Grade 10 PLC

AP English Literature Question 3 Scoring Guide 9–8 [AP scoring guide offers nothing about thesis or introduction.] Here’s what the AP rubric has to say about 9-8 develop and support: These essays offer awell-focused and persuasive [response to the prompt]. Using apt and specific textual support, these essays [respond to the prompt]. Although these essays may not be error-free*, they make a strong case for their [response to the prompt] and [respond to the prompt] with significant insight and understanding [of the text]. Essays scored a 9 reveal more sophisticated analysis. Here’s what the AP scoring guige has to say about 9-8 language and conventions Essays scored a 9 reveal more effective control of language than do essays scored 8. These essays may not be error free.	GHS ELA Grade 10 Explanatory Writing (Writing to Text) Proposed Rubric 9-8:  A+/A (90-100%) Exceeds Expectation ·         Establishes a coherent, original, insightfulthesis that responds to the prompt;introduces topicmeaningfully and with comprehensivecontext ·         Develops topic{response to prompt}thoroughly and supports thesis with well-chosen, relevantevidence from the text; {insightfully, persuasively, sophisticatedly}Explains how evidenceillustrates and reinforcesthesis* ·         Maintains a formal, sophisticatedstyle and objective, academictoneconsistently throughout writing; no? mechanical and grammatical errors
7–6 [AP scoring guide offers nothing about thesis or introduction.] what the AP scoring guide has to say about 7-6 development and support These essays offer a reasonable [response to the prompt]. While these essays show insight and understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9–8 essays. Essays scored a 7 present better developedanalysis what the AP scoring guide has to say about 7-6 language and conventions andmore consistentcommand of the elements of effective composition than do essays scored a 6.	7-6:  B+/B (85-89%) Meets Expectation ·         Establishes a clear thesis in response to the prompt and introduces topic with sufficient context ·         Develops topic {response to prompt}effectively{reasonably}and supports thesis with relevantevidence from the text;  states {with insight and understanding}how evidence is connected to thesis but not with the precision*{thoroughness, perceptiveness, specificity} of an 8-9 essay ·         Maintains a formalstyle and objectivetone throughout writing; few mechanical and grammatical errors
5 [AP scoring guide offers nothing about thesis and introduction] What the AP scoring guide has to say about 5 development and support These essays respond to the assigned task with a plausiblereading, but they tend to be superficial or thinly developed in analysis. They often rely upon plot summary that contains someanalysis, implicit or explicit. Although theseessays display an attempt[to respond to the prompt], they may demonstrate a rather simplisticunderstanding and support from the text may be too general. These essays are not as well conceived, organized, or developed as 7–6 essays. What the AP scoring guide has to say about 5 language and conventions While these essays demonstrate adequatecontrol of language, they may be marred by surface errors.	5:  B- (80%) (Not sure what to use as a descriptor here - adequate? satisfactory?acceptable?) ·         Presents an intelligent*{plausible}thesis but does not fully and specificallyaddress the prompt ·         Uses textual evidence from the text sparingly {generally, simplistically}or offers evidence without attaching it to thesis{or offers textual evidence that, while accurate, may relate to the thesis only implicitly or explains evidence superficially or with a thin connection to the thesis} Inconsistencies in formal language and objective tone; mechanical and grammaticalerrors areconspicuous.}
4–3 [The AP scoring guide offers nothing about thesis and introduction.] What the AP scoring guide has to say about 4-3 development and support These lower-half essays fail to offer an adequate[response to the prompt]. The analysis may be partial, unsupported, or irrelevant, and the essays may reflect an incomplete or oversimplifiedunderstanding of [the text in relation to the prompt]. They may not develop[a response to part of the prompt], or they may rely on plot summary alone. These essays may be characterized by an unfocused or repetitivepresentation of ideas, and an absence of textual support. Essays scored a 3 may contain significantmisreading. What the AP scoring guide has to say about 4-5 language and conventions These essays may be characterized by an accumulation of errors; they may lackcontrol over the elements of college-level composition. Essays scored a 3 may demonstrate ineptwriting.	4-3:  C+/C (70-79%) Needs Improvement ·         Presents an identifiablethesis, but fails in some ways to fulfill the demands of the prompt and provide context ·         {May provide}Provides no realtextual support for thesis; evidencemay not be consistently relevant, sufficient and/or accurate{may be unfocused or repetitive}(AP* says:  “presents one or more incisive insights among others of less value”)* ·         Does notmaintain formal style and objective tone throughout the writing; serious and prevalenterrors in grammar and mechanics
2–1 [The AP scoring guide offers nothing about thesis and introduction.] What the AP scoring guide has to say about development and support Although these essays make someattempt to respond to the prompt, they compound the weaknesses of the papers in the 4–3 score range. Often, they are unacceptably brief or incoherent in presenting their ideas. Remarks may be presented with little supporting evidence. Essays scored a 1 contain little coherentdiscussion of the text. What the AP rubric has to say about language and conventions They may be poorlywritten on several counts and contain distractingerrors in grammar and mechanics. Remarks may be presented with littleclarity or organization.	2-1:  D/F (50-69%) Warning ·         Thesis is unclear or unidentifiable, fails to address the actual assignment*{prompt}and provide context ·         Does not offertextual evidence, or detailsare irrelevant, insufficient or inaccurateindicating a serious misreading of the text (or suggesting student did not read it)*; ·         Style and tone are informal, subjective, unsophisticated (AP says: “is unclear, badly written or unacceptably brief); errors in grammar and mechanics are egregious*{distracting}(I like this better than “impede understanding” because sometimes the essay has excessive, serious, ridiculous errors in grammar/mechanics that do not necessarily “impede understanding”)
Other: The score reflects the qualityof the essay as a whole — its content, style, and mechanics. Students are rewardedfor what they do well. The score for an exceptionally well-written essay may be raised by 1 point above the otherwise appropriate score. In no case may a poorly written essay be scored higher than a 3. Other (2): Brackets [] indicate where the content of the prompt was removed.	Other: Priority CCSS Grades 9–10 [2.a.b.e.]:  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a.     Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b.     Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. e.     Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Other (2): Language marked with an asterisk comes from a Heinemann textbook not from College Board AP scoring guides. There are places where the Heinemann rubric is close to the AP scoring guide, and there are other places where it diverges significantly.

