Welcome to the
School House Books Online Services
Great Teaching Ideas Series!
On-Line Professional Journal for High School & AP*
English Teachers and Students
The Summary Analysis Checklist
STEP 1: Check each item listed below which accurately describes the positive aspects of the essay being graded. Add one point for each item checked from the list. This side describes the basic requirements for a well-written essay. (Grader one should check column one. Grader two should check column two):
___-___1. The essay clearly demonstrates an understanding of the poem's (passage's) literal and figurative meanings.
___-___2. The essay discusses how the language, structure, and imagery of the poem (or passage) are used to convey meaning.
___-___3. The essay supports the discussion of each language device with apt and specific evidence.
___-___4. The writer recognizes the multiple perspectives seen in the poem (or passage).
___-___5. The essay offers a convincing interpretation of the poem (or passage).
___-___6. The writer demonstrates an ability to read perceptively by saying something beyond the easy and obvious to grasp.
___-___7. The diction and sentence structure of this essay communicate a clear message.
___-___8. The organization of this essay aids in communicating a clear message.
___-___9. The grammar aids
in communicating a clear message.
STEP 2: Score the essay by adding one point for each item checked from the list. Put your score in the "Grader One Score" slot below. Grader two does the same. The final grade is determind by adding the two graders' scores and dividing by two:
RESULTS:
GRADER
ONE SCORE: _____ + GRADER TWO SCORE _____ DIVIDED BY TWO = _____
Note: This number must correspond to the score given by the teacher or it is wrong.
STEP 3:
The checks in section one correspond with the checks in section two.
If an item in section one is left blank, the reason may be explained in
the corresponding check in section two. These describe some of the
common errors seen for each requirement. If the check in section
two does not adequately describe why the corresponding number in section
one was left blank, the grader should write an explanation in the blank
next to that section two number.
___-___1. The essay's definition of the poem's (passage's) meaning is less thorough or less precise than those of the highest-scoring essays .
___-___2. The essay's discussion of language, structure, and imagery is briefer and less incisive than those of the highest-scoring essays.
___-___3. The essay's discussion of language, structure, and imagery is less well-developed than the best papers.
___-___4. The writer misses the complexity of meaning that the poem (or passage) describes.
___-___5. The essay fails to respond to part(s) of the question.
___-___6. The discussion of meaning may be pedestrian, inaccurate, or unclear.
___-___7. A few lapses in diction or syntax may be present, but the message is clear.
___-___8. The organization of this essay is less appropriate than those of the top-scoring essays.
___-___9. The essay reveals
consistent weakness in grammar and/or other basic elements of composition.
School House Books, Inc. has made a careful effort to make proper acknowledgment for any reference or link to copyrighted materials. Any error of omission is purely inadvertent and will be corrected immediately upon receipt of a written notice from the company to The Permissions Department, School House Books, Inc., 921 Pembina Trail, Detroit Lakes, MN 56501.
School House Books Online Services
Great Teaching Ideas Series
*AP* and Advanced Placement Program* are registered
trademarks of the College Entrance Examination Board, which was not involved
in the production of, and does not endorse this site.*
School House Books, Inc. encourages teachers to share lesson plans, favorite books, favorite web sites, or other materials that have worked. Double-click on the submit_an_article.gif below. Paste the lesson copied from your word processor (or type in the information of any kind that you want to share) into the new email message that appears. (Please include your Name, School, City and State. We have members from all over the United States and it is nice to know where you are teaching. Also, if you include your email, people can send questions or comments as well.) Finally--Send the message. Your submission will be published on the net at http://schoolhousebooksweb.com , usually within twenty-four hours.
| Contact Us | Drama Library | Free Book Offer |
| K12 Lessons and Web Sites | Language Guide| Library of Autobiographies |
| Library of Criticism and Philosophy | Library of Non-Fiction | Literature Guide |
| Magazine, Newspapers, and the Media | Make Your Own Web Site |
| Novels for Literature | Novels for Composition | Poetry|
| Professional Journal for High School English Materials |
| Professional Journal for English AP* Language and Composition Materials |
| Professional Journal for English AP* Literature and Composition Materials |
| READER | Reference Essentials | Short Stories for Composition |
| Short Stories for Literature | Speeches and Essays | WRITER |
© Copyright January 2003 School House Books, Inc.
