Task 1.rarTask 1Rubric-1.htmIWT Task1 (0813) Unsati.docx

Task 1.rar
Task 1/Rubric-1.htmIWT Task
1 (0813)
Unsatisfactory
Needs Revision
Satisfactory
Score/Level
Articulation of Response (clarity,
organization, mechanics)
The candidate provides
unsatisfactory articulation of response.
The candidate provides weak
articulation of response.
The candidate provides adequate
A1. Earlier Historical Art Period
The candidate does not provide an
appropriate description of the earlier period, characteristics of
the style,
and social conditions that may have contributed to the advent
of this style.
The candidate provides an
appropriate description, with insufficient detail, of the earlier
period,
characteristics of the style, and social conditions that may
have contributed
to the advent of this style.

appropriate description, with sufficient detail, of the earlier
period,
have contributed
A2. Later Historical Art Period
appropriate description of the later period, characteristics of
the style,
and social conditions that may have contributed to the advent
of this style.
appropriate description, with insufficient detail, of the later
period,
have contributed
appropriate description, with sufficient detail, of the later
period,
have contributed
A3. Relationship
The candidate does not provide a
statement describing the relationship between the periods.
plausible statement describing the relationship between the
periods.
The candidate provides a plausible
statement of the relationship between the periods.
A3a. Similarities or Differences

logical explanation of the stylistic and historical similarities
or
differences between the periods.
The candidate provides a logical
explanation, with insufficient detail, of the stylistic and
historical
similarities or differences between the periods.
explanation, with sufficient detail, of the stylistic and
historical
similarities or differences between the periods.
A3b. Explanation
logical explanation of the purpose for continuing the tradition
of the
earlier period or deviating from it.
explanation, with insufficient detail, of the purpose for
continuing the
tradition of the earlier period or deviating from it.
explanation, with sufficient detail, of the purpose for
continuing the
tradition of the earlier period or deviating from it.
A4. Comparison of Works.
The candidate does not compare a
work from the earlier period with a work from the later period.
The candidate compares a work from
the earlier period with a work from the later period with
insufficient
detail.
The candidate compares a work from
the earlier period with a work from the later period with
sufficient detail.

A5. Influence of Later Historical
Art Period
logical explanation of the influence the later period had on the
future art
world.
explanation, with insufficient detail, of the influence the later
period had
on the future art world.
explanation, with sufficient detail, of the influence the later
period had on
the future art world.
B. Sources
The candidate does not provide
in-text citations and/or references for each source used.
The candidate provides appropriate
in-text citations and/or references with major deviations from
APA style.
in-text citations and/or references accurately or with only
minor deviations
from APA style.
Task 1/Rubric_files/colorschememapping.xml
Task 1/Rubric_files/filelist.xml
Task 1/Rubric_files/themedata.thmx

Task 1/Task 1.docx
SUBDOMAIN 112.1 - FUNDAMENTAL CONCEPTS,
METHODS, & MODES IN THE HUMANITIESCompetency
112.1.2: Imagination, Values, and Emotions -The graduate
examines concepts and modes of expression in human
imagination, values, and emotions.
Introduction:
Works of art vary greatly across genres and time periods.
While it may seem that these works originate solely from the
minds of specific individuals, artists are influenced by the
styles and characteristics of earlier periods as well as social and
political events of the time. Works of art are often a
continuation of or reaction to earlier artistic styles. For
example, classical art from ancient Greece and Rome was
revived during the neoclassical era. Cubism was a reaction to
the style and characteristics of the earlier European tradition of
realistic painting. The purpose of this task is to analyze,
critique, and understand where creativity and inspiration
originate.
Choose two periods from the list below and discuss the
relationship between the periods. You should discuss how one
period revived or continued the style and characteristics of the
other period or how one period deviated from the other period.
You may focus on any two periods from the list below and any
of the following disciplines within the humanities: music, visual
art, architecture, and literature. Please note that not all
disciplines are represented in each period. Additionally, please
focus on the same discipline for each of your two periods. For
example, compare romantic music with impressionist music or
architecture from the middle ages with architecture from the
renaissance.