http://www.heinemann.com/shared/companionResources/E02157/BurkeWTBIChapter1/APEssayScoringRubric_Fig1.3.pdf

 

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[Perhaps to create a research-based argument rurbric "research" elements could be added to a nine-point AP-style argument rubric.]

GENERIC AP-STYLE RUBRIC

FOR ARGUMENT WRITING

Question 3

______________________________________________________________________________

9

Essays earning a score of 9 meet the criteria for a score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, convincing in their use of supporting detail, or particularly impressive in their control of language.

8

Effective: Essays earning a score of 8 effectively examine and take a position on [the issue conveyed in the prompt].

Evidence and explanations are appropriate and convincing

The argument is especially coherent and well developed.

The prose demonstrates a consistent ability to control a wide range of the elements of effective writing [perhaps list elements of effective writing, such as use of standard English language conventions, precise and vivid diction, clear and varied syntax, well-organized paragraphs, and logical transitions] but is not necessarily flawless.

7

Essays earning a score of 7 meet the criteria for a score of 6 but provide a more complete explanation, more thorough development, or a more mature prose style.

6

Adequate: Essays earning a score of 6 adequately examine and take a position on [the issue conveyed in the prompt].

The evidence and explanations used are appropriate and sufficient.

The argument is coherent: paragraphs are well-organized and logically sequenced with adequate transitions. The argument is adequately developed.

The writing may contain lapses in diction, syntax, and standard English conventions, but generally the prose is clear and carefully proofread.

5

Essays earning a score of 5 examine and take a position on [the issue conveyed in the prompt]. 

The evidence or explanations used may be uneven, inconsistent, or limited.

The writing may contain lapses in organization, transitions, development, diction, syntax, and standard English conventions, but it usually conveys the student’s ideas.

4

Inadequate: Essays earning a score of 4 inadequately examine and take a position on [the issue conveyed in the prompt].

The evidence or explanations used may be inappropriate, insufficient, or less convincing. The argument may have lapses in coherence or be inadequately developed.

The prose generally conveys the student’s ideas but may be less consistent in controlling the elements of effective writing, including standard English conventions, diction, syntax, paragraph organization, and transitions.

3

Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in examining [the issue conveyed in the prompt].

