Criteria not met or not attempted (Fail) Beginning or incomplete (Marginal Fail) Pass Credit Distinction High Distinction

Criteria not met or not attempted (Fail) Beginning or incomplete (Marginal Fail) Pass Credit Distinction High Distinction

Response to question (20%) Addresses the topic but position is very unclear. An argument is not developed. Attempts to take a position, but justification and consistency is underdeveloped.

A clear attempt at taking a position. The argument is beginning to develop but claims are not alwlays clearly supported with evidence. Argument may be inconsistent or lack relevance in sections throughout. Takes a clear position is parts. There is some development of a relevant argument with some claims supported with evidence throughout the essay. Takes a clear position The argument is mostly consistent, developed through much of the essay with most claims supported with evidence and is mostly relevant.

Takes a clear and relevant position. The argument is consistent, develops throughout with claims strongly supported with evidence and the essay leading to a logical conclusion.

Analysis of primary text (30%) There is a strong need for more:

- knowledge of the chosen texts

- interpretation and analysis

- direct referencing of the texts to support interpretation and analysis. There is a general knowledge of the texts with a strong need for more:

- interpretation and analysis

- direct referencing of the texts to support interpretation and analysis. The student attempts to interpret and analyse the texts sometimes in detail, to justify their response. Misinterpretation occur in parts. The student has a good knowledge of the texts, with detailed interpretation and analysis in parts that is mostly accurate. There is an attempt to integrate direct references into the overall interpretation. The student has a comprehensive knowledge of the texts demonstrated through regular detailed interpretation and analysis that is mostly accurate. There is an attempt to integrate direct references into the overall interpretation. The student has a comprehensive knowledge of the texts demonstrated through sustained, detailed, accurate and detailed interpretation.

Use of secondary source (20%) No appropriate secondary sources used.

Incorrect amount of or inappropriate sources used.

Sources are mentioned but do not justify an argument. The student attempts to use secondary sources to support their argument. The sources are relevant in a general way and somewhat integrated. The secondary sources support the argument in a clear and relevant way in parts. There is some integration of the sources. The secondary sources support the argument in a mostly clear and relevant way. The sources are integrated well. The secondary sources support the argument in a clear, relevant and succinct way throughout. The sources are integrated very well.

Written

Expression (20%) Writing is hard to follow. Frequent spelling, punctuation and grammatical errors. Disorganised or incoherent structure. Writing is hard to follow but there is clarity in parts. Frequent spelling, punctuation and grammatical errors. Disorganised or incoherent structure. Minimally acceptable written expression. Frequent issues with written expression (like grammar, punctuation, word choice, syntax) but intended meaning is reasonably clear. Attempts to develop paragraphs with an academic structure. Acceptable written expression. Some grammar and spelling errors with some precise and appropriate vocabulary. Writing is reasonably concise and has a good flow. Paragraphs are correctly structured. The structure and coherence of the response needs some editing. Accomplished written expression. Almost no grammar and spelling errors. Writing is reasonably concise, yet detailed, and has a good flow and appropriate tone. Paragraphs are correctly structured. Exemplary written expression: clear, concise, detailed. Instances of using sophisticated and conceptual language in a considered and logical structure.

Referencing (10%) Students work demonstrates no understanding of why or where referencing is needed, by making no attempt at referencing, or a minimal attempt at either in-text referencing or a reference list. One or two attempts at referencing with a strong need to consult the WSU style guide. Students work demonstrates some understanding of where and why referencing is needed, through an attempt to include in-text references and a reference list that resembles MLA Style. Students work demonstrates some understanding of where and why referencing is needed, by providing in-text citations and a reference list that are often correctly done in MLA WSU Style. Students work demonstrates a mostly accurate understanding of where and why referencing is needed, by providing in-text citations and a reference list that are most often correctly done in MLA Style. Students work demonstrates a thorough understanding of where and why referencing is needed, through mastery of the MLA Style. There are very few errors in in-text references or reference list.