character related to the choices he makes.
In your planning and writing, consider the following instructions:
Carefully consider your controlling idea or thesis or how you will create a strong unifying effect in your response.
As you develop your ideas, support them with appropriate, relevant, and meaningful examples from your novel.
Marking Guide:
Scoring Guide for the Critical and Analytical Response to Text(s)
Thought and Understanding (5% of total examination mark)
When marking Thought and Understanding, the marker should consider
how effectively the student’s ideas relate to the assignment• the quality of the literary interpretations and understanding
Excellent (E)
Ideas are insightful, demonstrating a comprehension of subtle distinctions in the literary text(s) and the topic. Literary interpretations are perceptive and illuminating.
Proficient (Pf)
Ideas are thoughtful, demonstrating a well-considered comprehension of the literary text(s) and the topic. Literary interpretations are revealing and convincing.
Satisfactory (S)
Ideas are relevant and straightforward, demonstrating a generalized comprehension of the literary text(s) and the topic. Literary interpretations are general but plausible.
Limited (L)
Ideas are superficial and oversimplified, demonstrating a weak comprehension of the literary text(s) and the topic. Literary interpretations are incomplete and/or literal.
Poor (P)
Ideas are largely absent or irrelevant and/or do not develop the topic. Little comprehension of the literary text(s) and/or the topic is demonstrated.
Insufficient
(INS)
Insufficient is a special category. It is not an indicator of quality.
Assign insufficient when
the student has written so little that it is not possible to assess Thought and Understanding and/or Supporting Evidence OR
no reference has been made to literature studied OR
the only literary reference present is to the texts on the examination OR
the marker can discern no evidence of an attempt to address the task presented in the assignment
Supporting Evidence (5% of total examination mark)
When marking Supporting Evidence, the marker should consider
the selection and quality of evidence
how well the supporting evidence is integrated, synthesized and/or developed to support the student’s ideas
Consider ideas presented in the Personal Reflection on Choice of Literary Text(s).
Excellent (E)
Support is explicit, precise, and deliberately chosen to reinforce the student’s ideas in an effective and judicious way. A strong connection to the student’s ideas is maintained.
Proficient (Pf)
Support is relevant, accurate, and occasionally deliberately chosen to reinforce the student’s ideas in a logical and clear way. A clear connection to the student’s ideas is maintained.
Satisfactory (S)
Support is adequate and general, but occasionally lacking in persuasiveness and consistency. A straightforward connection to the student’s ideas is maintained.
Limited (L)
Support is often inappropriate or is a restatement of what was read, and/or may be repetitive, contradictory, and/or lacking. The connection to the student’s ideas is vague and/or unclear.
Poor (P)
Support is irrelevant, overgeneralized, and/or lacking. The support, if present, is largely unrelated to any idea that may be present.
Form and Structure (5% of total examination mark)
When marking Form and Structure, the marker should consider how effectively the student’s organizational choices result in
a coherent, focused, shaped, and concluded discussion in response to the assignment
a unifying effect or a controlling idea that is developed and maintained
Excellent (E)
An effective arrangement of ideas and details contributes to a fluent, controlled, and shaped discussion that concludes skillfully. The unifying effect or controlling idea is successfully sustained and integrated, and coherently presented.
Proficient (Pf)
A considered arrangement of ideas and details contributes to a competent, controlled discussion that concludes appropriately. The unifying effect or controlling idea is sustained and coherently presented.
Satisfactory (S)
A straightforward arrangement of ideas and details provides direction for the discussion that concludes functionally. The unifying effect or controlling idea is presented and maintained generally; however, coherence may falter.
Limited (L)
A discernible but ineffectual arrangement of ideas and details provides some direction for the discussion that does not conclude deliberately. A unifying effect or controlling idea is not maintained.
Poor (P)
A haphazard arrangement of ideas and details provides little or no direction for the discussion, and a conclusion is absent or obscure. A unifying effect or controlling idea is absent.
Matters of Choice (5% of total examination mark)
When marking Matters of Choice, the marker should consider how effectively the student’s choices enhance communication. The marker should consider
diction
choices of syntactic structures (such as parallelism, balance, inversion)
the extent to which the stylistic choices contribute to the creation of voice
Excellent (E)
Diction is precise and effective. Syntactic structures are effective and sometimes polished. Stylistic choices contribute to a confident composition with a convincing voice.
Proficient (Pf)
Diction is specific. Syntactic structures are generally effective. Stylistic choices contribute to a competent composition with a capable voice.
Satisfactory (S)
Diction is adequate but may be lacking in specificity. Syntactic structures are generally clear, but attempts at complex structures may be awkward. Stylistic choices contribute to a clear composition with a matter-of-fact voice.
Limited (L)
Diction is imprecise and/or inappropriate. Syntax is frequently awkward and/or immature. The writing may be vague, redundant, and/or unclear. Inadequate language choices contribute to a composition with an undiscerning or uncritical voice.
Poor (P)
Diction is overgeneralized and/or inaccurate. Syntax is confused and uncontrolled. The writing is unclear. Lack of language choices contributes to a confusing composition with an ineffective voice.
Matters of Correctness (5% of total examination mark)
When marking Matters of Correctness, the marker should consider the correctness of
sentence construction (completeness, consistency, subordination, coordination, predication)
usage (accurate use of words according to convention and meaning)
grammar (subject–verb/pronoun–antecedent agreement, pronoun reference, consistency of tense)
mechanics (punctuation, spelling, capitalization)
Consider proportion of error to complexity and length of response.
Excellent (E)
This writing demonstrates confidence in control of correct sentence construction, usage, grammar, and mechanics. The relative absence of error is impressive considering the complexity of the response and the circumstances.
Proficient (Pf)
This writing demonstrates competence in control of correct sentence construction, usage, grammar, and mechanics. Minor errors in complex language structures are understandable considering the circumstances.
Satisfactory (S)
This writing demonstrates control of the basics of correct sentence construction, usage, grammar, and mechanics. There may be occasional lapses in control and minor errors. However, the communication remains clear.
Limited (L)
This writing demonstrates faltering control of correct sentence construction, usage, grammar, and mechanics. The range of errors blurs the clarity of communication.
Poor (P)
This writing demonstrates lack of control of correct sentence construction, usage, grammar, and mechanics. Jarring errors impair communication.
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