The essays may show less maturity in control of writing.

2

Little Success: Essays earning a score of 2 demonstrate little success in examining and taking a position on [the issue conveyed in the prompt].

These essays may misunderstand the prompt or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation.

The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control.

1

Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in their control of language, or especially lacking in coherence and development.

0

Indicates an on-topic response that receives no credit, such as one that merely repeats the prompt.

—     Indicates a blank response or one that is completely off topic.

Grade 11 PLC

[GHS Explanatory Essay Rubric Adapted for Research-based Explanatory Essay]
[Instead of adopting this it strikes me that it might be best to start with the argument rubric and then add research strands from the Common Core. What do you think?]

	Level 1	Level 2	Level 3	Level 4
THESIS and INTRODUCTION	Unclear thesis statement.	Clear and supportable thesis statement. (Or perhaps the thesis is insightful or meaningful but not completely clear.)	Clear, meaningful, insightful, supportable, and debatable thesis statement.	Clear, meaningful, insightful, supportable, debatable, original, and essential thesis statement.
ORGANIZATION	May be missing introduction with thesis, body paragraphs, or conclusion. Topic sentences are often statements of fact*** and/or are often unclear. No transitions.	Introduction with thesis, body paragraphs, conclusion. Topic sentences are occasionally statements of fact rather than statements of belief (insightful, debatable, etc.) related to the thesis. Or topic sentences are unclear or occasionally do not support the thesis. Lacks effective transitions. **Also, the order or paragraphs may be haphazard.**	Introduction, body paragraphs, and conclusion are all focused on developing and supporting a thesis. Topic sentences are meaningful, insightful, supportable, and debatable. Transitions are present and effective. **All paragraphs clearly relate to the thesis and each other. The order of paragraphs is logical.**	Introduces thesis meaningfully and with context, develops the thesis, and concludes with final statement of thesis and reflection. Topic sentences are meaningful, insightful, supportable, debatable, original, and essential. Transitions show a meaningful, logical relationship between paragraphs. ***Paragraphs show logical, reflective progression of ideas and support. ***
DEVELOPMENT and SUPPORT (x2)	Development is unconvincing or essay shows little to no development.  ***Details do not develop or support the thesis. Details are not connected to the thesis.***	Some of the development is effective and convincing. Some quotations and details are inaccurate and/or the essay shows a lack of adequate quotation and supporting detail. ***Connection between details and thesis is implied rather than directly stated.*** Ideas are not adequately developed and/or supported. ***Some supporting detail is not cited or citations are confusing.***	Effective, convincing development and support of thesis. Quotations and detail are accurate, convincing, explained, and connected. Ideas necessary to develop the thesis are explained and supported. ***Supporting details and quotations are properly cited.***	Thorough, complete development and support of thesis Quotations and detail are precise, well explained, and well connected to the thesis. Ideas necessary to develop the thesis are all explained and supported with strong evidence.  ***Supporting details and quotations are properly cited.***
CONCLUSION CONCLUSION	Does not summarize key points Lacks connection to thesis	Attempts a summary of key points Refers to thesis but lacks focus or offers nothing new No final statement as such	Clear summary of key points Thesis restated Convincing conclusive argument is made	Strong, engaging summary of key points Thesis restated in fresh language Convincing, sophisticated conclusive argument that deepens the reader’s understanding of the text.
LANGUAGE STYLE	Sentence structure frequently impedes understanding and/or monotonous sentence structure Word choices are often inaccurate and rarely (if ever) vivid.	Immature language patterns (“This essay will be about…”) and/or confusing sentence structures. Simple and/or repetitive sentence structure Word choices are sometimes inaccurate and only occasionally vivid.	Sentences are clear. Use a variety of sentence structures (begin with prepositional phrase, create compound and complex sentences, etc.) Word choices are seldom inaccurate and occasionally vivid.	Rich sentence variety, showing a command of sentence structure. Sophisticated language patterns (parallelism, figurative language, etc) establish a sophisticated and appropriate voice, tone, and mood for the piece. Word choices are accurate and often vivid, helping establish voice, tone, and mood.
LANGUAGE CONVENTIONS	The errors discussed in level 2 are excessive, significantly impeding understanding.	Noticeable run-on sentences and sentence fragments. Noticeable word choice, homophone, and spelling errors. Few contractions. Noticeable errors with Pronoun/tense consistency and subject-verb agreement. Noticeable errors with commas, semi-colons, and colons. Noticeable and persistent errors punctuating quotations. (In general noticeable errors in grammar, spelling or punctuation.)	Few run-ons and fragments. Few word choice, homophone, and spelling errors. No contractions. Few errors with Pronoun/tense consistency and subject-verb agreement. Few errors with commas, semi-colons, and colons. Few errors punctuating quotations. (In general few errors in grammar, spelling or punctuation.)	No run-ons or fragments (except for a desired effect) Minimal word choice, homophone, and spelling errors. No contractions. Pronoun and tense consistency. Subject-verb agreement. Commas, semi-colons, and colons are used skillfully. Quotations are punctuated properly. (In general minimal errors in grammar, spelling or punctuation.)
RESEARCH PAPER CONVENTIONS	No use or little use of conventions (such as in text citations, the works cited page, etc.) Consult the relevant class notes, handouts, and pages of your Compass.	Noticeable or frequent errors in research paper conventions (such as in text citations, the works cited page, etc.) Consult the relevant class notes, handouts, and pages of your Compass.	Few errors in research paper conventions (such as in text citations, the works cited page, etc.) Consult the relevant class notes, handouts, and pages of your Compass.	No persistent errors with research paper conventions (such as in text citations, the works cited page, etc.) Consult the relevant class notes, handouts, and pages of your Compass.
OVERALL	Presents information but lacks clarity, evidence, explanation, structure or connection to thesis.	Presents information with limited information, basic structure, inadequate evidence, unconvincing connection to thesis.	Presents information with adequate explanation, relevant evidence, logical organization, and effective connection to the thesis	Presents information with thorough explanation, strong convincing evidence, careful, subtle organization. Essay fully explores and evaluates the thesis. Impressive!

