| ORAL EXPRESSION | Exceeds Expectations | Meets Expectations—The average native speaker could understand | Below Expectations—The average native speaker could understand with accommodation. | Seriously Deficient—The average native speaker could not understand. |
|---|---|---|---|---|
| Vocabulary | Uses extremely varied vocabulary with fine nuance of meaning. | Uses variedand relatively accurate vocabulary. | Uses limited vocabulary and resorts to vagueand general forms of expression. Uses English. | Uses incorrect terms, repetition, cannotmake him/herself understood |
| Grammar | Coordinates tenses and moods, subordinates clauses, demonstrates grammatical sophistication. | Use tense and mood correctly, is able to subordinate clauses. | Makes tense and mood mistakes, avoids subordination. Makes agreement andconjugation errors | Grammatical errors impede comprehension of listener. |
| Register | Demonstrates sensitivity to register in vocabulary and forms of address. | Demonstrates understanding of register in vocabulary and forms of address. | Does not distinguish between formal and informal language. | Uses inappropriate forms of address and vocabulary. |
| Pronunciation | Excellent pronunciation with very few errors. | Makes a small number of errors, appropriate for a non-native speaker. |
| WRITTEN EXPRESSION | Exceeds Expectations | Meets Expectations | Below Expectations | Seriously Deficient |
|---|---|---|---|---|
| Vocabulary | Uses extremely varied vocabulary with finenuance of meaning. | Uses varied and accurate vocabulary. | Uses limited vocabulary, Anglicisms and/orresorts to vague and general forms of expression. | Uses incorrect terms, repetition,cannot make him/herself understood |
| Grammar | Coordinates tenses andmoods, subordinates clauses, demonstrates grammatical sophistication. | Use tense and mood correctly, is able to subordinate clauses. | Makes tense and mood mistakes, avoids subordination. Makes agreement andconjugation mistakes. | Grammatical mistakes impede comprehension of reader. |
| Register | Demonstrates sensitivity to register in vocabulary and forms of address. | Demonstrates understanding of register in vocabularyand forms of address. | Does not distinguish between formal and informal language. | Uses inappropriate forms of address and vocabulary. |
| Structure | Paper has clear structure (introduction-discussion-conclusion) and thesis, with supporting argument gooduse of textual evidence, writing demonstrates awareness of stylistic concerns. | Paper has clear structure (introduction-discussion-conclusion) and thesis, with supporting argument and writing is clear and comprehensible. | Paper lacks clear articulation of thesis, does not adequately support the argument with textual evidence. | Thesis is unclear, argument doesnot support thesis, use of evidence spotty. |
| Disciplinary Standards | Demonstrates excellent grasp of disciplinary standards. | Demonstrates very good grasp of disciplinary standards. | Demonstrates poor grasp of disciplinary standards. | Little evidence of awareness of disciplinary standards. |
| CULTURE | Exceeds Expectations | Meets Expectations | Below Expectations | Seriously Deficient |
|---|---|---|---|---|
| Knowledge of cultural concepts | Demonstrates nuanced understanding of cultural concepts. Can present a cogent and provocative definition of key terms. | Demonstrates a very good understanding of cultural concepts. Can present a cogent definition of key terms. | Demonstrates fair understanding of cultural concepts. Cannot adequately define terms. | Demonstrates misunderstandings, incomplete or incorrect knowledge of cultural concepts. |
| Ability to analyze cultural artifacts in historical context | Uses excellent knowledge of historical context to defineand explain artifacts and texts. | Uses good knowledge of historical context to define and explain artifacts and texts. | Does not fully understand relationship of historical context to cultural artifacts and texts. | Cannot or incorrectly relates artifacts to historical context. |
| Comparisons to other cultures/ Awareness of cultural issues | Uses excellent knowledge of other cultures or other periods of same culture to aid understanding and sharpen focus. Demonstrates insight and nuance in discussion of cultural issues. | Uses good knowledge of other cultures or other periods of same culture to demonstrateunderstanding. Demonstrates excellent understanding of cultural issues. | Relies on stereotypes or over-generalizations in discussion of cultural comparisons. Over-generalizes and lacks precision in discussion of cultural issues | Cannot or incorrectly makes comparisons to other cultures. Demonstrates lack of understanding of cultural issues. |
| LITERATURE | Exceeds Expectations | Meets Expectations | Below Expectations | Seriously Deficient |
|---|---|---|---|---|
| Analytic Skills | Demonstrates subtlety, sensitivityand nuance in close reading; marshals appropriate textual evidence in support of original argument. | Demonstrates theability to engage in close reading of literary text, situate, cite, and analyze specific examples. | Demonstrates limited ability to conduct close reading; has difficulty citing relevant textual evidence. | Analysesare overly vague and general with insufficient textual support. |
| Critical Thinking/Creativity | Demonstrates ability to formulate complex questions with some amount of theoretical sophistication. | Demonstrates the ability to formulate questions and use analysis to construct an argument and take issues with received ideas. | Demonstrates limited ability to formulate questions and use analysis to construct an argument. Falls back on received ideas. | Questions posed are obvious andclichéd; cannot construct an argument to support analysis. |
| Knowledge of Research Protocols | Demonstrates knowledge of academic stylesand evidence of significant research effort. | Sources are cited in recognizable format. | Sources are cited in inconsistent manner. | Work lacks documentation or documentation is incomplete. |
| Literary Object | Demonstrates a sensitivity to literary conventions, such as poetic form, genre, rhetoric, voice, mode of dissemination. Analyses show complexity of thought in grappling with specificity of literary object. | Demonstrates awareness of literary conventions, such as poeticform, genre, rhetoric, voice, mode of dissemination. Understanding of contingencies of interpretation. | Demonstrates limited awareness of literary conventions. Interpretations lack flexibility or subtlety. | Work lacks attention to literary conventions. The literary object is treated without attention to its status as literature. |
| Historical/Cultural Context | Demonstrates nuanced and complex understanding of the relationship between literature and historical culture. Is able to problematize historical contingency in literature. | Demonstrates an understanding of the text in context of and in dialogue with the historical period. | Demonstrates limited understanding of the text in context of and in dialogue with the historical period. | Demonstrates littleto no sense of the relationship between literary textand historical context. |
| Literary History | Demonstrates a sophisticated understanding of the development of literary forms, movements, and traditions. | Demonstrates an understanding of the development of literary forms, movements, and traditions. | Demonstrates a limited understanding of the development of literary forms, movements, and traditions. | Demonstrates little to no understanding of the development of literary forms, movements, and traditions. |