Criterion A: The essay demonstrates a thorough understanding of the literal meaning of the text

Comment: The student demonstrated an understanding of the literal meaning of the text by summarizing and analyzing the poems in Duffy's anthology, particularly focusing on Galatea in "Pygmalion's Bride," Penelope in "Penelope," and Eurydice in "Eurydice." The student identified the themes of objectification and agency, highlighting how Duffy redefines these characters' roles through their perspectives. For instance, the student noted Galatea's transformation from a submissive figure to an autonomous woman, depicted through her thoughts and desires.

Criterion A: The essay demonstrates a thorough understanding of the literal meaning of the text

Comment: The student demonstrated an understanding of the literal meaning of the text by summarizing and analyzing the poems in Duffy's anthology, particularly focusing on Galatea in "Pygmalion's Bride," Penelope in "Penelope," and Eurydice in "Eurydice." The student identified the themes of objectification and agency, highlighting how Duffy redefines these characters' roles through their perspectives. For instance, the student noted Galatea's transformation from a submissive figure to an autonomous woman, depicted through her thoughts and desires.

Criterion A: The student interprets the indirect meaning of the text in a convincing manner

Comment: The student interpreted the indirect meaning of Duffy's anthology by analyzing the voices of female characters in Greek mythology. For example, the student discussed how Galatea's perspective in "Pygmalion's Bride" transforms her from an object of desire to an autonomous individual, highlighting Duffy's challenge to traditional gender roles. Additionally, the analysis of Penelope's character illustrates her journey toward independence, as seen in the metaphor of sewing a doll, symbolizing her control over her identity. The student articulated how Duffy amplifies these women's voices, allowing them to redefine their roles in their relationships.

Criterion A: A focused and informative thesis statement is present in the introductory paragraph

Comment: The student presented a focused thesis statement in the introductory paragraph, clearly articulating how Carol Ann Duffy gives female characters in Greek mythology a voice to redefine their roles in relationships. The student outlined the anthology's aim to provide alternative perspectives on traditionally male-centered stories, as seen in the mention of poems like "Pygmalion’s Bride," "Penelope," and "Eurydice." This establishes a clear direction for the essay, indicating that the subsequent analysis will explore stylistic features used by Duffy to amplify female voices

Criterion C:

Criterion A: The thesis statement is explored and agrees with the analysis and interpretation included in body paragraphs

Comment: The student explored the thesis statement regarding the redefinition of female roles in relationships through the analysis of specific poems in Duffy's anthology. In the discussion of "Pygmalion's Bride," the student highlights how Galatea's agency is emphasized through her voice and actions, demonstrating a shift from being a submissive figure to one of autonomy. The analysis of "Penelope" illustrates her transformation from a faithful wife to an independent individual through the metaphor of embroidery, symbolizing her control over her identity. The exploration of "Eurydice" further supports the thesis by showcasing her desire for self-representation, highlighting the contrast between her original portrayal and her newfound independence. Each body paragraph aligns with the central argument, providing a coherent analysis throughout the essay.

Criterion A: The thesis statement is explored and agrees with the analysis and interpretation included in body paragraphs

Comment: The student explored the thesis statement regarding the redefinition of female roles in relationships through the analysis of specific poems in Duffy's anthology. In the discussion of "Pygmalion's Bride," the student highlights how Galatea's agency is emphasized through her voice and actions, demonstrating a shift from being a submissive figure to one of autonomy. The analysis of "Penelope" illustrates her transformation from a faithful wife to an independent individual through the metaphor of embroidery, symbolizing her control over her identity. The exploration of "Eurydice" further supports the thesis by showcasing her desire for self-representation, highlighting the contrast between her original portrayal and her newfound independence. Each body paragraph aligns with the central argument, providing a coherent analysis throughout the essay.

