rubric_gradations: 4
This data as json
| id | skill_code | dimension | level | level_label | behavioral_description | sample_response | created_at | updated_at | active_version |
|---|---|---|---|---|---|---|---|---|---|
| 4 | L-ACADEMIC-VOCAB | autonomy | 4 | Self-Directed | Student treats academic vocabulary acquisition as an ongoing, self-directed process that extends beyond classroom requirements. Actively seeks out and adopts terminology from reading, lectures, and cross-disciplinary sources. Uses academic and domain-specific language naturally in discussion and writing, selecting terms for precision rather than display. Recognizes when everyday language is insufficient for the complexity of an idea and reaches for the precise academic term. Helps peers understand vocabulary by explaining terms in accessible language during discussion. | In my essay I pulled in the term 'free indirect discourse' from a literary criticism article I was reading on my own — it's different from 'unreliable narrator' because it's specifically about when the narration blends the character's voice and thoughts into third-person prose without quotation marks, which is how this story creates its particular kind of dramatic irony. The narrator doesn't announce that she's deceiving herself; the prose just quietly adopts her distortions as though they're facts. I also used 'analepsis' instead of 'flashback' because the story's movement into the past isn't a clear scene break — it's a gradual drift that the reader doesn't immediately register, and 'analepsis' captures that fluid quality better. I defined both terms in my essay so the argument stays accessible. | 2026-05-24 00:17:32 | 2026-05-26 01:43:59 | 1 |