Literary interpretations are incomplete and/or literal.Support is often inappropriate or is a restatement of what was taught or read, and/or may be repetitive, contradictory, and/or lacking. The connection to the student's ideas is vague and/or redundant. An attempt has been made to use primary and/or secondary sources, but they contribute little.A discernible but ineffectual arrangement of ideas and/or detailsprovides some direction for the discussion that does not conclude deliberately. A unifying effect and/or controlling idea is not maintained.Diction is impreciseand/or inappropriate. Syntax is frequentlyawkward and/or immature. The writing may be vague, redundant, and/or unclear. Inadequate language choices contribute to a composition with an undiscerning or uncritical voice.This writing demonstrates faltering control ofcorrect sentence construction, usage, grammar, and mechanics. The documentation of sources and the conventions of a research paper are not handled consistently.Poor1Ideas are largely absent, irrelevant, and/or do not develop the topic. Little comprehension of the literary text(s) and/or the topic is demonstrated.Support is irrelevant, overgeneralized, and/or lacking. The support, if present, is largely unrelated to the student's attempted discussion.Little or no effective use of primary or secondary sources is evident.A haphazard arrangement of ideas and/or detailsprovides little or nodirection for the discussion, and a conclusion is absent or obscure. A unifying effect and/or controlling idea is absent.Diction is overgeneralized and/or inaccurate. Syntax is confused and uncontrolled. The writing is unclear. Lack of language choices contributes to a confusing composition with an ineffective voice.This writing demonstrates lack of control of correct sentence construction, usage, grammar, and mechanics. There is little or no understanding of the documentation of sources and the conventions of a research paper.