Glossary: Argumentative and Analytical Terms (9-12)*Performance Indicator Exceeded Expectations Met Expectations Approached Expectations Partially Met Expectations

CLAIM AND ASSERTIONS (C1PI1):

Convey complex ideas and information clearly and accurately to logically support an argument. W.1, R.1-9 (relevant to task)

I can clearly introduce an insightful claim in a manner that is compelling and comprehensive.

I can write claims and assertions that demonstrate precise and nuanced analysis of the text(s).

I can develop claims and counterclaims fairly and thoroughly in a manner that points out the strengths and limitations of both and anticipates audience (knowledge level, concerns, values, biases).

I can clearly introduce an insightful claim in a manner that is compelling and follows logically from the task and purpose.

I can write claims and assertions that demonstrate precise and nuanced analysis of the text(s).

I can develop claims and counterclaims fairly and thoroughly in a manner that points out the strengths and limitations of both and anticipates audience (knowledge level, concerns).

I can clearly introduce a defensible claim that completely addresses the task and purpose.

I can write claims and assertions that demonstrate precise grade-appropriate analysis of the text(s).

I can address counterclaim(s) appropriately and clearly.

I can introduce a defensible claim that addresses the task and purpose.

I can write claims and assertions that demonstrate valid understanding of the text(s).

I can address counterclaim(s) appropriately and clearly.

*This example row is taken from 12th Grade Competency #1. There is no language defined in this document that does not appear on the 9th-11th Competencies.

Term DefensibleDefinition A claim is defensible if BOTH a) an opposing argument / alternative view can reasonably be argued (even if it's the weaker argument) AND b) it is not an obvious truth about

the content / text.

Example Non-Example9-10Example 1: Romeo is a sympathetic character.

ANALYSIS: This claim for Romeo and Juliet is defensible since someone could adopt the position that Romeo is not a sympathetic character and it is not an obvious truth. A next step for this claim would be to ensure that it is also precise.

Example 2: Romeo is a sympathetic character because he represents the human condition to want what you cannot have.

ANALYSIS: This claim is defensible and answers how, why, under what circumstances, or to what extent, so it is also precise. For more on this, see “Precise.”

11-12Example 1: In the "Arab Spring" of 2011, the unprecedented role of online social media provided a blueprint for a new era of governmental change - a successful revolution with no leader other than the voice of the masses.

ANALYSIS: There are several aspects of this claim that make it defensible: 1) it qualifies the revolution as "successful," 2) it argues that this revolution could be a blueprint for future revolutions, 3) it makes the claim that there was no real leader in the revolution.

9-10Example 1: Romeo suffers in his life.

ANALYSIS: This claim for Romeo and Juliet is NOT a defensible claim. The idea that Romeo suffers is an obvious truth about the text that no one would reasonably contradict. An obvious truth and a fact are different, but neither works as a defensible claim. For example, "Romeo is a member of the Montague family" is a fact, and not an obvious truth (one that requires inference) from the text.

HOW TO IMPROVE: Ask these questions about your claim: “so what?” “to what extent?” If your claim answers these question then it is on its way to being defensible. If not, than you have more work to do.

11-12Example 1: In the "Arab Spring" of 2011, online social media played a major role in communication about the revolution.

ANALYSIS: this is an OBVIOUS TRUTH about the revolution that is not defensible; it does not discuss to what extent that role was successful/unsuccessful.

1

Term Insightful

Definition

Clear, critical, and complex ideas that are outside of the scope of class discussion. These ideas are "new" to the student and demonstrate a strong depth of understanding with particular sensitivity to nuances and/or alternative readings within the text / content. An insightful idea is not a list of reasons.

HOW TO IMPROVE: Insight takes time to develop, and a three reason/assertion claim can be a clear and coherent blueprint for an argument. To push yourself beyond the three reason/assertion list, consider these two recommendations:

1. Use a complex sentence structure (e.g. although, while, etc.) to create a contrast between two perspectives on your argument/topic (be sure to state yours in the independent clause, not the dependent).

2. Consider a big (holistic) idea that all your reasons/assertions share. Argue that idea instead of listing the reasons/assertions (e.g. “he does not take responsibility for the consequences of his choices, instead he blames those consequences on fate.”)

Example Non-Example9-10Example 1: While Romeo, the protagonist of Romeo and Juliet is a tragic character, he is not a sympathetic character because he does not take responsibility for the consequences of his choices; instead, he blames those consequences on fate. ANALYSIS: This statement is both defensible (someone could argue that he is sympathetic) and nuanced because it clarifies the difference between a tragic character and a sympathetic one. Then the writer offers a reason that is large enough (holistic enough) to encompass the entire text. This helps ensure that the writer will be building their reasons/assertions in support of this greater idea, and not creating three separate reason/assertions that don’t align.

These statements can be described as “new” ideas since the class most likely discussed the role of fate in Romeo and Juliet and possibly whether or not Romeo is a sympathetic character, but this claim synthesizes those two ideas to provide a greater analysis of the topic.

11-12Example 1: "In "Ozamandias" and "The Second Coming," Percy Shelley and William Yeats seek to illuminate and define the world around them by exploring the struggle between order and chaos, yet both ultimately come to very different conclusions... Not only do Shelley and Yeats reach very different conclusions, but there is almost no overlap in the ways both poets use poetic form and artistry to communicate meaning." ANALYSIS: The statement is also nuanced in the sense it makes a small but important distinction between how the poets are similar and different -- i.e., they both illuminate and define the world around them by a common theme (the struggle between order and chaos), yet they use different poetic forms in different ways to express their meanings and come to different conclusions. These statements are insightful because this level of nuance was clearly not discussed in class; this author is going above and beyond and incorporating "new" ideas into their paper.

9-10Example 1: Romeo is more of a sympathetic character because of his mistakes, his pride, and his suffering. ANALYSIS: This claim lists the exact criteria that Romeo fits, but it does not hint at any nuance or analysis that explains why Romeo, as opposed to other characters, particularly fits the definition of “sympathetic.” The criterion listed are character and plot points that are “stock” points, well-known and discussed, and do not demonstrate any thinking outside of the core of class discussion.

Term Basic (This term is present in the 9th and 10th Competency Rubric)Definition A literal understanding that offers no nuance or sub-textual interpretation.

2

Term Precise (“Clarified in Scope”)

Definition

If a claim/reason/assertion is "precise," then the statement limits the scope of the argument. Typically, this means that the claim/reason/assertion answers one or more of these questions: how, why, under what circumstances, or to what extent. This might also include defining unclear terms or being more specific.

A reason/assertion must first be defensible before it is precise.

One way to add precision and validity Semi-colon + introductory phrase / transition A second sentence in the reason/assertion Transition words like: indeed, specifically, this is to say that, in other words…

Exemplar: Shakespeare’s use of light and dark imagery illustrates Romeo’s love life; indeed, the light, derived from Juliet, pieces the darkness of his broken heart and reignites his passion.

Another way to add o Sentence template: o The _(subject)____ ____(active verb)_____ by / through ____(what the subject did)____ ; this __(noun)__ led to ____(outcome)__ because ______(explanation)___ .o Exemplar: Market demands sparked the development of an upper class, the bourgeoisie, during the Industrial Revolution; this rapid expansion also contributed to the

bourgeois’ downfall because they did not consider the unintended consequences of profit over human well-being. Notice how the claim defines a complicated vocabulary word (bourgeoisie) through an easier example (upper class).

Example Non-Example9-10Claim: While Romeo, the protagonist of Romeo and Juliet is a tragic character, he is not a sympathetic character because he does not take responsibility for the consequences of his choices; instead, he blames those consequences on fate.Reason/Assertion: Romeo’s perception of fate is that anything he does is fate’s responsibility; throughout the play he uses this rationale to act recklessly and selfishly which puts himself and others he cares about in danger.

ANALYSIS: The reason/assertion clearly stems from the claim and further clarifies why Romeo is not a sympathetic character (because of the way he puts himself and others in danger due to his selfish, impetuous behavior).

11-12Claim: Market demands ignited the development of an upper class, the bourgeoisie, during the Industrial Revolution; this rapid expansion also contributed to the bourgeois’ downfall because they did not consider the unintended consequences of profit over human well-being.Reason/Assertion: The bourgeoisie provided the proletariats with the tools and weapons needed to fight their enemies, the absolute monarchy, the landowners, and the non-industrial bourgeoisie; the knowledge and power given to the proletariats led to the bourgeoisie downfall because they used it to revolt against the bourgeoisie.

ANALYSIS: The reason/assertion clearly stems from the claim and further clarifies why the bourgeoisie profited but were also undone by the Industrial Revolution.

9-10Claim: Romeo is a sympathetic character.Reason/Assertion: Romeo suffers a great deal in the play and his suffering makes him more sympathetic.

ANALYSIS: This claim and reason/assertion for Romeo and Juliet is defensible since someone could adopt the position that Romeo is not a sympathetic character. However, the claim and reason/assertion aren’t precise since they haven’t answered one or more of these questions: how, why, under what circumstances, or to what extent.

11-12Claim: Lenin’s leadership created the Russian Revolution.Reason/Assertion: First off, a determined leader is needed to run a functional revolution. ANALYSIS: This reason/assertion does not explain WHY this is true. Thus, since it is not precise it is also not defensible.

3

Performance Indicator Exceeded Expectations Met Expectations Approached Expectations Partially Met Expectations

COMMAND OF EVIDENCE (C1PI2):

Present text evidence to support analysis and reflection.

W.9

I can present leading, clear, compelling background for evidence and larger frame of argument.

I can sustain the use of varied, relevant evidence (well-chosen facts, key nuances, definitions, concrete details, quotations, or other information and examples from the text(s).

I can write interpretation that compellingly connects the evidence with my ideas.

I can present clear, sufficient background for evidence and larger frame of argument.

I can sustain the use of relevant evidence, with some lack of variety (facts, nuances, definitions, details, quotations, or other information and examples from the text(s)).

I can write interpretation that completely connects the evidence with my ideas.

I can present clear, sufficient background for evidence and larger frame of argument.

I can sustain the use of relevant evidence, with some lack of variety (facts, nuances, definitions, details, quotations, or other information and examples from the text(s)).

I can write interpretation that mostly connects the evidence with my ideas.

I can present primarily accurate, mostly sufficient background for evidence and argument.

I can use relevant evidence with inconsistency (some textual evidence, some of which may be less relevant).

I can write interpretation that mostly connects the evidence with my ideas.

Term Context (Background for Evidence)

Definition

Context refers to the background information provided before the evidence. Basically, does the author set up the evidence with enough background information for it to be read smoothly and cohesively? Does the author make the right assumptions about the reader and provide enough background information as concisely as possible?

Sufficient = all evidence has contextClear = context includes the necessary information the reader needs to understand the evidence. Clear context often includes these components:

1. Where in the book/text did this occur?2. What was the title/sub-title of the chapter/story?3. Who are the character(s)/authors/speakers you’ll be introducing?4. What led up to the evidence occurring?

Leading = the writer strategically emphasizes certain parts of the context to help guide the reader beyond comprehension to interpretation.

Example Non-ExampleO’Brien reveals that the war disconnects soldiers from the real world and isolates them. In the chapter “Speaking of Courage,” O’Brien tells the story of one of his friends from the war, Norman Bowker. After the war, Norman goes back to his hometown and has trouble communicating with civilians about his friend who died horribly in Vietnam. Norman believes that the town “had no memory, therefore no guilt… it did not know…and did not care to know” (O’Brien 137). This belief makes Norman close up and not talk to anyone about what actually happened to his friend, because he feels the town “did not care.” Norman has no way to let go of the past, and because he is disconnected, has no way of getting help.

ANALYSIS: This paragraph effectively incorporates background information the reader needs to understand the evidence’s relevance to the argument (e.g. where in the book did this occur? What was the title of the story? Who is Norman? What might be motivating Norman’s actions?) The writer concludes with a Blend to connect the context and evidence. For more on Blends see the Variety section.

O’Brien reveals that the war disconnects soldiers from the real world and isolates them. Norman thought, “had no memory, therefore no guilt… it did not know…and did not care to know” (O’Brien 137).

ANALYSIS: This is a huge leap for your reader from reason/assertion to evidence. First, set up the evidence for the reader by building context. The writer uses a Blend incorrectly to introduce the evidence. Not only does the evidence not make sense with this Blend, but Norman did NOT think this, this is the narrator’s voice.

4

Term Relevant Evidence & Microquotes

Definition

Although there is a variety of evidence listed in the rubric, there are 3 categories of relevant evidence that students can choose. Literal - Supports the assertion but has limited to no elements of craft and subtext. Nuanced - Supports the assertion AND has rich elements of craft and subtext. Complications – See glossary entry.

Nuanced evidence can be richer and more worthy of interpretation than literal evidence (particularly for literary analysis and rhetorical analysis) because it has elements of both content AND craft (diction, imagery, syntax, figurative language) that can be interpreted. This gives students more places to “go” with the evidence, instead of “getting stuck” with what the evidence says on a superficial level.

Microquotes are when a writer re-quotes specific parts of the evidence (words or phrases) in the interpretation. Microquotes help the reader and writer zoom in on the RICHEST parts of the evidence. Nuanced evidence lends itself to using microquotes in interpretation.

Nuanced LiteralPrompt: What do the locusts represent in Chinua Achebe’s Things Fall Apart?

