grading

Quality	6 Responses at this level:	5 Responses at this level:	4 Responses at this level:	3 Responses at this level:	2 Responses at this level:	1 Responses at this level:
Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s)	-reveal an in-depth analysis of the text -make insightful connections between information and ideas in the text and the assigned task	-convey a thorough understanding of the text -make clear and explicit connections between information and ideas in the text and the assigned task	-convey a basic understanding of the text -make implicit connections between information and ideas in the text and the assigned task	-convey a basic understanding of the text -make few or superficial connections and ideas in the text and the assigned task	-convey a vague or inaccurate understanding of the text -allude to the text but make unclear or unwarranted connections to the assigned task	-provide no evidence of textual understanding -make no connections between information in the text and the assigned task
Development: the extent to which ideas are elaborated using specific and relevant evidence from the text(s)	-develop ideas clearly and fully, making effective use of a wide range of relevant and specific details from the text	-develop ideas clearly and consistently. Using relevant and specific details from the text	-develop ideas inconsistently, using relevant details from the text	-develop ideas simply, using some details from the text	-are largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or repetitive	-are minimal, with no evidence of development
Organization: the extent to which the response exhibits direction, shape, and coherence	-maintain a clear and appropriate focus -exhibit a logical and coherent structure through effective use of appropriate devices and transitions	-maintain a clear and appropriate focus -exhibit a logical sequence of ideas through the use of appropriate devices and transitions	-maintain a clear and appropriate focus -exhibit a rudimentary structure but may include some inconsistencies or irrelevancies	-establish, but fail to maintain, an appropriate focus -exhibit uneven organization	-lack an appropriate focus, but suggest some organization	-show no focus or organization
Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety	-are stylistically sophisticated, using original and precise language with a notable sense of voice and awareness of audience and purpose -vary structure and length of sentences for effect	use language that is fluent and engaging, with some awareness of audience and purpose -show consistent use of sentences that are varied in length and structure	-use appropriate language, with some awareness of audience and purpose -occasionally vary length and structure of sentences	-rely on language from the text and basic vocabulary -rely on sentences that are unvaried in length and structure	-use language that is imprecise or unsuitable for the audience or purpose -rely on sentences that lack variety and may be constructed incorrectly	-are minimal -use language that is incoherent or inappropriate -violate basic rules of sentence structure
Conventions: the extent to which the response exhibits conventional spelling, punctuation, para-graphing, capitalization, grammar, and usage	-demonstrate control of the conventions	-demonstrate control of the conventions, with very few minor errors that have no effect on comprehension	-demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension	-demonstrate partial control, exhibiting errors that occasionally hinder comprehension	-demonstrate a lack of control, exhibiting many errors that make comprehension difficult	-are minimal -may be illegible or not recognizable as English

Quality	6 Responses at this level:	5 Responses at this level:	4 Responses at this level:	3 Responses at this level:	2 Responses at this level:	1 Responses at this level:
Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s)	-reveal an in-depth analysis of the documents -make insightful connections between information and ideas in the documents and the assigned task	-convey a thorough understanding of the documents -make clear and explicit connections between information and ideas in the documents and the assigned task	-convey a basic understanding of the text -make implicit connections between information and ideas in the text and the assigned task	-convey a basic understanding of the documents* -make few or superficial connections and ideas in the documents and the assigned task	-convey a vague or inaccurate understanding of the documents -allude to the text but make unclear or unwarranted connections to the assigned task	-provide no evidence of understanding -make no connections between information in the text and the assigned task
Development: the extent to which ideas are elaborated using specific and relevant evidence from the text(s)	-develop ideas clearly and fully, making effective use of a wide range of relevant and specific details from the documents	-develop ideas clearly and consistently. Using relevant and specific details from the documents	-develop ideas inconsistently, using relevant details from the text	-develop ideas simply, using some details from the documents	-are largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or repetitive	-are minimal, with no evidence of development
Organization: the extent to which the response exhibits direction, shape, and coherence	-maintain a clear and appropriate focus -exhibit a logical and coherent structure through effective use of appropriate devices and transitions	-maintain a clear and appropriate focus -exhibit a logical sequence of ideas through the use of appropriate devices and transitions	-maintain a clear and appropriate focus -exhibit a rudimentary structure but may include some inconsistencies or irrelevancies	-establish, but fail to maintain, an appropriate focus -exhibit uneven organization	-lack an appropriate focus, but suggest some organization	-show no focus or organization
Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety	-are stylistically sophisticated, using original and precise language with a notable sense of voice and awareness of audience and purpose -vary structure and length of sentences for effect	use language that is fluent and engaging, with some awareness of audience and purpose -show consistent use of sentences that are varied in length and structure	-use appropriate language, with some awareness of audience and purpose -occasionally vary length and structure of sentences	-rely on language from the documents and basic vocabulary -rely on sentences that are unvaried in length and structure	-use language that is imprecise or unsuitable for the audience or purpose -rely on sentences that lack variety and may be constructed incorrectly	-are minimal -use language that is incoherent or inappropriate
Conventions: the extent to which the response exhibits conventional spelling, punctuation, para-graphing, capitali-zation, grammar, and usage	-demonstrate control of the conventions	-demonstrate control of the conventions, with very few minor errors that have no effect on comprehension	-demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension	-demonstrate partial control, exhibiting errors that occasionally hinder comprehension	-demonstrate a lack of control, exhibiting many errors that make comprehension difficult	-are minimal -may be illegible or not recognizable as English

