English Language Arts 30–1 Personal Response to Texts Assignment

Scoring Categories and Scoring Criteria for 2019–2020

IDEAS AND IMPRESSIONS PRESENTATION

FOCUS When marking Ideas and Impressions, the marker When marking Presentation, the marker should
should consider the quality of consider the effectiveness of
Because students’ responses to the Personal Response to Texts Assignment and the Critical / Analytical Response to
Literary Texts Assignment vary widely—from philosophical discussions to personal narratives to creative approaches— • the student’s exploration of the topic in relation to • voice in relation to the context created by the
assessment of the Personal Response to Texts Assignment and the Critical / Analytical Response to Literary Texts the prompting text(s) student in the chosen prose form
Assignment on the diploma examination will be in the context of Louise Rosenblatt’s suggestion: • the student’s ideas and reflection • stylistic choices (including quality and
• support in relation to the student’s ideas and correctness of language and expression) and the
the evaluation of the answer would be in terms of the amount of evidence that the youngster has actually impressions student’s creation of tone
read something and thought about it, not a question of whether, necessarily, he has thought about it in the • the student’s development of a unifying and/or
way an adult would, or given an adult’s “correct” answer. aesthetic effect

Rosenblatt, Louise. “The Reader’s Contribution in the Literary Experience: Interview with Louise Rosenblatt.” By Lionel Consider the complexity of the response in
Wilson. English Quarterly 14, no.1 (Spring, 1981): 3–12. Copied under licence from Access Copyright. Further reproduction terms of its context and length.
prohibited unless licensed.
Excellent The student’s exploration of the topic is insightful. The voice created by the student is convincing.
Perceptions and/or ideas are confident and Stylistic choices are precise and the student’s
E discerning. Support is precise and aptly reinforces creation of tone is adept. The unifying and/or
the student’s ideas and impressions. aesthetic effect is skillfully developed.
Markers will also consider Grant P. Wiggins’ suggestion that we should assess students’ writing “with the tact of Socrates: tact
to respect the student’s ideas enough to enter them fully—even more fully than the thinker sometimes—and thus the tact to
accept apt but unanticipatable or unique responses.” Proficient The student’s exploration of the topic is purposeful. The voice created by the student is distinct. Stylistic
Perceptions and/or ideas are thoughtful and choices are specific and the student’s creation of
Wiggins, Grant P. Assessing Student Performance: Exploring the Purpose and Limits of Testing. San Francisco: Jossey-Bass Pf considered. Support is specific and strengthens the tone is competent. The unifying and/or aesthetic
Publishers, 1993, p. 40. Copied under licence from Access Copyright. Further reproduction prohibited unless licensed. student’s ideas and impressions. effect is capably developed.

Satisfactory The student’s exploration of the topic is generalized. The voice created by the student is apparent.
Perceptions and/or ideas are straightforward and Stylistic choices are adequate and the student’s
S relevant. Support is adequate and clarifies the creation of tone is conventional. The unifying and/or
student’s ideas and impressions. aesthetic effect is appropriately developed.

Limited The student’s exploration of the topic is vague. The voice created by the student is undiscerning
Perceptions and/or ideas are superficial and/or and/or unsuitable. Stylistic choices are imprecise
L ambiguous. Support is imprecise and/or ineffectively and the student’s creation of tone is inconsistent.
related to the student’s ideas and impressions. The unifying and/or aesthetic effect is inadequately
developed.

Poor The student’s exploration of the topic is minimal. The voice created by the student is confused.
Perceptions and/or ideas are undeveloped and/or Stylistic choices impede communication and the
P irrelevant. Support is lacking and/or unrelated to the student’s creation of tone is ineffective. A unifying
student’s ideas and impressions. and/or aesthetic effect is haphazard or obscure.

Insufficient Insufficient is a special category. It is not an indicator of quality. A response assigned an Insufficient
receives the score of zero in all scoring categories.
INS Assign insufficient when
• the student has responded using a form other than prose OR
• the student has written so little that it is not possible to assess Ideas and Impressions OR
• there is no evidence that the topic presented in the assignment has been addressed OR
• there is no connection between the text(s) provided in the assignment and the student’s response OR
• there is no evidence of an attempt to fulfill the task presented in the assignment.

Cross-Reference to the Program of Studies for Senior High School English Language Arts
2.1      2.2      2.3      4.1 3.1      3.2      4.1      4.2

September 1, 2019
 English Language Arts 30–1 Critical / Analytical Response to Literary Texts Assignment
Scoring Categories and Scoring Criteria for 2019–2020