Nuanced Evidence

Achebe depicts the locusts that descend upon the village as a representation of the arrival of the imperialist settlers, who will feast on and exploit the resources of the Igbo. Early in the novel, when the locusts arrive, the Igbo witness the damage the locusts do: “They settled on every tree and on every blade of grass, they settled on the roofs and covered the bare ground. Mighty tree branches broke away under them, and the whole country became the brown-earth colour of the vast, hungry swarm.” The repetition of words like “settled” and “every” emphasizes the consuming presence of these insects and hints at the way in which the arrival of the imperialist settlers also takes the Igbo off guard. Furthermore, the locusts are so heavy they “[broke the] mighty tree branches,” which symbolizes the fracturing of age old Igbo traditions and culture that have grown over hundreds of years. These “mighty” traditions are no match for the onslaught of colonialism and imperialist settlement. Due to the sudden and overwhelming arrival of the locusts, and the fracturing of both trees and traditions, the locusts represent the exploitive nature of imperialism.ANALYSIS: Elements of craft (repetition) in evidence lead to deeper interpretation; connects the symbol of the tree to the appropriate degree (“grown over hundreds of years”). The microquotes are the quoted phrases from the evidence that appear again in the interpretation. They help the reader zoom in on the richest parts of the evidence (“settled” “every” “mighty tree branches”).

Prompt: What do the locusts represent in Chinua Achebe’s Things Fall Apart?

Literal Evidence

Achebe depicts the locusts that descend upon the village as a representation of the arrival of the imperialist settlers, who will feast on and exploit the resources of the Igbo. In Chapter 15, Obierika says, “the Oracle . . . said that other white men were on their way. They were locusts... .” Obierika realizes that the white men were the locusts that the Oracle had warned the Igbo about. The white men and the locusts both came and took everything from the Igbo.

ANALYSIS: Student struggles to explain what the evidence MEANS because what it SAYS is so clear. There are no elements of craft for interpretation (even the metaphor with locusts is abundantly clear).

5

Term Complications

Definition

Evidence that reveals complications within the text/content. This evidence has a ripple effect on a text, shaping and connecting other complications and evidence in the text. This evidence takes more time to interpret and substantiate but adds important depth and clarity to the writing.

For example, if an author is arguing that King X came into power primarily because of his marriage to Queen Y but ignores the fact that Queen Y was previously married to King A, King X’s enemy, then the author is missing complications in the text.

Example9-10Example 1: In Baca’s fourth stanza, Baca uses contrast and paradox to emphasize the struggle in his life. Baca describes the progression of his life in Stanza 4: “I continually find myself in the ruins/of new beginnings,/uncoiling the rope of my life/to descend ever deeper into unknown abysses,/tying my heart into a knot/round a tree or boulder,/to insure I have something that will hold me,/that will not let me fall.” Baca’s metaphor of “tying his heart into a knot” explains what secures him as he “descends” into the “abyss,” the unknown; however, a knot is also difficult to untangle – so Baca is also indicating that he is sacrificing the openness and vulnerability of his heart to others in order to preserve himself. In this way, Baca uses a paradox to illustrate the struggle between his own progress and his ability to connect with others.

ANALYSIS: This interpretation spends time deciphering complications in the evidence. It doesn’t tackle all the evidence, but focuses interpretation on RICH sections of the evidence (“tying his heart into a knot” and “descends” and “abyss”). Notice how the writer also defines abyss for the reader to ensure comprehension. Using microquotes for the complication helps name what the writer will interpret as well as focus the reader on the explanation of this complication. The interpretation and justification follow, explaining what the writer believes this complication to mean. In the final tie back sentence, the writer is careful to use two words from the reason/assertion (“paradox” and “struggle”) to help tie the whole interpretation back to the reason/assertion. This is also an example of Word Glue a Stylistically Sophisticated device.

11-12The wealthy and ruthless Thomas Putnam’s interest in encouraging a witch-hunt is even more subtle and devious. While discussing the purpose of a visit by renowned witch hunter Reverend John Hale, Putnam demands, “When Reverend Hale comes, you will proceed to look for signs of witchcraft here.” When challenged by John Proctor that Putnam cannot command the townspeople, Putnam levels a sinister accusation: “I never heard you worried so on this society, Mr. Proctor. I do not think I saw you at Sabbath meeting since snow flew.” On the surface, Putnam is expressing concern that there may be witches, and that suggesting that Proctor may sympathize with witches as evidenced by his absence from church. However, Proctor and Putnam are rival claimants on a piece of land near their houses so this statement is likely a veiled threat. A further complication is that Putnam’s wife is cast as a victim of witchcraft as she lost seven children under suspicious circumstances. By claiming victimhood, the Putnam’s deviously position themselves to do away with rivals like Proctor during the trial.

ANALYSIS: The writer starts with “on the surface” letting the reader know that the interpretation will be reaching deeper levels; Putnam’s accusation cannot be taken at face value because he has an unresolved conflict with the accused. The writer also uses “a further complication” to explain evidence outside of the cited evidence that is directly relevant. The writer finishes by tying back to the assertion in terms of Putnam’s interest in a witch-hunt as well as language tie backs: “deviously.”

