Language & Composition | Mr. Eure | Brewster High School



The effectiveness of any response rests on the meaningful arrangement of detail, especially the approach and ending, in answer to the prompt. Poor grammar mars effectiveness, while purposive style improves it. DAMAGES breaks down into detail, arrangement, meaning, approach, grammar, ending, and style. Presentation is part of the assessment of some responses, and is considered last. Arranged visually, it looks like this:These three elements initially determine whether a response will be effective, ineffective, or somewhere in between.DETAILSARRANGEMENTMEANINGThe approach and ending can help or hinder the response’s overall effectiveness.APPROACHUnintentional errors in grammar can mar effectiveness; purposive and apt stylistic elements can boost it. When considered, poor presentation can lower effectiveness.GRAMMARENDING STYLE PRESENTATION The following chart provides a quick study of the above delineations of the DAMAGES+ rubric.These elements are more or less responsible for an initial score for effectiveness — whether an essay is an upper-half or lower-half response, for instance.These elements, on the other hand, move the score of a response up or down, sometimes significantly.DQuantity and clarity; incorporation of specifics, including quotationsQuality and efficacy; effective development of ideas and meaningAHolistic shape of response; separation of ideas; inter? movementIntra? logic and transitioning; syntactical variety and effectivenessMCentral meaning and insight; effectiveness in answering promptSpecific analysis, devleopment, and insight in each ?AArtfulness and effectiveness of opening ?; thesis/crux of responseGType, frequency, and severity of grammatical errors ( only)EArtfulness and effectiveness of ending ?SEffectiveness and appropriateness of voice, style, and general rhetoric+Impact of typos, formatting errors, lateness, etc. ( only)The following eight pages break down each of the above elements, using the College Board’s 0-9 grading scale as a template. After each scale is an excerpt from the larger DAMAGES+ guide to effective writing.DETAIL9 Responses earning a score of 9 meet the criteria for 8 responses and, in addition, are especially sophisticated or inventive in their selection of detail or its connection to central meaning.8 (Effective)Responses earning a score of 8 effectively select detail that supports and develops meaning. They employ a mature and nuanced level of specificity. Details are rich, varied, and germane to the task.7 Responses earning a score of 7 fit the description of 6 responses but demonstrate more control or more sophistication in the selection of detail.6 (Adequate)Responses earning a score of 6 adequately select detail that supports and develops meaning. The level of specifity is serviceable, and enough detail is employed to respond completely to the prompt. Details are consistent and accurate.5 (Limited) Responses earning a score of 5 select detail that supports meaning. These details may, however, be inconsistently linked to purpose or incompletely developed, or they may contain lapses in accuracy.4 (Inadequate)Responses earning a score of 4 inadequately select detail that supports meaning. Necessary specificity may be lacking, or the detail chosen may be inappropriate for the task. They often employ specifics that are inaccurate or incomplete.3 Responses earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in selecting detail that supports meaning.2 (Little Success)Responses earning a score of 2 demonstrate little success in selecting detail that supports meaning. They may be devoid of specifics or repetitious. The details are often disjointed or vague and disconnected from purpose.1 Responses earning a score of 1 meet the criteria for a score of 2 but are especially simplistic, underdeveloped, or erroneous in their selection of detail.0 Indicates a missing response, or one that manages to use no details of any kind.From the DAMAGES Guide: Quantity and QualityRegardless of the prompt, all writing relies on an appropriate amount of carefully chosen detail. An imagist’s poem (think Ezra Pound or William Carlos Williams) requires few details, but each image must carry extraordinary weight; an expository article for a newspaper, on the other hand, chooses the most important details for the opening of the writing, sticking as many other superfluous details as possible toward the end. Many academic assignments dictate the detail you must use, either through preparatory texts (such as novels read in class before a test) or passages provided with the prompt (such as the non-fiction arguments on the AP English Language exam). Regardless, your focus should be on using enough detail, and on making that detail work effectively toward your goal.ARRANGEMENT9 Responses earning a score of 9 meet the criteria for 8 responses and, in addition, are especially sophisticated, mature, and varied in sentence structure and paragraphing.8 (Effective)Responses earning a score of 8 effectively arrange details, analysis, or insight. They move skillfully between ideas within and between ?s through rich and varied transitional language. The overall organization is artful and driven by meaning.7 Responses earning a score of 7 fit the description of 6 responses but demonstrate more control or more sophistication in the arrangement of ideas at the level of the sentence and paragraph.6 (Adequate)Responses earning a score of 6 adequately arrange details, analysis, or insight. The organization is clear, coherent, and consistent, and the movement between ideas is deliberate and controlled. The structure supports meaning.5 (Limited) Responses earning a score of 5 arrange their ideas. This arrangement may, however, be repetitive or predictable, with lapses in clarity and control. Meaning may be subordinate to structure.4 (Inadequate)Responses earning a score of 4 inadequately arrange details, analysis, or insight. They may be sloppy or demonstrate a lack of control. Sections may sag, seem truncated, or stop abruptly. Transitions may be repetitious or lacking. 