| A | B |
|---|
| 0 | The student does not reach a standard described by any of the descriptors given below. |
| 1-2 | The piece lacks appropriate evidence and examples, showing no more than a superficial understanding of Stand by Me. The piece shows little awareness of the structure of the text or its intention to position the reader from a particular perspective. |
| 3-4 | The piece usually draws on weak or irrelevant evidence or poor examples; or tends to be too general in its development of the ideas explored in Stand by Me. The piece does have an understanding of the intent of the extended response question and is able to explore the ideas to a certain limited degree. |
| 5-6 | The piece does address the question, using appropriate but still fairly basic evidence and examples to support the ideas being evoked by Stand by Me. The piece does have an awareness that ideas must be supported by a credible reading of Stand by Me. |
| 7-8 | The piece shows an understanding of some of the subtleties of the question and is able to draw on significant evidence and incidents from Stand by Me, showing some of the complexity of the textual material in developing a credible reading of the text. A significant number of examples have been used to develop a fairly complex argument. |
| 9-10 | The piece reflects a perceptive understanding of Stand by Me in addressing the question. The piece is able to use evidence and detail deftly, showing deep understanding of the textual material, while consistently developing a coherent and credible reading of the text. The piece shows a firm grasp of how the text is positioning the reader. |
| 11-12 | Above and beyond teacher expectations. Student should be teaching the class! |
| 13-14 | Get to university kid... year 8 is not for you! |