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[An annotated bibliography will help us address many of the non-fiction reading strands and many of the research strands, particularly the ones that call for evaluation of evidence. Here's an annotated bibliography rubric that is currently used in adapted forms in both AP classes and in the ninth grade.]

 

Annotated Bibliography Rubric for ______________________________

Citations (____%)
4: ADVANCED. These annotate bibliographies include _______* citations that demonstrate a mastery of the MLA format. There are few if any errors in punctuation, spelling, indenting, alphabetic order of citations, order of information within the citations, etc. Little to no available citation information is excluded (website title or organization for example).

3: PROFICIENT. These annotated bibliographies include _______* citations that demonstrate a proficient understanding of the MLA format. There are some (not more than ___) errors (see: 4). Little or no available citation information is excluded (see: 4).

2: DEVELOPING These annotated bibliographies include _______* citations that demonstrate a limited grasp of the MLA format. There are several persistent errors in MLA format (see: 4). Some available citation information might be omitted repeatedly.

1: WARNING The annotated bibliographies include _______* or more citations that demonstrate little understanding of MLA format. The citations contain some citation information but ignore the MLA rules.

(* Some students reading longer texts could opt to do one citation for the text but then annotated each section of the reading separately. Also, nine citations at level 4 quality could yield a 3. The same number at level 3 quality could yield a 2. Eight citations at level 4 quality could yield a 2. Etc.)

Annotations (80%)

4
These annotated bibliographies include _______* annotations. The annotations present informative summation and insightful critique of the sources, including several annotations that are exceptionally informative and insightful. The annotations demonstrate clear relevance to the topic as stated in the title. (Sometimes the annotations are original, surprising, or inventive in the relevance they exhibit.) These annotations also offer summation and evaluation of a diverse range of perspectives and kinds of information on the topic. The writing is formal, authoritative, and exhibits few errors in standard American English conventions.

3
These annotated bibliographies include _______* annotations. The annotations present informative summation and some critique of the sources. The summation may not be as comprehensive and the critiques may not be as thorough or convincing as the annotations that receive 4s. The annotations demonstrate clear relevance to the topic. These annotations are consistently informative and critical. They offer some diversity of perspective and information on the topic as stated in the title. The writing is clear but may occasionally be informal, use first person, or contain errors in standard American English conventions.

