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Other Student Examples

Student 2 • Student 3 • Student 4

CCSS Alignment

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The student thoroughly explains the speaker’s attitude toward an aspect of life.  However, the student never specifically addresses tone.

 

Standard referenced:

RL.9–10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

 

Comprehensive & Application

(Entire page)

The student demonstrates comprehension of the narrator’s complex emotions regarding his situation.

Support Materials

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From the “Focus” section of the rubric, it is clear that the student reaches a Level 3: “Addresses prompt appropriately and maintains a clear, steady focus. Addresses additional demands sufficiently.” This essay is right on the verge of moving up to Level 4, but since the student stops just short of making an explicit connection between the narrator’s emotions regarding the natives and his feelings about shooting the elephant, the student needs one more draft to reach the Advanced level.

1. Understanding

Even though the student may be inaccurate in the student’s use of the word “moralistic” to describe the narrator’s tone, the student does demonstrate deep understanding of the narrator’s conflicted perspective on his circumstances.

2. CCSS Alignment

The student does not provide explicit connection between specific word choice and the narrator’s tone, but simply paraphrases the overall content of the quotation instead.

 

Standard referenced:

RL.9–10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).