Review for the Provincial Exam Essay Questions

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Written Response Section of the

Socials 11 Provincial Exam

Prince George Secondary School

Socials 11:

Review for the Provincial Exam Essay Questions
Beginning in the 2004-2005 school year, there is to be a provincial exam for Socials 11. The exam will consist of 54 marks for multiple choice, true and false, or matching types of questions. There will also be two multi-paragraph essay questions based of two of six themes (see the end of this document for the Socials 11 exam specs). Each of these questions will be worth 12 marks. The purpose of this document is to provide students and teachers a brief overview of the major themes of the exam in order to prepare for the essays. This review includes:

  • A description of the theme

  • An overview of the major events relating to the theme

  • Possible questions for the themes

  • A model for an essay answer

  • The exam specs as provided by the Ministry of Education.

  • A command term list

  • Written Response Scoring Criteria

Certainly, this review is not all-inclusive. Teachers and students will certainly be able to find more examples to supplement this series of charts. As well, the descriptions of the events included are not designed to be complete. Instead, these should serve as review of the material. Students should be able to take each of the examples included in this review and add to it in a written format.

For more information about the exam, log on to:
Description of Themes and Review Charts

This theme will include issues related to Canada’s evolution as a nation from 1914 to the beginning of the 21st century. Events which allowed Canada to move away from the governance of Great Britain towards gaining an international reputation for being a middle power will be included in this theme.




  • 1914-1918 World War I-Canada fought as a British colony until British Imperial War Cabinet established, 1916


  • Canada got her own seat at the Paris Peace Conference and in the new League of Nations (although Canada rejected Article X re: collective security)

  • Chanak Crisis (1922)-Canada refused to sent troops to assist the British in Turkey

  • Halibut Treaty (1923)-First treaty Canada signed without British consent

  • Balfour Report (1926)-All dominions equal in status with each other and with Britain, agreed to by Britain at an imperial conference

  • 1927-Canada establishes its own embassy in Washington

  • 1931-Statute of Westminster

  • Canada refused to get involved in international affairs for fear of being dragged into another war (Japan invades China in 1931 and again in 1937, Italy invades Abyssinia in 1935, no official involvement in Spanish Civil War, 1936-1939)

  • 1939-1945: Canada deeply involved in the fighting in the Second World War


  • Canada emerged as a ”Middle Power” after WW2

  • Deeply involved in the United Nations (UN), especially as peacekeepers (Suez, 1956)

  • Fought as part of the UN force in the Korean War, 1950-1953

  • Canada made the Supreme Court of Canada the last court of appeal (no more appeals to the Privy Council in Britain)

  • Canada’s foreign policy deeply aligned to the foreign policy of the US (US radar bases in the Canadian north, NATO, NORAD, Canada refused to recognize the communist government in China because the US does not). Canada grounded the Avro Arrow fighter plane (1958) because the US did not want it-Canada bought US Bormarc ICBMs instead

  • Economic integration with the US-St. Lawrence Seaway (1950s), Autopact (1964), foreign ownership of Canadian industries, Free Trade Agreement with US (1989) NAFTA (1990s).

  • In the 1970s and the 1980s, US refused to recognize Canada’s claims of sovereignty in the Arctic


This theme explores the significant economic events that have led to fluctuations in Canada’s economy during times of rapid expansion and major economic downturns before and after both world wars.




  • New transportation and communication technology (steamships, trains, esp. the CPR, the telegraph and the telephone) allowed Canada to become quite integrated with the world’s economy.

  • Canada was still a country that produced primary products (esp. wheat), but both Britain and the US were investing in emerging Canadian industries (mining, pulp and paper, railway construction, hydroelectric projects).

  • Urbanization was increasing.


  • WWI brought the industrial age to Canada. Canada produced millions of shells, as well as planes, ships, etc., in war production. Much of the production was done with women in the work force.


  • After a short recession at the close of the Great War, the economy boomed throughout the decade. Americans began to invest heavily in Canadian industries.


  • Great Depression/Dust Bowl. Little industrial production, high unemployment, deflation. Government becomes more involved in the economy (Royal Commission on Price Spreads, Rowell-Sirois Royal Commission, Bennett’s “New Deal”)


  • World War II: Canadian economy booms once again. Women recruited for the work place. Government involved in raising funds (Victory Bonds), rationing, price controls.


  • Creation of the Welfare State in Canada. Old Age Pensions improved, unemployment insurance created, Family Allowances, welfare system expanded.


