2. What do the students in these two poems have in common? Explain your answer.
| 0 | Answer is unresponsive, unrelated, inappropriate or pure summary. |
| 1 | Answer states what the students in the two poems have in common. The answer must relate to the poems, but it may be literal. (Ex: They don't like what is taught at school.) The explanation, if present, is sparse or confusing. |
| 2 | Answer states what the students in the two poems have in common by addressing the connection between what is taught in school and real life. The explanation references the poems but is brief or has minor errors. |
| 3 | Answer states what the students in these two poems have in common by addressing the connection between what is taught in school and real lie. The explanation specificly refeences the poems and is clear and developed. |
2. What do the students in these two poems have in common? Explain your answer.
The two poems are in common because they rhynm. The two poem all have a meaning in life.
0 -- Answer is unresponsive. It states what the poems have in common, not the students.
Their titles don't go with their poems and so of the poem does not make scents. Also in the poems their was in story talk like they was showing action
0 -- Answer is not responsive to the question; it discusses the titles of poems, not the students.
They both like the simple pleasures in life. They don't understand that learning and reading will help them learn and experience.
1 -- Response states what students have in common ("simple pleasures of life") and gives a sparse explanation.
They feel that whay they are reciting could never help them in life
1 -- Response gives a sparse, literal explanation of what the students have in common.
They are both have a negative view of things such as "next time I drive by, I don't think I'll bother to stop", or "Tell me instead how to make money, pick up girls. Then maybe I'll listen." They act as though these stories and poems are great disappointments but they are written for enjoyment.
2 -- Response gives a brief explanation of whattestdents have in common (negative view) and references the poems.
Both speakers only see and enjoy the obvious out-in-the-open qualities of life. Speaker #1 admits that after he/she has been shown the deeper meaning to a poem, he/she immediately backs off and won't try to find answers to his/her own questions. Speaker #2 is the same way in that he only wants material goods and isn't interested in the more creative side of life.
2 -- Response offers a brief explanation of what the speakers have in common and references the poems.
The two speakers are saying that what they are being taught in school isn't "dealing with real life". In "After English Class" the speaker says that the poem has "grown so complicated" with his teacher's explanations of "hidden meanings" he's not going to read this poem anymore. In "Paul Hewitt" the speaker says "tell me instead how to make money, pick up girls. Then maybe I'll listen". Neither one of the speakers feels like his readings in class are helping him enjoy daily life. They can't tell the books reflect their life.
3 -- Response states what the students have in common ("what they are taught in school isn't real life") and gives a clear and developed explanation which specifically references the poems.