Name:____________________________________

ESSAY EVALUATION Date:___________________________

Curriculum Expectation R Level 1 Level 2 Level 3 Level 4 Level

(<50%) (50-59%) (60-69%) (70-79%) (80-100%)

READING (R1):
Demonstrates insufficient Demonstrates limited

Demonstrates adequate

Demonstrates considerable Demonstrates thorough

Demonstrating Understanding of Content
Identifies the important ideas and supporting understanding of the text understanding of the text understanding of the text understanding of the text understanding of the text
details and and and and ideas and ideas
ideas ideas ideas
Making Inferences Integrates considerable and Integrates substantial,
Makes and explains ideas supporting their Provides inadequate, Provides limited supporting Provides some supporting convincing supporting compelling, and insightful
explanations with stated and implied ideas from inaccurate or irrelevant evidence which is frequently evidence, but is occasionally evidence supporting evidence
the texts evidence from text vague or inappropriate vague or inappropriate

Analysing Texts Shows considerable Shows thorough analysis
Analyses and assesses ideas, themes, and Insufficient explanations or Provides limited explanation Provides explanation and analysis and synthesis of and skilful synthesis of
concepts mere plot summary of ideas, themes, and shows some analysis of ideas, themes, and concepts ideas, themes, and concepts
concepts ideas, themes, and concepts


WRITING (W1):
Thesis is inadequate and/or Formulates a limited thesis Formulates a developing

Formulates a reasonable

Refines a thesis that

Identifying Topic, Purpose, and Audience
States a clear thesis that addresses the prompt does not address the prompt that refers to the prompt thesis that addresses the thesis that meaningfully addresses the prompt with
prompt addresses the prompt insight
Generating, Developing, and Organizing
Ideas Lacks a sense of direction Frequent loss of focus and Occasional lapse(s) in focus Organization is clear, Organizes information and
Identifies, sorts, and orders main ideas and and/or has fewer than 300 logical sequencing of ideas and/or logical sequencing of focused, ideas with a high degree of
supporting details through application of the words ideas and logical coherence and unity
writing process (proper and thorough use of
brainstorming, an outline and rough drafts as Insufficient compliance with Limited evidence of Some evidence of compliance Substantial compliance with
well process compliance with process with process Required compliance with process
as evidence of editing) process

WRITING (W2):
Insufficient application of Limited application of the Occasional lapse(s) in essay Consistent application of

Thorough command of the

Form
Transfers and applies knowledge of literary essay form and/or text to the essay form and/or text to the form and/or application of essay form and text to the essay form, text, and prompt
essay prompt, or prompt results in an essay the prompt results in an effective results in a masterful essay
form and text to the prompt misunderstanding that is frequently ineffective text to the prompt results in essay
of the prompt, results in an an essay that is at times
ineffective essay ineffective
Language and style are Language and style are Language/style are
Diction, Voice, Sentence Craft, and Fluency Demonstrates lack of frequently ineffective and Language and style are effective and demonstrate sophisticated, well-crafted,
Uses language and style appropriate to purpose competence in the use of demonstrate limited sense of occasionally ineffective and a considerable sense of and engaging, with a strong
and audience (diction, voice, sentence structure, language and style audience and purpose demonstrate some sense of audience and purpose sense of audience and
devices) audience and purpose purpose

WRITING (W3):
Numerous major and minor Errors frequently interfere Errors occasionally interfere Errors do not significantly Few errors do not interfere

Spelling, Punctuation, and Grammar
Uses correct language structures of Standard errors interfere seriously with expression of ideas with expression of ideas interfere with expression of with expression of ideas or
Canadian English and its conventions of with and/or frequently weaken and/or weaken ideas or weaken impact of weaken impact of the essay
grammar, expression of ideas and/or impact of the essay impact of the essay the
usage, spelling, and punctuation has essay
fewer than 300 words