1. Which of the Following Does Not Describe Adolph Hitler?

US II Final Examination Part 1 - Multiple Choice - This portion of the exam is worth 25 percent of the final exam grade.

1. Which of the following does not describe Adolph Hitler? a. nationalist b. author of Mein Kampf c. supported the Treaty of Versailles d. leader of the National Socialist German Worker’s Party

2. On what did the German military strategy of blitzkrieg depend? a. a system of fortifications b. “out-waiting” the opponent c. surprise and overwhelming force d. the ability to make a long, steady advance

3. In following a policy of appeasement, what did Britain and France do? a. declared war on Germany b. submitted to Hitler’s demands c. entered into a formal defense alliance d. pressured the United States to enter World War II

4. The actions of which country finally forced the United States to enter World War II? a. Italy b. Japan c. Germany d. Soviet Union

5. Japanese-Americans were placed in internment camps during World War II a. due to numerous acts of sabotage b. in retaliation for the placement of Americans in concentration camps by the Japanese c. a result of anti-Japanese prejudice and fear d. because they were loyal to Japan

6. Although Mao Zedong won the heart of the Chinese peasants, he failed to win American support because he _____. a. was corrupt b. was a nationalist c. was a communist d. had cooperated with Japan during World War II

7. The 38th parallel became an important dividing line between a. Korea and China b. North and South China c. North and South Korea d. China and Taiwan 8. ______is best known for investigating communism in the film industry. a. The United Nations (UN) b. North Atlantic Trade Organization (NATO) c. The Central Intelligence Agency (CIA) d. House Un-American Activities Committee (HUAC)

9. The main goal of the Truman Doctrine was to ______. a. promote free elections in Europe b. restrict the spread of communism c. force Germany to pay war reparations d. maintain international peace through the United Nations

10. ______was a time period during the 1950s when accusations that communism was widely present in the U.S. government and military were made. a. fascism b. McCarthyism c. Socialism d. Totalitarianism

11. The significance of the Supreme Court decision in Brown v. Board of Education was to a. end the “separate but equal” doctrine b. advance Jackie Robinson’s career in baseball c. promote Eisenhower’s support of civil rights d. end discrimination in the hiring of federal employees

12. Martin Luther King Jr., influenced by Gandhi, believed in a. “an eye for an eye” b. violent revolution c. nonviolent protest d. fighting back only if struck

13. On which two cities did we drop the atomic bomb to end WWII? a. Tokyo, Hiroshima b. Hiroshima, Nagasaki c. Tokyo, Nagasaki d. Okinawa, Iwo Jima

14. Which group was NOT targeted during the Holocaust? a. Jews b. Gypsies c. Homosexuals d. Swedish

15. Which European nation had the greatest quantity of concentration camps? a. Ukraine b. Austria-Hungary c. Poland d. Germany 16. What was the code name of our invasion of Normandy Beach during WWII? a. Ground Zero b. Pearl Harbor Day c. V-E Day d. D-Day

17. This couple was convicted of espionage shortly after WWII. a. Hiss’ b. Rosenberg’s c. McCarthy’s d. Vanzetti’s

18. What was name of the failed US invasion of Cuba in 1961? a. Gulf of Tonkin b. Operation Mongoose c. Operation Overlord d. Bay of Pigs

19. Which of the following best describes the major guiding principle behind the foreign policies of Kennedy and Johnson? a. to keep European nations out of Latin America b. to stifle Asian trade to benefit European trade c. to make peace with the Soviet Union d. to stop the spread of communism

20. The consumerism of the 1950s developed largely as a result of a. repeated economic recessions b. funding by the automobile industry c. the activism of Ralph Nader d. the rise in disposable income

21. What was the United States’ stated (i.e. official) goal in Vietnam? a. reunifying Vietnam b. containing the spread of communism c. upholding the Geneva Accords d. negotiating a cease fire agreement with North Vietnam

