Laurie Halse Anderson



Laurie Halse Anderson’s Speak Name: _____________________________

Period: _______ Date: ________________

Constructed Response

“Third Marking Period”

By the end of the third marking period, Melinda Sordino has experienced sexual harassment from Andy Evans a number of times. Study the informational handout on sexual harassment, especially the examples and effects. Then, in a paragraph discuss three distinct times Melinda is sexually harassed by Andy Evans THROUGHOUT THE NOVEL. Also, explain how the harassment directly affects Melinda. Use the TS-3D-CS paragraph formula.

As you write be sure to:

• Clearly and specifically state each example of sexual harassment.

• Use specific examples to explain the effects of the harassment on Melinda.

• Use your own ideas.

• Write neatly and clearly.

• Use only the space provided.

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

| |Advanced |Proficient |Developing |Beginning |

| |4 |3 |2 |1 |

| |Answers the question |Answers the question clearly |Attempts to answer the question, |Answers the question, |

|Accuracy |clearly, correctly, and |and directly, but with some |but many details are incorrect |but response is |

|(correctness) |directly |minor inaccurate details | |superficial, unclear, |

| | | | |irrelevant, and/or |

| | | | |incorrect |

|Reasoning |Draws logical connections, |Draws plausible connections, |Draws limited and/or faulty |Draws no connections, |

|(logic) |inferences and/or |inferences, and/or |connections, inferences, and/or |inferences, and/or |

| |conclusions, all of which |conclusions, some of which may|conclusions due to lack of |conclusions |

| |are text-based |be skewed due to a minor |comprehension or major | |

| | |misinterpretation |misinterpretation | |

|Grammar, usage, and |Displays excellent writing |Displays adequate writing |Displays weak writing skills. |Displays writing |

|mechanics |skills. 1-3 minor errors if|skills. 4-6 minor errors. |More than 6 errors, some of which|deficiency. So many |

| |any. | |begin to hinder the reader. |errors that meaning of |

| | | |Response may be confusing but is |response is lost or |

| | | |still comprehensible. |confusing. |

|Understanding |Shows sophisticated |Shows solid understanding of |Shows mostly a literal and/ or |Shows little or no |

|(depth) |understanding of the key |the key ideas that attempts to|superficial understanding of the |comprehension of the key|

| |ideas through thoughtful, |transcend the literal through |key ideas |ideas |

| |substantial elaboration |adequate elaboration | | |

|Examples |Cites insightful and |Cites general and relevant |Cites little, random, and/or |Cites no evidence from |

|(precision) |specific examples from text |examples from text (and life |irrelevant evidence from text |text (and life if |

| |(and life if appropriate) |if appropriate) |(and life if appropriate) |appropriate) |

Total Score: ___________/20 = ___________/100

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