Enlivening English II/Pre-AP English II

Mrs. Bozeman's Sophomore English Classes

How I Grade Writing in Pre-AP

I got WHAT for a grade?

How Pre-AP students earn their grades on writing assignments, essay tests, quizzes and short answer responses in English II.

NOTE:  Students are not allowed to turn in assignments after the due date without a homework pass. Only ONE pass may be used per assignment. WOHS make-up work procedures apply to all assignments.
This information is for clarification purposes only.

Individual rubrics are used for each assignment.

 

97-100 Student has completed the assignment with precision but had some minor flaw such as but not limited to: lack of a title, title is just a label, grammatical error, or incorrect insertion of fact. They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. The writing demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless (from College Board).Demonstrates:  powerful vocabulary, logical organization, relevant and powerful supporting detail
93-96 Student has completed the assignment well, but in addition to a minor flaw, there is an issue with their evidence or analysis. This could indicate thata) student tried to “force” text to prove something it does not:

b) student left off the analysis or failed to take analysis to a second level

c) student has four (4) or fewer spelling and/or grammatical errors but their analysis is strong enough to warrant a high grade

They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. The writing demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless (from College Board).

Demonstrates: ideas that are developed, a use of above average sentence variety, good commentary and supporting detail, a clear and logical organization.

88-92 Student has completed the assignment, but failed in several areas that cause confusion for the reader. This includes but is not limited to:a) failure to provide text evidence

b) failure to use text evidence correctly

c) failure to provide analysis

d) awkward wording of sentences or incorrect sentence structure that impairs the meaning of a sentence or idea; average vocabulary

e) Three (3) to five (5) spelling and/or grammatical errors including but not limited to sentence fragments and run-ons, misplaced modifiers, and comma splices

f) Repetition, lack of varied sentence structure

The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas (from College Board).

80-87 Student has completed the assignment, but failed in several critical areas. This includes but is not limited to:a) failure to provide text evidence

b) failure to use text evidence correctly

c) failure to provide analysis

d) awkward wording of sentences or incorrect sentence structure that impairs the meaning of a sentence or idea; use of wrong words that impair meaning

e) Five (5) to seven (7) spelling and/or grammatical errors including but not limited to sentence fragments and run-ons, misplaced modifiers, and comma splices.

f) Repetition, lack of varied sentence structure

 

In addition, student has not met the expectations of the assignment in length or quality. It is apparent to the reader that only a partial effort was made with the assignment based on previous work by the same student.  For example, a) student tried to “force” text to prove something it does not b) student left off the analysis or failed to take their analysis to a second level c) student used five (5) to seven (7) spelling and/or grammatical errors in addition to a weak analysis. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas (from College Board).

70 or below Student has not met the expectations of the assignment in length or quality. It is apparent to the reader that only a partial effort was made with the assignment based on previous work by the same student. OR The assignment demonstrates that the student did not comprehend the instructions and failed to execute the assignment with precision. In some cases, the student failed to address the prompt.  In addition the following may have occurred:
a) student tried to “force” text to prove something it does notb) student left off the analysis or failed to take their analysis to a second level

c) student used eight (8) or more  spelling and/or grammatical errors in addition to a weak analysis. These essays may [demonstrate that the student] misunderstood the passage. The evidence or explanations used may be inappropriate, insufficient, or less convincing. The prose [essay] generally conveys the student’s ideas but may be less consistent in controlling the elements of effective writing (from College Board).

OR student has plagiarized paper and receives a grade of zero.

 

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