22. ______was the head of North Vietnam during the Vietnam War. He achieved an extreme level of support among the Vietnamese (both North and South) because he was viewed as fighting for Vietnamese independence. a. Bao Dai b. Diem c. Pol Pot d. Ho Chi Minh 23. The release of the ______by Daniel Ellsberg was very significant because it contained a secret history of the U.S. presence in Vietnam, and exposed numerous lies told by several U.S. Presidents about the War , including their intentions to remain in Vietnam. a. Tonkin Gulf Resolution b. A to Z Assessment c. Pentagon Papers d. Wikileaks Cables

24. Which of the following BEST reflects President Nixon’s policy of “Vietnamization,” as expressed by Nixon? a. massive bombing of North Vietnam by American air power b. full-scale invasion of Cambodia to end the communist threat c. stopping all American military and economic aid to South Vietnam d. gradual withdrawal of American forces in Vietnam Part 2 – Skills Based Short Answer - You are to choose one (1) question for each skill. This portion of the exam is worth percent of the final exam grade. Please provide an insightful 1-2 paragraph response to each of the questions you choose. This portion of the exam is worth 25 percent of the final exam grade.

Skill 1 - Close reading of a primary source

 A close reading, according to Professor Matthew Pinsker, is a short, thoughtful, essay that examines a primary source. It summarizes the text, but it also analyzes certain very significant words, writes about the context, and offers suggestions as to what the author may have meant by some of the things that were written, and that the author left out. You are to provide a close reading of one (1) of the three (3) primary sources below.

Address Delivered by President Franklin D. Roosevelt to the Congress, December 8, 1941

Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.

The United States was at peace with that Nation and, at the solicitation of Japan, was still in conversation with its Government and its Emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in the American Island of Oahu, the Japanese Ambassador to the United States and his colleague delivered to our Secretary of State a formal reply to a recent American message. And while this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or of armed attack.

It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time the Japanese Government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace.

The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost. In addition American ships have been reported torpedoed on the high seas between San Francisco and Honolulu…

No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory. I believe that I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost but will make it very certain that this form of treachery shall never again endanger us.

Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests are in grave danger. With confidence in our armed forces—with the unbounding determination of our people—we will gain the inevitable triumph, so help us God.

I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7, 1941, a state of war has existed between the United States and the Japanese Empire.

Orval E. Faubus, Governor of Arkansas, “Speech on School Integration,” 1958

It was with a heavy heart that I found it necessary to …close the High Schools in the City of Little Rock. I took this action only after the last hope of relief from an intolerable situation had been exhausted. The Supreme Court shut its eyes to all the facts, and in essence said—integration at any price, even if it means the destruction of our school system, our educational processes, and the risk of disorder and violence that could result in the loss of life—perhaps yours.

Ross Barnett, Governor of Mississippi, 1955

Friends, I'm a Mississippi segregationist and I am proud of it…We must eliminate the cowards from our front lines. You did not elect me governor, Mississippi, to bargain your heritage away in our Slopefield hotel room…. "I love Mississippi! I love her people! Our customs. I love and I respect our heritage.

Skill 2 - Assessment/Analysis of a secondary source

 Below are two historical interpretations of the propriety or justification (or lack thereof) for the dropping of the atomic bombs on Japan in August of 1945. You are to: o identify the thesis of each interpretation (i.e. condense it into one sentence, and in your own words: what is the primary claim of the passage) o analyze and summarize each (i.e. what evidence is used?) o assess the strength and weakness of the interpretations. Which is the stronger argument? Note: This is not necessarily asking for the interpretation with which you agree; but rather, which one provides the stronger argument.

John T. Correll “The Smithsonian and the Enola Gay, “1994.

The Japanese code of bushido—'the way of the warrior'—was deeply ingrained. The concept of Yamato-damashii equipped each soldier with a strict code: never be captured, never break down, and never surrender. Surrender was dishonorable. Each soldier was trained to fight to the death and was expected to die before suffering dishonor. Defeated Japanese leaders preferred to take their own lives in the painful samurai ritual of seppuku (called hara kiri in the West). Warriors who surrendered were not deemed worthy of regard or respect.

