Evaluative essay rubric
Achievement Categories
Knowledge/Understanding
 Thesis, introduction, and
conclusion
 Structure & Organization
(body paragraphs)
Thinking and Inquiry
 Coherence, insight &
evidence
 Media analysis
Weight Level 4 (80%-100%)
Assigned
Thesis clearly and
completely delineates the
/5 topic of inquiry. Intro
grabs attention and
anticipates thesis.
Reworded thesis,
summary, and insight
compose conclusion.
Topic sentences
thoroughly set focus for
/5 paragraph. Concluding
sentences Thoroughly
synthesize and connect
ideas to thesis. Well
organized and developed
arguments overall.
Strong, solid arguments
thoroughly relate to the
film and logically follow
from each other.
/10 Conclusions are
thoughtful and thought
provoking.
Describes in detail many
of the specific elements
of the medium (film).
Explains in a
/10M 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.
Level 3 (70%-80%)
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.
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.
Level 2 (60%-70%)
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.
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.
Name:
Level 1 (50%-60%)
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.
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.
Level 0 (below 50%)
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.
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
Academic language is Academic language is Academic language is Colloquialisms and Colloquialisms and
appropriate to audience. appropriate to audience. somewhat appropriate to contractions abound. contractions abound. Basic
/5 Sophisticated vocabulary, Some sophisticated audience. Vocabulary and Vocabulary and use of vocabulary and use of
keen use of phrasing, vocabulary, acceptable use use of phrasing is basic. phrasing is limited. Ideas phrasing is poor. Ideas
clear and purposeful. of phrasing, clear and Ideas are somewhat are vague and are not cannot be deciphered.
Ideas are communicated purposeful. Ideas a communicated clearly. expressed clearly.
with a high degree of communicated well
clarity

Application
Applies grammar, Applies grammar, spelling, Applies grammar, spelling, Applies grammar, spelling, Applies grammar, spelling,
 Language conventions spelling, and punctuation and punctuation with and punctuation with some and punctuation with and punctuation with very
/5 with a high degree of considerable accuracy and accuracy and effectiveness limited accuracy and little accuracy and
accuracy and effectiveness effectiveness effectiveness
effectiveness

Final Mark:

Media /10

Writing /30

Deductions Student loses 0 marks Student loses 1 mark for Student loses 2 marks Student loses 3 marks Student loses 4 marks Student loses 5 marks
for a flawlessly an excellently formatted for a well formatted for a decently formatted for a poorly formatted for an essay that has no
formatted essay essay essay essay essay MLA formatting

FINAL MARK:

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