The following is a list of historical art periods you can choose
from:
• Classical
• Middle ages
• Renaissance
• Mannerism
• Baroque
• Rococo
• Neoclassical
• Romanticism
• Realism
• Impressionism
• Post impressionism
• Cubism
• Dadaism
• Geometric abstraction
• Harlem Renaissance
• Surrealism
• Pop art
Task:
A. Choose two art periods from the list above and write an
essay (suggested length of 3–5 pages) in which you do the
following:
1. Describe the earlier period. Your description should include
the characteristics of the style, and social conditions that may
have contributed to the advent of this style.
2. Describe the later period. Your description should include
the characteristics of the style, and social conditions that may
have contributed to the advent of this style.
3. Describe the relationship between the periods.
a. Explain the stylistic and historical similarities or differences
between the periods.
b. Explain how the later period continued or deviated from the

artistic style and tradition of the earlier period.
4. Compare one specific work from the earlier period with one
specific work from the later period. Both works should be from
the same discipline (music, visual art, architecture, or
literature).
5. Explain the stylistic influence that the later art period had on
the future art world. (i.e., its legacy, or historical influence)
Note: You will want to identify both periods in your essay and
describe the art periods (time periods, characteristics, and social
conditions that may have contributed to the advent of the styles
of the period), but you will want to do so in a way that will
allow your readers to see how the descriptions support your
thesis concerning the relationship between the two art periods.
B. Include all in-text citations and references in APA format.
Note: Each work of art named should have an in-text citation
and reference. You must include in-text citations and
corresponding reference.
Note: When bulleted points are present in the task prompt, the
level of detail or support called for in the rubric refers to those
bulleted points.
Note: For definitions of terms commonly used in the rubric, see
the Rubric Terms web link included in the Evaluation
Procedures section.
Note: No more than a combined total of 30% of a submission
can be directly quoted or closely paraphrased from sources,
even if cited correctly. For tips on using APA style, please refer
to the APA Handout web link included in the APA Guidelines
section.
Task 2.rar
Task 2/Rubric-Task 2.htmIWT Task

2 (0813)
Unsatisfactory
Does Not Meet Standard
Minimally Competent
Competent
Highly Competent
Score/Level
Articulation of Response (clarity,
organization, mechanics, relevant use of content terminology)
The candidate provides no evidence
of response to the prompts.
The candidate provides weak
The candidate provides limited
The candidate provides adequate
The candidate provides substantial
A1.
Introduction
The candidate does not select
works from the appropriate disciplines. The works do not vary
in subject
matter. Introductory information about the 3 works is not
included.
The candidate does not select
works from the appropriate disciplines or the works do not
vary in subject
matter or the candidate provides incomplete introductory
information about
the 3 works.
The candidate selects works from

the appropriate disciplines and the works vary in subject
matter and the
candidate provides adequate introductory information about
the 3 works,
including author or artist names, titles of the works, and the
disciplines to
which the works belong.
matter and the
candidate provides complete introductory information with
limited detail
about the 3 works, including author or artist names, titles of
the works, and
the disciplines to which the works belong.
matter and the
candidate provides complete introductory information with
substantial detail
about the 3 works, including author or artist names, titles of
the works, and
the disciplines to which the works belong.
A2. Thesis Slide
thesis slide.
The candidate provides a thesis
slide, but does not clarify for the audience how the selected
works share a
common theme that connects to a profession within the
candidate’s field of
study
slide, to clarify for the audience how the selected works share
a common

theme that connects to a profession within the candidate’s
field of study
slide, with adequate detail, to clarify for the audience how the
selected
works share a common theme that connects to a profession
within the
candidate’s field of study.
slide, with substantial detail, to clarify for the audience how
the selected
works share a common theme that connects to a profession
within the
candidate’s field of study.
B1. Objective Description:
Literary Work
description of the literary work.
The candidate provides a partial
description of the literary work
The candidate provides an accurate
description of the literary work
description, with additional detail, of the literary work
description, with substantial detail, of the literary work
B1a. Four Elements of Literature
The candidate does not provide 4
elements of literature.
description of how 4 elements of literature are used in the
literary work.
description of how 4 elements of literature are used in the

