Critical Analysis Of The Awakening - 1899 Words

The Awakening LAP #3 Prompt #3 Ivan Jimenez Period 3 AP Literature and Composition 10/27/17 Just like a coin that is divided into heads and tails humanity is divided into male and female. Both are human just the same but equality is a matter that women have never completely attained. As for almost all of human history women were oppressed by men. Living under patriarchal societies women were forced to conform with their roles as housewives. They were told to keep quiet and were never allowed to realize their true potential as human beings. If women showed any opposition at all they were often silenced and kept under control by their husbands. In our modern day society women have come a long way in terms of social standing so this is no†¦show more content†¦Leonce Pontellier truly is a man of his time. The values he possesses are very traditional in that he believes women should be the ones taking care of the children and the men should be the financial providers. He expresses disappointment in the fact that his own wife doesn’t meet the standards other wome n have set forth. From his perspective, Edna should stop neglecting her kids and focus more on their well being instead of her female individuality. This is extremely ironic as he neglects his kids all the time and does virtually none of the parenting himself simply handing it off to Edna. In this way he was trying to control his own wife’s existence by keeping her further from her true identity. The way Leonce viewed his wife would soon change as well. Moreover, Leonce is a successful businessman and it is his profession that has allowed him to live the life he has. Even though he never says it himself his inner thoughts are brought to light and presented â€Å"Mr. Pontellier was very fond of walking about his house examining its various appointments and details , to see that nothing was amiss. He greatly valued his possessions, chiefly because they were his, and derived genuine pleasure from contemplating a painting , a statuette, a rare lace curtain -no matter what- after he had bought it and placed it among household gods.(Chopin 50)†. Leonce unsurprisingly is very materialistic like many upper class men ofShow MoreRelatedThe Awakening Critical Analysis1596 Words   |  7 Pages The Awakening by Kate Chopin Critical Analysis The novel, The Awakening by Kate Chopin, was written during the late 19th century, when the feminist movement was in its infancy. During that era, the novel was yet to be discovered and the few considered it as a disgrace. Many thought that it portrayed a negative example of how a women should think and behave. Women during that era expected the book to be more â€Å"sophisticated† and â€Å"ladylike,† but Chopin had a different view of how women shouldRead MoreCritical Analysis Of The Awakening1412 Words   |  6 Pagesand desires, reaching untamed worlds. Turning imagination into realism is denounced as an impossible being, but it s in fact the awakening to our lucid dreaming. Edna Pontellier is a woman with a heart that soared beyond the horizons into a limitless world, forced into cage by the inevitable way of life. Kate Chopin through the beautifully sculpted novel â€Å"The Awakening† condemned Edna with a mindset beyond her years, finding meaning thro ugh her unsocial actions shunned by the eyes of others. EdnaRead More Critical Analysis of The Awakening Essay970 Words   |  4 PagesCritical Analysis of The Awakening The Awakening, by Kate Chopin, is the story of a woman who is seeking freedom. Edna Pontellier feels confined in her role as mother and wife and finds freedom in her romantic interest, Robert Lebrun. Although she views Robert as her liberator, he is the ultimate cause of her demise. Edna sees Robert as an image of freedom, which brings her to rebel against her role in society. This pursuit of freedom, however, causes her death. Chopin uses manyRead MoreCritical Analysis: Kate Chopins The Awakening Essay1800 Words   |  8 PagesIn the novel The Awakening, Kate Chopin (2005) uses deep symbolism to show how the main character, Edna Pontellier, discovers her own independence in the society in which she lived. Edna was a traditional mother and wife seeking freedom and independence throughout her adult life. Chopin portrays Edna as being a rebel against her own life. The story takes place in the 1960s when women were to follow certain rules made by the society they lived in . Chopin also foreshadows the things that occur in Edna’sRead More Essay on The Awakening712 Words   |  3 PagesCritical Views of The Awakening      Ã‚  Ã‚   The Awakening, written by Kate Chopin, is full of ideas and understanding about human nature. In Chopins time, writing a story with such great attention to sensual details in both men and women caused skepticism among readers and critics. However, many critics have different views with deeper thought given to The Awakening. Symbolism, the interpretation of Ednas suicide, and awakenings play important roles in the analysis of all critics.    SymbolismRead MoreWolffs Analysis of Chopins The Awakening647 Words   |  3 PagesWolff’s Analysis of Chopin’s The Awakening In her essay Un-Utterable Longing: The Discourse of Feminine Sexuality in Kate Chopins The Awakening, Cynthia Griffin Wolff creates what Ross Murfin describes as a critical whole that is greater than the sum of its parts. (376) By employing a variety of critical approaches (including feminist, gender, cultural, new historicism, psychoanalytic and deconstruction) Wolff offers the reader a more complete (albeit complex) explanation of Edna PontelliersRead More A Deconstructionist Critique of Chopin’s The Awakening Essay536 Words   |  3 PagesA Deconstructionist Critique of Chopin’s The Awakening The multiplicity of meanings and (re)interpretations informing critical studies of The Awakening reveal a novel ripe for deconstructionist critique. Just as Chopin evokes an image of the sea as symbolic of Edna’s shifting consciousness (â€Å"never ceasing, whispering, clamoring, murmuring, inviting the soul to wander in abysses of solitude,†138), likewise the deconstructionist reading of a text emphasizes fluidity over structure: â€Å"A text consistsRead MoreSt. Louis And New Orleans1606 Words   |  7 PagesLouisiana, Chopin was still far from having established herself as a writer whose work was commercially profitable. Under the advice of editors that a longer work would have a broader appeal, she turned again to the novel form, publishing The Awakening in 1899. The Awakening, however, received uniformly unfavorable reviews, and in some cities it was banned from library shelves. In St. Louis, Chopin was dropped by friends and refused membership in a local fine-ar ts club. Chopin had never expected such a stormRead MoreThe Scarlet Letter By Nathaniel Hawthorne And The Awakening1416 Words   |  6 Pagesdiscriminated against, but the people close to them as well. This is demonstrated through the novels The Scarlet Letter by Nathaniel Hawthorne and The Awakening by Kate Chopin. The Scarlet Letter follows the story of a woman named Hester Prynne who is forced to wear a scarlet letter â€Å"A† on her chest as punishment for her crime of adultery. The Awakening follows the story of a woman named Edna Pontellier and the struggle that she faces when she has an affair and separates from her husband and her familyRead MoreEdna Pontellier and Elizabeth Bennet: Challenge of 19th Century Conventional Methods1344 Words   |  6 Pagesnineteenth century. Both women often challenged conventional societal methods within their works, which inherently caused these literary geniuses to write in complete secrecy. Chopin and Austen gave birth to characte rs such as Edna Pontellier in The Awakening, and Elizabeth Bennett, the renowned protagonist of Austen’s novella Pride and Prejudice. While noble in their respective ways one can easily mistake Edna and Elizabeth to be selfish creatures of society because of their ardent pursuit of happiness

Are Magnet Recognition Program And Hospitals - 1476 Words

Maya Angelou once said, â€Å"As a nurse, we have the opportunity to heal the heart, mind, soul and body of our patients, their families and ourselves. They may forget your name, but they will never forget how you made them feel† (4 Inspirational quotes that nurses value). To improve quality of patient care, in 1983, American Academy of Nursing started a program that helped identify traits of a hospital which would attract and retain nurses, that provide exceptional quality of care. This study founded what we today know as Magnet Recognition program and hospitals which have all the â€Å"forces of magnetism† known as Magnet Hospitals. The forces of magnetism described for 1984 study includes fourteen main points-1. Having nurse leaders who are†¦show more content†¦8. Organization should have enough resources to provide quality of care, make changes when appropriate and support its staff. 9. The nurses should be knowledgeable and competent to provide autonomo us, great quality of care to patients. 10. Partnership with community to form stronger healthcare behavior. 11. Development of staff, preceptorship program for new staff and academic students. 12. Nurses form an integral part of patient care and should provide services to best of their competency. 13. Having mutual respect in different disciplines and conflict resolution policy in place if needed. 14. Healthcare organization should provide support and guidance for professional growth and development of staff. Programs should promote education and certification for staff. After all of these 14 characteristics are fulfilled by an organization, it is provided with Magnet Recognition by American Nurses Credentialing Center (ANCC). To initially apply an organization has to fill out an application, provide all the supporting documents and have to be re apply for designation every 4 years. As of now, there are 437 magnet hospitals worldwide out of which 430 hospitals are in United States. Providing quality care with exemplary professional practice to patients in hospitals and long term care facilities is one of the main objectives of the Magnet status recognition. During a study when patients were asked how they would describe their quality of nursing