2
These annotated bibliographies include _______* annotations that attempt summary and critique of the sources. These annotations tend to summarize the kind of information in the source rather than the information itself. The critiques tend to be more superficial and less convincing than the annotations that receive 4s and 3s. (Sometimes these annotations provide information without discussing the source.) The sources may also be repetitive or lack diversity. The annotations may be tend to be too short, written informally, use first person excessively, or contain significant errors in standard American English conventions.

1
These annotated bibliographies include _______* annotations that demonstrate little to no summation and critique. In other words little to no understanding of the task as stated in the directions. The annotations tend to be too short and may be written informally, use first personal excessively, and/or contain persistent errors in standard American English conventions.

* See asterisk note above.

 



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Eleventh Grade SAT-Style Argument Essay Rubric

6 An essay in this category is outstanding, demonstrating clear and consistent mastery, although it may have a few minor errors. A typical essay :	5 An essay in this category is effective, demonstrating reasonably consistent mastery, although it will have occasional errors or lapses in quality. A typical essay :	4 An essay in this category is competent, demonstrating adequate mastery, although it will have lapses in quality. A typical essay:	3 An essay in this category is inadequate, but demonstrates developing mastery, and is marked by one or more of the following weaknesses:	2 An essay in this category is seriously limited, demonstrating little mastery, and is flawed by one or more of the following weaknesses:	1 An essay in this category is fundamentally lacking, demonstrating very little or no mastery, and is severely flawed by one or more of the following weaknesses:
effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, and other evidence to support its position	effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position	develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position	develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position	develops a point of view on the issue that is vague or seriously limited, demonstrating weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position	develops no viable point of view on the issue, or provides little or no evidence to support its position
is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas	is well organized and focused, demonstrating coherence and progression of ideas	is generally organized and focused, demonstrating some coherence and progression of ideas	is limited in its organization or focus, but may demonstrate some lapses in coherence or progression of ideas	is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas	is disorganized or unfocused, resulting in a disjointed or incoherent essay
exhibits skillful use of language, using a varied, accurate, and apt vocabulary	exhibits facility in the use of language, using appropriate vocabulary	exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary	displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice	displays very little facility in the use of language, using very limited vocabulary or incorrect word choice	displays fundamental errors in vocabulary
demonstrates meaningful variety in sentence structure	demonstrates variety in sentence structure	demonstrates some variety in sentence structure	lacks variety or demonstrates problems in sentence structure	demonstrates frequent problems in sentence structure	demonstrates severe flaws in sentence structure
is free of most errors in grammar, usage, and mechanics	is generally free of most errors in grammar, usage, and mechanics	has some errors in grammar, usage, and mechanics	contains an accumulation of errors in grammar, usage, and mechanics	contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured	contains pervasive errors in grammar, usage, or mechanics that persistently interfere with meaning

SAT Essay Scoring Guide

The Scoring Guide expresses the criteria readers use to evaluate and score the student essays. The Guide is structured on a six-point scale. Since the new SAT essay will be scored holistically, readers will be trained to use the Scoring Guide in conjunction with anchor papers, which have been scored by consensus as representative examples. The language of the Scoring Guide provides a consistent and coherent framework for differentiating between score points, without defining specific traits or types of essays that define each score point.

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Eleventh Grade Informative/Explanatory Essay Holistic Rubric

4	3	2	1
Essays scoring 4 thoroughly, insightfully, and engagingly introduce and develop a response to the prompt with consistently accurate, relevant, and specific supporting evidence. These essays are logically organized to show how the various parts of the essay contribute to a persuasive response. Finally, these essays maintain a formal style, demonstrate a command of writing norms and conventions, include vivid and accurate word choices, and show rich sentence variety.	Essays scoring 3 clearly and sufficiently introduce and develop a response to the prompt with enough accurate, relevant, and specific supporting evidence. These essays are organized and focused on a response to the prompt. Finally, these essays maintain a formal style, demonstrate a consistent ability to use writing norms and conventions, include accurate word choices, and show some sentence variety.	Essays scoring 2 partially but inadequately introduce and develop a response to the prompt. The supporting evidence may be inaccurate, irrelevant, or vague. Or, details may be present but not clearly incorporated into a response to the prompt. These essays may show problems with organization and focus. Finally, these essays may struggle to maintain a formal style, may inconsistently use norms and conventions, may include several inaccurate word choices, or may lack sentence variety.	Essays scoring 1 demonstrate little to no development of a response to the prompt. These essays may lack supporting evidence or the evidence provided may be extremely inaccurate, irrelevant, or vague. There may be little to no organization. These essays may fail to establish a formal style, may persistently violate norms and conventions, and may demonstrate persistent difficulties with word choice and sentence variety.

