Annotation: The reader answers "that 'grandmother was strong like a distant mesa.'" and continues by citing text that grandmother "had gentle manners" and that the lines in grandmother's "face were marks of honor." The reader concludes that "This is how the speaker feels about grandmother." The reader does answer the question and does offer text support that is pertinent to the grandmother's character, but no conclusion is drawn or clarification offered about how "gentle manners" and "marks of honor" make the grandmother a strong individual.

Annotation: The reader answers that "The speaker ... feels inspired and touched" by the grandmother and extends the idea by stating the speaker must be inspired by the grandmother "or she probably wouldn't have written this..." The reader concludes "based on what the speaker was saying" the speaker "is touched" by the grandmother. The reader does answer the question but provides no text support for the grandmother's ability to touch and inspire. In the second sentence, the reader displays confusion between the roles of poet and speaker of the poem. Finally, the reader extends the idea "wouldn't have written this if she wasn't", but it is ineffective because of missing text support. To improve this response, the reader should offer text support that indicates the inspiration of the grandmother and its effect upon the speaker.

Annotation: The reader responds that "The speaker ... feels pride + honor," and continues that everything said about the grandmother is "in a good positive way." The reader offers a specific "The whiteness of her windblown hair, a halo..." and repeats the idea that only "good things" are said about the grandmother. The reader cites a "good thing" "The lines in her face were marks of honor" and continues that this is a connection to personal experience because everyone "thinks about their role model in a good way." The reader does answer the question and offers text support about the grandmother that is positive. The personal connection does not add to the response. To improve this response the reader should clarifiy how the hair resembling a halo and the marks of honor on the grandmother's face support the ideas of pride and honor.

Annotation: The reader responds that the grandmother "made a strong impression" and that she "was such an unforgettable person." Next, the reader offers text support that "not easily forgotten" and "marks of honor" show the grandmother's strength and then continues to explain that "marks of honor" are most likely good" and would need to be earned. The reader concludes that "A person must be honorable to make a good impression" and that "the speaker believes this because of the words...used to describe the grandmother." The reader does answer the question and does offer relevant text support. To improve this response the reader needs to clarify the idea that an honorable person makes a good impression by showing how the grandmother had earned her "marks of honor" and how this created a lasting impression within her family.

Annotation: The reader answers that the speaker "feels love and respects" the grandmother and that this is known because of the way she is described. Next, the reader relays this description, "The lines in her face were marks of honor," and "The whiteness of her windblown hair, a halo against the morning sun." From this the reader concludes that the grandmother "was an angel" and continues that "this woman was generous, helpful, and kind..." The reader does answer the question, offers text support for the response, and draws a conclusion from the text. To improve this response, the reader should extend the physical description of the angel to the specifics of the grandmother's angelic behavior: gentle manner, wiping away of tears, telling of stories etc...

Score 3

The response demonstrates an understanding of the complexities of the text.

• Addresses the demands of the question
• Effectively uses text-relevant¹ information to clarify or extend understanding

Score 2

The response demonstrates a general understanding of the text.

• Partially addresses the demands of the question
• Uses text-relevant¹ information to show understanding

Score 1

The response demonstrates a minimal understanding of the text.

• Minimally addresses the demands of the question
• Uses minimal information to show some understanding of the text in relation to the question

Score 0

The response is completely incorrect, irrelevant to the question, or missing.²

Note 1:

Text-relevant: This information may or may not be an exact copy (quote) of the text but is clearly related to the text and often shows an analysis and/or interpretation of important ideas. Students may incorporate information to show connections to relevant prior experience as appropriate.

Note 2:

An exact copy (quote) or paraphrase of the question that provides no new relevant information will receive a score of "0".

Rubric Document Date: June 2003