  • Canada’s “Golden Age”: Low unemployment, high prosperity.

  • PM King tried to prevent a recession (as after WWI) with National Housing Act, unemployment insurance, offering businesses incentives to invest in new equipment and to upgrade plants.

  • Unions expanded, wages and benefits increased

  • Baby Boom: Led to new construction, new schools, rise of suburbs

  • 1950s: St. Lawrence Seaway completed, natural gas pipeline built, Alberta to Central Canada


  • Autopact negotiated with the US

  • Regional disparity addressed with DREE (Department of Regional Economic Expansion)


  • Debate grew about foreign ownership in Canada, led to the formation of FIRA (Foreign investment Review Agency)

  • Politics of oil: huge increase in the price of oil ($8 US/barrel to $40 US/barrel) helped bring about inflation (“double digit inflation”). Early government attempts to halt inflation failed, led to wage and price controls (1975), which did little to stop inflation


  • Period of recession: Canadian dollar dropped in terms of the $US. This meant US goods more expensive, which led to more inflation

  • Oil prices remained high

  • Rise in interest rates-business raised prices to cover costs of borrowing money

  • Fewer people buying goods, less industrial production, workers fired, fewer taxes paid to government while government expenses were increasing

  • Stagflation: stagnant economy, high inflation, high unemployment

  • Recession eased by the end of the decade

  • By 1989, FIRA was eliminated (“Canada is open for business”), and the Free Trade Agreement with the US was signed


  • Government spending much more than it received in revenues-massive deficits, up to $40 billion/year

  • Computer Age arrived


This theme focuses on the contribution Canada has made with respect to participation in world conflicts, peacekeeping and global development.

International involvement to 1945

  • Canada involved as an independent voter at the Paris Peace Conference, 1919.

  • Canada received a separate seat in the new League of Nations (Canada also the first nation to dispute the idea of collective security)

  • Refused to assist the British in the Chanak Crisis, 1922

  • Refused to vote sanctions in the League of Nations against Japan when it invaded China (1931 and again in 1937) or Italy when it invaded Abyssinia in 1935.

  • World War II: fought with distinction (Battle of the Atlantic, in Italy, at Normandy, liberation of the Netherlands)

Wars and international involvement since 1945

  • Korean War (1950-1953): fought as part of the United Nations forces

  • Cold War: ally of the US in its ideological war against communism, 1945-1989, again mostly as a junior partner of the US. Involved with NATO, NORAD, UN

  • Peacekeeping missions: Suez (1956-know this one for exams), Congo (1960), Cyprus (1964). Yugoslavia (1992), Somalia (1994-turns into international disgrace for Canada because of the murder and torture of Somali citizens by Canadian soldiers)

International Trade Agreements

  • Resource provider (wheat, timber) at the turn of the century.

  • 1911-Canadians reject reciprocity (free trade) with the US

  • 1920s-less British influence, more American dominance in Canadian industries.

  • TransCanada Pipeline, St. Lawrence Seaway, 1950s

  • Columbia River Treaty, 1964

  • Autopact, 1964

  • Free Trade Agreement, 1989

  • NAFTA, 1990s


This theme investigates Canada’s political system and how it works. Significant current events pertaining to Canada’s government structure and procedures may be included. Data will be provided in these circumstances. This chart does not describe the roles and functions of the three levels of government, or the various branches of a democratic government. Nor does it describe the types of federal and provincial courts and their functions. This simply cannot be formatted into such a review. However, students are expected to know this material. This section deals only with major changes in government systems in Canada during the 20th century.




  • Women in Canada granted the right to vote (suffrage)


  • King-Byng Crisis defined the role of the governor-general in Canada


  • Creation of Canada’s first true “Third Party”, the National Progressives


  • Statute of Westminster essentially made Canada a truly independent nation


  • Creation of two western political parties: The CCF and the Social Credit Party

  • Rowell-Sirois Royal Commission recommended new roles for both the federal and provincial governments (redistribution of funds and powers)


  • Supreme Court of Canada, established in 1875, finally becomes Canada’s highest court when appeals to the Privy Council are ended

  • Newfoundland joins Confederation, the 10th province to do so


  • First Nations Peoples given the right to vote in federal elections in Canada


  • October Crisis in Quebec (first use of the War Measures Act in peacetime)


  • Quebec referendum on sovereignty association-rejected by Quebec by a large margin


  • Canadian constitution patriated, Charter of Rights and Freedoms added


  • Failure of the Meech Lake Accord


  • Failure of the Charlottetown Accord


  • Second Quebec referendum fails but by a vote of 51% to 49%


  • Nunavit established as the third territory. Very much a modern aboriginal territory


This theme deals with issues, either historic or contemporary, that involve the well-being of humankind. These issues may relate to government policy, a shift in public opinion, or an evolution of legal thought. Social issues may concern matters from a national or international perspective.




To 1945

  • By 1911, there were nearly 2 million immigrants to Canada (Sifton’s “Last Best West”). Most were British, American, or Central Europeans. Southern Europeans, Africans, Jews, and Asians mostly excluded (too difficult to assimilate).

  • BC opposed Asian immigration (i.e. Head Tax on Chinese, Chinatown Riot in 1907, and Komagatu Maru incident in 1914)

  • 1939: SS St. Louis: 400 Jews not allowed to enter Canada


  • Immigration Act-“acceptable” immigrants were British subjects, and quotas were established for Asian immigrants


  • 170,000 war refugees from Central Europe were permitted to enter Canada


  • New Immigration policies introduced: individual immigrants had to demonstrate they could establish themselves and had enough money to support themselves

  • Sponsorship: Canadian citizens could sponsor relatives from any European country or NATO nation (this excluded Africans and Asians)


  • Points system: minimum points awarded for education, training, occupational demands, adaptability, age, etc. Once one had 50 points they could enter Canada


  • New immigration guidelines adapted

Humanitarian (unite families)

Economic (what does Canada need?)

Demographic (increase population)

  • AND three classes of immigrants

Family-sponsored by a Canadian citizen

Refugee-people persecuted in their own countries, and

Economic-What occupations were needed by Canada?

  • More and more immigrants coming from Asia and Africa (17% in 1961-1971, up to 54% in 1981-1991)

  • Results: by 1996, 35% of Vancouver’s population was made up of immigrants. More than one half of all Vancouver students were enrolled in ESL.





  • Women had few rights

  • Two major issues: suffrage and prohibition

  • Nellie McClung and Emily Murphy led the battle for the right to vote.

  • The WCTU fought for prohibition


  • Women’s contributions to the war effort led to limited suffrage in 1917 (Wartime Elections Act) to the full right to vote in 1918.

  • Agnus Macphail became Canada’s first elected MP.


  • Person’s Case: Privy Council overturned a Supreme Court decision that disallowed Canadian women to enter the Senate. Cairine Wilson became Canada’s first female senator.

  • During the boom times of the 1920s, more and more women entered the work force and fought for better education prospects

World War II (1939-1945)

  • Women joined the Armed Forces: Canadian Army Corps and the Women’s Royal Canadian Naval Service. Usually worked in administration, as nurses or ambulance drivers-no combat roles

  • Entered the workplace in large numbers to assist in the war effort. After the war, tax breaks and childcare programs were dismantled to encourage women to leave the work place


  • The Baby Boom and the growth of suburbs led most women to become housewives

  • In 1957, Ellen Fairclough became the first woman to be appointed to a cabinet position in the federal government


  • Royal Commission on the Status of Women recommended a National Action Committee (NAC) on the Status of Women, a federal portfolio for women, and an end to discrimination in the work force (hiring practices, wages)


  • Changes in school texts to eliminate sexism, affirmative action programs established

1980s to the present

  • While there have been incredible changes in the status of women in Canada during the 20th century, there is still a long way to go. Women still receive a much lower average wage than men, there are still very few women politicians, and violence against women is still a major issue.

French-English Relations




  • Conscription Crisis: English Canada felt French Canada not doing its share: Major election issue, 1917, which split the country between French and English voters


  • Maurice Duplesis became Union Nationale premier of Quebec: followed Quebec nationalist policies (Maitre Chez Nous)


  • Second Conscription Crisis: Just like WWI, it was felt that the French were not contributing their fair share, and just like WWI very few of the soldiers conscripted actually were needed overseas


  • Quiet Revolution: Quebec modernized and demanded more rights within Confederation

  • Bilingualism and Biculturalism Royal Commission: recommended bilingual policies, pleased no one

  • Charles De Gaulle incident in Montreal, 1967 (“Vive la Quebec Libre”)


  • October Crisis: Two prominent people kidnapped, and one, Pierre LaPorte, was killed by his captors (the FLQ). Violent end of the Quiet Revolution


  • Election of the Parti Quebecois-led to Bill 101, making Quebec a unilingual (French) province. Also led to the 1980 referendum on sovereignty association, which Quebeckers rejected in favour of a new constitution


  • Canadian Charter of Rights and Freedoms became part of Canada’s new Constitution. Quebec refused to sign on to the new constitution


  • Failure of the Meech Lake Constitutional Accord, designed to convince Quebec to sign the Constitution


  • Charlottetown Accord also rejected by Canadians


  • Second referendum-just barely rejected by Quebeckers

  • Since then, separation has become a very cold issue in Quebec and the rest of Canada

First Nations

Prior to 1920

  • Indian Act had a huge impact on First Nations Peoples (FNP) lives

  • Disease had killed 60-70% of FN population

  • Cultural practices (potlatch and the Sun Dance) had been outlawed by the Indian Act

  • Indian Act dictated “status”

  • Duncan Campbell Scott: supt. of Indian Affairs, called for the complete assimilation of FNP

  • Biggest tool of assimilation-residential schools (remove aboriginal children from homes at an early age, force them to abandon cultural practices and language). Federal government wanted to destroy the nomadic lifestyle, and missionaries wanted to convert FNP to Christianity. Meanwhile, FNP wanted their children to get an education to compete in the modern world

  • 50% of children in residential schools died of diseases contracted by the unhealthy living conditions of the schools, and the physical and sexual abuse of children was rampant


  • Allied Tribes formed to fight for aboriginal rights. Federal government responded by making it illegal to elicit funds for land claims



  • Hearings into amending the Indian Act (“They fought for their country, but they were not allowed to vote”)


  • FNP granted suffrage in BC


  • FNP got the right to vote in federal elections


  • Federal government recommended an end to the Indian Act. FNP appalled; the Act was flawed but it provided the only protection for rights they had. As well, Trudeau announced his plans to phase out the Indian Act without consulting with FNP. Plans eventually dropped


  • Self-government endorsed by the federal government


  • Sechelt FN band became the first to have a form of self government


  • Nunavit Territory established (another form of self government for the Inuit)


  • In 1992, BC decided to negotiate treaties with the BC FNP, after more than a century of pretending aboriginal title did not exist. First treaty signed with the Nisga’a in 1999.

  • Treaty making in BC involves the BC Treaty Commission-issues involve land ownership, economic development, and education practices


This theme focuses on a wide range of social and physical issues within the realm of geography. An understanding of key environmental issues facing Canada and the world, with reference to the impact humans have on their physical environment, will be included.




  • Growth of cities, such as Vancouver

  • Land in cities designated residential, business, industrial, etc. Transportation always a big issue (no busses, cars, etc)

  • Huge increase in the % of people moving into cities-large working class areas developed, most people lived under the poverty line. Few taxes paid to cities to permit improvements in transportation or sanitation

  • High infant mortality rates because of unhealthy conditions


  • Department of Health established in response to the influenza epidemic of 1918-1919 which killed 50,000 people in Canada. Attempted to improve living standards throughout Canada


  • Dust Bowl-poor farming methods had stripped the topsoil from western farmlands, which led to droughts and dust storms throughout the decade.

  • Prairie Farm Rehabilitation Administration (PFRA) established, 1935, to introduce anti-erosion measures and water-storage facilities

  • Trail: Cominco smelters spewing pollution into the air with high smoke stacks-destroyed local vegetation

  • Washington State complained-International Joint Commission formed to examine the problem-Cominco forced to reduce its sulfur output, but not until the 1960s did vegetation return to Trail

Late 1940s and 1950s

  • Baby Boom and the post-war economic boom led to the growth of suburbs and improvements in Canadian living standards

  • This increase in urban populations, along with the growth in popularity of the automobile would lead to other problems, such as air pollution and traffic gridlock


  • Damming of the Columbia River in BC-led to destruction of salmon habitat, and increased farming in irrigated areas led to increased use of fertilizers and pesticides flowing into the Columbia River

  • Creation of Greenpeace-environmental activists who used attention grabbing techniques to bring issues to the forefront of public opinion (seal hunt off the East Coast, dumping of toxic waste, logging old growth forests)


  • Acid Rain became a recognized problem

  • Higher oil prices led to the development of nuclear energy (with accidents occurring at Three Mile Island in Pennsylvania and in Chernobyl in the Soviet Union)


  • Salmon stocks on the west coast had been drastically reduced (overfishing), leading to a long-running dispute between Canada and the US on how to deal with the issue

  • On the east coast, the Grand Banks of Newfoundland had been so over-fished by both Canadian and foreign vessels that it was decided to stop all cod fishing in that area, a moratorium that lasts to the present day.

  • Outside of Canada and the other developed nations, there has been a huge increase in the population, which has led to a reduced standard of living in the developing parts of the globe

Possible Questions

“Canada began the 20th century as a colony of Britain and ended it a colony of the United States.” Evaluate this statement
Canada has had more influence on world affairs after 1945 than before 1945. Evaluate.
Describe the influence of the United States on the Canadian economy throughout the 1900s.
Canada has been a good place to live for everyone throughout the 1900s. Evaluate this statement.
Explain how women have gained rights throughout the 20th century, but still have not reached equality with their male counterparts in the country.
How have First Nations people managed to avoid assimilation in the 20th century?
Analyse Canada’s environmental record during the 20th century.
Compare the treatment of Canada’s immigrants and First Nations peoples during the 20th century.
Discuss the role of the prime minister (or cabinet, executive branch, judicial branch, legislative branch, governor general, premier, etc.)
Compare the jurisdictions of the federal and provincial governments in Canada. In your answer, explain why there may be conflict between the two levels of government during the 20th century.

A good answer should include the following:
“Canada began the 20th century as a colony of Britain and ended it a colony of the United States.” Evaluate this statement
A strong thesis: Explain to the reader exactly what you set out to prove.

  • “It is true that both Britain and the United States have had a great deal of influence on Canadian affairs throughout the 20th century. However, there have been many instances when Canada has clearly asserted its independence.”

Definitions (if necessary): Be clear about what you are describing in your answer. For example, if you wanted to describe Canada’s role as a colony, you should explain exactly what you mean by colony and how it applies to your answer.

  • “In this instance, a colony means when one nation has a great deal of influence over another, either militarily, politically, economically, or culturally.”

Appropriate examples from throughout the century:

  • “Canada did send troops to assist Britain during World War I, but insisted that Canada have a say in how they were used in an Imperial War Cabinet”;

  • “Canada did not send assistance to Britain during the Chanak Crisis in 1922”;

  • “While Canada’s military policies after World War II were greatly influenced by the United States (i.e NATO, NORAD, northern radar bases), Canada also did not follow American policies on China after 1970 and the Canadians offered sanctuary to American draft dodgers during the Vietnam War.”

Be certain to provide details about each of your examples.

  • “In 1922, Britain asked the dominions to send troops to Turkey in order to put down a potential revolt against British rule in the country. However, Canada chose not to participate. The general feeling in the country was that we had just finished fighting a major war, and that Britain’s dispute with the Turks was not Canada’s concern. Prime Minister Mackenzie King informed the British that Canada could not simply send troops whenever Britain required assistance to get out of a jam. King told the British that this was a matter for Parliament to decide. However, Parliament was not in session and King refused to call it together until the crisis was over. Thus, the Chanak Crisis became the first time Canada refused to send help to Britain when she called for Canadian help.”

A strong conclusion:

  • “Both Britain and the United States have greatly influenced Canadian policies during the 20th century. However, as the noted in the examples, their influence has not led to Canada being a “colony” of either nation. Instead, Canada has attempted to assert its independence in nearly every situation in dealing with both of these powerful nations. During World War I, …”


1. Skills and Processes *

2. Geography 31%

3. History 45%

4. Government 24%

The values in this table are approximate. The weighting of each topic reflects the percentages represented by the PLOs in the Social Studies 11 Integrated Resource Package, 1997.

* Topic 1, Skills and Processes, applies equally to Topics 2 to 4 and, therefore, will be examined within the parameters of these three organizers.

The time allowed for the provincial examination is two hours. Students may, however, take up to30 minutes of additional time to finish.

Examination Configuration:
Matching Questions up to 15% of the examination

True-and-False Questions up to 15% of the examination

Multiple-Choice Questions up to 55% of the examination

Written-Response Questions 27% of the examination


The Social Studies 11 examination will include key processes/concepts, figures, and events within the time period extending from 1914 to the year 2000. Relevant data will be provided for questions testing topics of a current nature.
The provincial examination is divided into two parts:
PART A: Selected-Response questions worth 73% of the examination (66 marks).

The question types will include multiple-choice questions, true-and- false questions, andmatching questions.

PART B: Written-Response questions worth 27% of the examination (24 marks).

Students will be required to answer two multi-paragraph written-response questions worth 12 marks each. Each question will draw on one of the following themes:

  • Autonomy

  • Economic cycles

  • International involvement

  • System of government

  • Social issues

  • Environmental issues




The prescribed learning outcomes (PLOs) in Skills and Processes emphasize the skills and processes required for the critical study of Social Studies 11. The PLOs are interconnected rather than discrete and are examined through integration with other content.


This topic deals with economic and environmental issues such as economic activity, developed and developing nations, standards of living, demography, urban growth, resource issues, sustainable development and key environmental issues facing the global society.


This topic deals with social, cultural, political and economic issues in the evolutionary development of Canada from 1914–2000. World War One, the 1920s and 1930s, World War Two, and post-war Canada from both a domestic and international perspective are included under this topic.


This topic deals with political and legal issues related to the structure and function of Canada’s three levels of government, political parties and their ideologies, and the political process. The Canadian Constitution, the Charter of Rights and Freedoms, federal, provincial and municipal law, human rights legislation and the implications of the Indian Act are included under this topic.


Successful results can be achieved by addressing the specifics of the question. Most questions contain a key-word or command term. The following list will help students to read, analyze, and respond to written-response questions more effectively.


Support or refute a statement; give the positive or negative features; express an informed opinion one way or the other; list the advantages for or against.


To divide a complex whole into its component parts. This process should involve not only breaking down the whole, but also showing the relationship between the various elements.


Command words such as these strongly suggest to the student that two schools of thought exist about a given subject. These questions often involve weighing the relative merit of conflicting points of view; e.g., negative vs. positive, strong vs. weak, fundamental vs. immediate.


Give an estimate of the similarity and dissimilarity of one event or issue to another; give an estimate of the relationship between two things.


Give an estimate of the difference between two things.


Give the meaning of a word or concept and provide a relevant context.


Give a detailed account of a situation.


Present the various points of view as in a debate or argument. Points-of-view arising from the topic should be supported and/or challenged.


Making a judgement which involves determining the value of a statement and/or assessing the relative significance of that idea.


Make plain or intelligible the relationship which is asked for; e.g., Explain the similarities between . . . , or Explain the differences between . . . .


Present information which determines the importance of an event or issue. Quite often used to show causation.


Clearly establish the identity of something based on an understood set of considerations; recognize the unique qualities of something and state the criteria used to identify it. Often used in conjunction with EXPLAIN.


Defend or agree with a particular, predetermined point-of-view; give evidence, reasons, or examples.


Give a catalogue of names, ideas, or events which belong to a particular class of items.


Give a description of only the main features; summarize the principal parts of a thing, idea, or event.


Give an account of the main points. This implies a degree of evaluation as the student weighs the relative merit of the more important versus the more trivial.


Give the points in favour of, or opposed to, a predetermined point of view or particular position. Also see AGREE / DISAGREE. While students should generally support or refute the given statement, their responses may include opposing points.



An essay may or may not conform to each and every descriptor within a particular scale point. The marker should classify the essay into a category based on general impression rather than by checking off each descriptor.

6 Answer

  • Thesis is supported with precise and relevant details.

  • Content is applied in a superior manner; all major points are identified.

  • Documents are insightfully analyzed and evaluated. Sophisticated conclusions drawn.

  • Expression is clear and fluent with few flaws in communication.

5 Answer

  • Thesis is consistently supported.

  • Content is applied in a proficient manner; most major points are identified.

  • Documents are thoroughly analyzed and evaluated. Effective conclusions are drawn.

  • Expression is generally fluent with few flaws in communication.

4 Answer

  • Thesis is evident with some supporting evidence.

  • Content is applied in a competent manner; many major points are identified.

  • Documents are satisfactorily analyzed and evaluated. Adequate conclusions are drawn.

  • Expression is sufficiently fluent with few flaws.

3 Answer

  • Thesis is attempted with limited supporting details.

  • Content is applied in a satisfactory manner; some major points are identified.

  • Documents are minimally analyzed and evaluated. Few or flawed conclusions.

  • Expression is satisfactory with limitations and flaws.

2 Answer

  • Thesis is insufficient.

  • Content is applied in a poor manner; insufficient points are identified.

  • Documents are poorly analyzed and no conclusions evident.

  • Expression is awkward, which impedes understanding.

1 Answer

  • Thesis is irrelevant.

  • Content is vague; major points are absent.

  • Documents are not analyzed.

  • Expression is full of errors, making understanding difficult.

0 Answer

  • While writing is evident, no attempt has been made to address the topic given or the writing is illegible.

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