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The student demonstrated a clear recollection of the plot, listed all of the series of events that made up the story and the turning point in an organized manner.
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The student demonstrated a clear recollection of the plot, listed several of the events that made up the story and the turning point in an organized manner.
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The student demonstrated an inconsistent recollection of the plot, listed 1-2 events that made up the story and the turning point in an unorganized manner.
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The student demonstrated a limited recollection of the plot, listed 1 event that made up the story and couldn't identify the turning point.
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The student provided an in-depth portrait of the main characters. The student was able to identify with the events effecting the characters' lives.
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The student provided a limited portrait of the main characters. The student was inconsistent in identifying with the events effecting the characters' lives
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The student provided an inconsistent portrait of the main characters. The student had a limited grasp of the events effecting the characters' lives
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The student provided a superficial portrait of the main characters. The student cited several errors regarding the events effecting the characters' lives.
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The student demonstrated a comprehensive grasp of the novel's main idea. The student was effective in judging the strengths and weaknesses.
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The student demonstrated a reasonable grasp of the novel's main idea. The student was able to judge the novel's strengths and weaknesses with some accuracy.
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The student demonstrated a limited grasp of the novel's main idea. The student was ineffective in judging the novel's strengths and weaknesses.
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The student demonstrated an inaccurate grasp of the novel's main idea. The student was unable to judge the novel's strengths and weaknesses.
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The student was competently able to extrapolate data provided in class and apply to the novel. The student was able to provide personal knowledge to support his/her interpretations.
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The student was satisfactorily able to extrapolate data provided in class and apply to the novel. The student was able to provide personal knowledge to support his/her interpretations.
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The student was limited in his/her ability to extrapolate data provided in class and apply to the novel. The student was able to provide some personal knowledge to support his/her interpretations.
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The student was unable to extrapolate the data provided in class and apply to the novel. The student was not able to provide some personal knowledge to support his/her interpretations.
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The student's writing was organized, focused and presented points in a logical manner. There were no grammatical or spelling errors.
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The student's writing was somewhat organized, focused and points were weak. There were a few grammatical and spelling errors.
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The student's writing was poorly organized and points were weak. There were several grammatical and spelling errors.
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The student's writing was not organized or focused. There were many grammatical and spelling errors.
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