literary work. .
description with additional detail, of how 4 elements of
literature are used
in the literary work.
description with substantial detail, of how 4 elements of
literature are used
in the literary work.
B2. Objective Description: First
Nonliterary Work
description of the first nonliterary work.
description, with additional detail, of the first nonliterary
work.
description, with substantial detail, of the first nonliterary
work.
B2a.Four Elements : First Nonliterary
Work
elements for the first nonliterary work.
description of how 4 elements are used in the first nonliterary
work of art.
description of how 4 elements are used in the first nonliterary
work.

description with additional detail, of how 4 elements are used
in the first
nonliterary work.
description with substantial detail, of how 4 elements are used
in the first
nonliterary work.
B3. Objective Description: Second
Nonliterary Work
description of the second nonliterary work.
description, with additional detail, of the second nonliterary
work.
description, with substantial detail, of the second nonliterary
work.
B3a. Four Elements: Second
Nonliterary Work
elements for the second nonliterary work.
description of how 4 elements are used in the second
nonliterary work of art.
description of how 4 elements are used in the second
nonliterary work.
description with additional detail, of how 4 elements are used

in the second
nonliterary work.
description with substantial detail, of how 4 elements are used
in the second
nonliterary work.
C1a. Mood: Literary Work
The candidate does not provide the
mood(s) of the literary work.
The candidate provides the
mood(s), with no detail, of the literary work.
mood(s), with limited detail, of the literary work.
The candidate provides the mood(s),
with adequate detail, of the literary work.
mood(s), with substantial detail, of the literary work.
C1b. Theme(s): Literary Work
theme(s) of the literary work.
theme(s), with no detail, of the literary work.
theme(s), with limited detail, of the literary work.
theme(s), with adequate detail, of the literary work.
theme(s), with substantial detail, of the literary work.
C1c. Interpretation: Literary Work
meaning of the literary work.

meaning, with no detail, of the literary work.
meaning, with limited detail, of the literary work.
meaning, with adequate detail, of the literary work.
meaning, with substantial detail, of the literary work.
C2a. Mood: First Nonliterary Work
mood(s) of the first nonliterary work.
mood(s), with no detail, of the first nonliterary work.
mood(s), with limited detail, of the first nonliterary work.
mood(s), with adequate detail, of the first nonliterary work.
mood(s), with substantial detail, of the first nonliterary work.
C2b. Theme(s): First Nonliterary
Work
theme(s) of the first nonliterary work.
theme(s), with no detail, of the first nonliterary work.
theme(s), with limited detail, of the first nonliterary work.
theme(s), with adequate detail, of the first nonliterary work.
theme(s), with substantial detail, of the first nonliterary work.
C2c. Interpretation: First
Nonliterary Work

meaning of the first nonliterary work.
meaning, with no detail, of the first nonliterary work.
meaning, with limited detail, of the first nonliterary work.
meaning, with adequate detail, of the first nonliterary work.
meaning, with substantial detail, of the first nonliterary work.
C3a. Mood: Second Nonliterary Work
mood(s) of the second nonliterary work.
mood(s), with no detail, of the second nonliterary work.
mood(s), with limited detail, of the second nonliterary work.
mood(s), with adequate detail, of the second nonliterary work.
mood(s), with substantial detail, of the second nonliterary
work.
C3b. Theme (s): Second Nonliterary
Work
theme(s) of the second nonliterary work.
The candidate provides the theme(s),
with no detail, of the second nonliterary work.
theme(s), with limited detail, of the second nonliterary work.
theme(s), with adequate detail, of the second nonliterary work.
theme(s), with substantial detail, of the second nonliterary

work.
C3c. Interpretation: Second
Nonliterary Work
meaning of the second nonliterary work.
meaning, with no detail, of the second nonliterary work.
meaning, with limited detail, of the second nonliterary work.
meaning, with adequate detail, of the second nonliterary work.
meaning, with substantial detail, of the second nonliterary
work.
D. Similarities and Differences
comparison of moods, themes and meanings among the works.
The candidate provides a partial comparison
of moods, themes and meanings among the works.
The candidate provides an adequate
comparison of moods, themes and meanings. among the works.
The candidate provides a expanded
comparison of moods, themes and meanings among the works.
The candidate provides a
comprehensive comparison of moods, themes, and meanings
among the works.
D1. Analysis of Relationship
explanation of the candidate’s expanded understanding of the
themes and
moods.

themes and
moods.
themes and
moods.
The candidate provides an expanded
themes and
moods.
comprehensive explanation of the candidate’s expanded
understanding of the
themes and moods.
E1. Human Experience
reflection on how these works enhance the candidate's
human experience.
human experience.
human experience.
human experience.
comprehensive reflection on how these works enhance the
candidate's
understanding of the human experience.

E2. Personal Connection
reflection on how the themes and meanings relate to the
candidate
professionally.
candidate
professionally.
candidate
professionally.
candidate
professionally.
comprehensive reflection on how the themes and meanings
relate to the
candidate professionally.
E3. General Knowledge of the
Humanities
reflection on how a general knowledge of the humanities is
valuable for
professionals within the candidate’s field of study.
valuable for
valuable for

valuable for
comprehensive reflection on how a general knowledge of the
humanities is valuable
for professionals within the candidate’s field of study.
F. Conclusion
summary of the main points in a conclusion.
comprehensive summary, of the main points in a conclusion.
G. In-Text Citations and
References in APA Format
The candidate does not provide any
in-text citations or references.
The candidate provides inaccurate
or incomplete in-text citations or references.
in-text citations and references with several major APA
formatting errors.
in-text citations and references with minor APA formatting
errors.
in-text citations and references with no readily detectable

errors.
Task 2/Rubric-Task 2_files/colorschememapping.xml
Task 2/Rubric-Task 2_files/filelist.xml
Task 2/Rubric-Task 2_files/themedata.thmx
Task 2/Task 2.docx
SUBDOMAIN 112.2 - DISCIPLINES & CULTURAL
CONTEXT OF THE HUMANITIESCompetency 112.2.1:
Connections Across Disciplines - The graduate recognizes and
analyzes relationships within the disciplines of the humanities
and how themes and concepts connect across individual
disciplines of the humanities.
Competency 112.2.2: Humanities and Culture - The graduate
recognizes and analyzes the interaction and integration of the
humanities with cultures, and how specified cultural attitudes
change over time.
Introduction:
“Knowledgeable interaction with works of art makes life better:
We see more of what can be seen, and we hear more of what can
be heard. Our entire existence grows richer and deeper.”
(Sporre, 2009, p. 2).
From your studies, you have seen how culture, societal norms,
belief systems, and past experiences affect the way people view
the world. Learning about these differences in perspective helps
us to have a better understanding of the overall human
experience. Whether analytical skills are applied to a task at
work, or a humanistic point of view enables us to grasp an issue

