Rubric for an ENG1D Formal Essay

Knowledge and
Understanding / Absent
0 / Insufficient / Level One / Level Two / Level Three / Level Four / K & U
Demonstrates knowledge of
literary text with an
understanding of ideas,
themes, and concepts / demonstrates insufficient
knowledge of the text and
ideas, themes, concepts / demonstrates limited
knowledge of the text and
ideas, themes, concepts / demonstrates adequate
knowledge of the text and
ideas, themes, concepts / demonstrates considerable
understanding of the text
and ideas, themes,
concepts / demonstrates thorough
understanding of the text
and ideas, themes,
concepts
Thinking / Absent
0 / Insufficient / Level One / Level Two / Level Three / Level Four / T
Integrates specific and
compelling evidence from the
text to support critical analysis
Explains, analyses, and
synthesizes ideas, themes, and
concepts / provides inadequate,
inaccurate, and/ or
irrelevant supporting
evidence
insufficient explanation of
ideas and/or mere plot
summary / provides limited
supporting evidence
which is frequently vague
or inappropriate
provides limited
explanation of ideas / provides some supporting
evidence, but is
occasionally vague or
inappropriate
provides explanation and
shows some analysis of
ideas / integrates considerable and
convincing supporting
evidence
shows considerable
analysis and synthesis of
ideas / integrates substantial and
compelling supporting
evidence
shows thorough analysis
and skillful synthesis of
ideas
Communication / Absent
0 / Insufficient / Level One / Level Two / Level Three / Level Four / Comm
Organizes information and / lacks clear sense of / frequent loss of focus and / occasional lapse(s) in focus / organization is clear, / organizes information and
ideas with clarity and focus / direction and/or has / logical sequencing of / and/or logical sequencing / focused, and logical / ideas with a high degree of
fewer than 500 words / ideas / of ideas / coherence and unity
Uses language and style / demonstrates a lack of / language and style are / language and style are / language and style are / language and style are
appropriate to purpose and / competence in the use of / frequently ineffective and / occasionally ineffective, / effective and demonstrate / sophisticated, well-crafted,
audience (diction, voice, / language and style and/or / demonstrate limited sense / but demonstrate some / a considerable sense of / and engaging with a strong
sentence structure, devices) / has fewer than 500 words / of audience and purpose / sense of audience and / audience and purpose / sense of audience and
purpose / purpose
Uses correct language / numerous major and / errors frequently interfere / errors occasionally / few errors do not significantly / Free from errors.
structures of Standard / minor errors interfere / with expression of ideas / interfere with expression / interfere with expression
Canadian English and its / seriously with expression / and/or frequently weaken / of ideas and/or weaken / of ideas or weaken
conventions of grammar, / of ideas and/or has fewer / impact of the essay / impact of the essay / impact of the essay
usage, spelling, and
punctuation / than 500 words
Application / Absent
0 / Insufficient / Level One / Level Two / Level Three / Level Four / App
Transfers and applies / insufficient application of / limited application of the / occasional lapse(s) in essay / consistent application of / a thorough command of the
knowledge of literary essay / essay form and/or text to / essay form and/or text to / form and/or application of / essay form and text to the / essay form, text, and
form and text to the prompt / the prompt, or / the prompt results in an / the text to the prompt / prompt results in an / prompt results in a
misunderstanding of the
prompt, results in an
ineffective essay / essay that is frequently
ineffective / result in an essay that is at
times ineffective / effective essay / masterful essay