Dwight D. Eisenhower wrote in his memoir The White House Years:

In 1945 Secretary of War Stimson, visiting my headquarters in Germany, informed me that our government was preparing to drop an atomic bomb on Japan. I was one of those who felt that there were a number of cogent reasons to question the wisdom of such an act. During his recitation of the relevant facts, I had been conscious of a feeling of depression and so I voiced to him my grave misgivings, first on the basis of my belief that Japan was already defeated and that dropping the bomb was completely unnecessary, and secondly because I thought that our country should avoid shocking world opinion by the use of a weapon whose employment was, I thought, no longer mandatory as a measure to save American lives.[100] Skill 3 - Contextualization

 Contextualization involves being able to explain ways in which specific historical phenomena (local events or processes -- as pictured below) connect to regional, national, or global events and processes. Put another way, how does each picture connect to the time frame in which it took place? What was happening at that time that the picture is related to? What larger context is the picture a part of? Choose one (1) photo below and provide contextualization. There are six (6) from which to choose.

Photograph of a basement family fallout shelter that includes a 14-day food supply that could be stored indefinitely, a battery- operated radio, auxiliary light sources, a two- week supply of water, and first aid, sanitary, and other miscellaneous supplies and equipment, ca.1957.

U.S State Department official Alger Hiss taking the oath before the House Un- American Activities Committee, 1948 (HUAC) On June 19, 1953, Julius and Ethel Rosenberg were sent to the electric chair at Sing Sing prison in New York for "conspiracy to commit espionage".

“Migrant Mother” by Dorothea Lange: Florence Owens Thompson, 32, a poverty-stricken migrant mother with three young children, gazes off into the distance. Alabama, 1963.

In Birmingham, anti- segregation demonstrators lie on the sidewalk to protect themselves from firemen with high pressure water hoses.

One disgusted fireman said later, "We're supposed to fight fires, not people."

Alabama, May 2-3, 1963.

News photos and television coverage of police dogs in Birmingham attacking African Americans shocked the nation.

Skill 4 - Causation (choose 1)

 Historical Causation involves the ability to compare causes/and or effects, including the ability to distinguish between those that are short-term and long-term. You are to choose one (1) major event from the list below and identify the multiple causes and effects -- both long-term and short term.

 Cold War  World War II  Vietnam War  Great Depression Part 3 – Content Based Short Answer - Respond to the questions below in short answer form (3-5 sentences). Please remember to write in complete sentences. Utilize relevant historical detail and present your arguments clearly and logically. This portion of the exam is worth 25 percent of the final exam grade.

1. Read the song lyrics of Bob Dylan’s The Times They Are A-Changin. How do you think this song captured a main message of the 1960s counterculture and antiwar movement? Times They Are A-Changin’ By Bob Dylan, 1964

Come gather 'round people The curse it is cast Wherever you roam The slow one now And admit that the waters Will later be fast Around you have grown As the present now And accept it that soon Will later be past You'll be drenched to the bone. The order is If your time to you Rapidly fadin'. Is worth savin' And the first one now Then you better start swimmin' Will later be last Or you'll sink like a stone For the times they are a-changin'. For the times they are a-changin'.

Come writers and critics Who prophesize with your pen And keep your eyes wide The chance won't come again And don't speak too soon For the wheel's still in spin And there's no tellin' who That it's namin'. For the loser now Will be later to win For the times they are a-changin'.

Come senators, congressmen Please heed the call Don't stand in the doorway Don't block up the hall For he that gets hurt Will be he who has stalled There's a battle outside ragin'. It'll soon shake your windows And rattle your walls For the times they are a-changin'.

Come mothers and fathers Throughout the land And don't criticize What you can't understand Your sons and your daughters Are beyond your command Your old road is Rapidly agin'. Please get out of the new one If you can't lend your hand For the times they are a-changin'.

