rubric_gradations: 3

This data as json

id	skill_code	dimension	level	level_label	behavioral_description	sample_response	created_at	updated_at	active_version
3	L-ACADEMIC-VOCAB	autonomy	3	Independent	Student uses academic and domain-specific vocabulary accurately in writing and discussion when tasks call for analytical or interpretive work. Draws on terms from current and previous units without needing word banks or reminders. Vocabulary use is purposeful — chooses academic terms because they're more precise, not to sound impressive. Can distinguish between related terms and selects the right one for the context. The vocabulary acquisition process is functional but task-driven: the student builds vocabulary because assignments require it rather than seeking it out independently.	In my essay I argued that the story's impact depends on dramatic irony — the reader recognizes the narrator's self-deception before the narrator does, which creates a tension between what the narrator reports and what the reader understands to be true. I used 'unreliable narrator' because the concept is more specific than just saying the narrator is wrong; it captures how the narrative structure itself is designed to create doubt. I also brought in 'foreshadowing' from the earlier fiction unit because the opening paragraph plants details that only become significant retrospectively. I've been using these terms since we first learned them and at this point they feel like the natural way to talk about how stories work.	2026-05-24 00:17:32	2026-05-26 01:43:59	1