AP 12: Documenting the Process and Yield of a Critical Read
Criteria
4
3
2
1
Reader Establishes Purpose Marked evidence is
Marked
Marked evidence is
Marked evidence is not clear
to the demands of the
clear and reflects
evidence is somewhat purposeful.
and does not reflect definite
reading text. Purpose may
definite purpose.
purposeful. May be limited to simple
purpose. Random ideas.
be provided and/ or selfidentification or surface
created.
level thinking.
Documenting a
Documenting some
Documenting little
Student interacts
Interaction:
variety of notes
variety of notes that
variety of notes that
with text on a
Literal
that work
attempt to work
may attempt to work
literal level only.
Weak
interdependently to interdependently,
interdependently,
May attempt
 Obvious points, cliché
construct meaning, student interacts
Student interacts with
inference, but are
statements, subjective
student interacts
with text on both a
text on both a literal
weak and provide
comments, literal questioning
with text on both a
literal and
and inferential level;
no evidence of
Strong
literal
and
inferential
level;
begins
with
literal
and
meaning
 Summary of key points
inferential
level;
begins
with
literal
may
make
some
strong
construction
 Paraphrase as comprehension
begins
with
literal
analysis
and
inferences,
but
lacks
a
beyond the literal
check
analysis
and
attempts
to
connect
connection
to
key
level. Only
 Identification of key point and
connects
key
parts
key
parts
to
a
mix
of
parts
as
part
of
a
comprehension of
rationale
to
strong
inferences
strong
and
weak
documented
meaning
plot is apparent.
 Questions guided by critical
for the purpose of
inferences for the
construction process.
No use of
approaches
negotiating and
purpose of
questioning
Inferential
constructing
identifying
meaning.
Identifies
inferences,
strategies or
Weak
meaning.
but
no
threading
or
various techniques.
 Draws conclusions but does not
*consistently
Attempts
threading
negotiation.
Reflects
substantiate with evidence
threads ideas,
and use of
limited use of
 Does not explore subtleties
discards invalid
questioning
questioning strategies
 Uses BK to make connections
interpretation
strategies
but are not linked key concepts
during rereads and
Strong
reflects the use of
-Embedded inference and threads of
multiple
thought (inferences build on and
questioning
negotiates meaning)
strategies.
-Examines implications and subtleties
(subtext)
-Interpretive vocabulary
-insight/commentary/interpretation
-Analysis, synthesis and evaluation
Internal dialogue that reflects
meaning construction
Elaboration
Student
Student attempts to
Student does not clearly
Meaning Construction Student clearly documents
personal meaning
documents
document personal
document personal
construction to clearly
personal
meaning construction
meaning construction.
reflect the framework of
meaning
however, but vaguely
Framework of the
the interpretive process.
construction to
reflects the framework
interpretive process is not
Meaning construction
reflect the
of the interpretive
reflected.
results in articulation of
framework of the process.
complex themes.
interpretive
process.
4 Task is entirely complete (100%)
2 task is mostly
0 task is somewhat
Completion
complete (80%)
complete (70%)
Total Points : _____________________/4= Score : ________________/ Grade : _______
*Assignment that are less than 70% complete will earn a 0 for a final grade.
Various Techniques to spark and document critical thinking:
 Guided by critical approaches: reactions, questions, inferences, observations, paraphrases
 Summary is a given- should and can be done mentally as a means to reach analysis
Score
(x2)