Quality	6 Responses at this level:	5 Responses at this level:	4 Responses at this level:	3 Responses at this level:	2 Responses at this level:	1 Responses at this level:
Meaning: the extent to which the response exhibits sound understanding, interpretation, and text(s)	-establish a controlling idea that reveals an in-depth analysis of both texts -make insightful connections between the ideas in each text and the elements or techniques used to convey those ideas	-establish a controlling idea that reveals a thorough understanding of both texts -make clear and explicit connections between the ideas in each text and the elements or techniques used to convey those ideas	-establish a controlling idea that shows a basic understanding of both texts -make implicit connections between the ideas in each text and the elements or techniques used to convey those ideas	-establish a controlling idea that shows a basic understanding of the texts* -make few or superficial connections between the ideas in the texts and the elements or techniques used to convey those ideas	-show a vague or incomplete understanding of the texts -fail to establish a controlling idea -allude to the texts but omit references to literary elements or techniques	-provide no evidence of textual understanding -make no connections between ideas in the texts and literary elements or techniques
Development: the extent to which ideas are elaborate using specific and relevant evidence from the text(s)	-develop ideas clearly and fully, making effective use of generalization, specific references, and relevant quotations from both texts	-develop ideas clearly and consistently, using relevant and specific details from both texts	-develop ideas inconsistently, using relevant details form both texts	-develop ideas simply, using some details from the texts	-are incomplete or largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or unjustified	-are minimal, with no evidence of development
Organization: the extent to which the response exhibits direction, shape, and coherence	-maintain the focus established by the controlling ideas -exhibit a logical and coherent structure through effective use of appropriate devices and transitions	-maintain the focus established by the controlling idea -exhibit a logical sequence of ideas through the use of appropriate devices and transitions	-maintain a clear and appropriate focus -exhibit a rudimentary structure but may include some inconsistencies or irrelevancies	-establish, but fail to maintain, an appropriate focus -exhibit uneven organization	-lack an appropriate focus, but suggest some organization	-show no focus or organization
Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety	-are stylistically sophisticated, using original and precise language with a notable sense of voice and awareness of audience and purpose -vary structure and length of sentences for effect	use language that is fluent and engaging, with some awareness of audience and purpose -show consistent use of sentences that are varied in length and structure	-use appropriate language, with some awareness of audience and purpose -occasionally vary length and structure of sentences	-use basic vocabulary -rely on sentences that are unvaried in length and structure	-use language that is imprecise or unsuitable for the audience or purpose -rely on sentences that lack variety and may be constructed incorrectly	-are minimal -use language that is incoherent or inappropriate -violate basic rules of sentence structure
Conventions: the extent to which the response exhibits conventional spelling, punctuation, para-graphing, capitali-zation, grammar, and usage	-demonstrate control of the conventions	-demonstrate control of the conventions, with very few minor errors that have no effect on comprehension	-demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension	-demonstrate partial control, exhibiting errors that occasionally hinder comprehension	-demonstrate a lack of control, exhibiting many errors that make comprehension difficult	-are minimal -may be illegible or not recognizable as English

Quality	6 Responses at this level:	5 Responses at this level:	4 Responses at this level:	3 Responses at this level:	2 Responses at this level:	1 Responses at this level:
Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s)	-provide an interpretation of the "critical lens" that is faithful to the complexity of the statement and clearly establishes the criteria for analysis -make insightful connections between the criteria for analysis and the chosen texts	-provide an interpretation of the "critical lens" that clearly establishes the criteria for analysis -make clear and explicit connections between the criteria for analysis and the chosen texts	-provide an interpretation of the "critical lens" that establishes the criteria for analysis -make implicit connections between the criteria and the chosen texts	-provide an interpretation of the "critical lens" that suggests the criteria for analysis -make few or superficial connections between the criteria and the chosen text*	-provide a vague or confusing interpretation of the "critical lens" -may allude to the "critical lens" but do not use it to analyze the chosen texts	-don not refer to the "critical lens" -reflect minimal analysis of the chosen texts
Development: the extent to which ideas are elaborated using specific and relevant evidence from the text(s)	-develop ideas clearly and fully, making effective use of appropriate literary elements and techniques in both texts	-develop ideas clearly and consistently, using relevant and specific references to appropriate literary elements and techniques in both texts	-develop ideas inconsistently, using relevant details from both text	-develop ideas simply, using some details from the texts	-are incomplete or largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or unjustified	-are minimal, with no evidence of development
Organization: the extent to which the response exhibits direction, shape, and coherence	-maintain focus established by the critical lens -exhibit a logical and coherent structure through effective use of appropriate devices and transitions	-maintain the focus established by the critical lens -exhibit a logical sequence of ideas through the use of appropriate devices and transitions	-maintain a clear and appropriate focus -exhibit a rudimentary structure but may include some inconsistencies or irrelevancies	-establish, but fail to maintain, an appropriate focus -exhibit uneven organization	-lack an appropriate focus, but suggest some organization	-show no focus or organization
Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety	-are stylistically sophisticated, using original and precise language with a notable sense of voice and awareness of audience and -vary structure and length of sentences for effect	use language that is fluent and engaging, with some awareness of audience and purpose -show consistent use of sentences that are varied in length and structure	-use appropriate language, with some awareness of audience and purpose -occasionally vary length and structure of sentences	-use basic vocabulary -rely on sentences that are unvaried in length and structure	-use language that is imprecise or unsuitable for the audience or purpose -rely on sentences that lack variety and may be constructed incorrectly	-are minimal -use language that is incoherent or inappropriate -violate basic rules of sentence structure
Conventions: the extent to which the response exhibits conventional spelling, punctuation, para-graphing, capitali-zation, grammar, and usage	-demonstrate control of the conventions	-demonstrate control of the conventions, with very few minor errors that have no effect on comprehension	-demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension	-demonstrate partial control, exhibiting errors that occasionally hinder comprehension	-demonstrate a lack of control, exhibiting many errors that make comprehension difficult	-are minimal -may be illegible or not recognizable as English