120-taks oer second edition sample

8/3/2019 120-Taks Oer Second Edition Sample

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Character Trait Figurative Expression

Characteristics of text

0 1 2 3 Creating QuestionsTest Format

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TAKS

Response Guide

Grades 911 Exit

Open-Ended

Second Edition

SAMPLE


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IntroductIon.1

understandIngtherubrIcs.5TAKS Reading Rubrics for Open-Ended Responses Grades 911 ...................................8

Lesson: Introducing the Rubrics: Chocolate Rubric Summary .........................................10

Lesson: Understanding the Rubrics: AIM for Open-Ended Response Success ............19

Lesson: Using the Rubrics: You Be the Judge .....................................................................24

PreParIng students. 31

Lesson: Types of Evidence: Echoes of Evidence ..........................................................37

Lesson: Connecting Textual Evidence: Building a Case ....................................................80

Lesson: Connecting Themes: Keepin It Real .................................................................86

Lesson: Literary Conict: Conict Breeds Conict ...........................................................90Lesson: The Crossover Item: Star-CROSSed Lovers .........................................................97

Lesson: Characterization: Shadows of the Past ............................................................... 102

Lesson: The Change Question: The Winds of Change .................................................. 107

Lesson: Evaluating Point of View: Reliving the Past ...................................................... 111

Lesson: Diction: One Word, One Daughter ..................................................................... 115

Lesson: Expository Characterization: Gifts of Love ...................................................... 119

teacher toolkIt. 125

Incorporating the Open-Ended Item Into the Classroom ............................................. 127

Pairing Works ......................................................................................................................... 127

Creating Questions for Practice .......................................................................................... 129Test Format ............................................................................................................................ 132

Middle School Alignment Suggestions .............................................................................. 134

aPPendIces. 137

Appendix A: Additional Passages and Student Samples ................................................. 139

Appendix B: Close Reading Checklist ................................................................................ 174

Appendix C: Open-Ended Response Checklists .............................................................. 175

Appendix D: Types of Evidence ........................................................................................ 178Appendix E: Style Guide ...................................................................................................... 179

Appendix F: Literary Techniques Glossary ....................................................................... 180

references. 189

Table of Contents


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Introduction


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Region 4 Education Service Center. All rights reserved.

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WHAT ARE THE OPEN-ENDED READING ITEMS FOUND ON THE TEXAS

ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS) READING TEST FOR

GRADE 9 AND THE ENGLISH LANGUAGE ARTS TESTS FOR GRADES 10

AND 11 EXIT LEVEL?

The TAKS open-ended items (also called short-answer items) are three questions that

require the student to write a brief response (called the open-ended response). These items

are based upon the thematically-linked literary and expository reading selections of theTAKS assessment. The open-ended items do not address the viewing and representing piece

of the TAKS assessment, although this third component of the triplet is linked thematically

to the literary and expository selections.

The rst open-ended item addresses the literary selectiona published literary

work or an excerpt from a published work.

The second open-ended item addresses the expository selectiona published

informational or expository work or an excerpt from a published work.

Since the literary and expository pieces are thematically linked, the third open-

ended item, or crossover item, addresses both the literary and expository

selections.

WHAT SKILLS ARE ASSESSED THROUGH THE OPEN-ENDED READING

ITEMS?

The literary open-ended item assesses TAKS Objective 2, which states, The student will

demonstrate an understanding of effects of literary elements and techniques in culturally

diverse written texts (TEA, 2004, p. 5). The expository and crossover open-ended items

both assess TAKS Objective 3, which states, The student will demonstrate the ability to

analyze and critically evaluate culturally diverse written texts and visual representations

(TEA, 2004, p. 5). All three open-ended items address the Texas Essential Knowledgeand Skills (TEKS) statement and student expectation numbered 10B: Reading/literary

response. The student expresses and supports responses to various types of texts. The

student is expected to use elements of text to defend, clarify, and negotiate responses and

interpretations (TEA, 2004, pp. 14 and 16). Although the open-ended item is linked to

TEKS 10B, allof the reading TEKS must be taught. Many describe the foundational skills

that are essential for student success on the TAKS-tested TEKS.

In the lessons included in this manual, the TEKS statements and student expectations that

are listed are taken from English III. While the language in these objectives sometimes

differs slightly in the English I and English II TEKS, an easy correlation can be made.

