3-4 The student demonstrates limited understanding of the text and topic, and sometimes shows an awareness of the author’s choices, although detail, development and/or support are insufficient. The use of terminology is sometimes accurate and appropriate. 3-4 The student sometimes employs organizational structures and/or language-specific conventions that serve the context and intention. The work shows the beginnings of organization but lacks coherence. The student employs critical apparatus with limited success. 3-4 The student employs a limited range of appropriate vocabulary, idiom and sentence structure. There are frequent errors in grammar and syntax, which hinder communication. There is some evidence of a register and style that serve the context and intention. There are frequent errors in punctuation and spelling/writing, which hinder communication. 5-6 The student demonstrates a sufficient understanding of the text and topic, and an awareness of the author’s choices, using adequate detail, development and support. Terminology is usually accurate and appropriate. 5-6 The student usually employs organizational structures and language- specific conventions that the context and intention. The work is generally organized, clear and coherent. The student generally employs critical apparatus correctly. 5-6 The student generally employs a of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are generally accurate; occasional errors sometimes hinder communication. The student often uses a register and style that serve the context and intention. Punctuation and spelling/writing are generally accurate; occasional errors sometimes hinder communication. 7-8 The student demonstrates a good understanding of the text, topic and the author’s choices, using substantial detail, development and support. Relevant terminology is used accurately and appropriately. 7-8 The student consistently employs organizational structures and language- specific conventions that the context and intention. The work is usually clear and coherent and the ideas being expressed build on each other. The student employs critical apparatus correctly. 7-8 The student employs a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; occasional errors rarely hinder communication. The student consistently uses a register and style that serve the context and intention. Punctuation and spelling/writing are accurate; occasional errors rarely hinder communication. The student demonstrates a perceptive understanding of the text, topic and the author’s choices, consistently using The student consistently employs sophisticated organizational structures and language-specific conventions The student employs a wide and effective range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; very infrequent
9-10 illustrative detail, development and support. The student shows a sophisticated command of relevant terminology, and uses it appropriately. 9-10 that serve the context and intention. The work is consistently clear and coherent and the ideas being expressed build on each other in a sophisticated manner. The student integrates critical apparatus correctly and effectively. 9-10 errors do not hinder communication. The student demonstrates mastery of a register and style that serve the context and intention. Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication.