Post-Unit Assessment Task

Directions: Respond to the prompt below. However, remember what we have talked about. You dont
immediately begin writing. First develop a thesis an answer to the question below, and BE SPECIFIC.
Then create an outline, detailing what you will say in each paragraph. Once this is done, begin your rough
draft. One this is completed, edit, and rewrite.
After you have finished, and you believe you have a worthwhile paper, score yourself according to this
rubric, explaining why you believe you deserve the score you have given yourself. I will score your paper,
and give feedback as well before I hand it back to you.

Has your identity as a reader changed at all, and how did the books you read in this unit change the way you see
the world? After reading a self-selected novel and several nonfiction texts on a related topic, write a reflective essay
that describes your growth as a reader and addresses the focus question. Refer back to your pre-unit assessment
task and discuss how anything has changed in terms of your reaction to one of the quotes. You might choose to
discuss a different quote this time. Has your identity as a reader changed? Do you feel differently about fiction?
Nonfiction? Do you see a different role that reading can play in your life? Support your claims using examples from
your reading and from personal examples (Oakland Schools 34).

Independent Reading
Summative Assessment Rubric*

Criteria/Stan Proficient Students Comments and Scoring Teachers Comments and Scoring
dards
Purpose The students writing
effectively integrates ____/10 _____/10
and evaluates at least 2
sources to answer a
specific question. The
reader has a clear sense
of the writers purpose
and goal in writing.
There is a message
which the student is
RI.11-12.7. trying to convey.

Integrate and evaluate

 multiple sources of
information presented in
different media or formats
(e.g., visually, quantitatively)
as well as in words in order
to address a question or
solve a problem.

Demonstratio The students writing

n of clearly demonstrates _____/20 ____/20
Knowledge their understanding of
and Thought the texts they read by
directly referencing
them in the paper, and
going beyond initial
summary (i.e. there is
actual analysis). The
writing shows that the
student thought about
what they were going to
write, prior to writing.
RL.11-12.9.
Demonstrate knowledge of
eighteenth-, nineteenth- and
early-twentieth-century
foundational works of
American literature,
including how two or more
texts from the same period
treat similar themes or
topics.
 Supports The students writing
Claims with gathers relevant ____/20 _____/20
Evidence information from
multiple print and digital
sources (at least 2), and
integrates these sources
into their text to
maintain the flow of
ideas and support their
thoughts. The writer also
avoids plagiarism or
overreliance on any one
text, while using proper
W.11-12.8. MLA citations and
formatting.

Gather relevant information

from multiple authoritative
print and digital sources,
using advanced searches
effectively; assess the
strengths and limitations of
each source in terms of the
task, purpose, and
audience; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and overreliance
on any one source and
following a standard format
for citation.
Development The student develops
of Topic the topic thoroughly by ____/20 _____/20
selecting the most
significant and relevant
facts, extended
definitions, concrete
details, quotations, or
other information and
examples appropriate to
the audiences
W.11-12.2b. knowledge of the topic.

Develop the topic

thoroughly by selecting the
most significant and
relevant facts, extended
definitions, concrete details,
quotations, or other
information and examples
appropriate to the
audiences knowledge of
the topic.

Clarity The students writing is

clear and coherent. The ____/10 _____/10
reader can understand
what the student is
communicating without
confusion. The students
development,
organization, and style
are appropriate to the
task, purpose, and
audience, so that the
reader is left with a clear
W.11-12.4. understanding of the
students message.

Produce clear and coherent

writing in which the
 development, organization,
and style are appropriate to
task, purpose, and
audience. (Grade-specific
expectations for writing
types are defined in
standards 13 above.)

Academic The student uses an

Language academic language. The ____/10 ____/10
writing is free of
colloquial expressions or
informal language. The
student does not write in
catch phrases, or slang.
The student selects
words carefully and
avoids language which
is vague, unspecific, or
is inaccurate to what
L.11-12.6. they are trying to
communicate.

Acquire and use accurately

general academic and
domain-specific words and
phrases, sufficient for
reading, writing, speaking,
and listening at the college
and career readiness level;
demonstrate independence
in gathering vocabulary
knowledge when
 considering a word or
phrase important to
comprehension or
expression.
Writing The student uses the
Conventions proper writing _____/10 _____/10
techniques including
proper grammar,
punctuation, voice,
style, transitionary
statements, and usage
of Standard American
English, and there is an
L.11-12.2 obvious flow to the
paper.

Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.

Total: _____/100
Total: _____/100
Teacher Comments: