English Language Arts 30–2 Visual Reflection English Language Arts 30–2 Persuasive Writing in Context

Scoring Categories and Criteria 2022–2023 Scoring Categories and Criteria 2022–2023
Because students’ responses to the Visual Reflection Assignment vary widely—from philosophical discussions to personal narratives to
creative approaches—assessment of the Visual Reflection Assignment on the diploma examination will be in the context of Louise Rosenblatt’s
Thought and Support Writing Skills
suggestion:

the evaluation of the answers would be in terms of the amount of evidence that the youngster has actually read something and thought Focus When marking Thought and Support, the marker When marking Writing Skills, the marker should
about it, not a question of whether, necessarily, he has thought about it the way an adult would, or given an adult’s “correct” answer. should consider consider the extent to which the writing demonstrates
control of
• how effectively the student has addressed the
Rosenblatt, Louise. “The Reader’s Contribution in the Literary Experience: Interview with Louise Rosenblatt.” By Lionel Wilson. English
significance and complexity of the issue • syntax
Quarterly 14, no.1 (Spring, 1981): 3–12. Copied under licence from Access Copyright. Further reproduction prohibited unless licensed.
• the persuasiveness and consistency of the • diction
argument(s) presented • grammar
Ideas and Impressions Presentation • how well the supporting evidence is integrated, • mechanics
synthesized, and/or developed to support the
Consider the proportion of error in terms of the
student’s arguments
Focus When marking Ideas and Impressions, the marker When marking Presentation, the marker should complexity and length of the response.
should consider consider • awareness of audience and effectiveness of voice

• the quality of the ideas generated by the student to • the effectiveness of voice and its appropriateness
Excellent A perceptive and thorough understanding of the issue is The selection and use of words and structures are
explore the visual text(s) and the impressions that to the intended audience of the prose form that the demonstrated. The student’s arguments are adept and effective. This writing demonstrates confident control
the student has formed to reflect upon the visual
text(s)
student has chosen
• the quality of language and expression
E convincing. Support is well defined and purposefully of correct sentence construction, usage, grammar, and
chosen to reinforce the student’s ideas in a deliberate mechanics.
• the effectiveness and consistency of the support and judicious way. The voice is confident.
Consider the proportion of error in terms of the
provided
complexity and length of the response.
• the appropriateness of development and unifying Proficient A thoughtful and competent understanding of the The selection and use of words and structures
effect to prose form issue is demonstrated. The student’s arguments are are frequently effective. This writing demonstrates
Pf well considered and sound. Support is accurate and competent control of correct sentence construction,
Excellent The student’s perceptions are insightful and carefully The student’s voice is engaging and confident. Stylistic occasionally purposefully chosen to reinforce the usage, grammar, and mechanics.
considered. Support is precise, purposefully chosen, choices are precise and effective. student’s ideas in a logical and clear way. The voice is
E and strongly connected to the student’s ideas and competent.
impressions. The response is skillfully developed.
Satisfactory A sufficient but generalized understanding of the The selection and use of words and structures are
Proficient The student’s perceptions are thoughtful and The student’s voice is distinct and well considered. issue is demonstrated. The student’s arguments are occasionally effective. This writing demonstrates
considered. Support is relevant, detailed, and clearly Stylistic choices are specific and frequently effective. S appropriate and straightforward. Support is relevant basic control of correct sentence construction, usage,
Pf connected to the student’s ideas and impressions. The but general, and may be occasionally lacking in
persuasiveness and consistency. The voice is clear.
grammar, and mechanics.
response is coherently developed.

