Students-Grading Rubric for Analytic Reading Response 3 (Zitkala-Sa) PDF

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introduction assignment for a research project. This will give you instructions on how to start you assignment using APA format....

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GRADING RUBRIC FOR ANALYTIC READING RESPONSE #3: Zitkala-Sa (For Students) 1. First, please read the two excerpts you will find at the end of this document from Zitkala-Sa’s “The School Days of an Indian Girl” (1900). Choose one that you would like to work on for this assignment. 2. At the top of your assignment page, please indicate which passage you have selected (Passage 1 or Passage 2) and tell us why you chose that passage. This is your opportunity to articulate a personal relationship to the passage you will be analyzing. What grabs you about it? What do you find interesting in it? Does the passage affect you in some way? Be specific! (Write 1-2 sentences.) (2 points; half points may be awarded) Graders: ● Award 2 points for specifying a passage and including an explanation for the selection that goes beyond the minimal or perfunctory. Note that this prompt allows students to report their own responses to, feelings about, or ways of connecting with the text. Full credit can be given even for responses that don’t seem particularly analytic or critical. ● Award 1 point for specifying a passage and saying at least something about what the student found interesting and/or affecting in the passage. To receive a full point there should be at least one short sentence worth of writing from the student. ○ Example of an answer that should receive one point: “I felt that this passage was sad.” ● Award 0 points if the student does not clearly specify which passage they will be writing about and/or if their explanation is entirely perfunctory. 3. Next, list three formal elements of the passage you selected. Then (a) tell us exactly where you see that formal element and (b) briefly speculate about its purpose or effect in the passage. Here we want you to think about Zitkala-Sa as a writer, focusing not only on what she says but on how she says it. (2 points for each formal element including at least one brief sentence of explanation; 6 points total). [Examples of formal elements given in assignment.] Please make a numbered list, so that we can clearly see that you have listed three separate elements. If you list more than three elements we will assess only the first three. Graders: ● Award 2 points for any item on the list that correctly identifies a specific formal element in the passage, provides at least one specific example or location, and makes a genuine attempt to explain the element’s purpose or effect. ● Award 1 point for any item on the list that correctly identifies a formal element in the passage but either doesn’t provide an example or location or doesn’t try to explain the element’s purpose or effect. ● Award .5 points for a brief, vague answer: e.g., “Nature imagery” or “happy words.” ● Grade only the first three items on the student’s list. Subtract one point if student does not use a numbered list as per the instructions. ● Note that students do not need to know the technical name of a formal element to receive full credit for identifying it, assuming they describe it clearly and specifically

enough. For instance, a student who points out a repeated “s” sound at the beginning of several words doesn’t have to call it alliteration. 4. [NOTE CHANGED INSTRUCTIONS] Now list two specific and relevant aspects of the external context in which Zitkala-Sa wrote. For each aspect of the context that you list, write at least one sentence explaining how it helps us to better understand the passage you are analyzing. Remember that a relevant context may be historical, biographical, and/or cultural. (2 points for each aspect of context you list, including at least one sentence explaining its relevance; 4 points total). Remember to use a numbered list. Graders: ● Award 2 points for an item that accurately identifies a relevant context and provides a clear explanation of how that context helps to illuminate the passage in question. ● Award 1 point for an item that accurately identifies a relevant context but does not offer a clear explanation of how it helps illuminate the passage. ● Award .5 points for an accurate but overly general contextual fact (e.g., “white people were biased against Native Americans) that also neglects to offer a clear explanation of how that contextual fact helps illuminate the passage. ● Award 0 points for inaccurate or merely imagined context ● Grade only the first two elements on the list. Subtract 1 point if the student does not use a numbered list. 5. [NOTE CHANGED INSTRUCTIONS] Now it’s time to bring it all together! Your task is to explain how formal elements in this passage combine with aspects of the text’s external context to help forward an overall meaning, theme, or purpose that you see in Zitkala-Sa’s narrative as a whole. Your response should include at least two formal elements within the passage and two external contexts (historical, biographical, cultural, etc.), but you are also free to cite additional evidence that you find elsewhere in the text. The best answers will be unified and coherent and will explain how the listed formal elements and external contexts work together to forward an overall meaning, theme, or purpose that you see in the work as a whole. Please write 4-6 sentences in total (6 points available) Graders: ● Award 6 points for a very clear and incisive explanation of how form and context combine to help forward an overall meaning, theme, or purpose that the student identifies in Zitkala-Sa’s narrative as a whole. To receive full credit, a response should include at least two ways in which form and context work together to create meaning. A full-credit response will feel cohesive--in effect, the student will be framing a unified, specific, and evidence-based argument about what and how a given passage contributes to an important meaning, theme, or effect in the overall narrative. ● Award 4-5 points for an acceptably clear but perhaps less incisive explanation of how form and context combine to help forward an overall meaning, theme, or purpose of the text. To receive 4-5 points, a student’s answer should still include at least two ways in which form and context work together to create meaning. However, the insights may be less unified and/or more general than is required for a full-credit answer.

● Award 2-3 points for an answer that does most of the above but only includes one (rather than two) specific ways in which form and context combine to help produce an overall meaning, theme, or purpose in the text as a whole. You may also award 2-3 points for an otherwise good answer that stresses formal features without really addressing context or vice versa (focuses on context but doesn’t address specific formal features of the passage). ● Award 1 point for an entirely unsatisfactory answer. 6. Last but not least, tell us something you learned or began to think more about from doing this assignment? Please write approximately two sentences (2 points available). Graders: ● Award 2 points for a thoughtful response that shows the student thinking about the process of going through this analytic assignment. ● Award 1 point for a more perfunctory response in which, for instance, the student tells us something that they almost definitely knew before even picking up Zitkala-Sa’s work. For example, “I learned that native people were oppressed.”...