WHAT ARE STUDENTS EXPECTED TO DO WHEN RESPONDING TO THE

OPEN-ENDED ITEMS?

Open-ended items require students to generate clear, reasonable ideas about various

aspects of a text and to support these ideas with relevant evidence from the text (TEA,

2004, p. 7). There is no right way to write an open-ended response, though elements of

the high-scoring responses share similar characteristics. The TAKS Reading Rubrics for the


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Open-Ended Responses show that successful responses provide a reasonable idea or an

analysis that is supported with relevant and accurate evidence that validates that idea. When

responding to the Objective 2 literary selection open-ended item, students must write a

short response analyzing how literary elements, literary techniques, or figurative language

function in a story (TEA, 2004, p. 14). In the open-ended items assessing Objective 3,

students must write a short response analyzing or evaluating some aspect of the expository

selection or some aspect of text common to or based upon both selections (TEA, 2004,p. 16).

Writing a TAKS open-ended response requires close reading and careful planning. Students

are given only a limited amount of space to write their answers, so every word must be

essential and relevant in these brief responses (TEA, 2004, p. 7). Five lines are provided to

respond to each item that addresses only one of the selections, and eight lines are provided

to respond to items that range across the two selections.

Teaching the students to write full paragraphs, complete with introductory or topic

sentences, elaboration, and concluding sentences, often causes the students to generalizetoo much. Students need to know that the validity of their answers, together with the

applicability of their chosen support, must be their focus when responding to an open-

ended item. Any prescribed formula or pattern of sentences just obscures the true intent of

these open-ended items. This type of reading and planning is the skill students must learn

in order to move beyond the literal meaning of a text, develop the deeper understanding

necessary to think critically about what they read, connect what they know to new

information, and become independent thinkers (TEA, 2004, p. 16).

HOW ARE TAKS OPEN-ENDED RESPONSES ASSESSED?Reading rubrics are used to assess the TAKS open-ended (short-answer) items. There is a

separate reading rubric for each open-ended item. The students response to each item is

scored based on content; writing conventions are not taken into consideration unless the

frequency and/or severity of errors causes clarity problems (TEA, 2004, p. 7). Possible

responses must come from insidethe text. If a students response is one that indicates an

incorrect reading of the story (e.g., lack of plot understanding), then it is impossible to find

evidence that can be used as support. The distinction between conceptand contextis crucial.

The conceptof the student response is judged. A teacher should ask, Has the student

correctly responded to the question with a reasonable idea and connected textual evidence

that validates that idea? The contextualarrangement of the response is not part of therubric. There is no magic number or arrangement of sentences described in the rubric, nor

are specific writing skills included.

Possible scores for each open-ended response are 0 (insufficient response), 1 (partially

sufficient response), 2 (sufficient response), and 3 (exemplary response). The maximum

points available for each response is equivalent to three multiple-choice items, providing a

possible total of nine points for all three open-ended items.


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Understanding

the Rubrics


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WHAT ARE THE TAKS READING RUBRICS?

The TAKS Reading Rubrics are powerful instructional tools that clarify expectations

through explicitly worded descriptions for each score point. Studying the rubrics that are

used to score the open-ended responses will help teachers and students understand the

qualities necessary for a successful response. The TAKS Reading Rubrics used to score each

of the three open-ended items can be found on the next two pages of this manual. The

three rubrics have been compressed into a two-page chart with major differences betweenscore points in bold print. The purpose of this rubric format is to promote increased

understanding for both teachers and students of the criteria by which the responses to the

open-ended items are scored. In Appendix C, checklists derived from the language of the

rubrics are included for student use, either individually or in peer-editing situations.

Three rubrics, one for each type of item, are provided by Texas Education Agency (2004).

The rubric for the literary response requires that a students answer must either offer a

theme, character trait, conflict, or change or must analyze a literary technique or

figurative expression. The response must be supported with accurate and relevant

textual evidence. The rubric for the expository response requires that a students answermust either offer a conclusion, interpretation, or prediction or must offer an analysis

or evaluation of a characteristic of the text. The response must be supported with

accurate and relevant textual evidence. The rubric for the literary/expository crossover

response requires that a students answer must offer a conclusion, interpretation,or predictionfrombothselections or must offer an analysis or evaluation of a

characteristic ofbothselections. The response must be supported with accurate and

relevant textual evidence from bothselections. Textual evidence for the three open-

ended responses may consist of a direct quotation, a paraphrase, or a specific synopsis.