Satisfactory The student’s perceptions are appropriate but may The student’s voice is matter-of-fact and appropriate. Limited A superficial and/or incomplete and/or confused The selection and use of words and structures are
be generalized. Support is adequate and generally Stylistic choices are adequate and occasionally understanding of the issue is demonstrated. generally ineffective. This writing demonstrates faltering
S connected to the student’s ideas and impressions. The effective. L The student’s arguments may be oversimplified, control of correct sentence construction, usage,
response is generally clearly developed. inconsistent, and/or inadequately explored. Support grammar, and mechanics.
is unclear, contradictory, inappropriate, or largely a
repetition of what is provided in the examination. The
Limited The student’s perceptions are superficial and/or The student’s voice is inconsistent and/or inappropriate.
uncertain and/or inadequately explored. Support is Stylistic choices are imprecise and often unclear. voice is uncertain or unclear.
L imprecise, unclear, and/or vaguely connected to the
student’s ideas and impressions. The response is Poor An inaccurate or minimal understanding of the issue The selection and use of words and structures are
unclearly or ineffectively developed. is demonstrated. The student’s arguments may be ineffective. This writing demonstrates lack of control of
P of questionable logic or unrelated to the issue under correct sentence construction, usage, grammar, and
discussion. Support may be irrelevant, overgeneralized, mechanics.
Poor The student’s perceptions are incomprehensible and/or The student’s voice is ambiguous and/or incoherent.
unexplored. Support is absent and/or of questionable Stylistic choices are ineffective and/or impede or absent. The voice is ineffective or inappropriate.
P logic in relation to the student’s ideas and impressions. communication.
The response is underdeveloped and/or incoherent. Insufficient Insufficient is a special category. It is not an indicator of quality. Assign insufficient when

Insufficient Insufficient is a special category. It is not an indicator of quality. Assign insufficient when INS • The marker can discern no evidence of an attempt to fulfill the assignment OR
• The writing is so deficient in length that it is not possible to assess Thought and Support

INS • The marker can discern no evidence of an attempt to fulfill the assignment OR
• The writing is so deficient in length that it is not possible to assess Ideas and Impressions Cross Reference to Program of Studies for Senior High School Language Arts September 2022

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Cross Reference to Program of Studies for Senior High School Language Arts September 2022

2.1 2.2 2.3 4.1 3.1 3.2 4.1 4.2

English Language Arts 30–2 Literary Exploration Scoring Categories and Criteria 2022–2023
Because students’ responses to the Literary Exploration Assignment vary widely, assessment of the Literary Exploration Assignment on the diploma examination will be in the context of Louise Rosenblatt’s suggestion:

the evaluation of the answers would be in terms of the amount of evidence that the youngster has actually read something and thought about it, not a question of whether, necessarily, he has thought about it the way an adult would, or given an adult’s “correct” answer.

Rosenblatt, Louise. “The Reader’s Contribution in the Literary Experience: Interview with Louise Rosenblatt.” By Lionel Wilson. English Quarterly 14, no.1 (Spring, 1981): 3–12. Copied under licence from Access Copyright. Further reproduction prohibited unless licensed.

Thought and Support Form and Structure Matters of Choice Matters of Correctness

Focus When marking Thought and Support, the marker should consider When marking Form and Structure, the marker should consider When marking Matters of Choice, the marker should consider how When marking Matters of Correctness, the marker should consider
how effectively how effectively the student’s organizational choices result in effectively the student’s choices enhance communication. The the correctness of
marker should consider
• the student’s ideas reflect an understanding of the topic • the development and maintenance of a controlling idea or • sentence construction (completeness, consistency,
• the literary example relates to the student’s ideas unifying effect • diction, including connotative language, imagery, idiomatic subordination, coordination, predication)
• the creation of a coherent, shaped, and concluded discussion expressions, and dialect • usage (accurate use of words according to convention and
• the support explains and/or clarifies the response
in response to the assignment • syntax, including such choices as parallelism, balance, inversion, meaning)
Consider ideas presented in the Personal Reflection on Choice
sentence length, and variety • grammar (subject–verb/pronoun–antecedent agreement,
of Character(s) from Literary Text(s).
• the contribution of stylistic choices to the creation of voice pronoun reference, consistency of tense)
• mechanics (punctuation, spelling, capitalization)
Consider the proportion of error in terms of the complexity and
length of the response.

Excellent An insightful understanding of the topic is demonstrated. The A focused controlling idea or unifying effect is skillfully sustained Diction is precise and effective. Many sentences have been This writing demonstrates confident control of correct sentence
student’s ideas are perceptively explored. The literary example is throughout the response. Development of ideas and explanations is successfully structured for effect and are sometimes polished. construction, usage, grammar, and mechanics. The relative
E related effectively to the student’s ideas. Support is precise and smooth and coherent. Stylistic choices contribute to the creation of a convincing voice. insignificance of errors is impressive considering the complexity of
effective. the response and the circumstances.

Proficient A well-considered understanding of the topic is demonstrated. The A controlling idea or unifying effect is sustained throughout the Diction is specific and generally effective. Many sentences appear This writing demonstrates competent control of correct sentence
student’s ideas are thoughtfully explored. The literary example is response. Development of ideas and explanations is coherent. to have been purposefully structured for effect. Stylistic choices construction, usage, grammar, and mechanics. Minor errors in
Pf related competently to the student’s ideas. Support is specific and contribute to the creation of a competent voice. mechanics, grammar, and/or complex language structures are
relevant. understandable considering the circumstances.

Satisfactory A defensible understanding of the topic is demonstrated. The A controlling idea or unifying effect is evident, but unity may falter Diction is appropriate but may be general rather than specific. This writing demonstrates control of the basics of correct
student’s ideas are appropriately and straightforwardly explored. on occasion. Development of ideas and explanations is generally Sentence structures are generally straightforward and clear. Stylistic sentence construction, usage, grammar, and mechanics. There
S The literary example is related adequately to the student’s ideas. clear and coherent. choices contribute to the creation of a clear voice. may be occasional lapses in control of sentence construction
Support is relevant but tends to be general. and usage, and/or minor errors in grammar and mechanics. The
communication, however, is clear.

Limited An understanding of the topic is evident but is only partially A controlling idea or unifying effect is evident, but unity falters Diction is imprecise and/or inappropriate. Sentence structures are This writing demonstrates faltering control of correct sentence
demonstrated or is not always sustained. The student’s ideas are frequently. Development of ideas and explanations is uncertain and/ frequently ineffective and/or awkward. Inadequate stylistic choices construction, usage, grammar, and mechanics. The range of
L incompletely or unclearly explored. The literary example is lacking or unclear. contribute to the creation of an uncertain or unclear voice. sentence construction problems and errors in usage, grammar, and/
or does not relate adequately to the student’s ideas and/or to the or mechanics blur the clarity of communication.
topic. Support is overgeneralized, inconsistent, and/or marginally
relevant.

Poor A minimal understanding of the topic is demonstrated. The student’s A controlling idea or unifying effect is absent or is not sustained. Diction is inaccurate and/or overgeneralized. Sentence structures This writing demonstrates lack of control of correct sentence
ideas are underdeveloped, unexplored, and/or incomprehensible. Development of ideas and explanations is deficient, ineffective, and/ are misused to such an extent that clarity suffers. A lack of stylistic construction, usage, grammar, and mechanics. The unclear and
P The literary example is absent or unrelated to the student’s ideas or incoherent. choices contributes to the creation of an ineffective voice. incorrect sentence constructions and jarring errors in usage,
and/or to the topic. Support is deficient and/or irrelevant. grammar, and mechanics impede communication.

Insufficient Insufficient is a special category. It is not an indicator of quality. Assign insufficient when

INS • The marker can discern no evidence of an attempt to address the topic OR
• The writing is so deficient in length that it is not possible to assess Thought and Support

Cross Reference to Program of Studies for Senior High School Language Arts September 2022

2.1 2.2 2.3 3.2 4.1 4.2 2.2 3.1 4.1 4.2 4.2 4.2