LETTER GRADE CONVERSION CHART*
Ethan Frome Film and Text Comparative Essay
 A: 9-8
o
The writers of these well-constructed essays discuss the differences between the text and film
version of Ethan Frome by ably demonstrating what may have accounted for these differences
and how those differences are manifested in the film. Having fashioned a convincing thesis
about the director’s motivations for changing the film to suit more modern audiences (or its
converse by discussing Wharton’s task of creating for a traditional literary audience), these
writers support their assertions by analyzing the use of specific literary/artistic/stylistic
techniques to prove their understanding of the director’s (or author’s) creative design. They
make appropriate references to both the text and the film. Although not without flaws, these
essays reflect the writers’ abilities to control a wide range of the elements of effect writing to
provide a keen analysis of the differences between the film and text.
o
Developing a sound thesis, these writers discuss with clarity and conviction both how the
differences are manifested what may have accounted for the differences between the film and
text. These essays may not be entirely responsive to the rich suggestiveness of the film
version or as precise in describing why differences exist. Although they provide specific
references to the text, the analysis is less persuasive and perhaps less sophisticated than
papers in the 9-8 range; they seem less insightful or less controlled, they develop fewer
techniques, or their discussion of details may be more limited. Nonetheless, they confirm the
writer’s ability to read literary texts and watch films analytically with comprehension and to
write with organization and control.
o
These essays construct a reasonable if reductive thesis; they attempt to link the
author/director’s techniques to the reader’s/watcher’s understanding of the differences
between the text and film version and what may account for those differences. However, the
discussion may be superficial, pedestrian, and/or lacking in consistent control. The
organization may be ineffective or not fully realized. The analysis is less developed, less
precise, and less convincing than that of upper half essays, misinterpretations of particular
references or illustrations may detract from the overall effect.
o
These essays attempt to discuss the differences between the text and film version of Ethan
Frome—and perhaps one or more techniques used by the director. The discussion, however,
may be inaccurate or undeveloped. These writers may misread the text (or misinterpret the
film) in an essential way, rely on paraphrase, or provide only limited attention to technique.
Illustrations from the text/film tend to be misconstrued, inexact, or omitted altogether. The
writing may be sufficient to convey ideas, although typically it is characterized by weak diction,
syntax, grammar, or organization. Essays scored three are even less able and may not refer to
technique at all.
o
These essays fail to respond adequately to the question. They may demonstrate confused
thinking and/or consistent weaknesses in grammar or another basic element of composition.
They are often unacceptably brief. Although the writer may have made some attempt to
answer the question, the views presented have little clarity or coherence; significant problems
with reading comprehension or film interpretation seem evident. Essays that are especially
inexact, vacuous, and/or mechanically unsound should be scored 1.
o
A response with no more than a reference to the task
o
A blank paper of completely off-topic response
 B: 7-6
 C: 5
 D:4-3
 F: 2-1
 0
 -*Please note that the above description is heavily lifted from the College Board’s Advanced Placement
Program: Professional Development for English Literature and Composition book. This was to ensure the
scoring aptly matches that of the exam you will take in May.