 


Explanatory and Argument Diagnostic and Summative Assessments Completed 2012-2013

Expository Writing Diagnostic Assessment (given at the end of the Lord of the Flies unit)

Imagine that you are William Golding. From his point of view write a letter to the students of Gloucester High School explaining how a (Ralph, Piggy, Jack, Simon, Roger, Sam and Eric, the littluns) and an object (also known as a visual motif: the island, shell, glasses, fire, rocks, pigs, or the boys' appearance) contribute to the meaning of the novel. You will write a single letter explaining the significance of both the character and the motif.

Support your explanation of the character's and the motif's significance by citing at least three specific places where you, as Golding the author, use the character to contribute to the novel's meaning and three specific places where you, as Golding, use the motif to contribute to the novel's meaning. Make sure you explain how the parts -- the particular uses of the character(s) & object(s) -- contribute to the meaning of the novel as a whole.
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When thinking about Golding's point of view and Golding's purpose in constructing the novel, consider some things Golding has written about the novel.

"I believe that man suffers from an appalling ignorance of his own nature."

"The theme (of Lord of the Flies) is an attempt to trace the defects of society back to the defects of human nature. The moral is that the shape of society must depend on the ethical mature of the individual and not on any political system however apparently logical or respectable."

Also, consider William Golding's life-and learn more if you want to go above and beyond. The following is an excerpt from the Nobel Prize website. (Golding won the Nobel Prize in Literature in 1983.)

"Taught at Bishop Wordsworth's School, Salisbury. Joined the Royal Navy in 1940 and spent six years afloat, except for seven months in New York and six months helping Lord Cherwell at the Naval Research Establishment. He saw action against battleships (at the sinking of the Bismarck), submarines and aircraft. Finished as Lieutenant in command of a rocket ship. He was present off the French coast for the D-Day invasion, and later at the island of Walcheren. After the war he returned to teaching [until 1962], and began to write again. Lord of the Flies, his first novel, was published in 1954."

And for more of Golding's views you'll find his Nobel Lecture at nobelprize.org.

Expository Essay Summative Assessment (given at the midyear exam)

Each of the works we have studied during the first semester explores the relationship between heroism and monstrousness. Choose three works we have studied. Then, in a well-organized essay compare and contrast how the authors of the three works use heroes (and the concept of heroism) and monsters (and the concept of monstrousness or what Simon sees as "sick[ness]") to reveal something significant about being human within a particular civilization or social environment.

Argument Essay Diagnostic Assessment (given near the end of term one)

SAT Essay Prompt (taken from 2012 Writing SAT)

Argument essay assessment for GHS eleventh graders in class ________________________ (25 minutes)

Think carefully about the issue presented in the following excerpt and the assignment below.

The word "uncompromising" is often used as a compliment, especially when it describes someone who is completely dedicated to certain principles and values. Uncompromising people have indeed recorded great achievements. But being uncompromising is not always a virtue. People who are uncompromising tend not to consider other people's views, seeing themselves as right and everyone else as wrong. All in all, it is better to be flexible and make compromises.

Assignment: Are people more likely to achieve their goals by being flexible or by refusing to compromise? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

Argument Essay Summative Assessment (given on a day before the final exam--included in the final exam grade)

SAT-STYLE PROMPT for eleventh grade English final exam

ESSAY

Time - 25 minutes

Think carefully about the issue presented in the following excerpt and assignment below.

Georges Clemenceau wrote, "A man who waits to believe in action before acting is anything you like, but he is not a man of action. It is as if a tennis player before returning the ball stopped to think about his views of the physical and mental advantages of tennis. You must act as you breathe."

Assignment:
Is it true that acting quickly and instinctively is the best response to a crisis? Or are there times when an urgent situation requires a more careful consideration and a slower response? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your experiences, observations, readings, or other studies.

The above is adapted from materials copyrighted by Helen Mathur, 2010.