THOUGHT AND UNDERSTANDING SUPPORTING EVIDENCE FORM AND STRUCTURE MATTERS OF CHOICE MATTERS OF CORRECTNESS

FOCUS When marking Thought and Understanding, When marking Supporting Evidence, the When marking Form and Structure, the When marking Matters of Choice, the marker When marking Matters of Correctness, the
the marker should consider marker should consider marker should consider should consider how effectively the student’s marker should consider the correctness of
choices enhance communication. The marker
• how effectively the student’s ideas relate to • the selection and quality of evidence • the manner in which the student focuses, should consider • sentence construction (completeness,
the assignment • how well the supporting evidence is arranges, and shapes the discussion in consistency, subordination, coordination,
• the quality of the literary interpretations to employed, developed, and synthesized to response to the assignment • diction predication)
show understanding of the text relative to support the student’s ideas • how well a unifying effect or a controlling • choices of syntactic structures (such as • usage (accurate use of words according to
the topic idea is developed and maintained parallelism, balance, inversion) convention and meaning)
• the extent to which stylistic choices • grammar (subject-verb/pronoun-antecedent
contribute to the creation of voice agreement, pronoun reference, consistency
of tense)
• mechanics (punctuation, spelling,
capitalization)

Consider ideas presented in the Personal Consider the proportion of error in terms of
Reflection on Choice of Literary Text(s). the complexity and length of the response.

Excellent Ideas are insightful and carefully considered, Support is precise, and astutely chosen to A judicious arrangement of ideas and details Diction is precise. Syntactic structures are This writing demonstrates confident
demonstrating a comprehension of subtle reinforce the student’s ideas in a convincing contributes to a fluent discussion that is effective and sometimes polished. Stylistic control of correct sentence construction,
E distinctions in the literary text(s) and the topic. way. A valid connection to the student’s ideas developed skillfully. The unifying effect or choices contribute to the creation of a skillful usage, grammar, and mechanics. The
Literary interpretations are perceptive and is efficiently maintained. controlling idea is effectively presented and composition with a convincing voice. relative insignificance of error is impressive
illuminating. integrated. considering the complexity of the response
and the circumstances.

Proficient Ideas are thoughtful and considered, Support is specific, and well chosen to A purposeful arrangement of ideas and details Diction is specific. Syntactic structures are This writing demonstrates competent
demonstrating a competent comprehension reinforce the student’s ideas in a persuasive contributes to a controlled discussion that generally effective. Stylistic choices contribute control of correct sentence construction,
Pf of the literary text(s) and the topic. Literary way. A sound connection to the student’s ideas is developed capably. The unifying effect or to the creation of a considered composition usage, grammar, and mechanics. Minor
interpretations are revealing and sensible. is capably maintained. controlling idea is coherently presented and with a capable voice. errors in complex language structures
sustained. are understandable considering the
circumstances.

Satisfactory Ideas are relevant and straightforward, Support is general, adequate, and A straightforward arrangement of ideas and Diction is adequate. Syntactic structures This writing demonstrates control of the basics
demonstrating a generalized comprehension appropriately chosen to reinforce the student’s details provides direction for the discussion are straightforward, but attempts at complex of correct sentence construction, usage,
S of the literary text(s) and the topic. Literary ideas in an acceptable way but occasionally that is developed appropriately. The unifying structures may be awkward. Stylistic choices grammar, and mechanics. There may be
interpretations are general but plausible. may lack persuasiveness. A reasonable effect or controlling idea is generally presented contribute to the creation of a conventional occasional lapses in control and minor errors;
connection to the student’s ideas is suitably and maintained; however, coherence may composition with an appropriate voice. however, the communication remains clear.
maintained. falter.

Limited Ideas are superficial or oversimplified, Support is inadequate, inaccurate, largely A discernible but ineffectual arrangement of Diction is imprecise and/or inappropriate. This writing demonstrates faltering control
demonstrating a weak comprehension of a restatement of what was read, and/ ideas and details provides some direction Syntactic structures are frequently awkward of correct sentence construction, usage,
L the literary text(s) and the topic. Literary or inappropriately chosen in relation for the discussion that is underdeveloped. and/or ambiguous. Inadequate language grammar, and mechanics. The range of errors
interpretations are incomplete and/or literal. to the student’s ideas and thus lacks A unifying effect or controlling idea is choices contribute to the creation of a vague blurs the clarity of communication.
persuasiveness. A weak connection to the inconsistently maintained. composition with an undiscerning voice.
student’s ideas is maintained.

Poor Ideas are largely absent or irrelevant, and/or Support is irrelevant, overgeneralized, A haphazard arrangement of ideas and details Diction is overgeneralized and/or inaccurate. This writing demonstrates lack of control
do not develop the topic. Little comprehension lacks validity, and/or is absent. Little or no provides little or no direction for the discussion, Syntactic structures are uncontrolled or of correct sentence construction, usage,
P of the literary text(s) is demonstrated. connection to the student’s ideas is evident. and development is lacking or obscure. A unintelligible. A lack of language choices grammar, and mechanics. Jarring errors impair
unifying effect or controlling idea is absent. contributes to the creation of a confused communication.
composition with an obscure voice.

Insufficient Insufficient is a special category. It is not an indicator of quality. A response assigned an Insufficient receives the score of zero in all scoring categories.
Assign Insufficient when
INS • 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 text(s) provided in the first assignment OR
• there is no evidence of an attempt to address the assigned topic or to fulfill the task presented in the assignment.
September 1, 2019
Cross-Reference to the Program of Studies for Senior High School English Language Arts
2.1      2.2      4.1      4.2 2.3      3.2      4.1      4.2 2.2      3.1      4.1      4.2 4.2 4.2