Chemistry Experiment - Calculating Enthalpy Change free essay sample

Determining the Enthalpy Change of a Displacement Reaction AIM: To determine the enthalpy change for the reaction between copper(II) sulfate and zinc. BACKGROUND THEORY: Bond breaking is endothermic while bond forming is exothermic. The reaction between copper(ll) sulfate and zinc is exothermic as the energy required to form the bonds of the products is greater than the energy required to break the bonds of the reactants. In an exothermic reaction, heat is given off to the surroundings; thus, temperature of the surroundings will increase. By measuring the change in the temperature and using the formula Q= mc? T, we can calculate the enthalpy change of the reaction. Equation 1: CuSO4 + Zn ? ZnSO4 Ionic Equation: Zn (s) + Cu2+ (aq) ? Cu (s) + Zn2+ (aq) MATERIALS/APPARATUS: * 1 insulated Styrofoam cup * Copper(II) sulfate solution * Zinc Powder * 1 Thermometer * 1 Stopwatch * Weighing Boat * Electronic Balance VARIABLES: Independent| Dependent| Mass of zinc powder and concentration of copper(II) sulfate solution used. We will write a custom essay sample on Chemistry Experiment Calculating Enthalpy Change or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page | Temperature of the solution| PROCEDURE: 1. Use a pipette to measure 25. 0cm3 of 1. 0 M copper(ll) sulfate to the insulated container. 2. Record the temperature every 30 seconds for 2. 5 minutes 3. Add the excess zing powder (6g) at exactly 3 minutes 4. Stir and record the temperature every 30 seconds for the following 10 minutes. DATA COLLECTION AND PROCESSING: Time (s)| Temperature (Â °C)| Time| Temperature (Â °C)| 30| 25| 390| 62| 60| 25| 420| 61| 90| 25| 450| 60| 120| 25| 480| 59| 150| 25| 510| 58| 180| 25| 540| 56| 210| 45| 570| 55| 240| 52| 600| 54| 270| 56| 630| 52| 300| 60| 660| 51| 330| 61. 5| 690| 50| 360| 62| 720| 49| Therefore, based on the graph shown above (representing the raw data), the change in temperature if the reaction had taken place instantaneously with no heat loss: ?T= 70. 5Â °C ? 25Â °C 45. 5Â °C The volume of the copper(II) sulfate solution used was 25cm3, thus the mass of the solution is 25g. Given that the specific heat capacity of the solution is 4. 18 J/K and the temperature change is 45. 5Â °C, as calculated above, thus, the heat, in joules, produced during the reaction can be calculated using the formula: Q = mc? T =mass of solution ? spec ific heat capacity of solution ? temperature change = 25 ? 4. 18 ? 45. 5 = 4754. 75 J In the experiment, 25cm3 of 1. 0 mol dm-3 copper(II) sulfate solution was used. Thus, number of moles of the copper(II) sulfate solution used: n(CuSO4) = (25? 000) ? 1. 0 = 0. 025 mol Therefore, the enthalpy change, in kJ/mol, for this reaction is: ?H = Q ? n(CuSO4) = 4754. 75 ? 0. 025 = -190. 19 kJ/mol Theoretical value/ Accepted Value= ? 217 kJ/mol Thus, percentage error = [(? 217+190. 19) ? (? 217)] ? 100 = 12. 35% CONCLUSION Thus, based on the experiment, the enthalpy change for the reaction is -190. 19 kJ/mol. However, as we can see from the above calculations, the percentage error is 12. 35%. This means that the result is inaccurate from the theoretical value of -217 kJ/mol by 12. 35%. From the graph, we can also see that once zinc is added to the solution (at exactly 3 minutes), the temperature of the solution increases until it reaches the terminal or maximum temperature of 61Â °C. Then, the temperature of the solution gradually decreases until it reaches room temperature again (temperature of the surroundings). EVALUATION (WHAT CAN BE DONE TO IMPROVE THE EXPERIMENT? ) An assumption made for this experiment is that none of the heat produced by the exothermic reaction is lost to the surroundings and that the thermometer records the temperature change accurately. However, this is very unlikely to appen in reality, which would explain the percentage error. Thus, to improve the experiment, we can try to minimize the heat loss to the surroundings. This can be done by place a piece of cardboard (or any other insulated material) on top of the cup to cover the top of the cup. A hole can then be made in the cardboard for the thermometer. Another measure that we can take is to ensure that our eye is level with the thermometer when reading the temperature off the thermometer. We can also repeat the experiment a few times and get the average of the results recorded. This would allow us to obtain a more accurate value.

Standard deviation Essay Example

Standard deviation Essay In this unit, students will examine and discuss the ways in which content, plot, setting, imagery, characterisation, style and theme reflect the historical and social context of the time when the text was composed. Students will also explore the ways characters in texts have individually different human experiences. In addition, students will be encouraged to reflect on their own perspectives in issues, ideas and experiences.Class texts will include Of Mice and Men, A Streetcar Named Desire, An Enemy of the People and a film study of Boy in the Striped Pyjamas. In this unit, students will examine and discuss the ways in which content, plot, setting, imagery, characterisation, style and theme reflect the historical and social context of the time when the text was composed. Students will also explore the ways characters in texts have individually different human experiences. In addition, students will be encouraged to reflect on their own perspectives in issues, ideas and experiences.C lass texts will include Of Mice and Men, A Streetcar Named Desire, An Enemy of the People and a film study of Boy in the Striped Pyjamas. Task 1: In-class essay Weighting: 25% Length 800-1000 words Date due: Week 6 August 27th amp; 28th Text: Of Mice and Men Conditions: Question given to students 1 week prior to the exam on August 20th. Essay will be written over 2 periods. Novel allowed. Assessment Criteria You will be assessed on the degree to which you demonstrate:  · an ability to respond critically to texts and logically justify viewpoint  · an ability to evaluate and synthesise material to make meaning  · imagination and originality competent and effective use of language for a range of purposes and audiences  · control of appropriate medium. Task 2: Oralon perspectives in poetry/short story and one text of your own choice Weighting:25% Time 8-10 minutes Due dates: Weeks 9-10 TOPIC: â€Å"You cant see the world from somebody elses point of view and not be changed. â €  Lena Coakley By studying various texts it becomes evident that people can have different opinions on a range of issues.You are to select: * one poem/song * one short story and * another text of your own choosing that explores various perspectives on an issue, event or person. Present your analysis of these three texts in an oral presentation. In your presentation it is expected that you will include: * an explanation of your chosen topic (issue, event or person) * an examination of the relevance of Coakley’s quotation * the perspectives offered by each of your chosen writers/composers * an analysis of the techniques utilised to present each perspective * your personal response to the issue and each ext. Possible Topics are: The Stolen Generation | War | Apartheid | The Depression | Migration| Ned Kelly | Human rights | Women’s issues | Adolph Hitler | The environment | Racism | Princess Diana’s death | The fall of the Berlin Wall | Climate change | The mon archy | Cuban missile crisis | Space exploration| Violence| Hiroshima bomb | | | Assessment CriteriaYou will be assessed on the degree to which you demonstrate:  · an ability to respond critically to texts and logically justify viewpoint  · an ability to evaluate and synthesise material to make meaning  · imagination and originality  · competent and effective use of language for a range of purposes and audiences  · control of appropriate medium. Task 3. Creative Response to the class film/documentary Weighting: 25% Length: 800-1000 words Rationale: 400 – 600 words Date due: Week 12- October 21st Text: Boy in the Striped Pyjamas TOPIC: Choose to do either 1or 2 1.Imagine you are writing a follow up article on two of the people whose stories are told in Boy in the Striped Pyjamas. The article will explore each person’s views and perspectives as portrayed in the film and any influences on those views. Their stories will be published in â€Å"The Two of Us,† a regular feature in The Good Weekend magazine of The Sydney Morning Herald. The tone, language and presentation (layout, pictures and graphics) of the articles should be in keeping with â€Å"The Two of Us. † (minimum of 400 words per response) 2. Look closely at a particular incident from Boy in the Striped Pyjamas that is significant for two characters.Write about the incident from the viewpoint of each character. This is to be a first person narrative in the form of an internal monologue. It is essential that this is not just a retelling of the events. You must try to capture the voice of each character along with their emotional response to the events and how they feel about the possible consequences. (minimum of 400 words per response) Conditions: You must submit a 400-600 word rationale that explains the decisions you made in the creative process. This is a BSSS requirement. Assessment CriteriaYou will be assessed on the degree to which you demonstrate:  · an abil ity to respond critically to texts and logically justify viewpoint  · an ability to evaluate and synthesise material to make meaning  · competent and effective use of language for a range of purposes and audiences  · control of appropriate medium. Task 4: Common task – essay written under exam conditions Weighting: 25% Length 800-1000 words Date: Week 15 Conditions: A copy of the play will be allowed with tabs, but no markings can be present on the tabs or in the text. TOPIC: TBA Assessment CriteriaYou will be assessed on the degree to which you demonstrate:  · an ability to respond critically to texts and logically justify viewpoint  · an ability to evaluate and synthesise material to make meaning  · competent and effective use of language for a range of purposes and audiences  · control of appropriate medium. Assessment Policies and Procedures Unit assessment procedures are conducted in accordance with the policies of the ACT Board of Senior Secondary Studies. Information about the following policies can be accessed in the Daramalan College Senior College Guide to Courses or on the ACT BSSS website. ww. bsss. act. edu. au -plagiarism -cheating -late and non submission of assessment tasks -attendance -course requirements and prerequisites -appeals procedures Moderation and Meshing Procedures All English teachers engage in rigorous moderation procedures. This entails samples of student responses to all major tasks being assessed by two teachers to ensure the accurate and consistent awarding of grades and marks. Should agreement not be reached initially, the English Coordinator is notified and a third teacher assesses the student response(s) in question.This process continues until such time as agreement is reached. Teachers review their assessment of all student responses based on the outcome of the above procedure. A record is kept of all moderation undertaken. The meshing of the English Integrated and English Extended scores occurs at th e end of each semester when all student responses to all tasks have been assessed and moderated. This process results in a combined Tertiary English rank order and is carried out by the English Coordinator. There is no meshing of scores in Accredited English or between Tertiary and Accredited English courses. Grade descriptorsPlease see the attached table which has been extracted from the BSSS English Framework document. Penalties Penalties will be applied for cheating, plagiarism and late and non submission of assessment tasks. Students must meet the attendance and assessment requirements in order to be credited with the unit of study. Method of Unit Score Calculation Daramalan College is required to follow the procedures set down by the ACT Board of Senior Secondary Studies for the calculation of unit scores. These procedures are to ensure that unit scores are comparable from unit to unit throughout the course and across courses/subjects.For the first unit of Year 11 the mean and standard deviation of unit scores for each course/subject are to be derived from historic parameters. In subsequent semesters the unit scores for the course/subject group are to be backscaled to the previous semester. How are the unit scores calculated? 1. The parameters (mean and standard deviation) for each unit are set by the Director of Curriculum in accordance with ACTBSSS policy. The parameters are not necessarily the same for each course. 2. During the semester, students are given marks for assessment items.The weightings for these assessment items are detailed on the unit outline which students are given for each unit they are studying. 3. The raw scores for each assessment task are standardised to produce a z-score for each assessment task. This procedure is done so that there can be comparability between the scores. 4. The z-scores are then added using the appropriate weightings to give an overall z-score for the unit. 5. The overall z-score is then standardised or back sc aled to the given mean and standard deviation for that unit. This score is the final unit score.Z Scores The z-score shows how many standard deviations the student is above or below the mean. For example, a z-score of 1. 0 indicates that the student has achieved a result that is one standard deviation above the mean. Two of the most important pieces of information for a student are the rank and z-score that they achieve in subject each semester as they give an indication of where the student stands in relation to other students. COURSE SCORES At the end of Year 12, students are awarded a Raw Course Score for each T Course completed.These scores indicate the relative ranking of students within a Scaling Group and are not designed to show a level of achievement in a course. For all course types, (minor, major, major/minor, double major), Raw Course Scores are calculated using the 80% rule. That is, the top 80% of unit scores are used to calculate the Raw Course Scores. These calculati ons are done in the ACTBSSS database. Raw Course Scores are calculated in the following way: Minor Courses Raw Course Scores are calculated as follows: a) If two units have been completed, then the best 1. 6 units are used and averaged.For example, if the unit scores were 78 and 82, then the course score is calculated as follows: (82 + 78 x 0. 6) /1. 6 = 80. 5 b) If three units have been completed, the best 2. 4 units are used and averaged. For example, if the unit scores were 75, 83 and 85, then the course score is calculated as follows: (85 + 83 +75 x 0. 4) /2. 4 =82. 5 Major Courses Raw Course Scores are calculated as follows: a) If four units have been completed, the best 3. 2 units are used and averaged. For example, if the unit scores were 81, 75, 57 and 72, then the course score is calculated as follows: (81 + 75 +72 +57 x 0. 2) /3. 2 =74. b) If five units have been completed, the best 4. 0 units are used and averaged. For example, if the unit scores were 82, 90, 60, 75 and 6 5, then the course score is calculated as follows: (90 + 82 +75 +65) /4. 0 =78 Major Minor Courses and Double Major Courses The same procedures are used for these courses. The best 4. 8 units are used for major/minor courses and the best 6. 4 units for double major courses. Note: When a student completes more than the minimum requirements for a course, a Raw Course Score is calculated when the minimum requirements have been met and when the student has completed their studies.The higher of the two values is recorded as the Raw Course Score. Raw Course Scores are then scaled by the ACTBSSS by a method called Other Course Score (OCS) scaling. This produces a Scaled Course Score for each T Course completed. Scaled Course Scores are reported on the Tertiary Entrance Statement. They are not reported on the ACT Year 12 Certificate. The best 3. 6 Scaled Course Scores are then used to calculate the student’s ATAR. For further details about the procedures used to generate course score s and the Australian Tertiary Admission Rank, refer to the article â€Å"Whats the ATAR? (ACT Board of Senior Secondary Studies). Students must keep a copy of all assignments submitted, together with drafts and preparation notes, all marked work and your notes for oral presentations. This material must be retained until unit results are released. All work submitted (with the exception of in-class tasks and exams) must have a Statement of Authorship attached. Year 12 students must submit 2 copies of assignments done at home as their work is being collected for Moderation in Semester 2 2012. The last day for the submission of assessment items is 13 November, 2013, 3. 30pm.The declaration below is to be signed and returned to your English teacher. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. STUDENT DECLARATION: I †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. have read the relevant policies and procedures referred to above. (PRINT YOUR FULL NAME) I understand what my rights and responsibilities are for the completion of this unit. Signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. UNIT GRADE DESCRIPTORS for T COURSES Assessment criteria| Responding critically| Evaluation and synthesis of ideas| Imagination and originality| Use of language| Control of medium| A student who achieves an A grade typically| esponds to texts critically and with a high degree of insight justifies viewpoint through well-structured, logical argument and highly effective use of textual references| synthesises and evaluates material in a complex manner to construct a perceptive response| demonstrat es a high degree of creativity andoriginality| communicates with asophisticated control oflanguage for a range ofpurposes and audiences| demonstrates a highlydeveloped control and use of the conventions of the medium| A student who achieves a B grade typically| responds to texts critically and with insight ustifies viewpoint through structured, logical argument and effective use of textual references| synthesises and evaluates material in an effective manner to construct a competent response| effectively demonstrates creativity and originality| communicates witheffective control oflanguage for a range ofpurposes and audiences| demonstrates an effective and consistent control and use of the conventions of the medium| A student who achieves a C grade typically| responds to texts critically and with some insight justifies viewpoint through structured argument and some use of textual references| ynthesises and evaluates material to construct a satisfactory response| demonstrat es somecreativity and originality may present work that is derivative in nature| communicates withdeveloping control oflanguage for a range ofpurposes and audiences| demonstratesunderstanding of theconventions of the medium but applies theminconsistently| A student who achieves a D grade typically| responds to texts withoccasional insight shows some capacity to justify and supportviewpoint| synthesises and evaluates material in a limited manner to construct a response| demonstrates limitedcreativity and little in theway of originality ay present a literalinterpretation| communicates withinconsistent control oflanguage with limitedunderstanding of purposes and audiences| demonstrates a partialunderstanding of themedium and limited use of its conventions| A student who achieves an E grade typically| paraphrases or retells shows little capacity tojustify and supportviewpoint| constructs a simplistic or incomplete response| demonstrates anunderstanding of simpleand concrete id eas presents a literalinterpretation| communicates with limited control of language| demonstrates littleunderstanding of theconventions of the medium|