Sunteți pe pagina 1din 1

This I Believe Essay - Language Arts 9

Name:

Criteria

Outcomes

Wow (5)

Yes! (4)

Yes, but

(3)

Not yet (2)

   

Representing

*The essay clearly communicates the student's personal beliefs and gives examples that are each clearly explained. *Student's voice is evident and writing is clearly original. *Supporting details are precise and/or original *The writing is confident and/or creative and holds the reader’s interest. *Words and expressions are used precisely and deliberately

*The essay mostly communicates the student's personal beliefs and gives examples that may/may not be clearly explained. *Student's voice is mostly present. *Supporting details are specific and/or apt *The writing is considered and/or elaborated and draws the reader’s interest. *Words and expressions are often used accurately.

*The essay barely communicates the student's personal beliefs and/or each of the examples may/may not be explained. *Student's voice is barely evident. *Supporting details are relevant and/or generic *The writing is straightforward and/or generalized and occasionally appeals to the reader’s interest *Words and expressions are generally used appropriately.

*The student's personal beliefs are not provided and/or are not explained. *Student's voice is clearly not evident and/or writing. *Supporting details are irrelevant and/or scant *The writing is confusing and/or lacks validity and does not interest the reader *Words and expressions are generally used inaccurately.

Student

 

Listening

Voice

 

(x4)

1.1.2

experiment with

language and forms

3.3.1

organize

 

information

   
 

2.3.3

experiment with

*Student correctly uses 3 rhetorical devices. *Sentence structure is effectively and consistently controlled

*Student uses at least 2 rhetorical devices but they may not be completely correct. *Sentence structure is consistently controlled

*Student correctly uses at least 1 rhetorical device, and they may/may not be completely correct. *Sentence structure often lacks control, and this may impede meaning.

*Student is missing rhetorical devices, or they are each incorrectly used. *Sentence structure generally lacks control, and this often impedes meaning.

Rhetorical

language

Devices (x2)

4.2.1 attend to grammar and usage

Brevity of

Essay

4.3.4

demonstrate

Essay is between 500 and 800 words

Essay is underdeveloped; under 500 words

 

Essay is incomplete; under 300 words

attentive listening and

viewing

Essay is underdeveloped; under 400 words

   

Writing

*Essay writing follows perscribed format *Essay is engaging and skillfully established a focus *Events and/or details are developed in a judicious order, and coherence is

*Essay writing follows perscribed format *Essay is purposeful and clearly establishes a focus that is capably sustained. *Events and/or details are developed in a sensible order, and coherence is generally maintained

 

*Essay does not follow perscribed formats *Essay writing lacks purpose and/or is not functional; any focus established provides little direction and/or is not sustained *The development of events and/or details is not clearly discernible, and coherence falters frequently

nization

2.4.3

structure texts

*Essay follows basic format *Essay writing is functional and generally sustained *Events and/or details are developed in a discernable order, although coherence may falter occasionally

(x2)

1.1.2

experiment with

language and forms

4.3.2

enhance

maintained

 

presentation

 
   

Writing

*The quality of the writing is enhanced because it is essentially error-free. *Any errors that are present do not reduce clarity and/or do not interrupt the flow of the response.

*The quality of the writing is sustained because it contains only minor conventiion errors *Any errors that are present rarely reduce clarity and/or seldom interrupt the flow of the response

*The quality of the writing is weakened by the frequently incorrect use of conventions *Errors blur clarity and/or interrupt the flow of the response

*The quality of the writing is impaired by the consistently incorrect use of conventions *Errors severely reduce clarity and/or impede the flow of the response

entions

 

(x2)

4.2 Attend to conventions

 

1.1.3

express

preferences

   
 

▪ No work submitted

   

▪ Work submitted does not meet the assignment guidelines

 

Insufficient

▪ Student has produced so little that it is not possible to asses their ideas

 

/45

▪ No evidence that the student has address the assigned topics

▪ Student has made no connections to the appropriate texts/themes/concepts