Evaluative essay rubricName:

Achievement Categories / Weight
Assigned / Level 4 (80%-100%) / Level 3 (70%-80%) / Level 2 (60%-70%) / Level 1 (50%-60%) / Level 0 (below 50%)
Knowledge/Understanding
 Thesis, introduction, and conclusion
 Structure & Organization (body paragraphs) / /5
/5 / Thesis clearly and completely delineates the topic of inquiry. Intro grabs attention and anticipates thesis. Reworded thesis, summary, and insight compose conclusion.
Topic sentences thoroughly set focus for paragraph. Concluding sentences Thoroughly synthesize and connect ideas to thesis. Well organized and developed arguments overall. / Thesis clearly delineates the topic of inquiry. Intro grabs attention and anticipates thesis. Clear reworded thesis and summary compose conclusion.
Topic sentences noticeably set focus for paragraph. Concluding sentences noticeably synthesize and connect ideas to thesis. Developed and organized arguments overall. / Thesis somewhat delineates the topic of inquiry. Intro somewhat grabs attention and anticipates thesis. Thesis is somewhat reworded in conclusion, which is only a summary.
Topic sentences somewhat set focus for paragraph. Concluding sentences somewhat synthesize and connect ideas to thesis. Arguments mostly developed and organized. / Essay is poorly introduced. Vague thesis. Thesis is not reworded; conclusion is only a summary.
Topic sentences poorly set focus for paragraph. Concluding sentences poorly summarize arguments. Arguments scattered. / No trace of unifying thesis; intro is poorly written. Conclusion does not include a reworded thesis, insight, or summation.
Topic sentences do not set focus for paragraph. Concluding sentences do not even summarize arguments. Arguments scattered.
Thinking and Inquiry
 Coherence, insight & evidence
 Media analysis / /10
/10M / Strong, solid arguments thoroughly relate to the film and logically follow from each other. Conclusions are thoughtful and thought provoking.
Describes in detail many of the specific elements of the medium (film). Explains in a sophisticated way how key elements and/or techniques are used to achieve particular effects.
Uses rich and detailed examples from film to support insightful interpretations. / Well founded arguments relate to the film, and logically follow from each other. Conclusions are thoughtful and clear.
Describes several specific elements of the medium (film). Explains how key elements and/or techniques are used to achieve particular effects.
Uses examples from film to support interpretations. / Arguments somewhat relate to the film, and somewhat follow from each other.
Conclusions are somewhat clear.
Identifies some specific elements of the medium.
Explains in a simple way how key elements and/or techniques are used to achieve particular effects.
Uses some examples from film to support interpretations. / Arguments loosely relate to the film, and loosely follow from each other. Conclusions are unclear.
Has difficulty identifying specific elements of the medium. Has difficulty explaining how the key elements and/ or techniques are used to achieve particular effects.
Uses limited examples from film to support interpretations. / Arguments do not relate to the film and do not follow from each other. Conclusions are illogical and do not follow from premises.
No elements of the medium are identified.
No elements and/or technique are identified.
No examples from film are used to support interpretations.

Continued on other side

Communication
 Fluidity, tone and diction / /5 / Academic language is appropriate to audience. Sophisticated vocabulary, keen use of phrasing, clear and purposeful. Ideas are communicated with a high degree of clarity / Academic language is appropriate to audience. Some sophisticated vocabulary, acceptable use of phrasing, clear and purposeful. Ideas a communicated well / Academic language is somewhat appropriate to audience. Vocabulary and use of phrasing is basic. Ideas are somewhat communicated clearly. / Colloquialisms and contractions abound. Vocabulary and use of phrasing is limited. Ideas are vague and are not expressed clearly. / Colloquialisms and contractions abound. Basic vocabulary and use of phrasing is poor. Ideas cannot be deciphered.
Application
 Language conventions / /5 / Applies grammar, spelling, and punctuation with a high degree of accuracy and effectiveness / Applies grammar, spelling, and punctuation with considerable accuracy and effectiveness / Applies grammar, spelling, and punctuation with some accuracy and effectiveness / Applies grammar, spelling, and punctuation with limited accuracy and effectiveness / Applies grammar, spelling, and punctuation with very little accuracy and effectiveness
Final Mark:
Media
Writing / /10
/30
Deductions / Student loses 0 marks for a flawlessly formatted essay / Student loses 1 mark for an excellently formatted essay / Student loses 2 marks for a well formatted essay / Student loses 3 marks for a decently formatted essay / Student loses 4 marks for a poorly formatted essay / Student loses 5 marks for an essay that has no MLA formatting

FINAL MARK:

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