Assignment: what is important? (30 points) criterion exemplary (27-30 points) proficient (23-26 points) emerging (18-22 points) not evident (below 18 points) score and comments purpose: examine theme and author’s purpose in a literary work. points possible: 8 student identifies author's purpose and theme accurately, and gives accurate, detailed evidence to explain how they are similar/different. student identifies author's purpose and theme, and gives some evidence to explain how they are similar/different. student identifies author's purpose and/or theme and gives little evidence to explain how they are similar/different. student fails to identify author's purpose and/or theme, and does not explain how they are similar/different. score: comments: draw conclusions draw conclusions and make inferences of implied information using textual support as evidence. points possible: 8 student draws clear conclusions and makes astute inferences of implied information using appropriate textual support as evidence. student draws adequate conclusions and makes informed inferences of implied information using textual support as evidence. student draws conclusions and makes inferences of implied information using textual support as evidence. student fails to draw conclusions or make inferences of implied information using textual support as evidence. score: comments: theme analyze recurring theme. points possible: 8 student identifies an accurate shared theme and gives detailed textual evidence to explain how each piece demonstrates that theme. student identifies an accurate shared theme and gives some textual evidence to explain how each piece demonstrates that theme. student identifies a shared theme and gives little textual evidence to explain how each piece demonstrates that theme. student fails to identify an accurate shared theme or give textual evidence to explain how each piece demonstrates that theme. score: comments: mechanics/conventions points possible: 6 student presents writing that is free of grammatical or spelling errors. student presents writing that has or 3 or fewer errors in grammar or spelling. errors do not interfere with understanding. student presents writing that has 4-8 grammar/spelling errors. errors interfere with understanding. student presents writing that has more than 8 grammar/spelling errors. errors interfere with understanding. score: comments: ( 150 words for the 3 subjects purpose, draw conclusions, theme) will give brainliest max points and very .