ENG 4U: Exam Look-For Guide

ENG 4U

Exam 2014

‘Look-For’ Guide

ENG 4U: Exam ‘Look-For’ Guide

The following are characteristics that may be present at different levels for each section of the exam. Teachers are to use their professional judgement in determining the overall level for their students.

Part A: Sight Passage

Sight Passage Question 1 (Thesis/Methods of Development):

Level Four: Comprehensive, Thorough, Insightful, and Sophisticated

·  Paraphrases writer’s thesis with comprehensive and insightful understanding

·  Insightfully explains how TWO methods of development advance the thesis of this passage

·  Analysis is fully developed and diverse (without repetition)

Level Three: Effective, Insightful

·  Thesis has essential main and considerable understanding of its complexity

·  Effectively explains how TWO methods of development advance the specific thesis of the passage

·  Analysis is reasonable (without repetition)

Level Two: Adequate, Approaching

·  Thesis has essential main idea but lacks some understanding its complexity

·  Thesis may be directly quoted from the passage

·  May have effectively analysed ONE method of development but the other is less effective

·  Examples are somewhat weak or lack complete explanation, but the writer has attempted to provide adequate support

Level One: Limited

·  States elements of writer’s basic thesis

·  May have analysed ONE method of development effectively but the other is absent or insufficient

·  May have analysed BOTH methods of development ineffectively but some understanding is apparent

Level R: Absent, Insufficient

·  Does not adequately identify the thesis

·  May have incorrectly identified methods of development

·  Demonstrates insufficient understanding of methods of development

Sight Passage Question 2 (Stylistic Effects):

Level Four: Accurate, Thorough, Insightful, and Sophisticated

·  Identifies two stylistic devices accurately and explains them precisely

·  Thoroughly explains the effectiveness of the devices in the context of the passage

·  Demonstrates a sophisticated understanding of the connection between each stylistic device and the meaning of the text

Level Three: Accurate, Insightful

·  Accurately identifies and explains two stylistic devices

·  Explains the stylistic devices with clarity and accuracy

·  Demonstrates the connection of each literary device to the meaning of the text

Level Two: Accurate

·  Identifies and explains two stylistic devices

·  Explains the effectiveness of the stylistic devices with some accuracy, but may lack insight

·  Demonstrates a connection of the stylistic devices to the meaning but analysis is superficial

Level One: Limited

·  Identifies stylistic devices, but answer is partially inaccurate or incomplete

·  Demonstrates partially inaccurate and/or superficial understanding of the impact of the devices

·  Demonstrates little connection of the stylistic devices and the meaning of the text

Level R: Absent, Insufficient

·  Does not adequately address the task

·  A response that is too short or off topic cannot receive higher than level R

Part B: Media Task

Level Four

·  Responds to both prompts demonstrating thorough understanding of the graphic text

·  Makes rich and insightful connections between the overt and covert messages Demonstrates insightful, perceptive focus and analysis

·  Analysis is fully developed and diverse (without repetition)

·  Examples of design elements are fully explained and tied back to the graphic text

·  Note that one technique that is well explained and has a commentary showing insight into how the message is constructed could merit full credit

Level Three

·  Responds to the prompts demonstrating clear understanding of the graphic text

·  Makes connections between the overt and covert messages in the graphic text & the design elements used to develop them

·  Analysis is provided for all examples

·  Example(s) are in some way tied back to the graphic text

Level Two

·  Responds to the prompts demonstrating some understanding of the graphic text

·  Makes connections but may lack substance, be general and/or be simplistic

·  Analysis is present but is somewhat weak or slightly repetitive but makes some pertinent observations

·  Provides examples but they are vague or without development, but the student has attempted to provide adequate support

·  If overt but not covert messages are competently addressed, a student may achieve Level 2

Level One

·  Identifies a focus but it is not directly tied to the graphic text

·  Analysis is present but may be underdeveloped and/or repetitive and/or unclear

·  Support provided but is underdeveloped; examples may be missing or inaccurate or contradictory

Level R (Absent, Insufficient)

·  Does not address the task (for example, a student may write a description of the graphic text or its effectiveness without addressing the actual prompts)

·  Demonstrates insufficient and/or inaccurate understanding of the graphic text

·  Does not link examples to the message of the graphic text

·  A response that only describes the graphic text and/or indicates a major lack of understanding can receive no more than a level R

·  A response that is too short or off topic cannot receive higher than level R

Part C: Personal Response

Note: the student does not have to assume a position of agreement or disagreement. Instead, the student needs to connect the concepts in the quotation to his or her life or observations in a relevant way.

