RECOMMENDATIONS FOR MARKING THE SIGHT …saunderssrb.pbworks.com/f/Plague+of+P's+Mkg+Gd.pdf · 4U ENGLISH: JANUARY, 2005 Senior English Evaluation Project 1 RECOMMENDATIONS FOR MARKING

4U ENGLISH: JANUARY, 2005

Senior English Evaluation Project 1

RECOMMENDATIONS FOR MARKING THE SIGHT PASSAGE "A Plague of Plagiarists in a Cut-and-Paste World"

from an article by Russell Smith (1) The following is a set of suggested answers. It is not a rigid or absolute marking guide.

The marker must exercise judgment in determining the range of acceptable answers. (2) Half-marks may be allotted for "close" answers. (3) Up to four marks will be awarded for the quality of writing on the entire Sight Passage

Section of the examination.

1. In your own words, state the author's thesis. (2 marks) Plagiarism is a rampant and serious problem at universities because computer technology makes it very easy for students writing essays to cut and paste the work of others. (1 mark) Despite objections, using technology to detect plagiarism is necessary, effective, and fair, and students who are honest have nothing to fear. (1 mark) Students might misread the essay and suggest unacceptable answers such as the following. Such points as these do not deserve a mark because the essay argues against each of these.

• Internet vetting services are unnecessary, intrusive, and an infringement on students’ rights. • Students are inclined to plagiarize because their marks may ensure them of a good job in the

future. • Professors use Internet vetting services because the professors are lazy.

2. Identify TWO of the following methods of development from the passage, and explain how the

author uses each to advance his argument. (4 marks) In order to obtain the four marks, the student must both provide a specific reference (1 mark), preferably a quotation, for each method of development; and the student should explain (1 mark) how the author uses this example to support an argument. No mark is to be given for merely giving the location: for example, that there is an example in the first sentence of the second paragraph. The second mark is awarded for explaining how the example advances the argument. This explanation should logically explain why the example supports one of the author's arguments. It is insufficient to say merely that the example emphasizes the author's argument. The argument must be stated. Although the sample answers that follow cite several examples, the student's answer requires only one.



a) example • The vetting service of Turnitin.com is an example of developed software that catches plagiarism.

This example illustrates that such software exists and is used by reputable universities such as UCLA and Berkley. These examples of prestigious schools that use this vetting service further support both the quality of the vetting service and the need for it.

• The Canadian Federation of Students is an example of a union that does not agree with the use of Internet services to detect plagiarism. (E) Thus, the author uses voices that represent students in order to provide the other side of the debate, but ultimately he shows that students’ arguments have been heard and judged to be ineffective.

• The example is used that professors can type in questionable sections from students’ essays into Google, instead of investing in specific software such as Turnitin.com. (F) This shows that there are other ways to check for plagiarism, but argues that this forces professors to use valuable time to prove plagiarism and this time is taken away from time that could be spent on quality of teaching, research, or evaluating authentic work by honest students. As well, he argues that if the result is helpful for both professors and for honest, original students, then universities should be efficient and have students turn in work through a vetting service.

• The author uses a number of examples of borrowing by artists that might appear to students to be plagiarisms, but which are not. These include the following. Students have “grown up with sampling in pop music, and movies whose humour consists of references to previous movies.” (J) “Even high art – the gallery installations and avant-garde poetry often produced by the same professors now teaching – increasingly explores the notion of intertext, of homage, of parody.” (J) “Was T.S. Eliot plagiarizing when he cut and pasted lines from Dante and the Bible, and others into the collage that is “The Waste Land”? (J) For each example, the author clarifies what plagiarism really is. These examples advance the point that true plagiarism is dishonest and intended to mislead. The examples above are not plagiarizing but borrowing correctly either while fully recognizing the sources through footnotes by Eliot, or by making the borrowing obvious as opposed to furtively and dishonestly passing off a composition as one’s own. These examples suggest that students, because of their culture –“it is hard to explain the paramount importance of originality to people who have grown up with sampling in pop music”(J) --, may not understand precisely what plagiarism is; the examples and arguments around each support the need for Internet vetting services.

b) contrast

Any contrast, such as one of the following, (1 mark) should be chosen by the student to show how the author supports his thesis that plagiarism is a problem due to technology, and that universities are



justified in fighting fire with fire and using technology to detect the use of technology to plagiarize. (1 mark) • The pervasive contrast is between the students’ opposition to submitting essays to be vetted and the

universities’ support of this practice. For example, students argue “it is unnecessary and intrusive surveillance” (B) while “universities argue back that “the problem of plagiarism or of easily bought essays is out of control.” (G)

