<p> Writing scale: Grade 10 Essay Task: Documentary film response essay Student: ______</p><p>Aspect Not Yet Within Meets Expectations Fully Meets Exceeds Expectations Expectations Snapshot Writing does not accomplish Writing accomplishes the Writing accomplishes the Writing features some the basic task; may be purpose at a basic level with purpose with a sense of complex, mature topics, What is your seriously flawed, incomplete, some gaps in ideas and purpose and control. Ideas structures, language and reader’s or misinterpret key aspects development. Writer is are generally clear and techniques. Ideas are impression of the topic. Reflects little unable to fully control the carefully developed. Some thoroughly developed, after reading knowledge of the conventions required form and style. variety in language, specific, and economical. through your of essay writing. Limited variety in language sentence, and techniques. Engages the reader and paper? and sentences. takes risks to create an impact. Meaning Lacks focus and purpose; Some focus around a Clearly focused thesis; sound Clear and often provocative -Focus may omit thesis specific topic; thesis may be understanding of topic; some thesis; tightly focussed -Understanding Little understanding of topic unclear depth. around a specific topic, purpose, audience, or -Development Inadequate development Format my not fully Good choice of format to go compellingly creative as a -Use of accommodate the ideas with content Details, examples, and response to the film detail/support being used quotations may be missing or Understanding and analysis Format is very effective to irrelevant Basic understanding; tends are generally evident; to summarize or rehash the attempts to interpret deliver content It’s hard to see where the film Depth of understanding; inspiration from the film is Ideas are clearly and effective interpretation in this paper Parts are illogical or hard to logically developed follow Relevant details and Developed with some Relies on general knowledge, examples support main intellectual appeal emotion points Style Too informal and Inconsistent voice and tone Appropriate voice and tone Effective voice and tone -Voice/tone conversational; colloquial Some sentence variety. Uses a variety of sentence Maturity and control in -Syntax Simple sentences Generally appropriate word types and lengths. sentence structure -Integration of Word choice errors choice with some errors; Word choice is varied; some Clear and concise, obviously support interfere with meaning. may be repetitive or overly complex vocabulary effectively edited -Word choice Unsophisticated, vague, ambitious; may be redundant Clear Takes risks; shows -Clarity and/or repetitive May lack clarity originality, inventiveness Unclear Form Limited organization or Some logic evident in Careful and logical Structure appears natural; -Organization structure organization, but may be organization effective -Transitions Paragraphing illogical or ineffective Competently developed Effectively developed -Introductions omitted Some paragraphs not well paragraphs paragraphs -Conclusions Transition words missing developed Transition words make Transition words create Ideas and concepts shift Transition words present but explicit connections continuity. abruptly ineffective Ideas and concepts are Ideas and concepts flow Introduction inadequately Ideas and concepts may not linked smoothly and logically prepares the reader or is be linked Introduction effectively Introduction inspires and missing Introduction attempts to prepares the reader engages the reader Conclusion is weak or missing prepare the reader; may be Logical conclusion Explicit and satisfying flawed conclusion Short or formulaic conclusion Conventions Frequent, noticeable errors; Many surface errors that Appears to have been May make occasional errors -Proofreading sentence structure, spelling, could be fixed by careful carefully edited and when taking risks. -Spelling and usage problems distract proofreading proofread Errors do not distract the -Sentence the reader. Includes noticeable errors A few errors that do not reader and may only be structure Basic errors are serious and that cause the reader to affect meaning. noticeable when looking for -Usage and interfere with meaning pause or reread. them. grammar Recommended to seek Has not taken the editors’ -Impact on assistance from a teacher or suggestions into account meaning ESL support staff Comments:______</p>