from another angle, these methods of looking at the world help
us become more aware of our perceptions and provide a deeper
and more meaningful existence.
In this task, you will analyze and interpret three creative works
from three separate disciplines of the humanities using methods
of subjective and objective analysis. Objective statements are
based on simple observations and concrete information.
Subjective statements are based on personal opinions,
judgments, and feelings. These standard methods of analysis
will enable you to critically view and interpret works from the
humanities. You will use analytical and critical thinking skills
to assess how meaning is constructed and imparted to a viewer
or audience and will communicate your thoughts in a
multimedia presentation (e.g., PowerPoint, Keynote). While the
content of your presentation will focus on analyzing,
interpreting, comparing, and contrasting three creative works
from separate disciplines, your overarching goal will be to
explain how the three works you analyze demonstrate the value
of the humanities in meaningful ways.
Background:
Develop a multimedia presentation in which you analyze three
creative works from three separate disciplines in the humanities.
You will need to select works that share a common theme. This
theme must relate to a profession within your field of study at
WGU. You will share with your audience how being
knowledgeable about the humanities and your selected theme is
valuable in regards to this profession.
First you must choose one literary work from the given list
below. Choose a literary work that has a theme that resonates
with you and consider how this theme connects with your
chosen profession. Every profession within your field of study
at WGU (Business, IT, Nursing or Teaching) will have
humanistic considerations. For example, a civil rights lawyer
may be concerned with the theme of freedom, a firefighter with
determination, a social worker with compassion, or an engineer
with integrity. It is the intent of this task to explore the major

themes of the humanities and their relevance to our professional
lives.
Once you have selected a literary work, you will need to select
two non-literary works from separate disciplines that share the
same theme as the literary work you have selected. Your
presentation will show how all three works connect to the theme
that you have chosen, and how that theme relates to a
profession within your field of study at WGU. The two
nonliterary works you select must come from the following
disciplines: two-dimensional visual art (e.g., painting,
photography, printmaking,), music or film (feature films,
documentaries). You should choose works that appeal to you
personally, are striking to you in some way, and/or evoke a
strong response in you. In the presentation, you will show how
exploration of the themes of these works can enhance
performance in your profession and deepen your understanding
of the human experience.
Note: Your multimedia presentation should contain 25 to 30
slides. This is not a conventional PowerPoint presentation. You
may find that the majority of your slides are most effectively
presented in paragraph form, with some utilizing the more
traditional bullet point format. You are encouraged to use first
person narrative (“I” statements) where appropriate. Your
presentation should be self contained and all information should
be on the slides (do not use speaker notes). Arrange slides in a
way that creates cohesion and flow and use images to accentuate
and substantiate points.
Note: This presentation should demonstrate the depth of the
analysis and reflection that you have done. Your challenge will
be to communicate your points through a series of clear,
focused, and concise slides that represent your knowledge and
convey your unique analytical points and insights.
Select ONE work of literature from the following list (works are
available online).
NOVELLAS:Death of Ivan Ilyich by Leo Tolstoy, 1886

The Invisible Man by H. G. Wells, 1897
SHORT STORIES:
“The Package” by Kurt Vonnegut, 1952
“Johnny Mnemonic” by William Gibson, 1981
“The Lottery" by Shirley Jackson, 1948
“A Small, Good Thing” by Raymond Carver, 1983
“Silver Water” by Amy Bloom, 1993
“The Third and Final Continent” by Jhumpa Lahiri, 1999
“The Lost ‘Beautifulness’” by Anzia Yezierska, 1920
“The Veldt” by Ray Bradbury, 1950
“The Handsomest Drowned Man in the World” by Gabriel
García Márquez, 1968
POEMS:
“That the Science of Cartography is Limited” by Eavan Boland,
1994
“A Brave and Startling Truth” by Maya Angelou, 1995
“Invictus” by William Ernest Henley, 1888
“If” by Rudyard Kipling, 1895
“Praise Song for the Day” by Elizabeth Alexander, 2009
“Let America be America Again” by Langston Hughes, 1935
ESSAY:
“A Talk to Teachers” by James Baldwin, 1963*
* While the essay title addresses teachers, this work has themes
that can apply to all professions.
Select two creative works from the following disciplines (each
work must be from a different discipline):
• Two-dimensional visual art (e.g., painting, photography, or
printmaking)
• Music
• Film (feature film or documentary)
Note: Please do not select a film, artistic, or musical adaptation
of your literary choice as one of the non-literary creative works.
While it is important to select a literary work and two non-
literary works that share a common theme, it is equally
important to include variety in your choices. For example, you

