Requirment:CriteriaGrading ScaleThesis (0-1 point)7.B – Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.1Responds to the prompt with a defensible thesis that presents an interpretation and may establish a line of reasoning0For any of the following:• There is no defensible thesis• The intended thesis only restates the prompt• The intended thesis provides a summary of the issue with noapparent or coherent thesisThere is a thesis, but it does not respond to the promptSophistication (0-1 points)7.C Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.7.D Select and use relevant and sufficient evidence to both develop and support a line of reasoning.7.E Demonstrate control over the elements of composition to communicate clearly.1Demonstrates sophistication of thought and/or develops a complex literary argument by doing any of the following:1. Identifying and exploring complexities or tensions within the selected work.2. Illuminating the student’s interpretation by situating it within a broader context.3. Accounting for alternative interpretations of the selected work.4. Employing a style that is consistently vivid and persuasive throughout the student’s response.0Does not meet the criteria for 1 pointResponses that do not earn this point:• Attempt to contextualize their interpretation, but such attempts consist predominantly of sweeping generalizations.• Only hint at or suggest other possible interpretations• Oversimplify complexities of the topic and/or the selected work.• Use complicated or complex sentences or language that are ineffective because they do not enhance the argument.Evidence & Commentary (0-4 points)7.A Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself. 7.C Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.7.D Select and use relevant and sufficient evidence to both develop and support a line of reasoning.7.E Demonstrate control over the elements of composition to communicate clearly.4Makes textual references (direct quotes or paraphrases) that are relevant to the thesis AND Provides well-developed commentary that consistently and explicitly explains the relationship between the evidence and the thesis The response must address an interpretation about the work as a whole3Makes textual references (direct quotes or paraphrases) that are relevant to the thesis AND Provides commentary that explains the relationship between evidence and the thesis; however, commentary is uneven, limited, or incomplete.2Makes textual references (direct quotes or paraphrases) that are relevant to the thesis AND provides commentary; however, it repeats, oversimplifies, or misinterprets the cited information or evidence.1Summarizes the plot/text without references to a thesis OR Provides non- specific references to the text OR Provides references to the text that are vaguely relevant AND Provides little or no commentary.0Simply restates thesis (if present) ORRepeats provided information OR Provides examples that are generally irrelevant and/or incoherentprompt… In his soliloquy in scene three, Claudius confesses to the crime of murder and then struggles with his inability to repent for that sin. In a well-written essay, analyze how Shakespeare uses resources of language to demonstrate Claudius’ complex character. CLAUDIUS:O, my offence is rank it smells to heaven;It hath the primal eldest curse upon’t,A brother’s murder. Pray can I not,Though inclination be as sharp as will.My stronger guilt defeats my strong intent,And, like a man to double business bound,I stand in pause where I shall first begin,And both neglect. What if this cursed handWere thicker than itself with brother’s blood,Is there not rain enough in the sweet heavensTo wash it white as snow? Whereto serves mercyBut to confront the visage of offence?And what’s in prayer but this two-fold force,To be forestalled ere we come to fall,Or pardon’d being down? Then I’ll look up,My fault is past. But, O, what form of prayerCan serve my turn? ‘Forgive me my foul murder’?That cannot be; since I am still possessedOf those effects for which I did the murder,My crown, mine own ambition and my queen.May one be pardoned and retain the offence?In the corrupted currents of this worldOffence’s gilded hand may shove by justice,And oft ‘tis seen the wicked prize itselfBuys out the law: but ‘tis not so above;There is no shuffling, there the action liesIn his true nature; and we ourselves compelled,Even to the teeth and forehead of our faultsTo give in evidence. What then? what rests?Try what repentance can: what can it not?Yet what can it when one cannot repent?O wretched state! O bosom black as death!O limed soul, that, struggling to be freeArt more engaged! Help, angels!–Make assay;Bow, stubborn knees; and, heart with strings of steelBe soft as sinews of the newborn babe.All may be well.
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