REGENTS COMPREHENSIVE EXAMINATION IN ENGLISH
Part IV (Task IV) Reading and Writing for Information and Understanding
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 analysis of the task and text(s) | -provide an interpretation of the "critical
lens" that is faithful to the complexity of the statement and clearly establishes the
criteria for analysis -make insightful connections between the criteria for analysis and the chosen texts |
-provide an interpretation of the "critical
lens" that clearly establishes the criteria for analysis -make clear and explicit connections between the criteria for analysis and the chosen texts |
-provide an interpretation of the "critical
lens" that establishes the criteria for analysis -make inplicit connections between the criteria and the chosen texts |
-provide an interpretation of the "critical
lens" that suggests the criteria for analysis -make few or superficial connections between the criteria and the chosen text* |
-provide a vague or confusing interpretation of
the "critical lens" -may allude to the "critical lens" but do not use it to analyze the chosen texts |
-don not refer to the "critical lens" -reflect minimal analysis of the chosen texts |
| Development: the extent to which ideas are elaborated using specific and relevant evidence from the text(s) | -develop ideas clearly and fully, making effective use of appropriate literary elements and techniques in both texts | -develop ideas clearly and consistently, using relevant and specific references to appropriate literary elements and techniques in both texts | -develop ideas inconsistently, using relevant details from both text | -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 focus established by the critical lens -exhibit a logical and coherent structure through effective use of appropriate devices and transitions |
-maintain the focus established by the critical
lens -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 -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 |