COMPARATIVE LITERARY ESSAY EVALUATION RUBRIC (Revised 2007)
COMPARATIVE LITERARY ESSAY EVALUATION RUBRIC (revised 2012)
All literary essays must:
¨ on the first page, include an original, effective title for the essay, the course name, the writer's name, the teacher's name, and the date due
¨ be neat in appearance
¨ be double-spaced, 12 point times New Roman font and have numbered pages
/ Level 1 (50-59%) / Level 2 (60-69%)Approaching Provincial Standard / Level 3 (70-79%)
Meets Provincial Standard / Level 4 (80-100%)
Exceeds Provincial Standard /
Knowledge/
Understanding
-support of central idea
-points of comparison / -reflects limited understanding of key points of comparison & theme
-thesis is simplistic or unclear / -identifies points of comparison & theme moderately well
-thesis is expressed with some effectiveness / -reflects considerable understanding of character similarities and theme
-thesis is expressed with considerable effectiveness / -reflects an insightful understanding of central points of comparison & theme
-thesis is extremely well formulated
Thinking/
Inquiry
-critical thinking / -supports central ideas with examples, quotations, and reasons that are limited in quantity, relevance and accuracy / -supports central ideas with examples, quotations, and reasons that are somewhat relevant and accurate / -supports central ideas with examples, quotations, and reasons that are relevant, accurate, credible, and sufficient / -supports central ideas with examples, quotations, and reasons that are relevant, accurate, credible, sufficient, and compelling
Communication
-structure
-sequence
-focus on supporting central idea
-writing style
-use of language conventions and writing process
-correct documentation practice / -introduction and conclusion are limited in effectiveness
-limited development of body paragraphs
-demonstrates limited skill in sequencing parts
-limited grasp of formal tone
-limited vocabulary; expresses ideas with limited clarity
-many major and minor errors are evident and frequently interfere with reader’s understanding
-does not use correct form for citing quotations or for Works Cited / -some appreciation of the role of introduction and conclusion is apparent
-body paragraphs have topic sentences moderately developed by supporting details
-demonstrates some skill in sequencing parts
-tone is somewhat inconsistent
-adequate vocabulary; expresses ideas with some clarity
-some major and minor errors are evident and occasionally interfere with reader’s understanding
-uses some of the correct form for citing quotations and for Works Cited / -clear appreciation of how introduction and conclusion ought to function
-body paragraphs have topic sentences well developed by supporting details
-organizes ideas clearly and logically
-uses formal tone and style well
-very good vocabulary; expresses ideas very clearly
-some minor errors and infrequent major errors are evident but meaning is clear
-uses most of the correct form for citing quotations and for Works Cited / -presents unified and coherent structure, fully understanding how introduction and conclusion function and connect
-body paragraphs have topic sentences fully developed by supporting details
-organizes ideas very clearly and logically
-very effectively uses formal tone (no slang, abbreviations, contractions, or first-person pronouns) and style
-excellent vocabulary; expresses ideas with high degree of clarity
-very few minor errors in spelling, grammar, usage, punctuation, or capitalization evident; meaning is always clear
-consistently uses correct form for citing quotations and for Works Cited
Application / -applies knowledge & understanding of characters, theme(s), and literary terminology with limited effectiveness / -applies knowledge & understanding of characters, theme(s), and literary terminology with some effectiveness / -applies knowledge & understanding of characters, theme(s), and literary terminology with considerable effectiveness / -applies knowledge & understanding of characters, theme(s), and literary terminology with exceptional effectiveness
*Note: A student whose achievement is below level 1 (50%) has failed to meet the minimum requirements of this assignment.