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Adaptation Equivalency Chart

Page history last edited by Cynthia 12 years, 11 months ago

How every interesting project you ever have your students produce can ultimately be linked to the Regents

 

OR

 

How having students create a _____________________ (short story, website, video, etc. -- insert genre/medium) can ultimately be linked to high stakes timed-essay writing

 

KEY:  

  • 1 is low; 6 is high
  • OPTIONAL ITEMS (i.e., completing these rows is not mandatory)

 

Qualities of the Composition

 (Genre)

 

 

What this looks like in a "6"

on a Regents Critical

Lens Essay

 

 

Adaptation or

"Transfer"

Equivalencies

 

What this looks like in

a "6"

_____________________ (Genre/Medium)

 

 

 

 

1

 

2

 

3

 

4

 

5

 

6

Medium:

Writing, print text, words, language                 

Mode:   

 
Lingual, Reading/Visual                
Affordances:                  
Limitations:                  

Meaning: the extent to

which the response

exhibits sound

understanding,

interpretation, and

analysis of the task

and text(s)

Overall coherence (or "soundness") of essay/argument:

  • essay organized around one controlling idea
  • this idea is (usually) expressed in a thesis sentence that, conventionally, appears as the last sentence in the first (introduction) paragraph, and which serves as an "umbrella statement" to which the rest of the essay/paragraphs are subordinate.
  • the thesis is dynamic, meaning that is articulates and suggests the way that the argument will evolve (from point A to point G) without being a static and undynamic outline.
  • all elements in the essay (support, paragraphs, organization, tone, language, etc.) conspire to support the thesis's main point
  • sub-arguments sound
  • global and paragraph organization complement each other to support thesis
  • overall lack of logical fallacies to undercut argument's soundness 

All of the elements in the piece conspire or collectively function to advance the same point.

 

Controlling idea:  Piece offers

  • ONE specific and clearly discernable, central point/idea that...
  • exhibits a thorough understanding of and ....
  • clearly offers a new and arguable (i.e., not recycled or pointless) ....
  • statement about, commentary on and/or interpretation of an issue and or text(s).

 

Coherence: Everything in piece complements this controlling idea (and anything that does not contribute to this purpose has been "edited out")

 

             

Development: the

extent to which ideas

are elaborated using

specific and relevant

evidence from the

text(s)

Sufficient evidence is provided and counterarguments are supplied to effectively persuade readers of the essay's thesis:

  • examples well chosen and illustrative (global)
  • supporting points are sufficiently and clearly elaborated/explained (paragraph) 

Evidence that there is sufficient manipulation and development of subordinate (and "sub-subordinate,") units of meaning of the genre/medium (for example all of the below, or, say, paragraphs AND word choice) to support, advance, and enhance the controlling idea.

 

             

Organization: the

extent to which the

response exhibits

direction, shape, and

coherence

 

Global

  • Paragraphs are arranged in a logical order (the best apparent order) that supports the thesis.
  • Often, this ordering is signaled in the first sentence of each body paragraph (the topic sentence), that links the main point of the paragraph to that of the previous one(s) (transition).  Thusly arranged, topic sentence/transitions  construct an outline or synopsis of the argument when extricated from the essay, and placed in between the thesis and conclusion.

Paragraph  

  • Each paragraph has one controlling idea, usually signaled in a topic sentence that often occurs as the first sentence in the paragraph. 
  • Sentences in paragraph lead fluidly into one another; this sentence-level flow serves idea development in that the paragraph's controlling idea develops as paragraph evolves.
  • There is an internal logic to the way sentences are arranged in the paragraph that should be apparent upon analysis (often connected closely to development).

 

Global organization/coherence:

All the smaller units of meaning are arranged in the best possible way to advance the thesis.  This ordering is evident to a discerning reader/viewer/listener.

 

Local organization/coherence:

internal development and (if relevant "organization") of medium's smaller units of meaning deliberately and consistently work together systematically to contribute to piece's overall coherence or global meaning.

 

             

Language Use: the

extent to which the

response reveals an

awareness of audience

and purpose through

effective use of words,

sentence structure,

and sentence variety

 
  • Style:  the internal arrangement of sentences, pacing, choice of words and attention to their connotative properties, and the overall synthesis of all of these are complementary to each other and the overall meaning/thesis of the esssay
  • These smallest units of meaning in the piece serve and enhance the overall meaning (thesis) of the piece and its rhetorical effectiveness
  • Decisions about the above are made deliberately with the rhetorical purpose of the piece in mind (i.e., their appropriateness for the achieving the piece's desired purpose with intended audience).

Tone

Purposeful attention to smallest units of meaning in the piece complement and enhance the overall coherence of and meaning of the piece

             

Conventions: the

extent to which the

response exhibits

conventional spelling,

punctuation,

paragraphing,

capitalization,

grammar, and usage

 
  • Conventions of spelling, punctuation, paragraphing, capitalization, grammar, usage, presentation, and style are consistently attended to
  • Correctness and attention to these details contribute to the piece's rhetorical success (polish) by not detracting from it or serving as distractions by being in error.

 

 

Polish:  every last detail of the presentation has been attended to in order a) avoid distracting the audience, b) eliminate potential internal inconsistencies, and c) to contribute to and ENHANCE the piece's overall legitimacy and appeal 

             

 

 

 

 

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