6

Term Connects Evidence with Ideas through Interpretation

Definition

The purpose of interpretation is to clearly explain how the evidence is relevant and important in proving the assertion/reason. The goal is to “connect the dots” for the reader between the evidence and the assertion/reason.

For example, if the reason/assertion makes point Z, and the evidence is point A, then the interpretation needs to connect the dots for the reader from A to Z. As readers, we often find that students take us almost there - to W, X, or Y - but fail to land fully on the point they are attempting to make (i.e. tying back to the assertion/reason).

HOW TO IMPROVE:1. First, explain what the evidence means (interpretation) – explaining what something MEANS is different from explaining what it SAYS. 2. Next, explain why it is important (justification)3. Then, write a separate sentence explicitly connecting your interpretation and justification back to the reason/assertion.

The variations of this language - from "mostly" (2), to "completely” (3), to “compellingly” (4) - emphasize the extent to which the evidence is developed and tied back to the reason/assertion.

Example Non-Example9-10O’Brien reveals that the war disconnects soldiers from the real world and isolates them, making it harder for them to find help or move beyond the war. In the chapter “Speaking of Courage,” O’Brien tells the story of one of his friends from the war, Norman Bowker. After the war, Norman goes back to his hometown and has trouble communicating with civilians about his friend who died horribly in Vietnam. Norman believes that the town “had no memory, therefore no guilt… it did not know anything about anything, and did not care to know” (O’Brien 137). This belief makes Norman close up and not talk to anyone about what actually happened to his friend, because he feels the town “did not care.” Norman has no way to let go of the past, and because he is disconnected, has no way of getting help. To Norman, nobody is capable of understanding, because they were not there. In a quest for closure, Norman “follow[s] the tar road on its seven mile loop…feeling safe inside his father’s big Chevy” (O’Brien 131). Because he feels trapped, Norman looks for a way to forget the past, and he does so by circling the lake since he feels “safe” doing so. Ironically, a circle is infinite and while Norman reasons that he find closure by driving in a circle, he is only putting himself in a mental prison unable to get out. He has no way of communicating with anyone else and is unknowingly trapping himself inside his mind. Eventually, the effect of the war, along with his isolation, is too much for Norman, and he commits suicide.

ANALYSIS: The first interpretation “completely connects evidence with ideas” while the second interpretation is “compelling.” The first interpretation takes time to explain microquotes from the evidence then ties it back to the assertion/reason that war isolates soldiers from the real world and prevents them from getting help (the assertion). The second interpretation extends the evidence to focus on elements of irony and symbolism. The writer reaches a compelling conclusion about a subtle paradox introduced in the story.

Continued on next page…11-12

9-10Swift also critiques the higher classes and how they treat other people in Ireland. Swift states, “landlords, having already devoured most of the parents, seem to have the best claim to the children” (32-33). Swift’s use of the word “devoured” makes it seem like the landlords have eaten the parents. ANALYSIS: The evidence supports the writer’s reason/assertion, and the interpretation uses microquotes from the evidence. However, the reader is still left asking “so what?” How does devour show that the higher classes treated other people poorly? The writer hasn’t interpreted the microquotes completely.

HOW TO IMPROVE: Swift also critiques the higher classes and how they treat other people in Ireland. Swift states, “landlords, having already devoured most of the parents, seem to have the best claim to the children” (32-33). Swift’s use of the word “devoured” makes it seem like the landlords have finished up every last bit of the parents. Even though it is not the literal meaning, it exemplifies how badly the poor were treated in Ireland.

ANALYSIS: The writer spends a greater amount of time ensuring that the reader understands the connection between the connotation of “devoured” and the assertion/reason that he/she has posited. The writer helps differentiate between the literal and figurative to further the reader’s understanding.

11-12

7

Locke describes humans as rash and untamed beings who are driven by their desire to preserve their liberty and property. According to Locke, humans are naturally independent and free to do as they please. As a result, “every one, as he is bound to preserve himself, and not to quit his station willfully, so by the like reason, when his own preservation comes not in completion, ought he, as much as he can preserve the rest of mankind” (Locke Sec.6). Humans are completely independent and must learn how to preserve themselves. Since humans have to preserve themselves, they will go to far lengths and do whatever it takes to reach this goal; this goal leads humans to invade other’s liberty and property. Naturally, humans have laws as Locke explicitly referenced above, but they do not always follow them, which demonstrates that they are similar to animals in that they are free and subject to their own whim. Since humans will do whatever it takes to preserve their natural rights, then rash actions in pursuit of the execution of their rights are not only acceptable but even encouraged. The combination of a free state of nature with the desire to preserve liberty and property cultivates men as unrestrictive and savage creatures. ANALYSIS: This interpretation "logically and fully develops a link from evidence to reason/assertion." The revised second part of the interpretation (in italics and bold) compellingly connects the evidence to the reason/assertion: that humans are “rash and untamed beings” whose concern for the preservation of “their liberty and property” is similar to animals’.

Locke describes humans as rash and untamed beings who are driven by their desire to preserve their liberty and property. According to Locke, humans are naturally independent and free to do as they please. As a result, “every one, as he is bound to preserve himself, and not to quit his station willfully, so by the like reason, when his own preservation comes not in completion, ought he, as much as he can preserve the rest of mankind” (Locke Sec.6). Humans are completely independent and must learn how to preserve themselves. Since humans have to preserve themselves, they will go to far lengths and do whatever it takes to reach this goal; this goal leads humans to invade other’s liberty and property. Naturally, humans have laws, but they do not always follow them, which demonstrates that they are similar to animals in that they are free and subject to their own whim. ANALYSIS: This evidence chunk is attempting to prove that humans are rash / untamed beings who are driven by their desire to preserve liberty and property. The second part of the argument “desire to preserve liberty and property” is clearly justified in this interpretation – the link is clear. However, the author fails to make the explicit logical connection to “rash” and “untamed.” Additionally, the author mentions that "naturally, humans have laws" without referencing the explicit statement of moral laws in the above quote. Because of the above, this interpretation is NOT a “logically and skillfully” developed. The paper does logically link the evidence, but it doesn’t go all the way to the reason/assertion – there is a missing sentence at the end that would tie it all together.

Performance Indicator Exceeded Expectations Met Expectations Approached Expectations Partially Met Expectations

8

COHERENCE, ORGANIZATION, AND STYLE (C1PI3):

Logically organize complex ideas, concepts, and information using formal style and precise language. W.4, L.3, L.6

I effectively and intentionally deviate from traditional structure, which results in strong substantiation. I can organize a sequence of paragraphs that intentionally advances the argument.

I can establish and maintain a formal style, using grade-appropriate, stylistically sophisticated language (including rhetorical and structural devices) and domain-specific vocabulary with a notable sense of voice.

I can write a clear, inviting introduction that draws the reader in and an insightful conclusion that provides a satisfying sense of resolution or closure.

I can exhibit clear organization with use of appropriate and varied transitions to create a unified whole and enhance meaning.

I can establish and maintain formal style using precise, stylistically sophisticated, grade-appropriate language and domain-specific vocabulary with a strong sense of voice.

I can write an inviting introduction that draws the reader in and a conclusion that provides a sense of closure.

I can exhibit clear organization with the use of appropriate transitions to create a unified whole.

I can establish and maintain a formal style using stylistically sophisticated, grade-appropriate language and domain-specific vocabulary.

I can provide a concluding statement or section that follows from the claim and assertions presented.

I can attempt to organize my writing, but use transitions inconsistently.

I can establish a formal style, but I fail to maintain it. I inconsistently use grade-appropriate language and domain-specific vocabulary.

I can provide concluding statements or sections that follow generally from the claim and assertions presented.

Term Exhibits clear organization (ACEITCEIT)

Definition

There are a few core components of a body paragraph: First of all, we assume that two evidence chunks exist in each body paragraph. This is not a hard and fast rule in the upper grades as organizational

structure and argument may allow for different types of body paragraphs, but it is a common expectation for argumentative and informative writing. The body paragraph includes all components of ACEITCEIT:

Assertion, Context, Evidence, Interpretation, Tie back to assertion, Context #2, Evidence #2, Interpretation #2, Tie back to assertion #2

Note: There tends to be a developmental progression where students begin to blend these components together by using more sophisticated sentence structures.

Example Non-ExampleExample 1: Initially, Nick admires Gatsby’s ambition and desire to go after what he wants. In the beginning of the book, Nick does not have any knowledge of who his neighbor is. One night, when Nick comes home, he sees Gatsby standing on the top of his house staring towards a green light. Nick states, “He stretched out his arms toward the dark water in a curious way, and, far as I was from him, I could have sworn he was trembling” (20). Nick can see that there is something intangible that Gatsby wants. Gatsby’s arms are “stretched out,” indicating that Gatsby cannot restrain himself from reaching toward the green light. However, it is not the green light that Gatsby wants, rather it is what the green light represents: his lost love. Nick also sees Gatsby’s ambition when he states the he could have “sworn he was trembling.” Not only does Nick see that Gatsby’s arms are stretched out, but that Gatsby is shaking as well. Gatsby wants what the light represents so much that he starts to “tremble” as if it is something he is addicted to. Later in the novel, Nick finds new reason to admire Gatsby’s ambition when Nick learns what Gatsby was like at a young age. When Gatsby dies at the end of the novel, Nick gets the chance to meet Gatsby’s father who shows Nick a schedule that Gatsby followed as a young boy. It reads: “Rise from bed ……………………………….…...6.00 A.M. Dumbbell exercise and wall-scaling…….6.15-6.30 Study electricity, etc……………….………….7.15-8.15 Work………………………………………………….8.30-4.30 P.M.” Gatsby’s schedule shows his determination, even as a young boy. The fact that he has his life planned down to the hours of the day shows the determination that Gatsby has to succeed in life. Not a moment is wasted. This determination has a strong impact on Nick, whose own life is listless.