• An important contrast is that parodies in The Simpsons or “sampling in pop music” (J) or passages from the Bible in T.S. Eliot’s poetry are intended to be recognized. Whereas, “the stolen paragraph in a student’s essay, by contrast, is not so honest; it aims at invisibility.” (L)

• There is a contrast used to demonstrate that cheating is not new, but it is easier and faster. “Students find instant essays over the Web. …They pay for them with credit cards [over the Internet]. (In my day, you had to have a seedy cash transaction with a pale graduate student in his smoke-filled apartment.)” (C)

c) cause and effect There are a dozen uses of cause and effect in the essay. Whatever example (1 mark) the student quotes or paraphrases should be accompanied with an explanation (1 mark) of how this supports the thesis or argument, which itself is a cause and effect, the cause being that plagiarism is rampant and the effect being that universities are justified, even required, to check for plagiarism efficiently and effectively by using the Web. • The cause is that “students find instant essays over the Web, instantly transferable” (C); and the

effect is that many “professors won’t even mark an essay until it has been vetted by Turnitin.” (A) • The cause is “the stolen paragraph in a student’s essay … aims at invisibility” (L); the effect is

universities have to “deal with a serious professional issue [plagiarism]” (L) • The cause is that students “have grown up with sampling in pop music, and … [live in] a cut-and-

paste world” (J); the effect is that for professors “it is hard to explain the paramount importance of originality.” (J)

• The cause is “the crisis in funding in universities”; the effect is “classes without enough teaching assistants [to mark essays], so professors are eager to find quick ways of … filtering mountains of essays and investigating those that seem suspicious.” (D) Such “investigating” would include “filtering” out essays that are plagiarized, in whole or in part.

• The cause is that some “students perceive their degree as a … service for which they have paid, which will guarantee them a better job”; the effect is that “if you can buy an essay rather than write it … you’re getting better value.” (H)



d) reference to popular culture There are several references to popular culture. Whatever example (1 mark) the student quotes or paraphrases should be accompanied with an explanation (1 mark) of how this supports the thesis or argument that universities are justified, even required, to check for plagiarism efficiently and effectively by using the Web. Note: The literary references to Dante and T.S. Eliot or his poem are not references to popular culture. No mark is to be awarded if these are used as examples.

Each specific pop culture reference is in italics. • The “art of mash-up music … mixing Madonna over Metallica” (K) uses popular musicians and

terms that students are familiar with to exemplify a use of technology that may appear to be plagiarism. The author argues such “mash-up” is not plagiarism because there is no intent to deceive, but rather the “mash-up” is intended to be recognized as such and thereby enjoyed.

• The “parodies of TV shows … in The Simpsons and Wayne’s World” (K) refers to TV shows that most people, especially university students, would be familiar with. Such parodies include The Simpsons version of Hamlet or Macbeth, for example. This illustrates that “we live in an age of reference and imitation,” (I) and students may perceive borrowing for such parody as plagiarism. Although students, due to such entertainment, may not be clear on what plagiarism is, the author points out that these parodies “wouldn’t be funny if we didn’t instantly recognize them.” (K) Thus, there is no intent to be dishonest; the parodies or references are not plagiarism.

• “Students find instant essays over the Web, instantly transferable …” (C) The reference to the Web in this context supports the point that plagiarism is so easy, so fast, so accessible, and so tempting, that professors also must use the Web to save time while marking.

• Students “have grown up with sampling in pop music” (J). Sampling is incorporating snippets of another artist’s work into one’s own work.

• “It’s a cut-and-paste world” (J) The phrase “cut-and-paste” refers, not to crafts using scissors and glue but to computer editing which makes plagiarism fast and not easily detected.

• “Internet-based, copy-catching software … [such as] Turnitin.com” (A) exemplifies the technology used to find plagiarism in essays that are available on the Internet.

e) generalization • “Students find instant essays over the Web, instantly transferable without even the bother of

photocopying. They pay for them with credit cards.” (C) These statements suggest all students are guilty of paying for essays and that such cheating is the usual behaviour at university. This reinforces his argument that the universities are justified in vetting essays through services such as Turnitin.com.



• “One of the cultural shifts that universities are trying to deal with is the current cynicism about the value of education. … Good marks then become more important than learning. Understanding the subject is of negligible importance in this game.” (H) These generalizations suggest students in this age are “in this game” for marks that will get them a high paying job. The author is cynical about the cynicism of students. He uses this to support his view that universities have to use technology to vet essays when dealing with such amoral, grasping students.

• “It’s a cut-and-paste world.” (J) “We live in an age of reference and imitation, particularly in art and entertainment.” (I) Both these general remarks suggest that, thanks to technology, copying is a way of life in this era. These generalizations support his argument that students do not grasp the importance of originality and that plagiarism is a big temptation for students who live in such a world. Accordingly, universities should use effective and efficient means to curtail plagiarism.

