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Based on reading the novel Things Fall Apart by Chinua Achebe (50th Anniversary

by | Jun 22, 2022 | English | 0 comments

 

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Based on reading the novel Things Fall Apart by Chinua Achebe (50th Anniversary Edition)
ASSIGNMENT II: CRITICAL / ANALYTICAL RESPONSE TO TEXT
The Assignment:
Discuss the idea(s) developed by the text creator in your chosen text about the
strength of an individual’s convictions when dealing with the expectations of
others.
In your planning and writing, consider the following instructions:
• Carefully consider your controlling idea and how you will create a strong unifying effect in your
response.
• As you develop your ideas, support them with appropriate, relevant, and meaningful examples from
your choice of literary text(s)
English Language Arts Critical / Analytical Response to Literary Texts Assignment
Scoring Categories and Scoring Criteria
Grade Thought and Understanding
(7.5 marks)
Supporting Evidence
(7.5 marks)
Form and Structure
(5 marks)
Matters of Choice
(5 marks)
Matters of Correctness
(5 marks)
FOCUS When marking Thought and Understanding,
the marker should consider
 How effectively the student’s ideas relate
to the assignment
 The quality of the literary interpretations
and understanding
When marking Supporting Evidence, the marker
should consider
 The selection and quality of evidence
 How well the supporting evidence is employed,
developed, and synthesized to support the
student’s ideas
When marking Form and Structure, the marker
should consider how effectively the student’s
organizational choices result in
 A coherent, focused, and shaped
arrangement and discussion in response to the
assignment
 A unifying effect or controlling idea that is
developed and maintained
When marking Matters of Choice, the marker
should consider how effectively the student’s
choices enhance communication. The marker
should consider
 diction
 Choices of syntactic structures (such as
parallelism, balance, inversion)
 The extent to which stylistic choices
contribute to the creation of voice.
When marking Matters of Correctness, the
marker should consider the correctness of
 sentence construction (completeness,
consistency, subordination, coordination,
predication)
 usage (accurate use of words according to
convention and meaning)
 grammar (subject-verb/pronoun-antecedent
agreement, 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
E
Ideas are insightful and carefully considered,
demonstrating a comprehension of subtle
distinctions in the literary text(s) and the topic.
Literary interpretations are perceptive and
illuminating.
Support is precise, and astutely chosen to reinforce
the student’s ideas in a convincing way. A valid
connection to the student’s ideas is efficiently
maintained.
A judicious arrangement of ideas and details
contributes to a fluent discussion that is developed
skillfully. The unifying effect or controlling idea is
effectively sustained and integrated.
Diction is precise. Syntactic structures are effective
and sometimes polished. Stylistic choices
contribute to the creation of a skillful composition
with a convincing voice.
This writing demonstrates confidence in control of
correct sentence construction, usage, grammar, and
mechanics. The relative absence of error is
impressive considering the complexity of the
response and the circumstances.
Proficient
Pf
Ideas are thoughtful and considered,
demonstrating a competent comprehension of the
literary text(s) and the topic. Literary
interpretations are revealing and sensible.
Support is specific, and well chosen to reinforce the
student’s ideas in a persuasive way. A sound
connection to the student’s ideas is capably
maintained.
A purposeful arrangement of ideas and details
contributes to a controlled discussion that is
developed capably. The unifying effect or
controlling idea is coherently sustained and
presented.
Diction is specific. Syntactic structures are
generally effective. Stylistic choices contribute to
the creation of a considered composition with a
capable voice.
This writing demonstrates competence in control of
correct sentence construction, usage, grammar, and
mechanics. Minor errors in complex language
structures are understandable considering the
circumstances.
Satisfactory
S
Ideas are relevant and straightforward,
demonstrating a generalized comprehension of
the literary text(s) and topic. Literary
interpretations are general but plausible.
Support is general, adequate, and appropriately
chosen to reinforce the student’s ideas in an
acceptable way but occasionally may lack
persuasiveness. A reasonable connection to the
student’s ideas is suitably maintained.
A straightforward arrangement of ideas and details
provides direction for the discussion that is
developed appropriately. The unifying effect or
controlling idea is presented and maintained
generally; however, coherence may falter.
Diction is adequate. Syntactic structures are
straightforward, but attempts at complex structures
may be awkward. Stylistic choices contribute to the
creation of a conventional composition with an
appropriate voice.
This writing demonstrates control of the basics of
correct sentence construction, usage, grammar, and
mechanics. There may be occasional lapses in
control and minor errors; however, the
communication remains clear.
Limited
L
Ideas are superficial or oversimplified,
demonstrating a weak comprehension of the
literary text(s) and the topic. Literary
interpretations are incomplete and/or literal.
Support is inadequate, inaccurate, largely a
restatement of what was read, and/or inappropriately
chosen to reinforce the student’s ideas and thus lacks
persuasiveness. A weak connection to the student’s
ideas is maintained.
A discernible but ineffectual arrangement of ideas
and details provides some direction for the
discussion that is underdeveloped. A unifying
effect or controlling idea is inconsistently
maintained.
Diction is imprecise and/or inappropriate. Syntactic
structures are frequently awkward and/or
ambiguous. Inadequate language choices contribute
to the creation of a vague composition with an
undiscerning voice.
This writing demonstrates faltering control of
correct sentence construction, usage, grammar, and
mechanics. The range of errors blurs the clarity of
communication.
Poor
P
Ideas are largely absent or irrelevant, and/or do
not develop the topic. Little comprehension of
the literary text(s) is demonstrated.
Support is irrelevant, overgeneralized, lacks validity,
and/or is absent. Little or no connection to the
student’s ideas is evident.
A haphazard arrangement of ideas and details
provides little or no direction for the discussion,
and development is lacking or obscure. A unifying
effect or controlling idea is absent.
Diction is overgeneralized and/or inaccurate.
Syntactic structures are uncontrolled and/or
unintelligible. A lack of language choices
contributes to the creation of a confused
composition with an ineffective voice.
This writing demonstrates lack of control of correct
sentence construction, usage, grammar, and
mechanics. Jarring errors impair communication.
Insufficient
INS
Insufficient is a special category. It is not an indicator of quality. Assign insufficient when:
 The student has written so little that it is not possible to assess Thought and Understanding and/or Supporting Evidence OR
 No reference has been made to literature studied OR
 The only literary reference present is to the text(s) provided in the first assignment OR
 There is no evidence of an attempt to fulfill the task presented in the assignment.
Cross-Reference 2.1 2.2 4.1 4.2 2.3 3.2 4.1 4.2 2.2 3.1 4.1 4.2 4.2 4.2
to the Program of
Studies for Senior
High School English
Language Arts

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