should not choose The Great Gatsby as your literary work and a
film adaptation of this same novel, and a picture of Jay
Gatsby.Task:
Develop a multimedia presentation (suggested length of 25-30
slides) in which you do the following:
A. Introduce the three works you will be analyzing (suggested
length of 4–5 slides) by doing the following:
1. Create an introductory slide for each of the three works that
includes the author’s or artist’s name, title of the work, and the
discipline to which the work belongs.
2. Provide a thesis slide that clarifies for your audience how all
three works connect to a common theme and describe how this
theme relates to a profession within your field of study.
B. Provide an objective analysis* (suggested length of 6-7
slides) by doing the following:
1. Describe the literary work. Your description should include:
• Form (short story, novel, etc.)
• Summary of the work (4-5 sentences)
• Author’s style, technique and/or characteristics
a. Choose four of the elements of literature outlined in the
learning resource and describe how they are used in the literary
work.
2. Describe the first nonliterary work of art. Your description
should include:
• Media, form, or genre
• Artist’s style, technique and/or characteristics
a. Choose four of the elements outlined in the learning resource
and describe how they are used in your first non-literary work.
(If your selection is music, use the elements of music, if it is a
film, use the elements of film, if it is a painting or photograph,
use the elements of two-dimensional visual art.)

3. Describe the second nonliterary work of art. (This should be
from a different discipline than the work you chose for part B2.)
Your description should include:
• Media, form, or genre
• Artist’s style, technique and/or characteristics
a. Choose four of the elements outlined in the learning resource
and describe how they are used in your first non-literary work.
(If your selection is music, use the elements of music, if it is a
film, use the elements of film, etc.)
C. Provide a subjective analysis* (suggested length of 6-7
slides) by doing the following:
1. Discuss the literary work, addressing the following:
a. The mood(s) of the literary work. Provide relevant details
and examples that helped you identify the mood(s).
b. The theme(s) (i.e., overarching ideas or concepts) you see in
the literary work. Provide relevant details and examples that
helped you identify the theme(s).
c. Your interpretation of meaning found in the work. Provide
relevant details and examples that helped you identify the
meaning.
2. Describe the first nonliterary work of art, addressing the
following:
a. The mood(s) of the first nonliterary work. Provide relevant
details and examples that helped you identify the mood(s).
the first nonliterary work. Provide relevant details and examples
that helped you identify the theme(s).
meaning.

3. Describe the second nonliterary work of art, addressing the
following:
a. The mood(s) of the second nonliterary work. Provide
mood(s).
the second nonliterary work. Provide relevant details and
examples that helped you identify the theme(s).
meaning.
D. Analyze the relationship between the 3 works (suggested
length of 3–5 slides). Your analysis should include:
• Similarities in mood(s), theme(s), and meaning among the
works.
• Differences in mood(s), theme(s), and meaning among the
works.
1. Explain how analyzing the relationship between the works
expanded your understanding of the theme(s).
E. Reflect on the analyses presented (suggested length of 3–5
slides), by addressing the following:
1. How your analysis of these works has enhanced your
understanding of the human experience (i.e. what it means to be
human).
2. How these themes and meanings relate to you, as a
professional within your field of study.
3. How a general knowledge of the humanities is valuable for
professionals within your field of study.
F. Summarize your main points in a conclusion (suggested
length of 1-2 slides).
Note: Your conclusion could include revisiting your thesis
statement and should bring closure to your presentation.

G. Create a reference list. Include all in-text citations and
references in APA format. You must have a full reference for
each work. Please note that each reference must correspond to
an in-text citation.
* Objective statements about a work of art are based on simple
observations and concrete information. Subjective statements
are based on personal opinions, judgments, and feelings.
Note: When bulleted points are present in the task prompt, the
level of detail or support called for in the rubric refers to those
bulleted points.
Note: For definitions of terms commonly used in the rubric, see
the Rubric Terms web link included in the Evaluation
Procedures section.
Note: No more than a combined total of 30% of a submission
can be directly quoted or closely paraphrased from sources,
even if cited correctly. For tips on using APA style, please refer
to the APA Handout web link included in the APA Guidelines
section.

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