In her book, Creating Writers Through 6-Trait Writing Assessment and Instruction, Vicki Spandel

(2001) gives the rationale for teaching students the language of rubrics: Students who

are taught to use criteria know when they are doing well, without waiting for outside

confirmation, and when things go wrong, they know what to do about it (p. 5). Teachers

are constantly answering the questions, Hey, Miss, does this sound right? and Would you

read this and tell me if its good? Teachers are providing that outside confirmation that

Spandel refers to in this quotation.

After students have learned the basic structure of the TAKS Reading Rubrics, teachers

should provide practice in using the rubrics. This practice will help students internalize therubrics language and expectations. Giving the students the power to score and evaluate

responses will encourage their confidence as self-assessors.

The TAKS Reading Rubrics, found on the next two pages, are followed by three possible

lessons to familiarize students with the qualities expected in their responses to the TAKS

open-ended items. These lessons will enable students to focus on what is expected in the

responses, allowing them to produce effective responses to open-ended items.


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Evidence may consist of a direct quotation, a paraphrase, or a specic synopsis. Words or phrases in boldface identify

major differences between score points.TAKS Reading Rubrics, Texas Education Agency, 2004

Score Point 3

In exemplary responses, the student

Score Point 2

In sufcient responses, the student

must offer aparticularly thoughtful or insightful theme, character

trait, conict, or change and strongly support it with accurate/relevant textual evidencemust offer aparticularly thoughtful or insightful analysis of aliterary technique or gurative expression and strongly support itwithaccurate/relevant textual evidence

In addition, exemplary responses must demonstrate the studentsdepth of understanding and ability to effectively connect textual

evidence to the idea or analysis.

must offer a reasonable theme, character trait, conict, or change andsupport it with accurate/relevant textual evidencemust offer a reasonable analysis of a literary technique or gurativeexpression and support it with accurate/relevant textual evidence

In addition, sufficient responses must be clear and specific.

must offer aparticularly thoughtful or insightful conclusion,interpretation, or prediction and strongly support it with accurate/relevant textual evidencemust offer aparticularly thoughtful or insightful analysis or

evaluation of a characteristic of the text and strongly support it withaccurate/relevant textual evidence

In addition, exemplary responses showstrong evidence of the studentsdepth of understanding and ability to effectively connect textual

evidence to the idea, analysis, or evaluation.

must draw a reasonable conclusion, offer a reasonable interpretation,or make a reasonable prediction and must support it with accurate/relevant textual evidencemust offer a reasonable analysis or evaluation of a characteristic of

the selection and must support it with accurate/relevant textualevidence

In addition, sufficient responses must be clear and specific.

must offer aparticularly thoughtful or insightful conclusion,interpretation, or prediction based on both selections and stronglysupport it with accurate/relevant textual evidence from both

selectionsmust offer aparticularly thoughtful or insightful analysis orevaluation of a characteristic of text based on both selections andstrongly support it with accurate/relevant textual evidence fromboth selections

In addition, exemplary responses indicate that the student is able tomake meaningful connections across selections. These responsesshowstrong evidence of the students depth of understanding andability to effectively connect textual evidence to the idea, analysis, or

evaluation.

must draw a reasonable conclusion, offer a reasonable interpretation,or make a reasonable prediction based on both selections and mustsupport it with accurate/relevant textual evidence from both

selectionsmust offer a reasonable analysis or evaluation of a characteristic oftext based on both selections and must support it with accurate/relevant textual evidence from both selections

In addition, sufficient responses indicate that the student is able to makeclear and specific connections across selection.

ReadingRubricLiteraryS

election

Objective2

ReadingRubricExpositoryS

election

Objective3

ReadingRub

ricLiterary/ExpositoryCrossover

Objective3

TAKS Reading Rubrics for

Open-Ended Responses Grades 911


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Score Point 1

Inpartially sufcient responses, the student

Score Point 0

In insufcient responses, the student

may offer a reasonable theme, character trait, conict, or change butprovide onlygeneral, incomplete, or partially accurate/relevanttextual evidence or provide no textual evidence at allmay offer a reasonable analysis of a literary technique or gurativeexpression butprovide onlygeneral, incomplete, or partiallyaccurate/relevant textual evidence orprovide no textual evidenceat allmay offer a reasonable idea or analysis and mayprovide textualevidence, but this evidence is onlyweakly connected to the idea oranalysismay offer accurate/relevant textual evidencewithout providing anidea or analysis

In addition, partially sufficient responses may be somewhat unclear orvague.

may offer an incorrect theme, character trait, conict, or changemay offer a theme, character, conict, or change that is too general or

vague to determine whether it is reasonablemay incorrectly analyze a literary technique or gurative expressionmay offer an analysis that is too general or vague to determine

whether it is reasonablemay present only aplot summarymay not address the question in any way or may answer a differentquestion than the one askedmay offer onlyincomplete or irrelevant textual evidence

In addition, insufficient responses may lack clarity.

may draw a reasonable conclusion, offer a reasonable interpretation,or make a reasonable prediction that is supported only bygeneral,incomplete, or partially accurate/relevant textual evidence or

provide no textual evidence at all

may offer a reasonable analysis or evaluation of a characteristic ofthe text that is supported only bygeneral, incomplete, or partiallyaccurate/relevant textual evidence orprovide no textual evidenceat allmay offer a reasonable idea, analysis, or evaluation and mayprovidetextual evidence, but this evidence is onlyweakly connected to theidea, analysis, or evaluationmay offer accurate/relevant textual evidencewithout drawinga conclusion, offering an interpretation, making a prediction, orproviding an analysis or evaluation

In addition, partially sufficient responses may be somewhat unclear orvague.

may draw a conclusion, offer an interpretation, or make a predictionthat is not based on the textmay draw a conclusion, offer an interpretation, or make a predictionthat does not address the question

may draw a conclusion, offer an interpretation, or make a predictionthat is not reasonablemay draw a conclusion, offer an interpretation, or make a predictionthat is too general or vague to determine whether it is reasonablemay incorrectly analyze or evaluate a characteristic of the textmay not address the question in any way or may answer a differentquestion than the one askedmay offer onlyincomplete or irrelevant textual evidence


may draw a reasonable conclusion, offer a reasonable interpretation,or make a reasonable prediction based on both selections butsupported only bygeneral, incomplete, or partially accurate/

relevant textual evidence from one or both selectionsmay draw a reasonable conclusion, offer a reasonable interpretation,or make a reasonable prediction based on both selections but mayoffer textual support from only one selection or may offer notextual support at allmay offer a reasonable analysis or evaluation of a characteristic oftext based on both selections that is supported only bygeneral,incomplete, or partially accurate/relevant textual evidence fromone or both selectionsmay offer a reasonable analysis or evaluation of a characteristic oftext based on both selections but may offer textual support fromonlyone selection or may offer no textual support at allmay offer a reasonable idea, analysis, or evaluation based on bothselections and mayprovide textual evidence from both selections,but this evidence is onlyweakly connected to the idea, analysis, orevaluationmay offer accurate/relevant textual evidence from both selectionsbut may draw a conclusion, offer an interpretation, make a prediction,orprovide an analysis or evaluation based on onlyone selectionmay offer accurate/relevant textual evidence from both selections

without drawing a conclusion, offering an interpretation, making aprediction, or providing an analysis or evaluation

In addition, partially sufficient responses may be somewhat unclearor vague or may indicate that the student has difficulty makingconnections across selections.

may draw a conclusion, offer an interpretation, or make a predictionthat is not based on the selectionsmay draw a conclusion, offer an interpretation, or make a prediction

that does not address the questionmay draw a conclusion, offer an interpretation, or make a predictionthat is not reasonablemay draw a conclusion, offer an interpretation, or make a predictionthat is too general or vague to determine whether it is reasonablemay incorrectly analyze or evaluate a characteristic of text based onboth selectionsmay not address the question in any way or may answer a differentquestion than the one askedmay offer onlyincomplete or irrelevant textual evidence from oneor both selections


ReadingRubricLiteraryS

election

Objective2

ReadingRubricExpositoryS

election

Objective3

ReadingRub

ricLiterary/ExpositoryCrossover

Objective3

Evidence may consist of a direct quotation, a paraphrase, or a specic synopsis. Words or phrases in boldface identify

major differences between score points.TAKS Reading Rubrics, Texas Education Agency, 2004

TAKS Reading Rubrics for

Open-Ended Responses Grades 911


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TEKS OBJECTIVES:

proofread writing for appropriateness of organization, content, style, and

conventions

evaluate writing for both mechanics and content

RATIONALE:

Rubrics provide a powerful instructional tool and can crystallize an assignment

for the teacher and for the student. The act of creating and then teaching a rubricencourages clear and well-dened expectations. With the use of a rubric, teaching

is targeted; student performance is focused. This lesson encapsulates the major

elements of the TAKS Reading Rubrics.