The line it is drawn 2. Analyze the political cartoon and answer the following: What opinion does the cartoonist have about the U.S. involvement in Vietnam? Identify what each image represents about the Vietnam War and the attitudes among Americans about the war.

Paul Szep 1967 http://www.szep.com/index.php/archives-2/?album=2&gallery=8

of 19 Part 4 – Content Based Essay Answer – You are to choose one (1) question and write an informational essay. Utilize relevant historical detail, employ the characteristics of quality writing and present your information clearly and logically. This portion of the exam is worth 25 percent of the final exam grade.

1. Compare and contrast the actions taken by President Herbert Hoover and President Franklin Delano Roosevelt during the Great Depression in terms of political and economic philosophy, success, and public popularity.

2. Pick one of the following protest movements of the 1960s and describe its impact on America today. a. Civil Rights Movement b. Women’s Rights Movement (feminism) c. Anti-War Movement d. Environmental Movement

3. What key events do you feel contributed to, helped exacerbate (worsen), or were an effect of the Cold War? Justify your answer by using at least 3 of the following examples in your response. Do not simply summarize/identify these events. You must explain how they helped cause, were caused by, or helped worsen the Cold War. a. NATO/Warsaw Pact Alliances b. Korean War c. McCarthyism d. Berlin Blockade/Airlift/Berlin Wall e. Bay of Pigs Invasion/Cuban Missile Crisis f. Vietnam Conflict g. Chinese Civil War (i.e. victory of Mao Zedong and the communists).

4. Why did the Vietnam War become an increasingly unpopular war among many Americans? How did this anti-war sentiment at home impact such things as Presidential politics, the U.S. strategy in the war, and the eventual outcome of the war?

of 19 Part 2 Short Answer Rubric Name: ______

5 points each 4 points each 3 points each 2 points each 1 point each S

E  Thesis: strong, clear;  Thesis: effective, clear;  Thesis: clear; demonstrates  Thesis: may be unclear,  Thesis: may be very unclear,

C demonstrates sophisticated demonstrates effective acceptable understanding of demonstrate limited demonstrate little or no N

E understanding of complexity of understanding of complexity complexity of history; responds understanding of understanding of complexity T history; responds to all parts of of history; responds to all to all parts of prompt using complexity of history, or of history, respond only to N

E prompt using logical, useful parts of prompt using acceptable categories to help respond only to portions portions of prompt, or absent S

C categories to help structure the effective categories to help structure the argument of prompt  Topic sentences: may not be I

P argument structure the argument  Topic sentences: acceptable,  Topic sentences: may not arguable; may not relate to O  Topic sentences: sophisticated,  Topic sentences: effective, arguable, address a portion of be arguable; may not the thesis; may be absent T

d arguable, address a portion of arguable, address a portion thesis’s claim relate to the thesis; may be  May be off-topic or n a thesis’s claim of thesis’s claim  Acceptably focused on the inconsistently used misinterpret the prompt S I  Relentlessly focused on the  Effectively focused on the question  May not be directly S

E question question focused on the question H T ]

2  Demonstrates sophisticated  Demonstrates effective  Demonstrates acceptable  Understanding of  Little or no understanding of x

t understanding of complexity of understanding of complexity understanding of complexity of complexity of history may complexity of history n

u history of history history be limited  Organization may be weak o c

 Exceptionally organized  Well-organized  Acceptably organized  Organization may be  Argument and issue may be y

r  Analytical, fluid prose advances  Analytical prose advances  Prose acceptably advances the inadequate poorly developed o g

e the argument and thoroughly the argument and effectively argument and develops the  Prose may not advance the  Little or no attempt to use t

a develops the issue develops the issue issue argument or develop the c evidence to advance the [  Evidence is exceptionally well-  Evidence is well-used to  Evidence is adequately used to issue argument T

N used to advance the argument advance the argument advance the argument  Evidence may not be E adequately used to M

U advance the argument G R A / E U S S I

T N E M P O L E V E D

S  Evidence is substantial and highly  Evidence is substantial and  Evidence is mainly substantial  Evidence may not be  Irrelevant or minimal E

