The task
Students were asked to examine the character of either Ahab or Starbuck
after reading Herman Melville’s Moby Dick. They were
to answer the following questions: What are this character’s
best and worst qualities? Support your opinion with specific quotes
from the book. Do you think this character is a hero? How would the
novel have been different if this character was not part of it?
Circumstances of performance
This sample of student work was produced under the following conditions:
| alone |
in a group |
| in class |
as homework |
| with teacher feedback |
with peer feedback |
| timed |
opportunity for revision |
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|
An abridged version of Herman Melville’s Moby Dick published
by the Globe Book Company, ©1992, was read for this assignment. The
editor’s note states that the edition was prepared with the intent
of maintaining the author’s purpose; some passages and vocabulary were
omitted or modified, but as much of the original as possible was retained.
What the work shows
 b
Writing. The student produces a response
to literature that: |
| • |
engages the reader through establishing
a context, creating a persona, and otherwise developing reader
interest; |
| • |
advances a judgment that is interpretive,
analytic, evaluative, or reflective; |
| • |
supports a judgment through references
to the text, references to other works, authors, or non-print
media, or references to personal knowledge; |
| • |
demonstrates an understanding
of the literary work; |
| • |
anticipates and answers a reader’s
questions; |
| • |
provides a sense of closure to
the writing. |
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This work sample
illustrates a standard-setting performance for the following
parts of the standards:
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|
| b |
Writing: Produce a response
to literature. |
 a |
Conventions: Demonstrate
an understanding of the rules of the English language. |
|
The opening sentence engages the reader and establishes interest by
imitating Melville’s writing style. Just as Melville begins his
novel with, “Call me Ishmael,” the student created a persona
by using a similar opening, “Call me_______” (the student’s
first name). In addition, the student established the context by stating
the purpose of the paper and briefly summarizing the plot. |
The student interpreted Ahab’s behavior and actions and made
a judgment about whether or not Ahab was a hero.
 Each judgment
of Ahab’s character is supported by a reference to the text.
For example, the student cited Ahab’s vengefulness, “I seek
the White Whale for revenge….”
 The student
demonstrated an understanding of the literary novel by reflecting
upon the significance of Ahab’s passion for the hunt for Moby
Dick as the key element in the story.
 The work focuses,
for the most part, on Ahab’s negative qualities but the reader’s
questions are anticipated and addressed by showing a positive aspect
of Ahab’s character, i.e., “He was a good orator….”
 The last paragraph
provides a sense of closure to the writing by reiterating the reasons
for the student’s strong dislike for Captain Ahab. Also, the
last sentence organizes the structure of the work by effectively completing
the circle begun in the first sentence. |
| a
Conventions, Grammar, and Usage of the English Language: The
student demonstrates an understanding of the rules of the English
language in written and oral work, and selects the structures
and features of language appropriate to the purpose, audience,
and context of the work. The student demonstrates control of: |
| • |
grammar; |
| • |
paragraph structure; |
| • |
punctuation; |
| • |
sentence construction; |
| • |
spelling; |
| • |
usage. |
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The student demonstrates, through virtually error free writing, the
ability to manage the conventions of grammar and usage. The student
manages a variety of sentence constructions, appropriate punctuation,
and complex syntax. This is evident throughout the work. |
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