Student always uses the voice to convey the character clearly and convincingly:

• Demonstrates expression using a variety of vocal techniques.
• Recites all lines with clear pronunciation and articulation.
• Uses volume appropriate for the performance space.

Sample 1
The student made very clear character choices and convincingly used his voice to convey his character throughout the performance. A variety of vocal techniques were used to demonstrate expression, including tempo changes, effective pauses, and ample use of vocal inflection. Some changes in dynamics were included, and volume was appropriate for the space. The pace and articulation were excellent, which made the text clearly understandable. The student stumbled slightly, but that was not enough to lower the performance from Exemplary.

Sample 2
The student used a variety of vocal techniques to clearly and convincingly portray the character. Expression was demonstrated through vocal inflection and dynamics, with emphasis placed on "excuses" and "so sick of it." Changes in tempo were also effective (e.g., the faster tempo on "not that great" and the pause before "blasted off"). Volume was appropriate for the space, and all lines were clearly recited with excellent articulation.

Student frequently uses the voice to convey the character:

• Demonstrates expression using vocal techniques.
• Recites most lines with clear pronunciation and articulation.
• Mostly uses volume appropriate for the performance space.

Sample 1
The student frequently used vocal techniques to convey character and show expression. Vocal inflection was used when speaking the words of the parents, and pauses were included for emphasis. Volume was appropriate for the space, although some lines dropped at the end of the sentence. There were no errors in pronunciation, and articulation was mostly clear despite a fast pace.

Sample 2
The student used a variety of vocal techniques to demonstrate expression and convey the character. The tempo was faster at "Oh, hi" to express surprise. Louder and softer dynamics created emphasis throughout. Pauses were effective and intentionally added after "sun" and "sorry for him." Vocal inflection was used to indicate questions by rating the pitch of the voice. Lines were recited with mostly clear articulation and pronunciation. The volume was occasionally too soft.

Student sometimes uses the voice to convey the character:

• Demonstrates expression using some vocal techniques.
• Recites lines with several pronunciation and/or articulation errors.
• Sometimes uses volume appropriate for the performance space.

Sample 1
The student sometimes used vocal techniques to convey the character. The performance included some use of tempo with pauses at the end of some sentences. Some emphasis was given on the phrase "so cool." The pace was too fast, and the ends of sentences dropped in volume. This made the text difficult to understand without referencing the script.

Sample 2
The student sometimes used vocal techniques to convey the character during her performance. Vocal inflection was sometimes used for emphasis. She raised the pitch of her voice on "maybe" and included a pause after "birth defects." The pace was too fast in general, and the student sped up at some points. The rushed lines led to difficulty understanding the spoken word and caused pronunciation and articulation issues.

Student rarely uses the voice to convey the character:

• Rarely demonstrates expression.
• Recites lines with many pronunciation and/or articulation errors.
• Rarely uses volume appropriate for the performance space.

Student does not use the voice to convey character or does not perform the monologue.

Student always uses the body to convey the character clearly and convincingly:

• Performs a variety of precise and intentional gestures and movements.
• Uses a variety of facial expressions.

Sample 1
The student purposefully performed a variety of full-body, intentional gestures and movements. His precise gestures included shoulder shrugs, hands out, and hand waves. The student demonstrated use of space by purposefully stepping to the side and back. His facial expressions were varied, and he clearly showed emotion through eye rolling, looking in different directions, and smiling.

Sample 2
The student used specific planned gestures and movements around the space. His facial expressions showed emotion and demonstrated inferences made about the character. He demonstrated shyness at the beginning by using his face and body to look tentative. During the bold part of the monologue, he stepped forward and smiled. Character portrayal continued through the end as the student slowly hunched over and stepped out of the frame.

Student frequently uses the body to convey the character:

• Performs precise and intentional gestures and movements.
• Uses several facial expressions.

Sample 1
The student frequently used her body to convey her character. Specific arm and hand gestures were intentionally and precisely performed. Facial expressions were somewhat limited but were used in the most important parts of the monologue. The student remained in stationary throughout the performance.

Student sometimes uses the body to convey the character:

• Performs some intentional gestures and movements.
• Uses some limited facial expressions.

Sample 1
Although this performance included limited use of the body, the student did utilize space by including planned blocking. She entered the performance space, sat to perform the monologue, and then exited the space. A few intentional gestures were used: brushing hair, shrugging shoulders, and extending her palm out. Because she frequently looked down at her script, the audience could not see the few facial expressions she demonstrated.

Sample 2
The student used some planned body movements and gestures to convey the character. Her gestures included finger quotations and shrugging of shoulders. Her facial expressions were limited to raising eyebrows and smiling while speaking the words of the parents. The student stepped forward once or twice, but the swaying and pacing were not intentional and did not enhance the performance.

Student rarely uses the body to convey the character:

• Performs few or no intentional gestures or movements.
• Uses few or no facial expressions.

Sample 1
SCAAP does not display videos of students rated at the Emerging proficiency level. The following is a written description of a student work sample.

The student rarely used their body used to convey character in this performance. Very few facial expressions and arm gestures were included. The student frequently paced and swayed, which demonstrated nervousness and was not appropriate for character or the monologue.

Student does not use the body to convey the character or does not perform the monologue.

Student writes and scores a monologue that conveys the character’s point of view convincingly:

• Includes specific evidence from the text that strongly supports the character’s point of view.
• Makes logical inferences based on the text.
• Monologue scoring is complete, comprehensive, and includes all required notations.

Sample 1
The concise monologue was clearly written. It included specific evidence from the text and quotes that supported the student's logical inferences about the character. Word choices were especially effective in demonstrating the character's point of view. The monologue was scored effectively and completely. Emphasis and emotion words were marked, and the climax was starred. The student convincingly portrayed the character's point of view in the writing.

Sample 2
The student integrated evidence from the text and made strong inferences to portray the character's point of view. The student included a specific answer to the question. The scoring was complete. Important words were underlined, and the climax in the middle of the monologue was starred. The student selected effective and logical words to convey emotion.

Student writes and scores a monologue that mostly conveys the character’s point of view:

• Includes evidence from the text that mostly supports the character’s point of view.
• Makes mostly logical inferences based on the text.
• Monologue scoring is mostly complete and includes most required notations.

Sample 1
The student's writing mostly conveyed the character's point of view. Logical inferences were made based on the text. References to the text supported the character's point of view. Scoring included some underlined words, but the emotion words were unclear. The climax was not starred but was written at the bottom of the page.

Student writes and scores a monologue that somewhat conveys the character’s point of view:

• Includes some evidence from the text that may or may not support the character’s point of view.
• Makes some inferences based on the text.
• Monologue scoring includes some notations.

Sample 1
The student's written monologue included some inferences and text evidence that hinted at the character's point of view. The monologue was not completely written out on the paper, and little scoring was included. Few words were underlined for emphasis. Emotion words and the climax were not marked.

Sample 2
The student included evidence from the text; however, the text evidence did not support the character's point of view. The student made only minor, surface-level inferences about the character's feelings. The writing included minimal scoring.

Student writes and scores a monologue that rarely conveys the character’s point of view:

• Includes little evidence from the text that may not support the character’s point of view.
• Makes few inferences based on the text.
• Monologue scoring includes few or no notations.

Sample 1
The student included little inference or text evidence in the monologue. Even though quotes from the text were written in the evidence section of the page, they were not included or referenced in the monologue itself. No scoring notations were made.

Student includes no evidence from the text, makes no inferences, or does not complete or score the monologue.