• “Many professors won’t even mark an essay until it has been vetted by Turnitin.” (A) “Professors are eager to find quick ways of marking ….” (D) Both remarks support the argument that the problems of plagiarism and of marking can be helped by using technology to scan essays for copying off the Web.

3. a) State the dominant tone of the passage. (1 mark) Several terms are acceptable. The student must identify one valid, specific tone for one mark. A general term for the tone, such as positive or negative, is too vague. Likewise, since the "dominant tone" is asked for, tones such as personal, conversational, thoughtful, emphatic, or opinionated are not specific enough. In this essay there are about three recurring tones, any one of which a student might argue is dominant. • First, there is a reasonable tone as the author presents both sides of the controversy. In the end the

author finds it reasonable to use technology such as Turnitin.com to detect the use of technology to plagiarize from the Web.

• On the other side of that coin, there is the critical, even condescending, tone heard when the author expresses his distaste for plagiarism, and for those who argue against using software services to reveal plagiarism.

• There is an alarmed or concerned tone when he suggests there is a crisis to be dealt with, a plague of plagiarism.

Note: Not every tone is valid. The tone selected should be one of the three above or a close synonym for one of the above such as objective (reasonable) or disparaging (critical). Sarcastic is not the dominant tone, although a phrase or two has a bite, e.g., “miraculously produced,” (L) “particularly poetic or incongruous turns of phrase” (F)



It would not be accurate to say the tone in this essay is bitter or cynical or furious; nor dignified, solemn, reverent; nor smug, boastful; nor whimsical; nor sympathetic; nor indifferent, etc. b) With specific reference to the passage, explain how the author's use of diction reveals this tone. (1 mark) Diction refers to specific words chosen for their connotation, their implications, their power to reveal an attitude or tone. A student should not quote a whole sentence without identifying (underlining, or later quoting) a specific word or phrase as the effective diction; nor should a student explain that the idea in a quoted sentence supports the argument. Such a response has not dealt with "diction"; full marks should not be given in this case. For one mark, the student must explain briefly why the vocabulary is suitable for creating the tone that the student has identified. While a student may gain the mark for providing one good example well-explained, several examples may form a more persuasive and superior response. The specific diction is in italics in the paragraphs that follow. The context is given to help the reader, but the context is not necessary in a student's answer. A reasonable, objective, logical tone is evident in comments about the problem of plagiarism created by computer access to the Web. The author argues that it is reasonable to use technology to counteract the abuse of technology. The author presents arguments on both sides of this “serious professional issue” (L) although clearly he favours the use of technology as a “deterrent” (L) for plagiarism. The following diction in italics support this: • Reason and logic are evident in laying down the facts for the students’ side of the case: “A

controversy is incubating in universities” (A); “Students … have launched complaints … alleging it is unnecessary, intrusive surveillance.” (B); “More sophisticated objections have been raised by students who point out ... (B); “Indeed, one of the few serious arguments … comes from student unions [which] want the work of vetting … to be done by paid people, not by … software.” (E)

• Reason and logic are evident in the logical progression from student complaints to responses by the universities: “The first answer is …” (C); “Furthermore” (D); “The universities argue back that …” (G); “universities are trying to deal with the current cynicism about the value of education” (H); “It is hard to explain the paramount importance of originality.” (J)

• There are many logical cause and effect statements, e.g., “It is hard to explain the paramount importance of originality to people who have grown up with sampling in pop music, and movies whose humour consists of references to previous movies.” (J) Or “The whole practice depends on recognition for its effect.” (K)



• There are effective logical contrasts in which the author reasons out his conclusion: “The stolen paragraph in a student’s essay, by contrast, is not so honest,” (L) and “The big difference here, of course, is that …” (K)

• There is a final appeal to reason: “And honestly, guys, if you’re not cheating, then what do you have to worry about?” (L)

Along with the tone of reasoning evident above, a reader may detect a critical tone, even a condescending tone. Along with the reasonable tone suitable to persuade us that it is logical to use software such as Turnitin.com, is a critical tone evident in the diction used against students who plagiarize, or against those who do not want services to search for plagiarism. The disparaging diction includes the following in italics: • Students have launched complaints … alleging that it is unnecessary, intrusive surveillance … or is

just not nice or something.” (B) The wording is condescending and critical; it suggests some naïve students have no real reason to complain beyond feeling that checking for plagiarism “is just not nice”; and the term “alleging” suggests that the students really do not have a valid complaint.

• “Indeed, one of the few serious arguments that have been made … comes from the student unions … [which] want the work of vetting … to be done by paid people [hired students].” (E) The condescending, disparaging remark “one of the few serious arguments” implies that other arguments by students are of little value. Even this argument is nullified by pointing out that it is full of self-interest because students really want to be hired and paid to mark and search for plagiarism.

• “One of the cultural shifts that universities are trying to deal with is the current cynicism about the value of education.” (H) The author is critical of contemporary students’ “cynicism” about learning; he states that they are interested in money not learning. He is condescending in view of contemporary values when he states that this cynicism is due to a “cultural shift” away from traditional values.

• “So, if you can buy an essay rather than write it, or pay an ‘editing service’ to correct and improve it before you hand it in, you’re getting better value out of your investment.” (H) The tone is condescending, even mockingly critical, about students who are willing to plagiarize to get a degree to get a high paying job but who are not interested in learning. For them the tuition is an “investment” leading to more money; for them a good mark, even through plagiarism, is “better value”; and the quotation marks around “editing service” suggest this is a euphemism for a “cheating service” that the author is disparaging.

• The author clearly agrees with the universities that claim “the students’ indignant cries of ‘guilty until proven innocent’ are nonsense.” (G) The tone is condescending in the diction “indignant cries” and “nonsense.” The author is critical of students who voice such “nonsense.”



• “The stolen paragraph in a student’s essay, by contrast, is not so honest; it aims at invisibility.” (L) The diction “stolen” and “not so honest” criticizes some students for being thieves.

• “Professors who warn their classes that essays will be processed [using Turnitin.com] often get a new batch of essays miraculously produced by the end of the week.” (L) “Miraculously produced” has a mocking tone. It suggests the students had been dishonest because they had plagiarized, and when faced with being caught they were quick to produce their own original work, which they could have done in the first place if they had had good work ethics.

A reader may sense the dominant tone is one of alarm or concern about the prevalent problem of plagiarism.

• “Plague” in the title suggests that the plagiarism is very alarming. • “A controversy is incubating” alarmingly suggests protests and conflicts are coming.

“Incubating” suggests a serious virus may be about to manifest itself. • That students have launched “complaints … alleging unnecessary, intrusive surveillance …

[that] makes them feel like criminals” (B) is matter for concern. • The “crisis of funding” (D) has created marking problems that are alarming. • That “the universities argue back that the problem of plagiarism … is out of control.” (G) “Out

of control” is alarming. • The “current cynicism about the value of education” (H) is alarming, as are attitudes of

students, such as, “understanding the subject is of negligible importance in this game.” (H) • “The stolen paragraph in a student’s essay … aims at invisibility.” (L) Accordingly, “the threat

of Turnitin.com scrutiny serves as a deterrent.” (L) Diction like “stolen” and “threat” and “deterrent” are associated with crime and suggest the author is alarmed at “the way of the modern world.” (L)

4. Identify from the passage ONE of the following stylistic devices, and explain the contribution of the device to the impact of the passage: a) metaphor, b) rhetorical question, c) alliteration. (2 marks) One mark is awarded for clearly identifying, preferably quoting, a valid example of the device. A second mark is awarded for explaining the contribution of the device to the impact of the essay. Note that it is not enough by way of explanation merely to define the device or merely to state that the example adds emphasis; the student must state a specific contribution to this essay, preferably the student explains which argument or tone is heightened by this device. As well, the student is not answering the question if the answer is simply a restating of the meaning of a sentence or a phrase.



Although the marking guide cites several examples below, the student's answer needs to cite and explain only one. a) metaphor Metaphors include the following comparisons in italics. The context is included to help the marker, but the student need not include the context, and if the context is included the metaphor should be identified by underlining or quoting the operative words later. The student should quote a metaphor (1 mark), such as one of the following, and explain the added value (1 mark), such as explaining that the metaphor supports the thesis that universities are justified in using technology to combat plagiarism. • The title has a metaphor: “A Plague of Plagiarists in a Cut-and-Paste World.” The strong metaphor

in “plague” compares plagiarism to a serious disease causing serious social ills, a disease that must be treated or prevented, in this case by software such as Turnitin.com.

• "A controversy is incubating in universities …” (A) suggests that a clash of values is growing and will hatch like an egg – or like a disease. This supports the point that students and universities do not agree on the use of software to assess essays for copying off the Web.

• “Students have launched complaints.” (B) “Launched” suggests something like a large ship has been created and put into action. This suggests that the complaints are not an insignificant issue; that students are fighting back vigorously.

• “There is an even larger cultural factor contributing to the crescendo of interest in … copying.” (I) “Crescendo” suggests a rising, not easily ignored manifestation of interest in the problem of copying.

• Professors use Turnitin.com “as a filter to pre-grade papers” (B); and professors want “quick ways of … filtering mountains of essays” (D). The metaphor “mountains of essays” suggests that there are many essays to mark. This metaphor adds to the argument that the professor does not have time to check each one individually for plagiarism and that a service such as Turnitin has value. The metaphors “filter” and “filtering” imply that there are some papers with flaws that can be mechanically discovered. This supports the use of technology to speed up the marking of essays.

• “It’s a cut-and-paste world.” (J) This language of computers is appropriate to the discussion about the plagiarizing that often involves cutting and pasting passages in an essay. The metaphor suggests that copying has become prevalent in our society and schools; therefore, universities are justified in using technology to curtail academic dishonesty.

• “Was T.S. Eliot plagiarizing when he cut and pasted lines from Dante, the Bible, and others into the collage that is The Waste Land?” (J) The “collage” is a metaphor that helps visualize a patchwork of many varied texts in one. Collages are equated with art and with creative use of varied material. He points out that Eliot used footnotes and created the collage in an honest fashion. This suggests



that borrowing honestly and artistically can create a fine product. However, this “collaging” is not plagiarism.

b) rhetorical question Any one of the questions in this essay may be considered rhetorical in the broad sense that they serve to add pizzazz, to pique the reader’s interest. As well, they help to add impact to a point. The student should quote a question (1 mark) and explain the specific added value to the essay of that specific question (1 mark). It is not enough to merely say that any rhetorical question involves the reader personally and adds emphasis. Although several questions are quoted as a block below, it is sufficient for the student to use one question. • “Why is plagiarism such a hot issue at the moment?” (C) Although this question is answered, it is

rhetorical in that it invites the reader into the discussion. This voices a question the reader would have at this point in the essay, and it allows the author to explain the influence of technology that makes plagiarism from the Web easy and also makes the detection of such plagiarism easy – and necessary for fairness to the honest students.

• “Was T.S. Eliot plagiarizing when he cut and pasted lines from Dante, the Bible, and others into the collage that is The Waste Land?” (J) The answer to this rhetorical question is “no,” and the question allows the author to explain why: “The big difference is ….” (K) He points out that Eliot used footnotes and created the collage in an honest fashion. This suggests that borrowing honestly and artistically can create a fine product. This is not plagiarism: It is not pretending that something stolen is your own creation.

• “And honestly, guys, if you’re not cheating, then what do you have to worry about?” (L) This rhetorical question ends the essay emphatically. The implied answer is “nothing.” This forces the reader to agree with the thesis that the vetting of essays for plagiarism is not a problem for honest students, rather is a help to create fair assessment and to allow professors more time to prepare or to assess rather than to police.

c) alliteration • The title has alliteration and assonance: “A Plague of Plagiarists.” The use of “plague” emphasizes

the serious problem of plagiarism in universities, a problem that may require strong medicine, such as having students submit all essays through Turnitin.com.

• Note the hard c’s in “cultural factor contributing to the crescendo of interest in … copying.” (I) This repetition of sound creates its own crescendo, emphasizing the point that culture contributes to views on copying, adding to the “controversy incubating in universities.” (A)



• Mmmmm, hum along to this: “the art of mash-up music … mixing Madonna over Metallica” (K) The resonant m’s play with terms and names to emphasize that there is borrowing in the music many students are familiar with. This may contribute to the point that audience recognition of the copying in mash-up music is intended, and this is not the same as furtive theft of intellectual property.

• The repetition of the s’s in “suspicious sentence … stolen from somewhere” (F) give a derisive hissing appropriate to mocking plagiarism, and the alliteration also emphasizes the crime with “suspicious” and “stolen.” Both support the author’s views that plagiarism is unacceptable and that it is justifiable to curtail it with technology.

• “Particularly poetic” (F) is particularly poetic with the alliteration that emphasizes that plagiarized material is often particularly well written, and therefore stands out in an otherwise sophomoric student essay.

5. Personal response: (6 marks)

The personal response should be in the form of a paragraph or paragraphs. The student's opinion should be clarified with examples which the student reflects on insightfully and uses to support judgments. A well-developed response should be at least 200 words, as indicated in the Student Exemplar Handbook. Division of marks: Up to two marks can be earned for stating the position taken by the author and comparing one's own view with that of the author. The student must state his/her own position clearly; a simple statement of "I agree" or "I disagree" does not merit any mark. Up to four marks can be earned for the student's commentary which includes examples from personal experience or observation and the use of these as the basis for judgments made or conclusions drawn. To receive full marks, a student must express a judgment based on evidence of his own. Note, also, that one example that is well-explained and has a commentary which shows insight could merit full marks. Each teacher should mark the personal response in a way that is consistent with his or her teaching and marking in class.



RECOMMENDATIONS FOR MARKING THE ESSAY ANSWER SECTION

JANUARY, 2005

CLARIFICATIONS ON RUBRIC REFERENCES IN THE GUIDE BELOW I. To save space, the expectations have not been written out in full each time they are referred to in the Marking Guide. For example, the third expectation under the Knowledge and Understanding category which reads "demonstrates an understanding of ideas, concepts, and themes from the prompt and the text" is referred to as "understands concepts (K3)"; and "synthesizes (C1)" refers to the first expectation in Communication, "organizes and synthesizes significant information and ideas." Likewise, the three expectations of Thinking and Inquiry are referred to, in order, as T1, T2, T3, with a word or two to indicate the main issue, for example, "makes support relevant (T2)". For further explication of each expectation, markers should refer to both the rubric and the "place mat." II. In certain mishandling of the prompt, several expectations will not be met. These have been indicated using the codes above. For example, should a student fail to deal with a significant element of the question, or answer with simply a plot summary, the marking guide will advise that "such an answer would receive no higher than level one-minus for K3 'understands concepts,' T2 'makes support relevant,' T3 'analyzes ideas,' and C1 'synthesizes ideas'." The reasons for selecting these four are as follows: K3, "understands concepts," because understanding concepts in the prompt and what is expected in

a literary essay is weak or not present; T2, "makes support relevant," because although the knowledge of text (K2) may be good, that

knowledge is not discussed or made relevant to the prompt. (This is an important distinction between K2, "accurate support," and T2, "support made relevant.")

T3, "analyzes ideas," because expected analysis is weak or absent in a plot summary or in a failure to deal with an important element of the question.

C1, "synthesizes ideas" because organizing of information to develop the topic and synthesizing text and prompt are weak or have not been done.

In specific cases, it may also be the case that the thesis (T1) is not suitable to the prompt, or that the support is thin or inaccurate (K2); these may be assessed separately from the block of four above. III. The difference between K2 and T2 is that K2 assesses thorough and accurate knowledge of the text, whereas T2 assesses the thoughtful, insightful, and analytical application of that knowledge to the prompt in a relevant and persuasive argument. Likewise, the difference between K3 and T3 is this. K3 assesses the knowledge or understanding only of terms in the prompt or themes in the text; whereas T3 assesses the degree to which the analysis creates a developed, insightful argument using those terms or themes applied to the text. For example, if motifs in the prompt is confused with motives, the student does not understand a term (K3); if a student expresses theme as one word, e.g., "the theme is revenge," the understanding (K3) of both the term theme* as well as the understanding of the theme in the work are weak. The essay must demonstrate knowledge of the message or inference we are to draw about revenge from the text. These are issues for K3, understanding and knowledge, rather than for T3, analysis. Of course, T3



will probably be adversely affected if a student does not understand the prompt or does not know of a good theme in the work. * Theme in a literary essay should be expressed as an abstract "central, controlling" idea or opinion in a work. For example, a theme for The Stone Angel is not "death," even though Hagar is dying, but "fear and pride can isolate an individual." (See pages 66-69 in the Student Exemplar Handbook.) *Note that essays of fewer than 500 words are to be evaluated at best as “Insufficient” for both Communication and Application. QUESTION # 1 To what extent does a character’s obsession lead to his/her success or failure in a work studied in this course? Elements of the question and expectations for answers: The student's answer should:

• identify a character; • identify the obsession that leads to success or failure;

• illustrate the success or failure;

• analyse the contribution to the success or failure of the obsession.

Problems students may have in answering this question or teachers may have in marking answers to it:

Recommended ways teachers should handle these problems when marking:

1. The student fails to deal with one of the elements of the question.

1. Such an answer fails to deal with the question in a valid way and cannot be awarded higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyses ideas (T3), and synthesizes significant information (C1).



2. The student deals with more than one character or more than one obsession.

2. Full credit may be given if the student deals with at least one character thoroughly and insightfully. Accurate references to other characters can only enhance the response.

3. The student deals with more

than one work.

3. While the intent of the question is that the student deal with one work in some depth, full credit may be given if the student deals with at least one work thoroughly.

4. The student argues that the

obsession leads to success andfailure.

4. Although the prompt states “or,” full credit should be given for looking at both sides of an issue. The outcome may be a success in one sense and a failure in another sense. Likewise, one character’s obsession may lead to success (Edgar) and another’s to failure (Edmund).

5. The student argues that the

character has an obsession butit does not lead to success or to failure.

5. The prompt asks “to what extent.” Therefore the student may argue that to no-extent does an obsession lead to failure or success. Full credit may be awarded if this can be well presented. However, the student must do more than merely illustrate an obsession.

6. The student uses a plot

summary to illustrate the obsession and its effects, but there is little or no analysis of the success or failure being caused by the obsession.

6. A plot summary cannot be awarded higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyses ideas (T3) and synthesizes significant information (C1). In order to argue "to what extent” the student should explain reasons why an obsession is responsible for the character’s success or failure.

