Text Response Essay Assessment Rubric


Novel Studies

Text Response Essay CAT 2

The purpose of a Text Response is to demonstrate your knowledge and understanding of the themes, characters and events in a novel. Your task in this Common Assessment Task is to write an essay, in response to a prompt.

Select one of the following statements and write an essay in response to it.

Essay Topic 1
How do Blacky’s actions and decisions allow him to overcome the “gutless wonder” label.

Essay Topic 2

How do our relationships with those outside of our family impact on our choices and values. Explain with reference to the text.

Your teacher will support you in the development of your essay. Here is a process that may help you if you are working at home.

Step 1 – Analyse the question or topic

  • What are the key terms? Do you understand all of the terms?
  • What is the question asking?

Step 2 – Prepare your ideas

  • Decide on your point of view on this topic
  • Check your comprehension activities, notes, etc. to find evidence to support your viewpoint

Step 3 – Plan your essay

  • Identify the key ideas that you will present in your essay
  • Select the evidence/material you will use to support your point of view
  • Order the main points to indicate the order that you will use for paragraphs in your essay

Step 4 – Write your essay

  • Use the conventional essay structure – Introduction, Main Body, Conclusion
  • Use formal language, incorporate quotes where relevant, and write in the third person.
  • Clearly link paragraphs

Step 5 – Edit and proofread your essay

  • Re-read your essay to improve your expression
  • Proofread the final copy for spelling, punctuation and grammar

Essay Structure (Base):

Introduction

  • Introduce the novel. Who is the author, and what is the title? Write the title like this: Title or like this: ‘Title’.
  • Address the topic in a very clear statement. What is your argument?
  • List your main points that you will be making to support your argument.

Main Body

  • Have 3 main paragraphs that support your argument.
  • Each paragraph uses TEEL:
  • Topic sentence (what point are you making?)
  • Example/evidence (use an example and a quote to support this point)
  • Explain (explain this point- why is it important/what does it show?)
  • Link (link this point back to your overall essay argument)

Conclusion

  • Restate your overall opinion using strong, direct language.
  • Summarise your main points that you made.

Essay Structure (Level 9-10):

Introduction

  • Introduce the novel. Who is the author, and what is the title? Write the title like this: Title or like this: ‘Title’.
  • Address the topic in a very clear statement. What is your argument?
  • List your main points that you will be making to support your argument.

Main Body

  • Have 3 main paragraphs that support your argument.
  • Each paragraph uses TEEEEL:
  • Topic sentence (what point are you making?)
  • Example/evidence (use an example and a quote to support this point)
  • Explain (explain this point- why is it important/what does it show?)
  • Example/evidence (use an additional example and a quote to support this point)
  • Explain (explain this point- why is it important/what does it show?)
  • Link (link this point back to your overall essay argument)

Conclusion

  • Restate your overall opinion using strong, direct language.
  • Summarise your main points that you made.

Text Response Essay Assessment Rubric

Criteria / NA / Level 6 or below / Level 7 / Level 8 / Level 9 / Level 10 or above
Text Analysis and Evaluation
Demonstrates knowledge of the content of the text by exploring ideas, themes and issues. / With guidance, student has made accurate comments about the plot, setting and characters. Some understanding of the main ideas is shown. / Student has identified some ideas and issues explored in the text, as well as plot, characters and setting. A basic understanding of theme is shown. / Student’s response to the text shows understanding of the themes and issues in the text, as well as the characters, plot, setting and genre. / Student’s response to the text shows a deep reflection on themes and issues in the text, as well as other textual features, such as the structure and language. / Student’s response provides an analysis and evaluation of the text structures and language features of the text. The analysis includes an evaluation of the social, moral and ethical positions represented in text.
Produces a response that justifies their interpretation of texts by providing evidence / Student has responded in a structured essay format and has referred to some events in the text to explain the comments they make on the text. / Student has responded in the form of an analytical essay, referring accurately to features of characters, settings and events in the text to justify their interpretations. / Student has responded in the form of an analytical essay, providing supporting evidence, including quotes, from the text to justify their interpretations. / As for Level 8, additionally the student also shows inferential comprehension of elements such as symbolism and imagery. / As for Level 9, additionally the student makes connections or comparisons to other texts during the analysis.
Structure and Literacy Skills
Structure / The introduction clearly states the essay topic, title, author and setting. The key ideas, which will appear in the body of the essay, are stated. The Main Body has three paragraphs, which each deal with a separate idea. The conclusion attempts to summarise the main ideas of the main body. / The introduction states the contention, title, author and setting. The key ideas, which will appear in the body of the essay, are stated. The Main Body has paragraphs which each deal with a separate idea and follow the TEEL structure. Links are made back to the topic in the conclusion. / The essay has a series of sequenced and linked paragraphs, beginning with an outline of the stance to be taken, a series of supported points that develop a line of argument, and a conclusion which summarises the main line of argument. / As for Level 8, additionally quotations are appropriately inserted and cohesively explained within the Main Body. / As for Level 9, additionally the student uses terms associated with literary text analysis (for example: narrative, figurative language, symbolism) when evaluating aspects that are valued.
Mechanics of language / Student shows control over the spelling of high frequency words and uses basic punctuation correctly. / Student shows control over spelling of high frequency and some new words. Basic punctuation is used correctly, including the use of commas to separate clauses. / Student shows consistent use of correct punctuation at the end and within the sentences. Spelling is consistently correct. A use of embedded clauses in complex sentences is shown in parts of the essay. / Student shows consistent use of correct punctuation throughout the essay. Spelling is consistently correct. A use of embedded clauses in complex sentences is shown in throughout the essay. / Students write accurately punctuated, grammatically sound and complex sentences with embedded clauses and phrases.
Fluency and expression / The essay is written in the third person throughout. Student has attempted to use formal language. / The essay is written in the third person throughout. The student makes consistent use of extended sentences and varied, formal vocabulary. / The student makes consistent use of extended sentences, coherent paragraphs and appropriate vocabulary. Proofreading, revising and editing have been effectively used. / As for Level 8, additionally the essay includes succinct elaboration of ideas, expanding vocabulary and the absence of repetition. / As for Level 9, additionally the vocabulary choices are refined to with deliberate attention to the effect on audience