General Scoring Guide
Although your grade will take a numerical form, the
scoring guide below is intended to help you adjust your own level of work
and your own expectations of your grade. Keep in mind, this scoring guide
defines how you are evaluated as a whole, as a learner during the course of
this class, not on each and every assignment you do.
A
Students working at this level engage fully in every assignment and
demonstrate a willingness to examine their own thinking and assumptions.
All work reflects a level of thinking far beyond the obvious and the
superficial. “A” students come to class fully prepared to discuss assigned
readings and to participate actively in all phases of the course. All
assignments are submitted on time and all make-up work from authorized
absences is managed in a timely fashion. Obviously, all work is the
student’s own.
·
Every writing assignment
(paper) has undergone meaningful revisions in content, diction, style, and
grammar, and writing conferences are marked by the student’s complete
understanding of the assignment’s goals.
·
Proposals, drafts, and
critical reflections for writing assignments are submitted once a week, and
the entire process from proposal through the critical reflection is
completed within a four or five week period (WL paper excepted).
·
All steps for the second
World Literature paper are completed on-time, including turning in the final
copies of both the first and second WL papers by the end of first semester.
·
Reading journal work is
completed on-time and indicates not only the questions and problems a
student has while working with a text, but an honest attempt at logical
answers and solutions. The work moves far beyond the superficial
identification of rhetorical and literary devices and provide full and rich
arguments on the student’s reading of the text. The work addresses all
parts of the assignment.
·
Students make and keep
appointments with me.
·
Extended essay work (for
diploma candidates) is kept on-schedule.
·
Students actively and
enthusiastically participate on a daily basis.
B
Students working at this level competently engage in every assignment and
consistently attempt to examine their own thinking and assumptions. The
majority of the student’s work reflects a level of thinking beyond the
obvious and the superficial. “B” students come to class fully prepared to
discuss assigned readings and to participate actively in all phases of the
course. Most assignments are submitted on time and most make-up work from
authorized absences is managed in a timely fashion. All work is the
student’s own.
·
All writing assignments
(papers) have undergone meaningful revisions in content, diction, style, and
grammar, and writing conferences are marked by the student’s understanding
of the assignment’s goals.
·
Proposals, drafts, and
critical reflections for writing assignments are almost always submitted
once a week, and the entire process from proposal through the critical
reflection is completed within a five week period (WL paper excepted).
·
All steps for the second
World Literature paper are completed, most on-time, and the final copies of
both the first and second WL papers are turned in by the end of first
semester.
·
Reading journal work is
completed on-time and indicates not only the questions and problems a
student has while working with a text, but an honest attempt at logical
answers and solutions. The work also provides an adequate argument on the
student’s reading of the text. The work usually addresses all parts of the
assignment.
·
Students make and keep
appointments with me.
·
Extended essay work (for
diploma candidates) is kept on-schedule.
·
Students actively
participate on a daily basis.
C
Students working at this level engage in most assignments but do not
consistently attempt to examine their own thinking and assumptions. A small
portion of the student’s work reflects a level of thinking beyond the
obvious and the superficial. “C” students come to class somewhat prepared
to discuss assigned readings and to participate in all phases of the
course. A majority of assignments are submitted on time and most make-up
work from authorized absences is managed in a timely fashion. All work is
the student’s own.
·
Writing assignments (papers)
have undergone revisions but do not show substantial improvement in content,
diction, style, and grammar. Some papers have not met the minimum number of
revisions (usually 3) and some revisions ignore the specific
requirements/comments given for the assignment.
·
Proposals, drafts, and
critical reflections for writing assignments are not usually submitted
consistently, and the entire process from proposal through the critical
reflection is often not completed within a five week period (WL paper
excepted).
·
Most steps for the second
World Literature paper are completed, generally on-time, and the final
copies of both the first and second WL papers are turned in by the end of
first semester.
·
Reading journal work is
completed on-time and often indicates the questions and problems a student
has while working with a text, but includes only minor attempts at logical
answers and solutions. The work often resorts to a basic opinion or the
text or a personal reflection rather than a supported argument on the
student’s reading of the text. Reading work is often not completed on-time
or is incomplete.
·
Students make and keep
appointments with me, but may occasionally arrive unprepared.
·
Extended essay work (for
diploma candidates) is generally on-schedule, but the entire process may be
pushed back a few weeks before completion.
·
Students sometimes
participate on a daily basis.
D
Students working at this level often choose not to engage in assignments and
do not attempt to examine their own thinking and assumptions. The student’s
work reflects a level of thinking that is obvious and superficial. “D”
students come to class ill-prepared to discuss assigned readings and to
participate in all phases of the course. Several assignments are submitted
late; several assignments may be missing completely. Make-up work from
authorized absences may be missing or seriously late. All work is the
student’s own.
·
Writing assignments (papers)
have undergone bare minimum revisions in content, diction, style, and
grammar. Some papers have not met the minimum number of revisions (usually
3) and some revisions ignore the specific requirements/comments given for
the assignment.
·
Proposals, drafts, and
critical reflections for writing assignments are not usually submitted
consistently and often certain steps are missing altogether.
·
The second World Literature
paper is completed, although the steps of it may be ignored. Final copies
of both the first and second WL papers are turned in by the end of first
semester.
·
Reading journal work is
sometimes completed on-time and might indicates the questions and problems a
student has while working with a text, but seldom attempts logical answers
and solutions. They often deal with only a portion of a text or address the
entire text on only a surface level (perhaps offering plot summary or
personal connections to a story line or character). In addition, reading
work provides only broad judgmental statements about the text, not a
supported argument on the student’s reading of the text). Reading work is
often not completed or is incomplete when turned in on-time.
·
Students ignore or otherwise
miss conferences and other appointments with me; students may arrive to a
conference completely unprepared.
·
Extended essay work (for
diploma candidates) is not completed.
·
Students rarely
participate.
F This
level of work is obviously unacceptable. Work is usually not submitted at
all or on time, and/or the student may completely ignore the requirements of
the assignment. Students who turn in work that is not their own (e.g.,
copied from another student or plagiarized) fall into this category. |