7. What may be considered as

an “obsession”? 7. An “obsession” in this context is to be interpreted

broadly. It may be any quest or goal that preoccupies the character. Macbeth seeks security, Hamlet seeks proper revenge, Gatsby seeks his ideal of Daisy.

8. What is expected in response

to "to what extent” in this prompt? Must the student explicitly state that the extent is great or small?

8. In responding to "to what extent," the student should judge and explain the effect of an obsession on a character’s success or failure. The student need not actually write “to a great / little extent”; this may be implied as the student’s essay develops.

QUESTION # 2 To what extent is a character responsible for his/her isolation from society in a work studied in this course?



Elements of the question and expectations for answers: The student's answer should:

• identify a character; • illustrate that character’s isolation from society;

• argue the extent to which this isolation is due to that character’s choices.

Problems students may have in answering this question or teachers may have in marking:



1. Such an answer fails to deal with one or more significant elements of the question. The answer cannot receive higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyses ideas (T3), and synthesizes significant information (C1).

2. The student deals with

more than one character or more than one work or more than one form of isolation.

2. Since the prompt uses the indefinite article a, full credit may be given if the student deals with more than one character or work or type of isolation, provided the support and analysis is thorough and insightful for at least one work.

3. The student uses a plot

summary approach to describe the isolation but does not argue the extent to which the character is responsible for this isolation.

3. A plot summary can receive no higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyses ideas (T3), and synthesizes significant information (C1). Higher level thinking is required to make the evidence relevant to the topic, and to use the evidence to explain the influence of the character’s choices on his/her isolation.

4. What may be considered as

“isolation from society”? 4. “Isolation from society” may be chosen by self

(Hamlet) or imposed by others (Lear). It may be physical confinement or rejection by others or rejection of others. The isolation may be due to disgust, guilt, anger, fear (the Macbeths), insanity, sloth, blindness, greed (Duddy and Kurtz), etc.



5. The student argues against the question contending that a character was not responsible for his/her isolation.

5. Since the question asks for "the extent," this approach is acceptable if all elements of the question are addressed. However, support, logical analysis, and reasonable conclusions are required for any position taken. Hence, the other cause of the isolation must be explained. As well, if taking this position, the student must not unintentionally show that the character is responsible for the isolation.

6. The student argues and

illustrates that others are mainly responsible for the character’s isolation.

6. This may not address an element of the question. The student must deal with the extent to which the character is responsible. However, others will be involved, for example, Goneril and Regan do reject Lear; however, the focus should be on the extent that Lear is responsible. See solution #1 above if the student is off topic.

7. What is expected in

response to "to what extent” in this prompt? Must the student explicitly state that the extent is great or small?

7. In responding to "to what extent," the student should judge and explain the effect of a character’s decisions on his/her isolation from society. The student need not actually write “to a great / little extent”; this may be implied as the student’s essay develops.

QUESTION # 3 Show that a conflict based on morals or values is used to develop a central theme in a work studied in this course. Elements of the question and expectations for answers: The student's answer should:

• identify a central theme;

• identify or describe a conflict;

• identify morals or values of society that cause the conflict;

• explain why these values cause that conflict; • explain why that conflict develops that central theme.



Problems students may have in answering this question or teachers may have in marking answers:



1. Such an answer fails to deal with the question in a valid way and cannot be awarded higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyses ideas (T3), and synthesizes significant information (C1).

2. The student deals with more

than one work or more than one central theme or more than one conflict.

2. While the intent of the question is that the student deal in some depth with one central theme in one work, full credit may be given if the student deals with at least one theme, conflict and work thoroughly. References to other themes, conflicts, or works could enhance the response.

3. The student response is

largely plot re-telling to illustrate the conflict. There islittle analysis of how the conflict is “based on morals” or why the conflict advances “a central theme.”

3. A plot summary fails to deal with one or more elements of the question and cannot be awarded higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyses ideas (T3), and synthesizes significant information (C1).

4. The student deals with only one value, or one moral concern, or only one of each.

4. Although the prompt uses the plural in “morals or values,” the purpose of the prompt is not seriously misread if the student deals insightfully with just one social or personal value or one element of morality. Full credit may be given if the discussion is insightful and support is sufficient to show that the internal or external conflict is due to a matter of conscience.

5. The student states the

theme, not using a complete statement of opinion, but using merely one word or a phrase, e.g., "The theme is revenge."

5. If the theme is not clarified in the essay as an abstract concept or insight that the work explores, then the answer cannot receive higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyses ideas (T3), and synthesizes significant information (C1).



6. What may be considered “morals”?

6. “Morals” include what the character’s conscience considers right or wrong. An action that is immoral will usually be included in the seven deadly sins: anger, greed, envy, lust, laziness; and immoral tendencies include ruthlessness, selfishness, callousness, despondency (Macbeth). The moral behaviour will usually include the virtues: loyalty, patience, generosity, courage, diligence, mercy, love, pity, temperance, etc.

7. What may be considered

“values”? 7. Values may be positive or negative. Shallow values

include valuing wealth, power, status, beauty, fine wine. Positive values include valuing justice, equality, charity, security, freedom, health, education.

8. Can the student use either an

internal conflict within one character or an external conflict between several characters?

8. Yes. An internal conflict may be such as Thomas More’s divided loyalties to king and church, or Hamlet’s inner conflict between seeing justice done and avoiding hell himself in the process. Likewise, external conflict between characters may be used provided the focus is on conflicting values, such as the conflicting values of Lear and those of his daughters. Both sides of the conflict should be clarified.

9. The student argues against the

question, contending that to little or no extent did values cause the conflict or that theme is developed through the conflict.

9. This fails to address the topic. Such a response cannot be awarded higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyses ideas (T3) and synthesizes significant information (C1).

10. What is expected for “show that”?

10. The student should present positive proof through the use of adequate supporting evidence and explanation of relationships. In this case, one needs evidence and explanation of the relationship between theme development and a conflict based on morals or values.

QUESTION #4 With reference to a work studied in this course, show that the author develops a central theme through a character who is unable to change his/her course of action. Elements of the question and expectations for answers: The student's answer should:



• identify a central theme;

• identify a character;

• illustrate that the character is unable to change his/her course of action; • explain why the theme is developed by that character’s inability to change his/her course of

action .

Problems students may

have in answering this question or teachers may have in marking answers to it:



1. Such an answer fails to deal with the question in a valid way and cannot be awarded higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyzes ideas (T3), and synthesizes significant information (C1).

2. The student refers to more than

one central theme or more than one character, for example, to both Lear and Gloucester, or to both Kurtz and Marlow.

2. Full credit may be given if the student deals with more than one character or theme, provided at least one character and one central theme are treated thoroughly. Referring to two or more characters may enhance the response.

3. The student deals with more than

one work.

3. While the intent of the question is that the student deal with one work in some depth, full credit may be given if the student supports the prompt thoroughly using references to more than one work.

4. The student chooses a minor

character, or characters, e.g., Goneril and Regan in Lear, Wilson in Gatsby, or Laertes in Hamlet, suggesting that these characters are unable to change their courses of action.

4. Full credit should be given if the student provides adequate support and analysis for at least one character. However, if student is grasping at a straw when a log is available, marks should be reduced for these three expectations: knowledge of text (K2), uses compelling evidence (T2), organizes significant information (C1).



5. The student uses a plot summary to demonstrate that a character does not change, but the student does not show that this is related to developing a theme.

5. A plot summary cannot be awarded higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyses ideas (T3), and synthesizes significant information (C1). Higher level thinking is required.

6. The student argues against the question contending that theme is developed because change did occur or because a character was able to alter his/her course of action.

6. Since the question asks for a character "who is unable to change …," this approach is not acceptable. Such an answer fails to deal with the question in a valid way and cannot be awarded higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyzes ideas (T3), and synthesizes significant information (C1).

7. The student states theme, not

using a complete statement of opinion, but using merely one word or a phrase, e.g., "The theme is revenge."

7. If the theme is not clarified in the essay as an abstract concept or insight that the work explores, then the answer cannot receive higher than level one-minus for these four expectations: understands concepts (K3), makes support relevant (T2), analyses ideas (T3), and synthesizes significant information (C1).

8. What may be considered

causes for a character being “unable to change his/her course of action”?

8. Although characters have free will, a character may be “unable to change his or her course of action” due to the circumstances and his/her own personality traits, religious convictions, social pressure, strong desires, conscience, loyalty to others, guilt about the past, paranoia, etc.

9. What is expected for “show

that”? 9. The student should present positive proof through the

use of adequate supporting evidence and explanation of relationships. In this case, one needs evidence and explanation of the relationship between theme development and a character’s inability to change his/her course of action.

(For teacher's use only)



Examination: ENG 4U Conference Marking Date: Friday, January 28, 2005

Student Mark Conf. Marker Mark Final Mark 1. One high paper (36-45 out of 45) and one medium paper (27-35 out of 45)

2. Failing papers

3. Other papers chosen by the teacher to be re-read (no more than three per class)

Documents

RECOMMENDATIONS FOR MARKING THE SIGHT …saunderssrb.pbworks.com/f/Plague+of+P's+Mkg+Gd.pdf · 4U ENGLISH: JANUARY, 2005 Senior English Evaluation Project 1 RECOMMENDATIONS FOR MARKING