Paper 2 Rubric

0

1

2

3

4

5

A: Knowledge and Understanding of Works

-How well does the candidate know the works studied?

-How much understanding has the candidate shown of the works studied in relation to the question answered?

-How detailed and/or appropriate are the candidate’s references to the works studied?

The can-didate has not reached level 1.

Little knowledge of works

--little knowledge of, or familiarity with, the Part 3 (and Part 2) works used to answer the question.

Some knowledge of works

--some knowledge of, or familiarity with, the Part 3 (and Part 2) works used to answer the question

--superficial understanding of the works used

Adequate understanding of works

--adequate understanding of the Part 3 (and Part 2) works used to answer the question

--adequate and appropriate references to the works

Good understanding of works

--good understanding of the Part 3 (and Part 2) works used to answer the question as well as some of the subtleties of their meaning

--detailed and pertinent references to the works

Excellent understanding of works

--perceptive understanding of the Part 3 (and Part 2) works used to answer the question as well as the subtleties of their meaning

--detailed and persuasive references to the works

B: Response to the Question

-How well has the candidate understood the specific demands of the question?

-To what extent has the candidate responded to these demands?

-How well has the candidate illustrated claims?

-To what extent has the candidate expressed a relevant personal response?

The can-didate has not reached level 1.

Little awareness of the main implications of the question

--the candidate’s ideas are mainly insignificant and/or irrelevant OR

--the essay consists mainly of paraphrase and/or narration and/or repetition of content.

Some awareness of, or response to, the main implications of the question

--candidate’s ideas are sometimes relevant

--the essay consists mainly of unsubstantiated generalizations

Adequate response to the main implications of the question

--candidate’s ideas are relevant

--the analysis of the ideas is adequate and appropriately illustrated by some relevant examples

Good response to the main implications as well as some of the subtleties of question

--candidate’s ideas are carefully explored and include a considered

--the analysis is generally detailed and well-illustrated by relevant examples

Excellent response to the main implications as well as the subtleties of the question

--candidate’s ideas are convincing and show independence of thought

--the analysis is consistently detailed and persuasively illustrated by carefully chosen examples

C: Appreciation of Literary Features

-To what extent is the candidate aware of the presence of literary features in the works, such as diction, imagery, tone, structure, style, and technique?

-To what extent does the candidate appreciate the effects of the literary features in relation to the question?

-How well has the candidate supported claims about the effects of literary features?

The can-didate has not reached level 1.

Little awareness of the literary features of the works

--little mention or consideration of the literary features of the works in relation to the question

Some awareness or appreciation of the literary features of the works

--some consideration of the literary features of the works in relation to the question

--superficial analysis of the literary features mentioned

Adequate appreciation of the literary features of the works

--adequate appreciation of the effects of the literary features of the works in relation to the question

--the analysis is appropriately illustrated by relevant examples

Good appreciation of the literary features of the works

--pertinent and detailed analysis of the effects of the literary features of the works in relation to the question

--the analysis is well-illustrated by carefully chosen examples

Excellent appreciation of the literary features of the works

--critical analysis of the effects of the literary features of the works in relation to the question

--the analysis is consistently well-illustrated by persuasive examples

D: Presentation

-How well has the candidate organized the essay?

-How effectively have the candidate’s ideas been presented?

-To what extent are supporting examples integrated into the body of the commentary?

The can-didate has not reached level 1.

Little sense of a focused and developed argument

--little evidence of a structure to the essay

--little attempt to present ideas in an ordered or logical sequence

Some sense of a focused and developed argument

--some evidence of a structure to the essay

--some attempt to present ideas in an ordered and logical sequence

A generally focused and developed argument

--adequate structure to the essay

--ideas are generally presented in an ordered or logical sequence

--supporting examples are sometimes appropriately integrated into the body

A clearly focused and well-developed argument

--clear and logical structure to the essay

--supporting examples are appropriately integrated into the body of the commentary

A clearly focused, well-developed and persuasive argument

--purposeful and effective structure to the essay

--supporting examples are well-integrated into the body of the commentary

E: Formal Use of Language

-How accurate, clear, and precise is the language used by the candidate?

-How appropriate is the candidate’s choice of register and style for this task? (Register is sensitivity to elements such as vocabulary , tone, sentence structure, appropriate idiom.)

The can-didate has not reached level 1.

The language is rarely clear or coherent

--the use of language is not readily comprehensible

--many lapses in grammar, spelling, and sentence construction

--vocabulary is rarely accurate or appropriate

The language is only sometimes clear and coherent

--some degree of clarity and coherence in the use of language

--some degree of accuracy in grammar, spelling, and sentence construction

--vocabulary is sometimes appropriate to the discussion of literature

The language is generally clear and coherent

--adequately clear and coherent use of language

--only a few significant lapses in grammar, spelling, and sentence construction

--some care shown in the choice of vocabulary, idiom, and style

--register is generally appropriate for literary analysis

The language is clear, varied, and precise

--clear, varied, and precise use of language

--no significant lapses in grammar, spelling, and sentence construction

--effective and appropriately varied use of vocabulary, idiom, and style

--suitable choice of register

The language is clear, varied, precise, and concise

--clear, varied, precise, and concise use of language

--no significant lapses in grammar, spelling, and sentence construction

--precise use of wide vocabulary and varied idiom and style

--effective choice of register

IB Score Translation:

25=100; 24=98; 23=96; 22=95; 21=94; 20=93

13=77; 12=75; 11=73; 10=68; 9=65; 8=63

19=90; 18=87; 17=85; 16=83; 15=81; 14=78

Below 8 = Below 60