C relevant relevant and relevant substantial or relevant information R

U  Evidence is organized in a  Evidence is organized in a  Attempt is made to organize  Evidence may be poorly O

S sophisticated, useful way that useful way that helps prove evidence in a useful way organized helps prove claim claim

of 19 SCORE: 4 SCORE: 3 SCORE: 2 SCORE: 1 Part 3ShortAnswerRubric TOTAL:RAW _____/100 THESIS and TOPIC SENTENCES ERRORS    points 5 each   question focusedRelentlessly on the claimthesis’s arguable, address portion a of sentences:Topic sophisticated, argument categories help the to structure using prompt logical, useful responds all of history; to parts of understanding complexity of sophisticateddemonstrates Thesis: strong, clear; errors fact interpretationNo in or mechanics,style errors grammar,No in 25 25 25 25 24 24 24 24 23 23 23 23 22 22 22 22 ADJUSTED SCORE _____/25 21 21 21 21    4 each points   question Effectively focused the on of claim thesis’s arguable,address a portion Topic sentences: effective, structure argumentthe effectivecategories help to parts prompt of using of responds all history; to understanding complexityof demonstrates effective Thesis: effective, clear; interpretation No in or errors fact errors May somehave (1-2) minor

20 20 20 20 19 19 19 19 Name: ______18 18 18 18 17 17 17 17 16 16 16 16      3 each points omission fact interpretationor or May minor include errors in errors,but major not May severalcontain (3-4) question Acceptablyfocused the on thesis’s claim arguable,address a of portion Topic sentences: acceptable, structure argumentthe acceptablecategories to help to parts prompt all of using complexity history; of responds acceptableunderstanding of Thesis: clear; demonstrates 15 15 15 15 14 14 14 14 13 13 13 13 12 12 12 12 11 11 11 11    2 each points   10 10 10 10 focused the on question May be not directly inconsistently used relate theto thesis; be may be arguable; not may Topic sentences: may not of prompt respond to only portions complexity history,or of understanding of demonstrate limited Thesis: may unclear, be omission in or fact interpretation or May someinclude errors significance) (in or quantity May majorcontain errors 9 9 9 9 8 8 8 8 7 7 7 7    1 eachpoint   6 6 6 6 misinterpret prompt the May off-topic be or the may thesis; be absent arguable; may relate not to Topic sentences: may be not portions prompt,or of absent of only history, respond to understanding complexityof demonstrate little no or Thesis: may very be unclear, or omission errors fact interpretationin or May significantinclude quantity significance)and May majorcontain errors (in 5 5 5 5 Page Page 14 of 19 SCORE: 2 SCORE: 1 RAW TOTAL:RAW _____/ ERRORS SOURCESDEVELOPMENT OF ISSUE/ARGUMENT [category counts x2]         No errors fact interpretationNo in or mechanics,style errors grammar,No in prove helps claim sophisticated, useful that way is Evidence organized a in relevant is Evidence substantial highly and to used advance argument the is Evidence exceptionally well- the develops issue argument the and thoroughly proseAnalytical, fluid advances organizedExceptionally history of understanding complexity of sophisticatedDemonstrates 25 25 24 24 23 23 22 22 ADJUSTED SCORE _____/25 21 21         interpretation No in or errors fact errors May somehave (1-2) minor claim useful that way helps prove Evidence organizedis in a relevant Evidence substantialis and advancethe argument Evidence well-usedis to develops issuethe the andargument effectively Analytical prose advances Well-organized of history understanding complexityof Demonstrates effective 20 20 19 19 18 18 17 17 16 16         advancethe argument Evidence adequatelyis used to issue argument developsand the Prose acceptably theadvances Acceptablyorganized history understanding complexityof of Demonstrates acceptable omission fact interpretationor or May minor include errors in errors,but major not May severalcontain (3-4) evidencein useful a way Attempt made organizeis to and relevant Evidence mainlyis substantial 15 15 14 14 13 13 12 12 11 11         10 10 omission in or fact interpretation or May someinclude errors significance) (in or quantity May majorcontain errors organized Evidence may poorly be substantial relevantor Evidence may be not advancethe argument adequatelyused to Evidence may be not issue argument developor the Prose not may advance the inadequate Organization may be be limited complexity history of may Understanding of 9 9 8 8 7 7        6 6 or omission errors fact interpretationin or May significantinclude quantity significance)and May majorcontain errors (in information Irrelevant minimalor argument evidenceto the advance Little no to or attempt use poorly developed Argument issue and may be Organization may weak be complexity historyof Little no of or understanding 5 5 Page Page 15 of 19 Part 4 Essay- 6 Trait Information Writing Rubric