Level Four

·  Responds to the prompt demonstrating thorough understanding of the quotation

·  Makes rich and insightful connections between the ideas in the quotation and personal knowledge, experience, and/or observations, including possibly with other texts and/or the world

·  Demonstrates insightful, perceptive focus and analysis

·  Conclusion shows development of the idea rather than just repetition of the introduction

·  Analysis is fully developed and diverse (without repetition)

·  Example(s) are fully explained and tied back to the quotation

·  Note that one example that is well explained and has a commentary showing insight could merit full credit

Level Three

·  Responds to the prompt demonstrating clear understanding of the quotation

·  Makes connections between the ideas in the quotation and personal knowledge, experience, and/or observations, including possibly with other texts and/or the world

·  Reason and analysis are provided for all examples

·  Example(s) are in some way tied back to the quotation

Level Two

·  Responds to the prompt demonstrating some understanding of the quotation

·  Makes connections but may lack substance, be general and/or be simplistic

·  Analysis is present but is somewhat weak (for example, a student introduces a personal experience but does not link it to the quotation’s ideas) or slightly repetitive but makes some pertinent observations

·  Provides examples but they are vague, without development, but the student has attempted to provide adequate support

Level One

·  Identifies a quotation but focus is not directly tied to the chosen quotation

·  Analysis is present but is underdeveloped and/or repetitive and/or unclear

·  Support is underdeveloped; examples may be missing or inaccurate or contradictory

Level R (Absent, Insufficient)

·  Does not address the task (for example, a student may write a personal response on a topic of their own choosing, unrelated to either quotation option)

·  Demonstrates insufficient and/or inaccurate understanding of the quotation

·  Does not link examples to overall ideas of the quotation

·  A response that only paraphrases the quotation and/or indicates a major lack of understanding can receive no more than a level R

·  A response that is too short or off topic cannot receive higher than level R

Part D: Quality of Writing

Note: an incomplete task does not necessitate a lowering in the Quality of Writing level if it has been clearly demonstrated in the other tasks.

Level Four

·  Quality of writing enhances content

·  Organization is focussed, coherent, and unified

·  Demonstrates insightful use of vertical and horizontal horizons

·  Uses diction and style that is sophisticated, well-crafted, and engaging

·  Demonstrates a strong sense of audience and purpose

·  When used, quotations are smoothly integrated

·  Few errors do not interfere with expression of ideas or weaken impact of responses

Level Three

·  Quality of writing does not interfere with communication of content

·  Organization is clear, focused, and logical

·  Utilizes vertical and horizontal horizons

·  Uses effective diction and style appropriate to purpose and audience

·  When used, quotations are integrated

·  Uses correct language structures of Standard Canadian English and its conventions of grammar, usage, spelling, and punctuation

Level Two

·  Quality of writing may interfere with communication of content

·  Organization shows some lapse in focus and/or logical sequencing

·  Uses diction and style that are sometimes ineffective and/or informal

·  Sometimes diverges from focus on intended audience and purpose

·  Quotations may be used but are not integrated

·  Contains errors that occasionally interfere with expression of ideas or weaken impact of the passage

Level One

·  Overall quality of writing frequently interferes with communication of content

·  Frequently diverges from focus or illogically sequences ideas

·  Uses diction and style that are frequently ineffective or overly informal

·  Demonstrates limited sense of audience or purpose

·  Errors frequently interfere with expression of ideas or weaken impact of the passage

Level R (Absent, Insufficient)

·  Insufficient amount of writing to evaluate

·  Does not address the task

·  Quality of writing obscures meaning

·  Does not use Standard Canadian English

·  Numerous major or minor errors that seriously interfere with expression of ideas