EMBEDDED

ASSESSMENT
1 Writing a Literary Analysis

ASSIGNMENT
Your assignment is to write a literary analysis in which you analyze how Zadie Smith uses
literary devices or other elements to express the theme of coping with emotional turmoil in
the short story “Martha, Martha.”

Planning and Prewriting: ■ What devices or elements will you choose?

Take time to select and ■ What part of the text will you revisit to find text evidence?
annotate a passage. Plan for ■ How does Smith use the devices or elements you chose?
your response.

Drafting: Determine the
structure of your essay and
how to incorporate neces-
sary elements.
■ How will you organize your essay? What tools will you use to help you
organize?
■ What is your claim?
■ What textual evidence do you need to support your claim? How will you
include implicit and explicit information from the text?

Evaluating and Revising:
Create opportunities to
review and revise to produce
your best work.
■ How will you ask for feedback on your draft? Whom will you ask?
■ How will you ensure you have included a logical structure, effective order,
and transitions?
■ How will you revise your work to make your sentences more effective?
■ How can you incorporate parallel structures?

Checking and Editing for ■ How will you proofread and edit your draft to demonstrate a command of
Publication: Confirm that the conventions of standard English (capitalization, punctuation, spelling,
the final draft is ready for grammar, and usage)?
publication. ■ How will you ensure pronoun-antecedent agreement?

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■ How will you ensure you are using verb tense and voice consistently and
clearly?
■ How will you use the Scoring Guide to be sure you have met all the criteria
for this assignment?

Reflection
Describe how you have grown as a reader, and as a writer, in the process of creating this
literary analysis. Have you discovered anything new about yourself as a reader? As a writer?
If so, what? If not, why not?

152  SpringBoard® English Language Arts  English I

 EMBEDDED
ASSESSMENT
Writing a Literary Analysis 1

SCORING GUIDE
Scoring
Exemplary Proficient Emerging Incomplete
Criteria

Ideas The response The response The response The response

• shows thorough • shows effective • shows a basic • shows little or no
comprehension of comprehension of the or general comprehension of the
the source text and source text and is free comprehension of source text and has
is free from errors of from significant errors the text and has numerous errors of
interpretation of interpretation some errors of interpretation
• shows a perceptive • shows a reasonable interpretation • shows little or no
analysis of the analysis of the • shows a limited or analysis of the
explicit and implicit explicit and implicit unconvincing analysis explicit and implicit
meanings found in meanings found in of the explicit and meanings found in
the text the text implicit meanings the text
• includes relevant, • includes relevant found in the text • includes little or no
sufficient, and support for claims. • includes limited or support for claims.
strategically chosen weak support for
support for claims. claims.

Structure The response The response The response The response

• presents a cohesive • presents a cohesive • presents an • lacks cohesion and
and logical and logical incohesive and presents a missing or
organizational organizational inadequate inadequate structure,
structure, with an structure, with a organizational with no identifiable
insightful claim, plausible claim, structure, with an claim and few, if any,
effective order, and effective order, and unclear claim and transitions.
clear transitions. transitions. a lack of adequate
transitions.
© 2021 College Board. All rights reserved.

Use of The response The response The response The response

Language • uses highly effective • uses purposeful • uses inappropriate • uses diction that
diction and sentence diction and sentence diction and has is inaccurate and
variety variety limited sentence inappropriate and has
• demonstrates a • demonstrates an variety little to no sentence
strong command adequate command • contains several variety
of the conventions of the conventions errors in the • contains many errors
of standard written of standard written conventions of in the conventions
English, with almost English, with only standard written of standard written
no errors. slight errors that do English that interfere English that interfere
not interfere with with meaning. with meaning.
meaning.

Unit 1  •  Telling Details  153