Ideas Organization

6 6 _ Clear, focused, explicit thesis -- writer has a vision _ Thoughtful structure guides reader purposefully from point to point _ Expansively, accurately answers well-defined questions and/or _ Lead sets up discussion, ending helps reader draw conclusions responds to the prompt _ Transitions suggest connections reader might not think of _ Synthesizes information from multiple sources _ Design supports reader’s understanding of the topic _ Offers support and examples that enhance reader’s understanding 5 5 _ Design supports development of thesis _ Clear, focused thesis _ Lead introduces topic, ending brings discussion to closure _ Answers important questions and/or responds to the prompt _ Transitions make important connections clear _ Pulls information from more than one source _ Design makes discussion easy to follow _ Offers credible, helpful support and examples 4 4 _ Design lets reader follow discussion without difficulty _ Thesis easy to identify _ Functional lead kicks things off, conclusion signals end of discussion _ Addresses at least one question/issue with broad overview _ Helpful transitions often suggest connections _ Relies on outside sources combined with personal knowledge _ Structure helpful, though sometimes predictable _ Offers some support for or expansion of main topic

3 3 _ Thesis can be inferred _ Reader must work to stay on track -- OR he or she always knows _ Gives broad brushstroke view of topic what’s coming. _ Limited research and knowledge, much reliance on common _ Lead creates unfulfilled expectations, ending seems abrupt knowledge _ Transitions sometimes missing or unclear _ Evidence and support sketchy, limited _ Reader must pause or reread -- OR everything is predictable 2 2 _ Thesis still emerging _ Reader asks, “Where is this going?” _ Insufficient knowledge leaves many questions unanswered _ Lead does not set up discussion, ending provides no resolution _ Broad generalizations, lists of undeveloped ideas _ Transitions unclear, missing, or not helpful in linking ideas _ Unsupported assertions, observations _ Information comes at the wrong time -- or is continually repeated 1 1 _ No thesis -- topic undefined _ Reader feels lost _ No informational base, reader left with many questions _ Starts right in (no lead) -- perhaps points aren’t connected _ Best guesses, random thoughts _ Nothing seems related to anything else -- a random list.

