The Forty-Minute Author Attitude
        Tone, POV, or Test Essay:

STEP 1:   Check each item listed below which accurately de-
scribes the positive aspects of the essay being graded.  Add
one point for each item checked from the list.  This side de-
scribes the basic requirements for a well-written essay.  (Grader
one should check column one.  Grader two should check col-
umn two):

___-___1.  The writer demonstrates an understanding of the
author's (speaker's or character's) complex attitude.

___-___2.  The writer analyzes how rhetorical or stylistic de-
vices listed in the question or used in the passage  distinguish
the complexity of the author's (speaker's or character's) atti-
tude.
___-___3.  The writer offers a convincing interpretation of the
meaning and significance of the passage.
.
___-___4.  The writer's use of quotes shows an appreciation of
the author's  style.

___-___5.  The writer's explanations of the evidence are clear,
concise and consistent with the meaning of the passage.

___-___6.  The writer  supports the discussion of each language
device with apt and specific references to the text.

___-___7.  The diction and sentence structure of this essay com-
municate a clear message.

___-___8.  The implicit  organization of this essay aids in com-
municating a clear message.

___-___9.  The grammar aids in communicating a clear message.

MAXIMUM SCORE RESULTS:       Grader 1 ________

MAXIMUM SCORE RESULTS:       Grader 2 ________
 
 

STEP 2:   Check each item below which accurately describes
the negative aspects of the essay being graded.  This side de-
scribes how the essay may not be as good as the higher-scor-
ing essays.  (Grader one should check column one.  Grader
two should check column two):
 

___-___1.  The writer's discussion of the author's (speaker's or
character's) complex view is less incisive than those of the high-
est scoring essays.

___-___2.  The writer discusses the rhetorical and stylistic de-
vices with limited purpose or accuracy.

___-___3. The writer's interpretation of the passage may be
vague or pedestrian or incorrect.

___-___4.  The writer's use of quotes is awkward, inappropri-
ate, or uninteresting.

___-___5. The writer simply catalogues the rhetorical or stylis-
tic devices without relating them to the creation of the author's
(Speaker's or character's) attitude.

___-___6.  Although adequate in quantity, the evidence in this
writer is not as thorough, precise, or convincing as the top-
scoring essays.

___-___7.  Distracting errors in diction or syntax make the
message unclear.

___-___8.  The organization of this essay is less appropriate
than those of the top-scoring essays.

___-___9.  The writer makes consistent errors in grammar and/
or other basic elements of composition.

                                        RESULTS:
Grader 1:  ________________ - ___________ = ___________
                  Step 1 Score               Step 2 Score
Grader 2:  ________________ - ___________ = ___________
                  Step 1 Score               Step 2 Score
Grader 1 Score + Grader 2 Score = _______

                              Above sum divided by 2 = Score for essay
 

This page is one of the many teacher-written lesson plans, web linked
lesson plans, resource essentials, libraries of suggested reading, and
many other English teacher helps that can be found in the online
magazine available at http://schoolhousebooksweb.com/

If you are interested in seeing more, click on FREE PREVIEW.
 

This material can also be found in the School House Books guides:
A Practical Guide to the Advanced Placement (AP) English Language
and Composition Examination    or

A Practical Guide to the Advanced Placement (AP) English Literature
and Composition Examination