The Giver Essay RubricName Period Date

Essay Elements

/ + Mastery / √ Meets Standard / - Below standard
CONTENT

Intro-duction

/ Interesting and relevant title
Interesting hook sentence
Clear thesis- states Lowry’s argument & how the topic relates to world
Clear and smooth road maplets reader know where essay is heading / Relevant title
Adequate hook sentence
Thesis is evident
Road map indicates the main points but might include “in this essay I will” / No title or irrelevant title
No hook sentence
Thesis is confusing or missing
No road map or confusing one
Body ¶s:
Lowry’s point about the topic / Topic sentences clearly introduce main idea of paragraph
Evidence convincinglypersuades reader that Lowry makes an argument about topic and demonstrates that student clearly understands the novel.
Writer smoothly introduces well-chosen evidence and cites evidence from novel correctly (page #) and uses quotation marks correctly. Gracefully explains how evidence supports thesis.
Conjunctions and transitions make the paragraphs flow smoothly both internally and from one ¶ to another / Topic sentences introduce main idea of the paragraphs.
Evidence shows what Lowry’s point about the topic is. Demonstrates that the student understands the novel.
Writer sometimes introduces evidence. Usually cites evidence from novel correctly (page #) and usually uses quotation marks correctly. Usually explains how evidence supports thesis.
Conjunctions and transitions make the paragraphs flow internally and from one ¶ to another / Topic sentences are missing or vague.
Evidence: writer occasionally/never uses evidence to prove what Lowry’s point about the topic is. Fails to demonstrate understanding of the novel.
Writer does not introduce evidence, rather plops summaries or quotes down into paragraph abruptly. Rarely cites evidence from novel correctly (page #) and doesn’t use quotation marks correctly. Only weakly explains how evidence supports thesis.
Conjunctions and transitions are missing or used incorrectly, making the paragraphs and whole essay choppy.
Body ¶s:
How topic relates to our world / Topic sentences clearly introduce main idea of paragraph
Evidence convincingly persuades reader that this topic is relevant today and shows mastery of the topic.
Writer introduces evidence, uses enough evidence, cites evidence from sources correctly (author, page #) or (author, date website accessed), uses quotation marks correctly, and gracefully explains how evidence supports thesis. Evidence persuades reader how topic relates to the real world.
Conjunctions and transitions make the paragraphs flow smoothly both internally and from one ¶ to another / Topic sentences introduce main idea of paragraph
Evidence: shows topic’s relevance today. May need more evidence, but still demonstrates understanding of the topic.
Writer sometimes introduces evidence. Usually cites evidence from books (author, page #) or online sources correctly (author, date accessed) and usually uses quotation marks correctly. Usually explains how evidence supports thesis.
Conjunctions and transitions make the paragraphs flow internally and from one ¶ to another / Topic sentences are missing or vague.
Evidence: writer occasionally/never uses evidence to show how this topic relates to our world. Does not show understanding of the topic in our world.
Writer plops quotes down into paragraph abruptly with introducing evidence. Rarely cites evidence from books (author, page #) or online sources correctly (author, date accessed) or uses quotation marks correctly. Only weakly/never explains how evidence supports thesis.
Conjunctions and transitions are missing or used incorrectly, making the paragraphs choppy and the essay difficult to read.

Conclu-sion

/ Echoes thesis/evidence in a fresh way, includes Lowry’s point and how topic matters today
Wraps up with an intriguing so-what / Restates thesis/evidence, includes Lowry’s point & how topic matters today
Wraps up with a so-whatwhich made need refining / Restates part of thesis/evidence or missing conclusion: missing Lowry’s point or how topic matters today
Wrap-up is disjointed or confusing/irrelevant, or missing

Pathfinder

/ Filled out accurately & completely for all sources used / Mostly accurate & complete for all sources / Missing or incomplete
FORMAT
Consistently uses present tense when writing about literature & underlines/italicizes the title of the novel / Usually uses present tense. Underlines or italicizes the title of the novel. / Verb tense jumps around when referring to the novel
Doesn’t underline the title of the book.
Artful use of language / Sentence structure is varied and sophisticated. Word choice is interesting and artful. Uses vivid verbs. / Sentence structure is somewhat varied. Word choice is appropriate, but not artful/powerful. / Sentences are dull. Word choice confuses the reader or is inappropriate
Grammar / spelling / Spelling and grammar are correct / Spelling and grammar are usually correct / Spelling and grammar interfere with understanding the essay. Frequent sentence fragments and run-ons occur.

Student comments: Teacher comments:Grade /50 pts