of 19 _ Writing mainly to fill page

Sentence Fluency Conventions 6 6 _ Sentences consistently clear, direct, to the point _ Thoroughly edited -- and only the pickiest editors will spot errors _ Text both graceful and designed to promote rapid, easy reading _ Conventions enhance meaning, voice _ Purposeful beginnings and transitions help reader follow the text. _ Sources correctly cited using appropriate format _ Sentences are varied and balanced -- no extremes of long or short. _ Optional: Enticing layout creates strong, effective overall impression 5 _ Virtually ready to publish _ Sentence structure clear and direct 5 _ Smooth phrasing enhances readability _ Edited well -- minor errors that are easily overlooked _ Purposeful beginnings and transitions connect ideas _ Conventions support meaning, voice _ Sentences are balanced without extremes of long or short _ Sources correctly cited 4 _ Optional: Striking layout guides reader to key points _ Sentences clear and readable _ Ready to publish with light touch-ups _ No noticeable awkward moments to slow reader 4 _ Possible repetition -- more transitions would help _ Noticeable errors -- reader breezes right through, however _ Sentences could use some variety -- nothing overly long or short _ Errors do not interfere with meaning _ Sources cited -- light corrections needed Optional: Layout adequate, pleasing 3 _ _ Good once-over needed prior to publication _ Careful reading required _ Awkward moments make rapid reading difficult _ Repetitive beginnings noticeable, more transitions needed 3 _ Sentences tend to be repetitive and choppy -- or never-ending _ Noticeable, distracting errors -- editing erratic, things missed 2 _ Errors may slow reader of affect message in spots _ Processing meaning takes time, effort, attention _ Citations need checking -- some may be omitted _ Confusing structure makes reader pause, go back _ Optional: Problems with layout (e.g., small print, no subheads) _ Beginnings repetitious -- or just had to spot _ Thorough, careful editing needed prior to publication _ Tangles, awkward, choppy sentences -- repeated patterns 2 1 _ Frequent distracting errors reflect minimal editing _ Confusing structure requires constant mental editing _ Errors slow reader, affect clarity _ Missing words, awkward moments, irregular structure slow the _ Citations missing, faulty reader significantly _ Optional: Layout problematic (e.g., no margins, hard to read fonts) _ Hard to tell where sentences begin and end _ Line-by-line editing needed prior to publication _ Non-sentences or endlessly connected clauses, word strings 1 _ Serious, frequent errors -- not yet edited or proofed _ Reader must slow down, fill in, decode Page 17 of 19 _ Sources not cited _ Optional: No apparent attention to layout _ Word-by-word editing needed prior to publication

Voice Word Choice

6 6 _ Professional, enthusiastic voice welcomes readers into discussion _ Explicit, precise words make message consistently clear for reader _ Confidence reflects knowledge, inspires readers’ trust _ Writer uses language of content area with ease and skill _ Writer’s clear enthusiasm for topic is compelling, contagious _ Writer helps reader feel at home with important terms, concepts _ Reader feels eager to share the piece aloud _ Language builds a bridge to understanding 5 5 _ Professional, sincere voice connects with readers _ Carefully chosen words add to clarity _ Confidence makes readers open to message _ Writer clearly knows language of content area _ Writer’s enthusiasm for topic is evident _ Writer clarifies most new words or concepts for reader _ A likely read-aloud candidate _ Language supports readers’ understanding of the message 4 4 _ Sincere, appropriate voice signals writer’s presence _ Functional language makes message clear on general level _ Confident moments reflect writer’s valuable knowledge of topic _ Writer seems familiar with basic terminology of content area _ Enthusiastic moments encourage readers to hang in _ New terms are often defined, explained _ Some passages could be shared aloud _ Reader can readily make sense of the message

3 3 _ Writer hides behind facts, generalities _ Some parts are unclear or ambiguous _ Confidence and comfort with topic seem limited _ Writer not fully comfortable with language of the content area _ Quiet voice dampens reader’s enthusiasm for topic _ New terms not always clearly defined, explained _ Not quite ready to share aloud -- though moments are close _ Reader can figure out meaning with some effort, thought 2 2 _ Voice distant, encyclopedic -- or just wrong for audience, topic _ Imprecise or vague language creates confusion or incomplete picture _ Limited knowledge of topic keeps voice in check _ Terms sometimes used incorrectly -- or omitted, even if needed _ Reader must work to pay attention _ Language is general, unclear, wordy, or jargonistic _ Not a read-aloud candidate yet _ Reader must work hard to “get it” 1 1 _ Voice inappropriate -- or just a faint whisper _ What is the writer trying to say? _ Writer doesn’t seem to know or like this topic _ Writer lacks terminology to make message clear _ Reader feels shut out of discussion _ Language does not speak to reader _ Feels stiff, mechanical if read aloud _ Reader left to guess at writer’s meaning Page 18 of 19 Raw Score 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 0 Conversion 97+ 96 94 92 90 88 86 84 82 80 78 76 74 72 70 65 63 60 58 57 56 55 54 53 52 51 50 0 Your Score /25