AP English Language and Composition Summer Reading Rubric Name:______

1 – Not Yet / 2 – Developing Skills / 3 – Approaching Mastery / 4 – Mastery / 5 – Advanced Mastery
Quality of Annotations
W.11-12.9 Draw evidence from literary or informational texts to support analysis and reflection. / Annotations are random and show little understanding of the novel / Annotations are mostly at the surface level. The commentary shows some deeper thought but not throughout the text. / Annotations demonstrate some analysis and interpretation – thinking somewhat beyond the surface level of the text. Attempts at making connections. / Annotations demonstrate analysis and interpretation – thinking beyond the surface level of the text. Thoughtful connections made to other texts or events. / Annotations demonstrate a high level of analysis and interpretation – thinking beyond the surface level of the text and insight beyond classroom terminology. Thoughtful connections made to other texts, or other events throughout the novel with in-depth analysis.
Thoroughness/Variety of Annotations
RL.11-12.10 Read & comprehend literature independently & proficiently.
RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text / Annotations are incomplete and missing variety. They only ask surface level questions or brief, unelaborated comments. / Annotations are only from beginning of book and/or partially (60% or higher) completed and missing variety. / Most annotations completely and partially spread out across the book. They contain little variety. Some mixture of brief questions, comments, and observations. / Majority of annotations are completed and spread out evenly across the book. They contain a mixture of reasonable and elaborated questions, observations, comments and reflections. / Annotations are completed and spread out evenly across the book. They contain a thorough mixture of significant and elaborated questions, observations, comments, and reflections.
SOAPSTone/ Rhetorical Situation
RI.11-12.6 Determine an author’s purpose in a text. / Attempts to relate the parts of the situation but does not indicate understanding of the texts. / Relates some parts of the rhetorical situation, but there are severe misunderstanding of the texts. / Relates most parts of the rhetorical situation, with lapses in understanding the texts; may have misconceptions regarding the author’s purpose. / Relates the parts of the rhetorical situation, displaying an adequate understanding of both texts, including understanding the author’s purpose. / Relates all parts of the rhetorical situation, displaying a deep understanding of both texts, especially insightful understanding of the author’s purpose.
ACE Paragraphs
W.11-12.2 Write explanatory texts to examine ideas accurately through effective organization and analysis of content.
b. Develop the topic thoroughly by selecting the most significant quotations. / The ACE paragraphs have no discussion of the author’s argument or text connections. There is no evidence cited to support explanations or analysis. No organization is evident. / The ACE Paragraphs provide some analysis of the text, including underdeveloped explanations of the author’s argument. Explanations are lacking in clarity or depth. Organization is attempted, but less successful and may not follow the ACE paragraph structure. / The ACE paragraphs provide an uneven analysis of the text, explaining the author’s argument(s) and the connection(s) between the texts. Explanations are underdeveloped with some evidence from the text, following the organization of an ACE paragraph. / Both ACE paragraphs provide a reasonable analysis of the text, explaining the author’s argument(s) and the connection(s) between the texts. Explanations are developed with evidence from the text, following the organization of an ACE paragraph. / Both ACE paragraphs provide a deep analysis of the text, thoroughly explaining the author’s argument(s) and the connection(s) between the texts. Explanations are developed with relevant evidence from the text, following the organization of an ACE paragraph.
Timeliness
ED. 4: Demonstrate ability to stay on task and produce high quality deliverables on time / Annotations are turned in more than 2 weeks late. / Annotations are turned in 2 weeks late. / Annotations are turned in no more than one week late. / Annotations are turned in on time. / Annotations are turned in before the due date.