Wells International School
Language Arts 7
Student & Parent Handbook
2009 – 2010
v. 1.0
Mr. Jared
Language Arts Instructor
jared@wells-school.com
Wells International School – On Nut Campus
2209 Sukhumvit Road, Prakhanong
Bangchak, Bangkok 10260
<66> (2)-730-3366
http://wells-school.com
Table of Contents
Page(s)
3
4
5
6
8
9
10
11
12 – 16
Section
I. Teaching Philosophy
II. Class Goals
III. Class Requirements
IV. Overall Grading Scale / V. Homework Policy & Grading
VI. Classroom Management Policy
VII. Use of Class Resources
VIII. Internet Resources
IX. Writing Guidelines
X. Major Assignment Grading Scales
2
I. Teaching Philosophy
As an educator, I believe that all of my students have the capacity to not only understand, but to also analyze
and apply knowledge to their own lives and situations. Additionally, I seek to provide students with a better
understanding of values and ethics in both oral and written communication and how those principles apply to
their daily lives. I thus utilize Bloom’s Taxonomy as a basis through which I seek to guide my students. This
structure proposes six distinct cognitive stages in the learning process:
Information
Comprehension
Application
Analysis
Evaluation
Synthesis1
The ability to define, retain and repeat facts and other information.
The ability to understand and explain information.
The ability to organize new knowledge into a model and utilize it.
The ability to dissect, to contrast and compare information and to explain connections.
The ability to develop an opinion/view and evaluate and critique other views.
The ability to modify existing views and formulate a unique viewpoint.
To further encourage students to think independently, my approach to classroom management encompasses a
student-centered approach in which the students themselves play a large role in facilitating the learning
process. All individuals in the class are assigned a duty at the beginning of the school year and carry out that
duty throughout both academic semesters, thereby encouraging them to be self-reliant and responsible.
Combined with the higher order thinking of Bloom’s Taxonomy, students make strides toward becoming critical
thinkers, effective communicators and responsible global citizens.
Regarding the purpose of education, I believe that the goal of learning is not to achieve an inherently ambiguous
grade or to act solely as a stepping stone to a future career, but rather to foster a greater understanding and
empathy for the surrounding world and its diverse inhabitants. I desire that my students learn the value of
education as a means to better themselves and improve the human condition. Consequently, I firmly maintain
that each and every student need not achieve an “A” in order to succeed in my class; learning is a process—not
a goal—and it is never fully complete. We learn from our mistakes as much as our successes, and provided that
my students are able to apply knowledge from my classes in their lives, I contend that they have succeeded.
Mr. Jared
1
Note that this revised version of the taxonomy identifies synthesis as the final stage of the process, as it entails the ability
to apply knowledge to other situations—a skill that most often occurs subsequent to the other stages.
3
II. Class Goals
During the course of the year, students examine mythology, folk tales and legends and learn why and how such
stories were created. In addition to regular class activities and assignments, students also complete several
projects involving both visual and written components. By the end of the year, students should have:
-
Developed a larger vocabulary that incorporates the use of prefixes and suffixes,
Reviewed basic grammar and developed better writing skills through self-correction,
Learned the value of ancient literature and its relevance to the modern world,
Become able to determine themes and meaning based on critical analysis of literature,
Acquired a grasp of basic research techniques, and
Written a complete informative research essay using proper source citation methods.
While students learn to appreciate literature, they also acquire basic critical thinking skills and a firm grasp of
basic reading, writing, listening and speaking techniques. Each semester contains two units, each of which
focuses on a particular theme:
Unit 1: Greek and Roman Mythology
This unit is cross-curricular with the grade 7 social studies unit covering ancient Rome.
Unit 1 focuses on the role of mythology as the foundation of modern literature. Students read a variety of myths
from ancient Greece and Rome. Emphasis is placed upon recognizing themes in mythology and creating fiction
using the same methods by which myths were created.
Unit 2: World Mythology & Folk Tales
Some portions of this unit are cross-curricular with the grade 7 social studies unit covering feudal Japan.
Unit 2 builds upon Unit 1 by broadening the scope to world myths and folk tales ranging from Mesoamerican to
European to Arabian to Asian. Students learn the difference between myths and folk tales and learn to recognize
the influence of culture and nationalism in the formation of such stories, as well as the commonalities within
them.
Unit 3: Arthurian Legends
This unit is cross-curricular with the grade 7 social studies unit covering the medieval period.
Unit 3 focuses on the development of legends during the medieval period, and more specifically the stories of
King Arthur, Merlin and the Knights of the Round Table. Students learn the process by which history evolved into
legend and how the legends themselves then began to influence medieval history, the most prominent example
being the code of chivalry.
Unit 4: Horror & Romanticism
Unit 4 moves from Arthurian legends into the broader range of other legendary tales of the medieval and postmedieval period. The focus thus shifts to familiar characters such as Robin Hood and Dracula and stories such as
El Dorado and the Legend of Sleepy Hollow. This unit focuses heavily on the meaning behind legends and how
such stories still matter in the modern world.
4
III. Class Requirements
Students must have certain items available in order to meet the requirements of this class:







Access to a computer with an internet connection, Microsoft Office (preferably 2007) and a
printer outside of school
A functional e-mail address
A plastic folder or binder that can function as a work portfolio
Pencils/pens and erasers
A red pen
Two class notebooks (provided by the school)
An assignment notebook (provided by the school)
Organization is essential in this subject, as the amount of material covered quite literally spans over two
thousand years. