ࡱ> *-  !"#$%&'(),R F,A1+WorkbookOSummaryInformation( DocumentSummaryInformation8 ]\p Chris Bachenhen Ba==<`J28X@"1_Arial1_Arial1_Arial1_Arial1_Arial1_Arial1_Calibri1 _Calibri1Calibri14Calibri1 Calibri1Calibri1Calibri1,8Calibri18Calibri18Calibri1>141<Calibri1?Calibri1h8Cambria1Calibri1 Calibri"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)"Yes";"Yes";"No""True";"True";"False""On";"On";"Off"],[$ -2]\ #,##0.00_);[Red]\([$ -2]\ #,##0.00\)                                                                      ff + ) , *     P  P        `            a>  *p )p  0  0 "  * ||E}A} 00_)ef[$ -}A} 00_)ef[$ -}A} 00_)ef[$ -}A} 00_)ef[$ -}A} 00_)ef[$ -}A} 00_)ef [$ -}A} 00_)L[$ -}A} 00_)L[$ -}A} 00_)L[$ -}A} 00_)L[$ -}A} 00_)L[$ -}A} 00_)L [$ -}A} 00_)23[$ -}A} 00_)23[$ -}A} 00_)23[$ -}A} 00_)23[$ -}A}  00_)23[$ -}A}! 00_)23 [$ -}A}" 00_)[$ -}A}# 00_)[$ -}A}$ 00_)[$ -}A}% 00_)[$ -}A}& 00_)[$ -}A}' 00_) [$ -}A}( 00_)[$ -}}) }00_)[$ -##0.  }a e4a00z}}* 00_)[$ -???##0.??? ??? }a ???e4a00z}-}/ 00_)}A}0 a00_)[$ -}A}1 00_)[$ -}A}2 00_)?[$ -}A}3 00_)23[$ -}-}4 00_)}}5 ??v00_)̙[$ -##0.  }a e4a00z}A}6 }00_)[$ -}A}7 e00_)[$ -}x}800_)[$##   }}}9 ???00_)[$???## ???  ??? }a ???e4a00z}-}; 00_)}U}< 00_)[$## }-}= 00_) 20% - Accent1M 20% - Accent1 ef % 20% - Accent2M" 20% - Accent2 ef % 20% - Accent3M& 20% - Accent3 ef % 20% - Accent4M* 20% - Accent4 ef % 20% - Accent5M. 20% - Accent5 ef % 20% - Accent6M2 20% - Accent6  ef % 40% - Accent1M 40% - Accent1 L % 40% - Accent2M# 40% - Accent2 L渷 % 40% - Accent3M' 40% - Accent3 L % 40% - Accent4M+ 40% - Accent4 L % 40% - Accent5M/ 40% - Accent5 L % 40% - Accent6M3 40% - Accent6  Lմ % 60% - Accent1M 60% - Accent1 23 % 60% - Accent2M$ 60% - Accent2 23ږ % 60% - Accent3M( 60% - Accent3 23כ % 60% - Accent4M, 60% - Accent4 23 % 60% - Accent5M0 60% - Accent5 23 %! 60% - Accent6M4 60% - Accent6  23 % "Accent1AAccent1 O % #Accent2A!Accent2 PM % $Accent3A%Accent3 Y % %Accent4A)Accent4 d % &Accent5A-Accent5 K % 'Accent6A1Accent6  F %(Bad9Bad  %) Calculation Calculation  }% * Check Cell Check Cell  %????????? ???+ Comma,( Comma [0]-&Currency.. Currency [0]/Explanatory TextG5Explanatory Text % 0Good;Good  a%1 Heading 1G Heading 1 I}%O2 Heading 2G Heading 2 I}%?3 Heading 3G Heading 3 I}%234 Heading 49 Heading 4 I}% 5InputuInput ̙ ??v% 6 Linked CellK Linked Cell }% 7NeutralANeutral  e%"Normal 8Noteb Note   9OutputwOutput  ???%????????? ???:$Percent ;Title1Title I}% <TotalMTotal %OO= Warning Text? Warning Text %XTableStyleMedium9PivotStyleLight168dq:F3ffff̙̙3f3fff3f3f33333f33333\`GSheet1LSheet2=NSheet3  ;4$$CATEGORY+English Department Literary Analysis RubricbAll sources cited and all citations follow MLA style. Completely follows assignment directions. tDemonstrates critical understanding of relevant literary, theoretical, aesthetic, historical, or cultural contexts. yDemonstrates comprehensive understanding of relevant literary, theoretical, aesthetic, historical, or cultural contexts. tDemonstrates adequate understanding of relevant literary, theoretical, aesthetic, historical, or cultural contexts. rDemonstrates limited understanding of relevant literary, theoretical, aesthetic, historical, or cultural contexts.dSentence structure and grammatical errors distract from meaning, but overall import is mostly clear.nAll sources cited in MLA style with basic information given correctly. Mostly follows assignment directions. mAttempt to cite most sources in assigned style, some cited incorrectly. Mostly follows assignment directions.^Attempt to cite some sources but does so incorrectly. Follows assignment directions minimally.Emerging SkillsDeveloping SkillsMastering SkillsExemplary SkillsSkilled handling of standard essay structure, selection of persona, and use of tone. May also demonstrate reflective and competent experimentation with alternate modes of literary analysis.dDoes not demonstrate competence in standard essay structure, selection of persona, and use of tone. Sophisticated handling of standard essay structure, selection of persona, and use of tone. May also demonstrate reflective and skilled experimentation with alternate modes of literary analysis.Lack of skill in composition and lack of fluency in English are evident. Pervasive sentence structure and grammatical errors consistently impede meaning.Clear, well organized, and grammatically accurate use of English. Occasional sentence structure or grammatical errors do not distract from meaning.Clear, well organized, and grammatically accurate use of English. Creativity and novelty in the use of language conventions are evident.Articulates unoriginal and superficial perspective on primary texts; uses summary, rather than analysis of textual evidence; secondary works are not integrated; and argument is deeply flawed. Articulates sound, but limited perspectives on primary texts; competent analysis of textual evidence; secondary works are included, but not integrated; adequate argument. Articulates novel and compelling perspectives on primary texts; sophisticated analysis of textual evidence, including attention to formal elements; critical integration of secondary works; and sophisticated argument. Articulates well-reasoned perspectives on primary texts; skilled analysis of textual evidence, may include attention to formal elements; skilled integration of secondary works; and skilled argument. FUses summary, rather than analysis of textual evidence such as quotes.Inconsistent analysis of textual evidence. Relies too much on summary and shows limited attention to structural and literary elements.^Skilled analysis of textual evidence, including attention to structural and literary elements.dSophisticated analysis of textual evidence, including attention to structural and literary elements.ZInconsistent handling of standard essay structure, selection of persona, and use of tone. Organization of Ideas (EM SLO 1)&Written English Conventions (EM SLO 1)Analysis of Evidence (EM SLO 2)/Breadth and Depth of Knowledge (EM SLO 2, 4, 5)-Insight and Depth of Thought (EM SLO 3, 4, 5)0Formatting and Citation of Sources (EM SLO 1, 3)*[, ?/1>6t 9 cc PK!pO[Content_Types].xmlj0Eжr(΢]yl#!MB;.n̨̽\A1&ҫ QWKvUbOX#&1`RT9<l#$>r `С-;c=1gѠԯٴ++2a,/$nECA6٥D-ʵ? dXiJF8,nx (MKoP(\HbWϿ})zg'8yV#x'˯?oOz3?^?O?~B,z_=yǿ~xPiL$M>7Ck9I#L nꎊ)f><|HL|3.ŅzI2O.&e>Ƈ8qBۙ5toG1sD1IB? }J^wi(#SKID ݠ1eBp{8yC]$f94^c>Y[XE>#{Sq c8 >;-&~ ..R(zy s^Fvԇ$*cߓqrB3' }'g7t4Kf"߇ފAV_] 2H7Hk;hIf;ZX_Fڲe}NM;SIvưõ[H5Dt(?]oQ|fNL{d׀O&kNa4%d8?L_H-Ak1h fx-jWBxlB -6j>},khxd׺rXg([x?eޓϲكkS1'|^=aѱnRvPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!pO[Content_Types].xmlPK-!֧6 -_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0ktheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] ] QHK  dMbP?_*+%"\X??U } } } } } Y@D@E@E@q@F@ @ @ @ S@ 4@ DDDDDC@B@C@C@ > ? ? ? ? @ A A A A @ A A A A @ A A A A @! A A A A @" A A A A @# A A A A D "FFFFFFF><dd@< 7ggD& ] ~M  dMbP?_*+%"dXX??U } >@@7ggD& ] N  dMbP?_*+%"dXX??U } >@@7ggD&   Oh+'0HPp 'Gallaudet UniversityChristine BachenMicrosoft Macintosh Excel@ԊI@x^@T@`Tn ՜.+,0 PXx  'Gallaudet University Sheet1Sheet2Sheet3  Worksheets F$Microsoft Excel 97 - 2004 Worksheet8FIBExcel.Sheet.8CompObj b