Criterion C:

Criterion A: The thesis statement is explored and agrees with the analysis and interpretation included in body paragraphs

Comment: The student explored the thesis statement regarding the redefinition of female roles in relationships through the analysis of specific poems in Duffy's anthology. In the discussion of "Pygmalion's Bride," the student highlights how Galatea's agency is emphasized through her voice and actions, demonstrating a shift from being a submissive figure to one of autonomy. The analysis of "Penelope" illustrates her transformation from a faithful wife to an independent individual through the metaphor of embroidery, symbolizing her control over her identity. The exploration of "Eurydice" further supports the thesis by showcasing her desire for self-representation, highlighting the contrast between her original portrayal and her newfound independence. Each body paragraph aligns with the central argument, providing a coherent analysis throughout the essay.

Criterion A: The interpretation is insightful and concerns larger implications and subtleties of the text

Comment: The student provided an insightful interpretation of Carol Ann Duffy's use of female voices in Greek mythology, illustrating how these characters redefine their roles in relationships. For example, the student analyzed Galatea's transformation from a submissive figure to an autonomous woman, emphasizing her manipulation of Pygmalion. Additionally, the exploration of Penelope's journey of self-discovery through embroidery showcases her shift from fidelity to independence. The analysis of Eurydice's perspective highlights the critique of traditional gender roles.

Criterion A: The interpretation is insightful and concerns larger implications and subtleties of the text

Comment: The student provided an insightful interpretation of Carol Ann Duffy's use of female voices in Greek mythology, illustrating how these characters redefine their roles in relationships. For example, the student analyzed Galatea's transformation from a submissive figure to an autonomous woman, emphasizing her manipulation of Pygmalion. Additionally, the exploration of Penelope's journey of self-discovery through embroidery showcases her shift from fidelity to independence. The analysis of Eurydice's perspective highlights the critique of traditional gender roles.

Criterion B: The textual features/authorial choices are evaluated in terms of how effectively they convey the chosen topic

Comment: The student evaluated textual features and authorial choices in Duffy's poems to convey the theme of redefining female roles in relationships. For instance, the analysis of "Pygmalion's Bride" highlights how Duffy uses simile and extended metaphor to illustrate Galatea's transformation from a submissive figure to an autonomous woman. Additionally, in "Penelope," the student discussed how the metaphor of sewing symbolizes Penelope’s journey of self-discovery, showcasing her agency. The commentary on Eurydice emphasizes Duffy's use of first-person narrative voice to amplify the character's independence, critiquing traditional gender roles.

Criterion A: The interpretation is insightful and concerns larger implications and subtleties of the text

Comment: The student provided an insightful interpretation of Carol Ann Duffy's use of female voices in Greek mythology, illustrating how these characters redefine their roles in relationships. For example, the student analyzed Galatea's transformation from a submissive figure to an autonomous woman, emphasizing her manipulation of Pygmalion. Additionally, the exploration of Penelope's journey of self-discovery through embroidery showcases her shift from fidelity to independence. The analysis of Eurydice's perspective highlights the critique of traditional gender roles.

Criterion A: The analysis, interpretation, and conclusions directly address the thesis statement and provide a plausible exploration of it

Comment: The student's analysis, interpretation, and conclusions address the thesis statement regarding the redefinition of female characters in relationships in Duffy's anthology. The exploration of Galatea in "Pygmalion's Bride" illustrates how Duffy amplifies her voice to challenge traditional gender roles, as seen when Galatea asserts her autonomy and manipulates Pygmalion. The analysis of Penelope highlights her transformation from a passive figure to one who actively shapes her identity through embroidery. The interpretation of Eurydice underscores the shift from a mere object of male desire to a self-sufficient heroine, showcasing Duffy’s critique of gender roles in Greek mythology. Each body paragraph consistently connects back to the thesis, demonstrating a coherent exploration of the topic

Criterion C:

Criterion A: The analysis, interpretation, and conclusions directly address the thesis statement and provide a plausible exploration of it

Comment: The student's analysis, interpretation, and conclusions address the thesis statement regarding the redefinition of female characters in relationships in Duffy's anthology. The exploration of Galatea in "Pygmalion's Bride" illustrates how Duffy amplifies her voice to challenge traditional gender roles, as seen when Galatea asserts her autonomy and manipulates Pygmalion. The analysis of Penelope highlights her transformation from a passive figure to one who actively shapes her identity through embroidery. The interpretation of Eurydice underscores the shift from a mere object of male desire to a self-sufficient heroine, showcasing Duffy’s critique of gender roles in Greek mythology. Each body paragraph consistently connects back to the thesis, demonstrating a coherent exploration of the topic

Criterion A: The analysis, interpretation, and conclusions directly address the thesis statement and provide a plausible exploration of it

Comment: The student's analysis, interpretation, and conclusions address the thesis statement regarding the redefinition of female characters in relationships in Duffy's anthology. The exploration of Galatea in "Pygmalion's Bride" illustrates how Duffy amplifies her voice to challenge traditional gender roles, as seen when Galatea asserts her autonomy and manipulates Pygmalion. The analysis of Penelope highlights her transformation from a passive figure to one who actively shapes her identity through embroidery. The interpretation of Eurydice underscores the shift from a mere object of male desire to a self-sufficient heroine, showcasing Duffy’s critique of gender roles in Greek mythology. Each body paragraph consistently connects back to the thesis, demonstrating a coherent exploration of the topic

Criterion A: The references are well-chosen and appropriate and support the arguments or ideas presented

Comment: The student utilized references from Duffy’s anthology to support their analysis of female characters in Greek mythology. For instance, the exploration of Galatea’s transformation in "Pygmalion’s Bride" highlights her autonomy through phrases like “Screamed my head off – All an act,” which underscores Duffy's intent to redefine her identity. In "Penelope," the metaphor of sewing a doll illustrates Penelope's control over her fate, reinforcing her independence. Each reference is relevant and serves to strengthen the student’s arguments regarding the redefinition of female roles.

Criterion A: The references are well-chosen and appropriate and support the arguments or ideas presented

Comment: The student utilized references from Duffy’s anthology to support their analysis of female characters in Greek mythology. For instance, the exploration of Galatea’s transformation in "Pygmalion’s Bride" highlights her autonomy through phrases like “Screamed my head off – All an act,” which underscores Duffy's intent to redefine her identity. In "Penelope," the metaphor of sewing a doll illustrates Penelope's control over her fate, reinforcing her independence. Each reference is relevant and serves to strengthen the student’s arguments regarding the redefinition of female roles.

Criterion A: The references are well-chosen and appropriate and support the arguments or ideas presented

Comment: The student utilized references from Duffy’s anthology to support their analysis of female characters in Greek mythology. For instance, the exploration of Galatea’s transformation in "Pygmalion’s Bride" highlights her autonomy through phrases like “Screamed my head off – All an act,” which underscores Duffy's intent to redefine her identity. In "Penelope," the metaphor of sewing a doll illustrates Penelope's control over her fate, reinforcing her independence. Each reference is relevant and serves to strengthen the student’s arguments regarding the redefinition of female roles.

Criterion A: The references are well-chosen and appropriate and support the arguments or ideas presented

Comment: The student utilized references from Duffy’s anthology to support their analysis of female characters in Greek mythology. For instance, the exploration of Galatea’s transformation in "Pygmalion’s Bride" highlights her autonomy through phrases like “Screamed my head off – All an act,” which underscores Duffy's intent to redefine her identity. In "Penelope," the metaphor of sewing a doll illustrates Penelope's control over her fate, reinforcing her independence. Each reference is relevant and serves to strengthen the student’s arguments regarding the redefinition of female roles.

Criterion B: The student lists several textual features/authorial choices from the work in the essay

Comment: The student listed several textual features and authorial choices from Carol Ann Duffy's anthology, such as similes, metaphors, and personal pronouns. In "Pygmalion's Bride," the student identified the simile "Cold, I was, like snow, like ivory" to explore Galatea's objectification. The student discussed the metaphor of the doll in "Penelope" and the color symbolism in the final lines to illustrate Penelope's transformation. The analysis of Eurydice highlights the use of personal pronouns and water imagery to emphasize her autonomy and critique traditional gender roles

Criterion B: The student lists several textual features/authorial choices from the work in the essay

Comment: The student listed several textual features and authorial choices from Carol Ann Duffy's anthology, such as similes, metaphors, and personal pronouns. In "Pygmalion's Bride," the student identified the simile "Cold, I was, like snow, like ivory" to explore Galatea's objectification. The student discussed the metaphor of the doll in "Penelope" and the color symbolism in the final lines to illustrate Penelope's transformation. The analysis of Eurydice highlights the use of personal pronouns and water imagery to emphasize her autonomy and critique traditional gender roles

Criterion B: The student lists several textual features/authorial choices from the work in the essay

Comment: The student listed several textual features and authorial choices from Carol Ann Duffy's anthology, such as similes, metaphors, and personal pronouns. In "Pygmalion's Bride," the student identified the simile "Cold, I was, like snow, like ivory" to explore Galatea's objectification. The student discussed the metaphor of the doll in "Penelope" and the color symbolism in the final lines to illustrate Penelope's transformation. The analysis of Eurydice highlights the use of personal pronouns and water imagery to emphasize her autonomy and critique traditional gender roles

Criterion C:

Criterion B: The student lists several textual features/authorial choices from the work in the essay

Comment: The student listed several textual features and authorial choices from Carol Ann Duffy's anthology, such as similes, metaphors, and personal pronouns. In "Pygmalion's Bride," the student identified the simile "Cold, I was, like snow, like ivory" to explore Galatea's objectification. The student discussed the metaphor of the doll in "Penelope" and the color symbolism in the final lines to illustrate Penelope's transformation. The analysis of Eurydice highlights the use of personal pronouns and water imagery to emphasize her autonomy and critique traditional gender roles

Criterion B: The student lists several textual features/authorial choices from the work in the essay

Comment: The student listed several textual features and authorial choices from Carol Ann Duffy's anthology, such as similes, metaphors, and personal pronouns. In "Pygmalion's Bride," the student identified the simile "Cold, I was, like snow, like ivory" to explore Galatea's objectification. The student discussed the metaphor of the doll in "Penelope" and the color symbolism in the final lines to illustrate Penelope's transformation. The analysis of Eurydice highlights the use of personal pronouns and water imagery to emphasize her autonomy and critique traditional gender roles

Criterion B: The textual features/authorial choices are analyzed convincingly and insightfully

Comment: The student lacked insight in this exploration due to the lack of detail concerning her behavior. The student could have explained what kind of behavior is presented due to the extended metaphor and what this showcases about relationships.

Criterion B: The textual features/authorial choices are analyzed convincingly and insightfully

Comment: The student has presented a description instead of an analysis here. The student could have stated that the diction portrayed the desire for freedom and the bravery involved in fighting for it. The analysis could have been more focused on the technique rather than the plot.

Criterion B: The textual features/authorial choices are analyzed convincingly and insightfully

Comment: The student did not develop this point. The student could have explained the gender roles within the mythologies that are being challenged.

Criterion B: The analysis is directly linked to the chosen topic and thesis statement

Comment: The student did not link this closely to the theme of relationships. The student could have explained that this presented a switch in power dynamics within the relationship.

Criterion B: The textual features/authorial choices are appropriately and convincingly interpreted

Comment: The student interpreted various textual features and authorial choices throughout the IA, particularly in their analysis of Galatea in "Pygmalion’s Bride." The student highlighted Duffy's use of simile when describing Galatea as “Cold, I was, like snow, like ivory,” which underscores the theme of objectification and challenges traditional gender roles. The analysis of Penelope’s journey is supported by the metaphor of sewing a doll, illustrating her control over her identity. The student interpreted Eurydice's first-person narrative, emphasizing her desire for autonomy through the line, “I’d rather speak for myself,” which critiques the male-centered narratives in Greek mythology.

Criterion B: The textual features/authorial choices are appropriately and convincingly interpreted

Comment: The student interpreted various textual features and authorial choices throughout the IA, particularly in their analysis of Galatea in "Pygmalion’s Bride." The student highlighted Duffy's use of simile when describing Galatea as “Cold, I was, like snow, like ivory,” which underscores the theme of objectification and challenges traditional gender roles. The analysis of Penelope’s journey is supported by the metaphor of sewing a doll, illustrating her control over her identity. The student interpreted Eurydice's first-person narrative, emphasizing her desire for autonomy through the line, “I’d rather speak for myself,” which critiques the male-centered narratives in Greek mythology.

Criterion B: The textual features/authorial choices are appropriately and convincingly interpreted

Comment: The student interpreted various textual features and authorial choices throughout the IA, particularly in their analysis of Galatea in "Pygmalion’s Bride." The student highlighted Duffy's use of simile when describing Galatea as “Cold, I was, like snow, like ivory,” which underscores the theme of objectification and challenges traditional gender roles. The analysis of Penelope’s journey is supported by the metaphor of sewing a doll, illustrating her control over her identity. The student interpreted Eurydice's first-person narrative, emphasizing her desire for autonomy through the line, “I’d rather speak for myself,” which critiques the male-centered narratives in Greek mythology.

Criterion B: The textual features/authorial choices are evaluated in terms of how effectively they convey the chosen topic

Comment: The student evaluated textual features and authorial choices in Duffy's poems to convey the theme of redefining female roles in relationships. For instance, the analysis of "Pygmalion's Bride" highlights how Duffy uses simile and extended metaphor to illustrate Galatea's transformation from a submissive figure to an autonomous woman. Additionally, in "Penelope," the student discussed how the metaphor of sewing symbolizes Penelope’s journey of self-discovery, showcasing her agency. The commentary on Eurydice emphasizes Duffy's use of first-person narrative voice to amplify the character's independence, critiquing traditional gender roles.

Criterion B: The textual features/authorial choices are evaluated in terms of how effectively they convey the chosen topic

Comment: The student evaluated textual features and authorial choices in Duffy's poems to convey the theme of redefining female roles in relationships. For instance, the analysis of "Pygmalion's Bride" highlights how Duffy uses simile and extended metaphor to illustrate Galatea's transformation from a submissive figure to an autonomous woman. Additionally, in "Penelope," the student discussed how the metaphor of sewing symbolizes Penelope’s journey of self-discovery, showcasing her agency. The commentary on Eurydice emphasizes Duffy's use of first-person narrative voice to amplify the character's independence, critiquing traditional gender roles.

Criterion A: The interpretation is insightful and concerns larger implications and subtleties of the text

Comment: The student provided an insightful interpretation of Carol Ann Duffy's use of female voices in Greek mythology, illustrating how these characters redefine their roles in relationships. For example, the student analyzed Galatea's transformation from a submissive figure to an autonomous woman, emphasizing her manipulation of Pygmalion. Additionally, the exploration of Penelope's journey of self-discovery through embroidery showcases her shift from fidelity to independence. The analysis of Eurydice's perspective highlights the critique of traditional gender roles.

Criterion B: The textual features/authorial choices are evaluated in terms of how effectively they convey the chosen topic

Comment: The student evaluated textual features and authorial choices in Duffy's poems to convey the theme of redefining female roles in relationships. For instance, the analysis of "Pygmalion's Bride" highlights how Duffy uses simile and extended metaphor to illustrate Galatea's transformation from a submissive figure to an autonomous woman. Additionally, in "Penelope," the student discussed how the metaphor of sewing symbolizes Penelope’s journey of self-discovery, showcasing her agency. The commentary on Eurydice emphasizes Duffy's use of first-person narrative voice to amplify the character's independence, critiquing traditional gender roles.

Criterion B: The textual features/authorial choices are evaluated in terms of how effectively they convey the chosen topic

Comment: The student evaluated textual features and authorial choices in Duffy's poems to convey the theme of redefining female roles in relationships. For instance, the analysis of "Pygmalion's Bride" highlights how Duffy uses simile and extended metaphor to illustrate Galatea's transformation from a submissive figure to an autonomous woman. Additionally, in "Penelope," the student discussed how the metaphor of sewing symbolizes Penelope’s journey of self-discovery, showcasing her agency. The commentary on Eurydice emphasizes Duffy's use of first-person narrative voice to amplify the character's independence, critiquing traditional gender roles.

Criterion C:

Criterion C:

Criterion C:

Criterion A: A focused and informative thesis statement is present in the introductory paragraph

Comment: The student presented a focused thesis statement in the introductory paragraph, clearly articulating how Carol Ann Duffy gives female characters in Greek mythology a voice to redefine their roles in relationships. The student outlined the anthology's aim to provide alternative perspectives on traditionally male-centered stories, as seen in the mention of poems like "Pygmalion’s Bride," "Penelope," and "Eurydice." This establishes a clear direction for the essay, indicating that the subsequent analysis will explore stylistic features used by Duffy to amplify female voices

Criterion C:

Criterion C:

Criterion A: The thesis statement is explored and agrees with the analysis and interpretation included in body paragraphs

Comment: The student explored the thesis statement regarding the redefinition of female roles in relationships through the analysis of specific poems in Duffy's anthology. In the discussion of "Pygmalion's Bride," the student highlights how Galatea's agency is emphasized through her voice and actions, demonstrating a shift from being a submissive figure to one of autonomy. The analysis of "Penelope" illustrates her transformation from a faithful wife to an independent individual through the metaphor of embroidery, symbolizing her control over her identity. The exploration of "Eurydice" further supports the thesis by showcasing her desire for self-representation, highlighting the contrast between her original portrayal and her newfound independence. Each body paragraph aligns with the central argument, providing a coherent analysis throughout the essay.

Criterion C:

Criterion C:

Criterion B: The student lists several textual features/authorial choices from the work in the essay

Comment: The student listed several textual features and authorial choices from Carol Ann Duffy's anthology, such as similes, metaphors, and personal pronouns. In "Pygmalion's Bride," the student identified the simile "Cold, I was, like snow, like ivory" to explore Galatea's objectification. The student discussed the metaphor of the doll in "Penelope" and the color symbolism in the final lines to illustrate Penelope's transformation. The analysis of Eurydice highlights the use of personal pronouns and water imagery to emphasize her autonomy and critique traditional gender roles

Criterion C:

Criterion B: The textual features/authorial choices are evaluated in terms of how effectively they convey the chosen topic

Comment: The student evaluated textual features and authorial choices in Duffy's poems to convey the theme of redefining female roles in relationships. For instance, the analysis of "Pygmalion's Bride" highlights how Duffy uses simile and extended metaphor to illustrate Galatea's transformation from a submissive figure to an autonomous woman. Additionally, in "Penelope," the student discussed how the metaphor of sewing symbolizes Penelope’s journey of self-discovery, showcasing her agency. The commentary on Eurydice emphasizes Duffy's use of first-person narrative voice to amplify the character's independence, critiquing traditional gender roles.

Criterion C:

Criterion A: The analysis, interpretation, and conclusions directly address the thesis statement and provide a plausible exploration of it

Comment: The student's analysis, interpretation, and conclusions address the thesis statement regarding the redefinition of female characters in relationships in Duffy's anthology. The exploration of Galatea in "Pygmalion's Bride" illustrates how Duffy amplifies her voice to challenge traditional gender roles, as seen when Galatea asserts her autonomy and manipulates Pygmalion. The analysis of Penelope highlights her transformation from a passive figure to one who actively shapes her identity through embroidery. The interpretation of Eurydice underscores the shift from a mere object of male desire to a self-sufficient heroine, showcasing Duffy’s critique of gender roles in Greek mythology. Each body paragraph consistently connects back to the thesis, demonstrating a coherent exploration of the topic

Criterion D:

Criterion D:

Criterion D:

Criterion D:

Criterion D: