| Areas of Evaluation | EXCELLENT | GOOD | FAIR | POOR |
| MEANING:The extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text | -reveals an in -depth analysis of the short story--makes insightful connections between the ideas in the short story and the assigned task | -conveys a basic understanding of the story-makes implicit connections between the ideas in the story and the assigned task | -conveys a limited understanding of the short story-makes few or superficial connections between the ideas in the document and the assigned task | -conveys a confusing or inaccurate understanding of the shorty story--makes an unclear connection between the information in the short story and the assigned task |
| DEVELOPMENT:the extent to which ideas are elaborated using specific and relevant evidence from the text | -develops ideas clearly and fully, making effective use of relevant and specific details from the story | -develops some ideas more fully than others, using specific and relevant dtails from the story | -develops ideas briefly using some details from the story | undeveloped ideas or incomplete--makes some references to the story that are vague, irrelevant, repetitive, or unjustified |
| ORGANIZATION:the extent to which the respnse exhibits direction, shape, and coherence | maintains a clear and appropriate focus-exhibits a logical structure through skillful use of appropriate devices and transitions | -maintains a clear and appropriate focus--exhibits a logical sequence but may lack internal consistency | --begins to establish, but fails to maintian, an appropriate focus--exhibits a rudimentary structure but may include some inconsistencies or irrelevancies | --lacks an appropraite focus but suggest some organizations, or suggests a focus but lacks organization |
| LANGUAGE USE:the extnet to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety | -uses language the is precise and engaging, with a notable sense of voice and awareness of audience and purpose-varies structure and length of sentences to enhance meaning | -uses language that is fluent and original with some awareness of audience and purpose-occasionally makes effective use of senntece structure or length | -relies on basic vocabulary, with little awareness of audience or purpose-exhibits some attempt to vary sentence structures or length for effect, but with uneven success | -uses language that is imprecise or unsuitable for the audience or purpose--reveals little awareness of how to use sentences to achieve an effect |
| CONVENTIONS:the extent to which the response exhibits conventional spelling, punctuation,paragraphing,capitalization,grammar, and usage | -demonstrates control of the conventions with essentially no errors, even with sophisticated language | -demonstrates control of the conventions, exhibiting occasional errors only when using sophisticated language | -demonstrates emerging control exhibiting occassional errors that hinder comprehension | -demonstrates a lack of control, exhibiting frequent errors that make comprehension difficult |
| * | * | * | * | * |
| USE OF TIME | Used time well during each class period as observed by teacher. No on-task reminders. | Used time well, during most class periods as observed by tacher. No on-task reminders. | Used time fairly well during most class periods, as observed, but required on-task reminders on more than one occasion. | Used time poorly, as observed by teacher, in spite of several on-task reminders. |
| COOPERATION/GROUP WORK | Worked well with partner with no need for teacher intervention | Worked well with partner most of the time but had a few problems that the partners resolved themselves | Worked well with partner most of the time, but had one problem that required teacher intervention | Worked cooperatively with partner at times, but had some problems that required teacher intervention |