3 Responses earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in and control of the arrangement of detail.2 (Little Success)Responses earning a score of 2 demonstrate little success in arranging the elements of the response. The writing may be incoherent or disjointed. Details may be disconnected from meaning. Paragraphs are often aimless. There is little discernible organizational focus.1 Responses earning a score of 1 meet the criteria for a score of 2 but are especially simplistic or broken in terms of the arrangement of detail.0 Indicates a missing response, or one that is too short to be assessed for arrangement.From the DAMAGES Guide: Paragraphing and SentencingArrangement, most often notated with the symbol ?, refers to the overall arrangement of the writing from start to finish: the division of ideas into stanzas, paragraphs, acts, and so on; the movement between those sections, with special attention to the transitional tools of the medium; and the cohesion of the work when considered holistically. The newspaper article hypothesized under Detail would follow a structure, beginning with a lede or lead and funneling information from there; similarly, all poetry contains implicit or explicit formality (even post-modernist poetry; the deliberate refusal of form is also a kind of conscious arrangement); most plays have three acts; and in essay-writing, a student might choose to emulate any number of models, from the traditional five-paragraph essay to the classical model of rhetoric.The second half of Arrangement refers to the order and coherence of the sentences within each paragraph. It isn’t just that the sentences must make sense, or that variation in sentence structure improves effectiveness (that falls partially under the heading of Style); this is also a measure of the order of individual ideas. Sentence comes from the same Latin root that yields sense — sententia, meaning “thought, judgment, meaning, opinion,” by way of sentire, “to have opinion,” also “to feel or perceive” — and so sentences are the building blocks of opinion and perception in all writing. Even experimental poetry uses sentences, chopping them down into fragments and phrases, using enjambment to split meaning across lines, and so on. As long as the prompt’s requirements are clear, the structure can be evaluated.MEANING9 Responses earning a score of 9 meet the criteria for 8 responses and, in addition, are especially sophisticated, cogent, or analytical.8 (Effective)Responses earning a score of 8 effectively respond to all elements of the prompt. Their analysis and insight are inventive and cogent, and all ideas are fully and maturely developed. These response often demonstrate divergent thinking.7 Responses earning a score of 7 fit the description of 6 responses but demonstrate more control or more sophistication in developing meaning and insight.6 (Adequate)Responses earning a score of 6 adequately respond to all elements of the prompt. Their analysis and insight are accurate and thoughtfully developed.5 (Limited) Responses earning a score of 5 respond to the prompt. The analysis may be cursory, however, or the development of meaning may be inconsistent or uneven. These responses often lack inventiveness or maturity.4 (Inadequate)Responses earning a score of 4 inadequately respond to the prompt. The analysis may be inaccurate or incomplete. Key elements of the prompt may be neglected or missing, and the level of insight is often insufficient.3 Responses earning a score of 3 meet the criteria for a score of 4 but demonstrate less development, cogency, or insight into the prompt.2 (Little Success)Responses earning a score of 2 demonstrate little success in responding to the prompt. They may offer immature or erroneous insight and meaning. There is little analysis, or the analysis is simplistic and repetitious.1 Responses earning a score of 1 meet the criteria for a score of 2 but are especially simplistic, immature, or erroneous. They may lack any insight.0 Indicates a missing response, or one that merely repeats the prompt.From the DAMAGES Guide: Ideas and AnalysisIn general terms, the meaning of a piece refers to its central idea or ideas. How well does it respond to the prompt? What unique ideas are raised, and how insightfully are they explored? A novel like The Catcher in the Rye, for instance, explores timeless ideas of authenticity, isolation, and empathy, but it is usually celebrated for the insight it brings to bear on how a teenager experiences those central themes. Analysis does not always refer to the deconstructive writing you are used to doing in school; all effective poems, plays, and novels analyze something important. Of course, the academic writing you are often asked to do has clearly defined expectations when it comes to meaning: provide insight into a text or topic, analyze it, and defend your analysis.To return to novels for another example, we might consider the debate over the terms science-fiction and sci-fi. Harlan Ellison has argued that sci-fi refers to texts (novels, short stories, TV shows, films, etc.) that lack deeper meaning, that are full of detail but lack insight into the human condition. He cites the movie Independence Day as an example of this. Science-fiction, however, is to Ellison a meaningful genre that tackles the deeper issues of humanity, such as what it means to be alive and how we interact with one another. He cites the novel Do Androids Dream of Electric Sheep as an example. It isn’t a semantic debate. Applied to what you might write as a student, the suggestion here is that a solid paper might earn its B by connecting the dots, filling the page with detail and perfectly serviceable, if cursory, insight; an A paper, however, would offer deeper insight into the same prompt, demonstrating maturity and nuance.APPROACH9 Responses earning a score of 9 meet the criteria for 8 responses and, in addition, are especially sophisticated, cogent, or analytical in their approach.8 (Effective)Responses earning a score of 8 effectively approach the prompt, offering an inventive, nuanced, and insightful thesis or perspective. Their openings are engaging and artful, and they serve as a clear introduction to the rest of the response.7 Responses earning a score of 7 fit the description of 6 responses but demonstrate more artfulness in opening or more sophistication in the thesis or central perspective.6 (Adequate)Responses earning a score of 6 adequately approach the prompt, offering a strong thesis or perspective. Their openings are somewhat artful or engaging and set a clear tone and direction for the response.5 (Limited) Responses earning a score of 5 offer an approach to the prompt. The thesis or perspective may be cursory, however, or somewhat narrow. The opening often attempts to move beyond perfunctory with limited success.4 (Inadequate)Responses earning a score of 4 inadequately approach the prompt. The thesis is often simplistic, vague, or imprecise. The opening or introduction is perfunctory.3 Responses earning a score of 3 meet the criteria for a score of 4 but demonstrate less maturity, precision, or direction in approaching the prompt.2 (Little Success)Responses earning a score of 2 demonstrate little success in approaching the prompt. They may offer no thesis or perspective beyond simplistic regurgitation. The opening may be missing or severely truncated.1 Responses earning a score of 1 meet the criteria for a score of 2 but are especially weak, immature, or directionless.0 Indicates a response without thesis, perspective, or opening.From the DAMAGES Guide: Opening and ThesisThe first kind of approach is (simply enough) the first thing written. In most academic essays, this is an introductory paragraph. Students are often taught to begin in a particular way when writing about literature, for instance; they open with a generality, tie it to the texts being analyzed, and then segue into a thesis statement. In a journalist’s opinion piece, the approach might be an anecdote, told over several paragraphs, that ultimately suggests the direction of the argument. More expository newspaper articles begin with a lead that establishes as many pertinent details as possible in one or two sentences. The first few lines of a poem set the tone and style. Whatever the form of the response, the introduction is one of the most critical elements, because it is the first thing a reader sees.The second kind of approach is a clarification of the overall meaning of a piece mentioned above. In most academic pieces, this is the thesis; it is the central claim that the piece sets forth and defends, whether it is a general argument of policy or an analytical deconstruction. How it appears in a text varies widely; thesis, after all, comes from the Greek for “a setting down or placement,” and in writing refers not just to a proposition (as in hypothesis) but to any framing perspective. In fiction, this kind of Approach might also be called the central theme. In playwriting, it is sometimes called the central spine of the play. Regardless, the thesis is judged for its clarity, inventiveness, and centrality (i.e., the way it drives the entire response toward its conclusion).GRAMMAR9 Responses earning a score of 9 meet the criteria for 8 responses but contain absolutely no grammatical, mechanical, or usage errors.8 (Effective)Responses earning a score of 8 effectively follow the rules of grammar, mechanics, and usage. The prose contains virtually no errors while using complex and varied language, syntax, and arrangement.7 Responses earning a score of 7 fit the description of 6 responses but contain fewer errors or make errors only with complicated language and syntax.6 (Adequate)Responses earning a score of 6 adequately follow the rules of grammar, mechanics, and usage. They make no errors with simple language, and there are few errors overall.5 (Limited) Responses earning a score of 5 follow the rules of grammar, mechanics, and usage. These responses may, however, contain errors that distract from meaning or inhibit readability. The prose is generally clear, but may contain lapses in diction or syntax.4 (Inadequate)Responses earning a score of 4 inadequately follow the rules of grammar, mechanics, and usage. These responses may contain many distracting errors, even with simple diction and syntax. The prose may suggest immature control of writing. 