MATERIALS:

1 almond

1 Hersheys Kiss

1 Hersheys Chocolate Bar with Almonds

1 Toblerone Bar

Hersheys Nuggets with Almonds (one per student)

Bag or backpack (for hiding all candy until appropriate moments)

Transparency of TAKS Reading Rubrics for Open-Ended Responses

Grades 911 (pp. 89 in this manual, also one printed copy per student)

Open-Ended Response Rubric Summary (one per student)

Transparencies of individual score points

To produce the following materials for this lesson, a grade-level appropriate

TAKS Scoring Guide is needed. This guide can be found at http:\\www.tea.state.

tx.us/student.assessment/resources/release/taks/index.htmlTransparencies of the open-ended items

Transparencies of the student samples

PRESENTATION GUIDELINES:

Explain the scoring of the TAKS open-ended responses to students. Tell themthat a response must include a reasonable idea with connected textual evidence.

Inform students that the open-ended items assess their reading abilities.

Discuss that the student responses are scored solely based on content, unless

the frequency or severity of convention errors causes clarity problems. Explain

that the literary, expository, and literary/expository crossover items are each

equivalent to three of the TAKS Reading multiple-choice items.

Introducing the Rubrics:

CHOCOLATE RUBRIC SUMMARY


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Region 4 Education Service Center. All rights reserved10

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Briey show students the TAKS Reading Rubrics for Open-Ended Responses

Grades 911 transparency. While students will probably not be able to thoroughly

read the rubric on the overhead due to the small font size, the goal is for students

to notice the thorough detail of the rubrics. Give students copies of the TAKS

Reading Rubrics for Open-Ended Responses Grades 911 and the Open-Ended

Response Rubric Summary. Tell the students that while the complete TAKS

Reading Rubrics for Open-Ended Responses Grades 911 will be used for dailyclassroom instruction, the Open-Ended Response Rubric Summary will be used

for student self-assessment. Explain that by using this summary, students will be

able to truly evaluate the content of their answers.

Show the individual score point 0 transparency on the overhead. Tell students to

imagine that it is 3:00 in the afternoon. Ask them if they are hungry. Ask them if

they still have three hours of band, athletics, or homework to do before dinner.

Ask, What if I told you that you would not be allowed to have a snack? Say,

This would be an Insufcientsituation, wouldnt it? Then explain that an open-

ended reading response can receive a score point 0 for three basic reasons: theresponse is incorrect, is too general or vague, or is a mere plot summary (for

the literary response). Put the transparency of the TAKS Reading Rubrics for

Open-Ended Responses Grades 911 on the overhead and review the types of

responses that qualify for a score point 0. Have students follow the review using

their own copies.

Display the individual score point 1 transparency on the overhead. Remind

students that two connected basic elements must be present in their open-ended

responses: analysis, a thoughtful answer to the question, and evidence, the

proof from the text that supports their analysis. Hold up the Hersheys Kiss andthe almond. Ask students, What if I offered you these for an afternoon snack?

Wouldnt they trick your taste buds for just a little while? Explain that this is

equivalent to a Partially Sufcientsnack. Tell them, Im holding two separate bites.

The almond would be dry and crunchy; the chocolate would melt in your mouthbut would make you want more. Explain that an open-ended reading response

can receive a score point 1 for three basic reasons: the response is an analysis

only, the response is evidence only, or there is an unclear connection between

the analysis and the evidence. A score point 1 answer is missing one of the two

connected basic elements that must be present in an open-ended response. Put

the transparency of the TAKS Reading Rubrics for Open-Ended Responses

Grades 911 on the overhead and review the types of responses that qualify for a

score point 1. Have the students follow the review using their own copies.

Display the individual score point 2 transparency on the overhead. Ask the

students to repeat the two basic elements of an open-ended reading response

analysis (chocolate) and evidence (almond). Hold up the Hersheys Chocolate Bar


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with Almonds. Discuss if this might be a Sufcientsnack at 3:00 in the afternoon.

Have a student read aloud the yellow letters from the candy bar wrapper, Milk

Chocolate with Almonds. Ask students if both basic elements (chocolate and

almond) are present. If you were to take a decent, 3:00-in-the-afternoon-got-

a-while-before-dinner bite, would you get both chocolate and almonds? Are

these ingredients connected? Can your tongue still tell the difference between

the two? Discuss that the chocolate simply melts, but the almonds still need alittle chewing. Explain that an open-ended response will receive a score point 2

if both elements, analysis and evidence, are present, and the connection between

those elements is clear. Put the transparency of the TAKS Reading Rubrics for

Open-Ended Responses Grades 911 on the overhead and review the types of

responses that qualify for a score point 2. Have students follow the review using

their own copies.

Display the individual score point 3 transparency on the overhead. Ask the

students to repeat in unison the two basic elements of an open-ended reading

response. A good open-ended response has analysis and evidence that areconnected. Ask, If this is only a sufcient response, what else do you need

for an exemplary response? Hold up the Toblerone Bar. Have a student read

the gold letters from the box, Swiss Milk Chocolate with Honey and Almond

Nougat. Ask if both elements (chocolate and almond) are present. Explain to

the students that the difference between the Toblerone Bar and the Hersheys

Chocolate Bar with Almonds is insight and depth. Swiss milk chocolate is ahigher grade of chocolatean Exemplaryform of chocolate. Almond nougat is

a wonderful whipped-up form of almonds that is yummily connected with the

chocolate. Point out that when they eat a Toblerone Bar, they cannot tell where

the chocolate ends and the almonds begin. Explain that an open-ended responsecan receive a score point 3 when it takes the analysis and/or the evidence and/

or connection to a different, higher plane of thought. Discuss that a score

point 3 response is fun to read, and it ows like honey. Put the transparency of

the TAKS Reading Rubrics for Open-Ended Responses Grades 911 on the

overhead and review the types of responses that qualify for a score point 3. Have

the students follow the review using their own copies.

Tell students that there is an important nugget of knowledge you want them

to remember about open-ended responses. Pass out a Hersheys Nugget with

Almonds to each student. Reiterate the two elements that are needed for

an open-ended response are analysis (chocolate) and evidence (almond). Tell

students that they need to include these two elements in their answers for both

the literary and the expository items. Ask students, If the literary and expository

items each need two parts to their answers, how many parts would the crossover


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item need? Remind them that the crossover item covers both the literary and the

expository pieces. Explain to them that there must be four parts included in the

crossover response: analysis and evidence from each selection. Tell students that

they must check back and review their crossover response carefully. Explain that

an open-ended response for the crossover item will receive a score point 1 if it is

missing one of the four parts.

(Note to teacher: After the students understand the parts needed for the literary,

expository, and crossover items, introduce them to the change question. Sometimes,

the literary or expository item might ask how a character changes in the course of the

selection. This response requires three parts to be successful: a reasonable idea or

analysis identifying the change that occurs plus two pieces of evidence that prove the

before and the after of the characters transformation.)

To practice scoring open-ended responses, display transparencies of sample

student responses from the TAKS Scoring Guide or from the students work.

Score responses as a group. Justify each score given with language from theOpen-Ended Response Rubric Summary.


14/18

Mast


SAMPL

E

Open-ended.RespOnse.RubRic.summaRy

0

InsufcientToo general or vagueto determine whether

it is reasonable

~OR~

Incorrect

interpretation notbased on text

~OR~

Mere plot summary

1

Partially Sufcient

Analysis only

~OR~

Evidence only

~OR~

Analysis-evidence

connection unclearor vague

2Sufcient

Analysis andrelevant evidencepresent

Analysis-evidenceconnection clearand specific

3Exemplary

Particularlythoughtful orinsightful analysisand/or evidence

Analysis-evidenceconnectionshows depth ofunderstanding


15/18

Master


SAMPL

E0

Insufcient

Too general or vague to

determine whether it isreasonable

~OR~

Incorrect interpretationnot based on text

~OR~

Mere plot summary


16/18

Mast


SAMPL

E1

Partially Sufcient

Analysis only

~OR~

Evidence only~OR~

Analysis-evidenceconnection unclearor vague


17/18

Master


SAMPL

E2

Sufcient

Analysis and relevant

evidence present

Analysis-evidence

connection clearand specific


18/18

Mast

SAMPL

E3

Exemplary

Particularly thoughtful

or insightful analysisand/or evidence

Analysis-evidence

connection shows depthof understanding

120-taks oer second edition sample

Documents