“First off, a determined leader is needed to run a functional revolution. “The sphere from which alone it is possible to obtain this knowledge is the sphere of relationships of all classes and strata to the state and the government, the sphere of interrelations between all classes made possible by professional revolutionaries”(V.I. Lenin). In Russia, Lenin inspired the people to get together and revolt. If it wasn’t for him and his devotion to the cause, the people would not have succeeded in creating the nation they wanted. Lenin expresses the idea that in order to create and run a revolution, you need a professional and experienced leader to lead the group. Unfortunately, without one, the attempt would be futile. ANALYSIS: This paragraph meets the criteria for "some attempt at organization." However, it does not meet the criteria for “clear organization” because it is missing a second evidence chunk (context, evidence, interpretation) and the first context occurs after the first evidence.

9

Term Stylistically Sophisticated Language

Definition & Examples

There are many stylistically sophisticated choices a writer can make. Here are a few.

Word glue is when a writer intentionally chooses words or phrases that are related to help tie, or blend, two sentences together so that the reader more clearly follows the writer’s thinking process. The extent to which this is successful determines where a student scores on this criteria. Though impact is an important part of word glue, a writer is successful when they intentionally include links between word choices.

Example 1: Illiteracy is a financial plague upon our nation, and education is the only cure.

Rationale: This writer chooses two words (plague and cure) that are related in terms of connotation and subject matter. Had the writer used “plague” and “fix” instead, the reader would have lost the more impactful connection between the choices.

Example 2: From a Marxist perspective, 21st century American consumerism is like a cigarette; it's toxic to society but people still crave it.

Rationale: This writer reinforces meaning through the metaphor comparing the “consumerism” to a “cigarette.” What makes this choice particularly effective is that the writer describes both the desire for, and the harm of, the cigarette (i.e. consumerism).

Term Appropriate TransitionsDefinition Appropriate transitions help clarify the relationship between two or more sentences. Sometimes, in more advanced writing, this relationship is

implied, rather than stated with transitional words. In their most simplistic form, appropriate transitions tie one sentence to the next.

Addition/Comparison

Time/Place

Exemplification or Illustration

Contrast Clarification/Degree

Effect

furthermore moreover likewise in addition similarly by the same token in like manner in similar fashion dovetailing from

simultaneously

subsequently concurrently concomitantl

y temporally spatially geographicall

y Appurtenant

to

to illustrate to demonstrate specifically for instance as an illustration e.g. (for

example) for example

yet regardless nevertheless nonetheless but however though otherwise on the

contrary in contrast notwithstandi

ng on the other

hand at the same

time conversely

that is to say in other words to explain i.e. (that is) to clarify ostensibly fundamentally technically essentially counterintuitively intuitively in essence

therefore consequentl

y accordingly thus hence as a result

10

11

Variety(uses a variety of evidence as well as incorporating it smoothly in a variety of ways)

Term Blends

Definition

A blend is an introductory phrase or dependent clause before a piece of evidence. The purpose of a blend is to more smoothly blend the evidence into the paragraph and to avoid dropping in quotes abruptly.

Some ways to blend: Incomplete sentence + , Complete sentence + , Incomplete sentence blended into quote

NOTE: Literary analysis should always be in the present tense (e.g. Baca states…) while historical writing is most often in the past (Churchill stated…)

Example Non-ExampleBaca states, “and let you warm yourself by this fire…” On the eve of World War II, Churchill stated, “When I refused to be the child…” As a result, “every one, as he is bound to preserve himself…” Article 19 of the UDHR states, “Everyone has the right to freedom of opinion and expression…”

On the eve of World War II, Churchill stated. “When I refused to be the child …” “Every one, as he is bound to preserve himself…"

ANALYSIS: These examples do not have any introductory phrases and are therefore less smoothly presented.

Term Colons

DefinitionSince colons are a less permanent stop than periods, the use of a colon at the end of a complete sentence blends into the evidence. Please review colon rules when teaching this to students to make sure it is grammatically correct.

Example Non-ExampleAt the end of the novel, Grant asks Paul to explain Jefferson's dignity to his family: “tell them he was the bravest in that room” (p.225).

At the end, Grant is talking to Paul outside the school, and he replies something that: “But tell them he was the bravest in that room” (p.225).

Term Chunking

DefinitionChunking is when the author removes words and phrases from the middle of a quote to focus on the juicy parts of the quote and to make it more readable. Here’s an example of chunking the sentence that came just before this one: "Chunking is… an important skill." "Chunking can also occur" when authors chop up the quote so they can "more easily incorporate it into a clear sentence."

ExampleMaya is woken up out of her sleep and thinks she has killed the baby, “[b]ut after closer investigation” Maya is surprised to find “[t]he baby slept touching my side” (289). Her mother whispered, “See you don’t have to think about doing the right thing. If you’re for the right thing then you do it without thinking” (289).

Term Blocking12

Definition

Blocking is when the author selects a large amount of texts and sets it apart from the paragraph by doing the following: 1) separate the 4 or more lines of text from the previous text, 2) do NOT quote the blocked text, 3) make sure that the blocked text is single spaced even if the rest of the writing is double spaced, 4) indent the entire block of text. The writing continues as usual below the quote, without an indent.

NOTE: Dialogue or quotes within the quote receive quotation marks as normal. See Example 1 below.

ExampleExample 1: Meyer Wolfsheim, a villainous gangster in the novel, treats Gatsby as a disposable commodity, and exemplifies the abandonment of Gatsby by his so called “friends.” Nick speaks to Wolfsheim on two occasions in the novel, in Chapter IV and in the final chapter. It is through Wolfsheim that Nick learns an important part of the truth about Gatsby's life. Wolfsheim tells Nick about his first meeting with Gatsby in Chapter IV:

A young major just out of the army and covered with medals he got in the war. He was so hard up he had to keep wearing his uniform because he couldn’t buy some regular clothes. First time I saw him was when he come into Winebrenners’s poolroom at Forty-third Street and asked for a job. He hadn’t eat anything for a couple of days. ‘Come on have some lunch with me,’ I said. He ate more than four dollars’ worth of food in a half an hour. ‘Did you start him in business?’ I inquired‘Start him! I made him’ (170-171).

Wolfsheim’s emphatic “Start him! I made him” illustrates that Woflsheim takes full credit for transforming Gatsby from a penniless soldier to a nouveau rich phenomenon.

NOTE: This writer uses microquotes to drive his/her interpretation (i.e. “Start him! I made him”). Example 2: There, Odysseus explained his experience:

Any crewman who ate the lotus, the honey-sweet fruit, lost all desire to send a message back, much less return,their only wish to linger there with Lotus-eaters,grazing on lotus, all memory of the journey homedissolved forever. But I brought them back, backto the hollow ships, and streaming tears-I forced them,hauled them under the rowing benches (IX, 106-112)

Many would argue that this highlights how even though Odysseus verbalized it in an arrogant way, he actually helped his crew by pulling them away from addictive fruit. Yet upon further analysis, this expresses his desire to be seen as the hero, making him appear as arrogant.

Performance Indicator Exceeded Expectations Met Expectations Approached Expectations Partially Met Expectations

13

CONTROL OF CONVENTIONS (C1PI4):

Demonstrate command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling. L.1, L.2

I demonstrate grade-appropriate command of conventions with few errors, and my grammar enhances comprehension.

I can demonstrate grade-appropriate command of conventions with occasional errors that do not hinder comprehension.

I can demonstrate emerging command of conventions with some errors that may hinder comprehension.

I demonstrate minimal command of conventions and have frequent errors that hinder comprehension.

Term Control of Conventions

DefinitionThe expectations for control of conventions in on-demand writing and extended writing should be different. In both, the focus is on whether the errors hinder comprehension. However, on-demand is a more holistic approach to conventions. In extended writing, the expectations are raised since a student should enter rounds of revision with his/her paper. A recommendation for these revision cycles is below:

Conventions Spelling0 = I have corrected all my end punctuation and capitalization related to end punctuation errorsExamples: periods, question marks, capitalization at beginning of sentence

1 = I have corrected all my general punctuation errors excluding commasExample: colons, apostrophes, quotations marks, semicolons

2 = I have corrected all my subject-verb agreement errorsExample: singular, plural, possessive, collective nouns

3 = I have corrected all my vague pronoun reference errorsExample: subject, object, singular indefinite pronouns, possessive, plural possessive

4 = I have corrected all my misplaced modifier errorsNon-examples:

Churning in the Atlantic Ocean, we anxiously watched the weather report for information about the hurricane.

Raymond wore his one collared shirt to the job interview, which was unfortunately stained with yellow mustard.

0 = Most content specific language is spelled correctly.

1 = Almost all spelling is correct

2 = Almost all spelling is correct.

3 = Few or no mistakes in spelling.

4 = Few or no mistakes in spelling.

14

Examples and non-examples from class:

Examples Non-Examples

15