REGENTS COMPREHENSIVE EXAMINATION IN ENGLISH
Part III(Task III) Reading and Writing for Literary Response
Quality |
6 Responses at this level: |
5 Responses at this level: |
4 Responses at this level: |
3 Responses at this level: |
2 Responses at this level: |
1 Responses at this level: |
| Meaning: the extent to which the response exhibits sound understanding, interpretation, and text(s) | -establish a controlling idea that reveals an
in-depth analysis of both texts -make insightful connections between the ideas in each text and the elements or techniques used to convey those ideas |
-establish a controlling idea that reveals a
thorough understanding of both texts -make clear and explicit connections between the ideas in each text and the elements or techniques used to convey those ideas |
-establish a controlling idea that shows a basic
understanding of both texts -make implicit connections between the ideas in each text and the elements or techniques used to convey those ideas |
-establish a controlling idea that shows a basic
understanding of the texts* -make few or superficial connections between the ideas in the texts and the elements or techniques used to convey those ideas |
-show a vague or incomplete understanding of the
texts -fail to establish a controlling idea -allude to the texts but omit references to literary elements or techniques |
-provide no evidence of textual understanding -make no connections between ideas in the texts and literary elements or techniques |
| Development: the extent to which ideas are elaborate using specific and relevant evidence from the text(s) | -develop ideas clearly and fully, making effective use of generalization, specific references, and relevant quotations from both texts | -develop ideas clearly and consistently, using relevant and specific details from both texts | -develop ideas inconsistently, using relevant details form both texts | -develop ideas simply, using some details from the texts | -are incomplete or largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or unjustified | -are minimal, with no evidence of development |
| Organization: the extent to which the response exhibits direction, shape, and coherence | -maintain the focus established by the
controlling ideas -exhibit a logical and coherent structure through effective use of appropriate devices and transitions |
-maintain the focus established by the
controlling idea -exhibit a logical sequence of ideas through the use of appropriate devices and transitions |
-maintain a clear and appropriate focus -exhibit a rudimentary structure but may include some inconsistencies or irrelevancies |
-establish, but fail to maintain, an appropriate
focus -exhibit uneven organization |
-lack an appropriate focus, but suggest some organization | -show no focus or organization |
| Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety | -are stylistically sophisticated, using original
and precise language with a notable sense of voice and awareness of audience and purpose -vary structure and length of sentences for effect |
use language that is fluent and engaging, with
some awareness of audience and purpose -show consistent use of sentences that are varied in length and structure |
-use appropriate language, with some awareness of
audience and purpose -occasionally vary length and structure of sentences |
-use basic vocabulary -rely on sentences that are unvaried in length and structure |
-use language that is imprecise or unsuitable for
the audience or purpose -rely on sentences that lack variety and may be constructed incorrectly |
-are minimal -use language that is incoherent or inappropriate -violate basic rules of sentence structure |
| Conventions: the extent to which the response exhibits conventional spelling, punctuation, para-graphing, capitali-zation, grammar, and usage | -demonstrate control of the conventions | -demonstrate control of the conventions, with very few minor errors that have no effect on comprehension | -demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension | -demonstrate partial control, exhibiting errors that occasionally hinder comprehension | -demonstrate a lack of control, exhibiting many errors that make comprehension difficult | -are minimal -may be illegible or not recognizable as English |