3 Responses earning a score of 3 meet the criteria for a score of 4 but demonstrate less control of writing. More errors detract from meaning or inhibit readability.2 (Little Success)Responses earning a score of 2 demonstrate little success in following the rules of grammar, mechanics, and usage. These responses often demonstrates consistent weakness in writing and may contain many errors that prevent readability and obscure meaning.1 Responses earning a score of 1 meet the criteria for a score of 2 but are especially weak in their control of the rules of grammar, mechanics, or usage. Meaning may be entirely lost in sections.0 Indicates a response that is rendered unintelligble by grammatical errors.From the DAMAGES Guide: Quantity and Quality of ErrorsIn writing, grammar refers to mechanical, typographical, syntactical and all other compositional components. As a term, it means “the rules of language,” and comes from a series of Greek and Latin roots related to learning, drawing, and the art of letters. In a broader sense, grammar can be used to refer to the rules for any kind of response, as Susan Sontag used it when writing about the “grammar of seeing” in her collection of essays, On Photography.When assessing a response’s quality, Grammar is a measure of precision with regard to the rules. Mistakes can bring down effectiveness, depending on the quantity and severity of the errors. Remember that this is relative; an absurdist poem has different rules from an academic paper, and an academic paper’s grammar is judged differently if it is written by hand and under time constraints (see the note on timed and untimed writing below). A flawless response is also a near impossibility, which contributes to the shifting standards in grammatical penalties. For instance, even a typed term paper would survive a misused semicolon with all its points intact (even careful writers make mistakes with complicated sentence structures); it wouldn’t, however, survive more serious or elementary errors.ENDING9 Responses earning a score of 9 meet the criteria for 8 responses and, in addition, are especially sophisticated, inventive, or stylish in their endings.8 (Effective)Responses earning a score of 8 effectively conclude the response. Their endings are artful and inventive and tie together purpose with style. Their arrangement and meaning derive organically from the rest of the response.7 Responses earning a score of 7 fit the description of 6 responses but demonstrate more artfulness in opening or more sophistication in the thesis or central perspective.6 (Adequate)Responses earning a score of 6 adequately conclude the response. Their endings are somewhat artful, emphatic, or insightful. The arrangement and meaning are appropriate to the rest of the response.5 (Limited) Responses earning a score of 5 conclude the response. Their attempts to move beyond perfunctory are limited, however, and the ending may be awkward or stilted. The arrangement and meaning may be unevenly connected to the rest of the response.4 (Inadequate)Responses earning a score of 4 inadequately conclude the response. Their endings often fail to contribute meaning to the response or are perfunctory in nature. They may be brief, simplistic, or disconnected from the preceding response.3 Responses earning a score of 3 meet the criteria for a score of 4 but demonstrate less insight, purpose, or direction in ending the response.2 (Little Success)Responses earning a score of 2 demonstrate little success in concluding the response. Their endings are purposeless or repetitious. The ideas may be cursory or severely truncated, or they may be inappropriate in tone or content for the response.1 Responses earning a score of 1 meet the criteria for a score of 2 but are especially weak, immature, or directionless.0 Indicates a response without a deliberate and discernible ending.From the DAMAGES Guide: Aptness and ArtfulnessThe ending of any piece is, as you might expect, how it ends. In poetry, it might be the couplet that turns a Shakespearean sonnet; it might be the final stanza in a ballad; it might be the last few letters and symbols that end one of ee cumings’ concrete poems. In a novel, it might be the last paragraph, or it might be the last chapter. In academic writing, the ending is often the concluding paragraph, but it might just as easily be the final few paragraphs. Effective conclusions are, after all, more than arbitrary restatements of earlier ideas.Endings are assessed according to their aptness and artfulness, that is, according to how well they fit the rest of the piece and how necessary they are. An ending should never be superfluous. If it simply restates earlier ideas, as suggested above, it may be serviceable, but it will never be effective. It should follow the preceding sections, draw from them, and present key insight into the overall meaning of the writing. The turning couplet of a sonnet is a good example of this. The turn takes the preceding elements of the poem and twists them (hence the “turn” designation), providing a new perspective not present until those final lines. While an academic essay shouldn’t invert its argument in the conclusion, it should be indispensable; otherwise, the writer may as well draw a line under a body paragraph and write “the end” beneath it.STYLE9 Responses earning a score of 9 meet the criteria for 8 responses and, in addition, are especially sophisticated and varied in their manipulation of diction, syntax, or other elements of style.8 (Effective)Responses earning a score of 8 effectively manipulate a wide range of rhetorical and stylistic techniques and strategies to bolster the other elements of effective writing. The voice is rich, authoritative, and appropriate to the audience and task at hand.7 Responses earning a score of 7 fit the description of 6 responses but demonstrate more control or more sophistication in developing meaning and insight.6 (Adequate)Responses earning a score of 6 adequately manipulate rhetorical and stylistic techniques and strategies to bolster the other elements of effective writing. The voice is clear and demonstrates evident awareness of audience and purpose.5 (Limited) Responses earning a score of 5 employ rhetorical and stylistic techniques and strategies. Their control of these elements may be inconsistent, however, or the connection to purpose and audience may be limited. 4 (Inadequate)Responses earning a score of 4 inadequately manipulate rhetorical and stylistic techniques and strategies. The writing may be perfunctory or pedestrian, and little connection is evident between style and the other elements of effective writing. 3 Responses earning a score of 3 meet the criteria for a score of 4 but demonstrate less maturity and control of the rhetorical and stylistic elements of writing.2 (Little Success)Responses earning a score of 2 demonstrate little success with regard to rhetoric and style. The voice is often stilted, awkward, or immature. The language or tone may be inappropriate for the audience or task.1 Responses earning a score of 1 meet the criteria for a score of 2 but are especially immature, awkward, or inappropriate with regard to language or tone.0 Indicates a missing response, or one that is illegible.From the DAMAGES Guide: Control and AuthenticityStyle, often called voice on other rubrics, is built on a few sub-elements of writing, especially diction, syntax, and tone, and is assessed usually for effect and authenticity. (Classical rhetoric defines style as one of its canons, but for the purposes of this mnemonic, we can consider rhetorical devices and rhetoric in general to fall under this section.) The great difficulty of writing stylistically is that a writer’s voice evolves over time and is the product of reading, absorbing, and selectively emulating scores of other writers. In fact, what many writers in your position want to do — to avoid copying other writers — is precisely the wrong approach to take; without trying on bits of the style of those other writers, you will never discover your voice. There is no spontaneous generation of style, just its careful inculcation. In brief, the assessment of style is the assessment of a writer’s command of style’s components (diction, syntax, and so on) in service to a higher purpose. A poem’s use of imagery, pacing, and rhythm is only effective in connection to a deeper meaning; similarly, a rhetorically effective essay’s style depends on context and purpose. Flourishes and ornamentation only help in small doses. One final note on style: While it usually serves only to increase a response’s effectiveness, clumsy or distracting stylistic efforts can harm a paper. Swearing in literary analysis, for instance, will only hurt you (no matter what you think of The Scarlet Letter), and slang in general should be carefully considered in academic writing; above all, though, you should avoid what Leslie Fine deems “right-click syndrome,” which is when a student searching for stylistic points highlights a word, right-clicks it in Word, and selects a random and erudite-sounding synonym.PRESENTATION9 Responses earning a score of 9 meet the criteria for 8 responses but contain absolutely no errors in presentation.8 (Effective)Responses earning a score of 8 effectively follow the formatting and submission expectations of the prompt. They contain virtually no errors.7 Responses earning a score of 7 fit the description of 6 responses but contain fewer errors in presentation.6 (Adequate)Responses earning a score of 6 adequately follow the formatting and submission expectations of the prompt. They may contain some non-disruptive errors, but the presentation is generally clean.5 (Limited) Responses earning a score of 5 follow the formatting and submission expectations of the prompt. These responses may, however, contain distracting errors or demonstrate a lack of editing.4 (Inadequate)Responses earning a score of 4 inadequately follow the formatting and submission expectations of the prompt. These responses may contain many distracting errors or errors that disrupt meaning. They may also have been submitted late.3 Responses earning a score of 3 meet the criteria for a score of 4 but contain more errors or show less awareness of the formatting and submission expectations.2 (Little Success)Responses earning a score of 2 demonstrate little success in following the formatting and submission expectations of the prompt. They demonstrate a consistent lack of professionalism and are often completed well past the deadline.1 Responses earning a score of 1 meet the criteria for a score of 2 but contain more errors that disrupt meaning or less awareness of the formatting and submission expectations.0 Indicates a response that earns no credit as a result of presentation errors or lateness.From the DAMAGES Guide: Pride and ProprietyPresentation depends on propriety above all else (I threw pride into the subheading for the alliterative effect as much as its obvious correlation). For any response, there is an expectation about what it will look like and how it will be delivered, and a failure to meet those expectations can hurt the overall effectiveness. This element is sometimes assessed separately, since (for instance) shoddy work with MLA formatting does not necessarily hurt an argument paper’s overall meaning, detail, or arrangement; in a documented research paper, however, formatting is part of the prompt’s requirements, and is therefore assessed with the rest of the paper. A few more examples:If a paper is required to be typed and is instead handwritten, the points lost would fall under this category.If a paper is due by a certain date, failure to meet the deadline falls under this category.Other formatting requirements, such as centering poems or arranging portfolios in a particular order, fall under this category. ................
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