REGENTS COMPREHENSIVE EXAMINATION IN ENGLISH
Student Name: _________________
Quality
Critical Lens Essay
6
5
4
3
2
1
Responses at this
Responses at this
Responses at this
Responses at this
Responses at this
Responses at this
level:
level:
level:
level:
level:
level:
Meaning: the extent to
which the response exhibits
sound understanding,
interpretation, and analysis
of the task and text(s)
-reveal an in-depth analysis of -convey a thorough understanding -convey a basic understanding
the text
of the text
of the text
-convey a vague or inaccurate
understanding of the text
-provide no evidence of
textual understanding
-make implicit connections
-make few or superficial
between information and ideas connections and ideas in the
in the text and the assigned task text and the assigned task
-allude to the text but make
unclear or unwarranted
connections to the assigned task
-make no connections
between information in the
text and the assigned task
Development: the extent to
which ideas are elaborated
using specific and relevant
evidence from the text(s)
-develop ideas clearly and
-develop ideas clearly and
fully, making effective use of a consistently. Using relevant and
wide range of relevant and
specific details from the text
specific details from the text
-develop ideas inconsistently,
using relevant details from the
text
-develop ideas simply, using
some details from the text
-are largely undeveloped, hinting -are minimal, with no
at ideas that are sketchy, vague,
evidence of development
irrelevant, or repetitive
Organization: the extent to
which the response exhibits
direction, shape, and
coherence
-maintain a clear and
appropriate focus
-maintain a clear and
appropriate focus
-establish, but fail to maintain,
an appropriate focus
-lack an appropriate focus, but
suggest some organization
Language Use: the extent to
which the response reveals
an awareness of audience
and purpose through
effective use of words,
sentence structure, and
sentence variety
-are stylistically sophisticated,
using original and precise
language with a notable sense
of voice and awareness of
audience and purpose
-make insightful connections
between information and ideas
in the text and the assigned
task
-make clear and explicit
connections between information
and ideas in the text and the
assigned task
-maintain a clear and appropriate
focus
-convey a basic understanding
of the text
-show no focus or
organization
-exhibit a logical and coherent -exhibit a logical sequence of
-exhibit a rudimentary structure -exhibit uneven organization
structure through effective use ideas through the use of
but may include some
of appropriate devices and
appropriate devices and transitions inconsistencies or irrelevancies
transitions
-vary structure and length of
sentences for effect
-demonstrate control of the
Conventions: the extent to
which the response exhibits conventions
conventional spelling,
punctuation, para-graphing,
capitali-zation, grammar,
and usage
Comment:
use language that is fluent and
-use appropriate language, with -rely on language from the text
engaging, with some awareness of some awareness of audience
and basic vocabulary
audience and purpose
and purpose
-rely on sentences that are
-show consistent use of sentences -occasionally vary length and
unvaried in length and structure
that are varied in length and
structure of sentences
structure
-use language that is imprecise or -are minimal
unsuitable for the audience or
purpose
-use language that is
incoherent or inappropriate
-rely on sentences that lack
variety and may be constructed
-violate basic rules of
incorrectly
sentence structure
-demonstrate control of the
conventions, with very few minor
errors that have no effect on
comprehension
-demonstrate a lack of control,
-are minimal
exhibiting many errors that make
comprehension difficult
-may be illegible or not
recognizable as English
-demonstrate partial control,
exhibiting some sentence-level
errors that do not hinder
comprehension
-demonstrate partial control,
exhibiting errors that
occasionally hinder
comprehension