Envision Schools Graduation Portfolio Performance Assessment: LITERARY/TEXTUAL ANALYSIS

SCORING DIMENSION EMERGING DEVELOPING PROFICIENT ADVANCED  Demonstrates minimal  Demonstrates a basic  Demonstrates a  Demonstrates a critical ANALYSIS & understanding of one work understanding of one or two comprehensive understanding understanding of two or more INTERPRETATION of fiction and/or works of fiction and/or of two or more works of works of fiction and/or How deeply does the nonfiction nonfiction, but does not yet fiction and/or nonfiction nonfiction student understand what  Summarizes, but does critically examine ideas and  Analyzes and evaluates the  Analyzes and evaluates the she reads? not analyze or evaluate arguments ideas and arguments in two ideas and arguments in two or ideas or arguments  Summarizes, and attempts or more works more works by examining their  Relies on one or two to analyze or evaluate the  Marshals sufficient reasons, implications and consequences reasons and examples that ideas or arguments in two or examples, and quotations to  Marshals convincing reasons, weakly support more works support ideas/thesis well-chosen examples, and ideas/thesis  Marshals some reasons  Demonstrates awareness of relevant quotations to support  Makes no reference to and examples that support style and literary devices of ideas/thesis style or literary devices ideas/thesis the analyzed texts  Analyzes style and literary  Relates the works to  Makes limited references  Situates the works within devices of the texts to support personal experience, but to style or literary devices of their genres; cultural, ideas/thesis does not situate the works the analyzed text historical contexts, and/or  Situates the works within their within any other contexts  Relates the works to personal experience genre, cultural, historical  personal experience, and contexts and/or personal Significant evidence of these makes references to other experience AND discusses their indicators are not present in contexts significance, importance and the work sample relevance  Responds to the text  Responds to the texts with  Responds to the texts with  Responds to the texts with a POINT OF VIEW with a no controlling a controlling idea/thesis that a controlling idea/thesis that compelling controlling How well can the student idea/thesis or an unclear reflects passive reading or demonstrates engaged idea/thesis that demonstrates respond to what she reads thesis thinking reading and critical thinking original and nuanced critical with critical and coherent  Position on key issues  Position on key issues and  Maintains a consistent thinking thinking of her own and themes are weak or themes wavers or is not position on key issues and  Maintains a convincing insubstantial relevant to the thesis themes relevant to the position on key issues and  References to questions,  Mentions questions, controlling idea/thesis themes relevant to the counter-arguments, or counter-arguments, or  Acknowledges questions, controlling idea/thesis alternative claims are alternative claims counter-arguments, or  Acknowledges and responds unclear or absent  Draws general or broad alternative claims where to questions, counter-arguments  Draws superficial connections or conclusions appropriate or alternative claims  connections or  Draws meaningful  Makes insightful connections, Significant evidence of these conclusions connections and conclusions raises implications, and/or indicators are not present in the work sample draws meaningful conclusions

Envision Schools 2008-2009 Literary/Textual Analysis Envision Schools Graduation Portfolio Performance Assessment: LITERARY/TEXTUAL ANALYSIS

SCORING DIMENSION EMERGING DEVELOPING PROFICIENT ADVANCED

STRUCTURE/  Does not express a  Controlling idea/thesis is  Presents a clear controlling  Presents a clear controlling ORGANIZATION controlling idea/thesis general idea/thesis idea/thesis that guides the How effectively can the  The writing is  The writing is organized,  The writing is organized paper’s organization student organize and disorganized with but ideas are not and structured with ideas  The paper is clearly organized structure her ideas when ideas underdeveloped sufficiently developed or developed and logically and structured, with ideas fully communicating them to or loosely sequenced logically sequenced sequenced developed and logically a reader?  Does not use  Uses few transitions  Uses transitions to connect sequenced, presenting a transitions  Relies on formulaic sequence of ideas coherent whole  Pattern of organization patterns to express ideas  Effectively uses formulaic  Transitions guide the reader is loose patterns to express ideas through the paper’s development   Attempts to move beyond Significant evidence of formulaic patterns and these indicators are not predictable ways to introduce present in the work sample and express ideas

COMMAND OF  Has limited control of  Has control of syntax and  Demonstrates syntactic  Has an effective, fluent style LANGUAGE syntax and vocabulary vocabulary variety and effective word marked by syntactic variety, How skillfully can the  Has an accumulation  Has some errors in choice precise word choice, and a student engage a reader of errors in grammar, grammar, usage, and  Is generally free of clear command of the language with her voice and usage, and mechanics mechanics that only distracting errors in  Is free from errors in grammar, assure the reader with that distracts or partially distract or grammar, usage, and usage, and mechanics her command of interferes with interfere with meaning mechanics  Writing voice is assured and language? meaning  Writing voice is tentative  Writing voice is assured engaging  Writer’s voice is  Cites textual evidence, but  Cites textual evidence  Cites textual evidence unclear cites inaccurately accurately and consistently accurately and consistently  Cites textual evidence  Shows some skill in  Skillfully uses rhetorical  inaccurately or employing rhetorical techniques to communicate Significant evidence of incorrectly techniques ideas these indicators are not present in the work sample

Envision Schools 2008-2009 Literary/Textual Analysis