SEES ON ia Oe SEE Student Number: English Ms. Hughes Block: Literary Essay Scoring Guide a A superior analyst of insight his pana caanalysis due to depth of discussion, eectiveness of argument, and level 0 Fr eegtPet exhibits asgphistcated use of language nndessay ctuctere, Highly mature handling nine Referénces are used skillfully, purposefully, seamlessly and with attention to S A Broficient analysis that reflects a strong grasp af tapioand teat The wating is well organlaed treaglemonstrates a strong command ofthe conventione af langage, References support the thesis effectively. Only minor grammatical errors presens 4 Jcompetent and straightforward analysis of the text OR an indepth yet awkwardly Ferered analysis, There are no significant errors in understanding the text and task- References may be limited to only part of the text. Occasional grammatical errors impede meaning. 3 Abarely adequate analysis. Understanding ofthe topic, task, and/or text may be partially flawed. May demonstrate ability to write with fluency, but NOT address the task or text as Rauited. A summary is not an analysis. Listing rather than explaining is not an analysis. Evidence is not clearly connected to a central idea or thesis and may be meagre and/ce yepetitive. Errors in structure or grammar may be distracting and/or impede meaning, 2 An inadequate analysis. Understanding of the text and/or task and/or topic may be seriously flawed. Errors are recurring, distracting, and often impede meaning, 1 Ap inadequate analysis. The response does not meet the purpose ori too brief to address e topic. ° Acomplete misunderstanding of the task AREAS FOR IMPROVEMENT. CE Structure and Style Grammar, Punctuation, and Language Use. Thesis, T.A.G., main ideas in intro OD Spelling O° Topic sentences O Syntax OD Does not take 2 position Comma, semicolon, colon, apostrophes, 0 Paragraphing capitalisation © Concluding /‘Transition sentences Title novel/play = italics/undetlining Concluding paragraph, conclusion Q Title story/poem = quotation aris O Sentence variety © Switching verb tenses Literary Present (LPVT) Sentences: run-on, comma splice, OQ Diction, word choice, wrong word fragment O Lack of appropriate textual evidence © Pronoun and antecedent agreement OQ Failure to explain how and/or why O Subject-verb agreement a L. evidence supports position © Sentence ends with preposition Incorporation of quotations and evidence 0 Proof reading (MLA format) O Theme O Repetition 0 Awkward phrases : O_ Summary rather than analysis | GENERAL COMMENTS: