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

Comment: The student demonstrates a clear focus on the literal meaning of the play, focusing on Willy and Biff Loman and their desire for success.

Criterion C:

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

Comment: The student interprets the indirect meaning of the play, focusing on the idea of perpetual dissatisfaction.

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

Comment: The student focuses the thesis statement on the characterization of Willy and Biff and their perpetual dissatisfaction. The student has therefore proposed a sensible and informative thesis statement.

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

Comment: The student explores concepts highly related to the thesis statement throughout the paragraphs. The student interprets Willy's pursuit of the urban lifestyle as a guarantee of success, for example.

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

Comment: The student explores concepts highly related to the thesis statement throughout the paragraphs. The student interprets Willy's pursuit of the urban lifestyle as a guarantee of success, for example.

Criterion C:

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

Comment: The student explores concepts highly related to the thesis statement throughout the paragraphs. The student interprets Willy's pursuit of the urban lifestyle as a guarantee of success, for example.

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

Comment: The student is highly focused on the 1940s postwar American culture, which focuses on materialism and success. Therefore, the interpretation concerns larger implications and subtleties of the text.

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

Comment: The student is generally focused on urbanity and rurality throughout the analysis, interpretations, and conclusions. This portrays the causes and effects of striving for success. The student investigates the perpetual dissatisfaction that both lifestyles lead to.

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

Comment: The student chooses direct quotations and examples from "Death of a Salesman" to argue their thesis concerning rural and urban lifestyles.

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

Comment: The student chooses direct quotations and examples from "Death of a Salesman" to argue their thesis concerning rural and urban lifestyles.

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

Comment: The student chooses direct quotations and examples from "Death of a Salesman" to argue their thesis concerning rural and urban lifestyles.

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

Comment: The student lists several textual features and techniques throughout the work like the use of symbolism. This demonstrates that the student is capable of identifying literary techniques.

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

Comment: The student lists several textual features and techniques throughout the work like the use of symbolism. This demonstrates that the student is capable of identifying literary techniques.

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

Comment: The student lists several textual features and techniques throughout the work like the use of symbolism. This demonstrates that the student is capable of identifying literary techniques.

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

Comment: The student provides highly convincing interpretations of textual features in the work. The student is capable of discussing the contrast between Biff and Willy as well as their family issues. The student focuses on the rural and urban environment looking at components of competition and nature.

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

Comment: The student lists several textual features and techniques throughout the work like the use of symbolism. This demonstrates that the student is capable of identifying literary techniques.

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

Comment: The student provides highly convincing interpretations of textual features in the work. The student is capable of discussing the contrast between Biff and Willy as well as their family issues. The student focuses on the rural and urban environment looking at components of competition and nature.

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

Comment: The student lists several textual features and techniques throughout the work like the use of symbolism. This demonstrates that the student is capable of identifying literary techniques.

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

Comment: The student provides highly convincing interpretations of textual features in the work. The student is capable of discussing the contrast between Biff and Willy as well as their family issues. The student focuses on the rural and urban environment looking at components of competition and nature.

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

Comment: The student provides highly convincing interpretations of textual features in the work. The student is capable of discussing the contrast between Biff and Willy as well as their family issues. The student focuses on the rural and urban environment looking at components of competition and nature.

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

Comment: The student provides highly convincing interpretations of textual features in the work. The student is capable of discussing the contrast between Biff and Willy as well as their family issues. The student focuses on the rural and urban environment looking at components of competition and nature.

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

Comment: The student demonstrates the effectiveness of the techniques by demonstrating a focus on the audience and ways in which certain themes are shown through techniques employed by Miller.

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

Comment: The student links the analysis directly to concepts highly linked to the exploration of perpetual dissatisfaction like the American dream, risk, values, capitalism, etc. These elements allow the student to link the analysis closely to the thesis statement.

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

Comment: The student links the analysis directly to concepts highly linked to the exploration of perpetual dissatisfaction like the American dream, risk, values, capitalism, etc. These elements allow the student to link the analysis closely to the thesis statement.

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

Comment: The student links the analysis directly to concepts highly linked to the exploration of perpetual dissatisfaction like the American dream, risk, values, capitalism, etc. These elements allow the student to link the analysis closely to the thesis statement.

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

Comment: The student is focused on Miller and his techniques throughout the work, which ensures a clear focus on authorial choices.

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

Comment: The student is focused on Miller and his techniques throughout the work, which ensures a clear focus on authorial choices.

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

Comment: The student demonstrates the effectiveness of the techniques by demonstrating a focus on the audience and ways in which certain themes are shown through techniques employed by Miller.

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

Comment: The student provides highly convincing interpretations of textual features in the work. The student is capable of discussing the contrast between Biff and Willy as well as their family issues. The student focuses on the rural and urban environment looking at components of competition and nature.

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

Comment: The student demonstrates the effectiveness of the techniques by demonstrating a focus on the audience and ways in which certain themes are shown through techniques employed by Miller.

Criterion C:

Criterion C:

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

Comment: The student demonstrates a clear focus on the literal meaning of the play, focusing on Willy and Biff Loman and their desire for success.

Criterion C:

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

Comment: The student explores concepts highly related to the thesis statement throughout the paragraphs. The student interprets Willy's pursuit of the urban lifestyle as a guarantee of success, for example.

Criterion C:

Criterion C:

Criterion D:

Criterion D:

Criterion D:

Criterion D:

Criterion D: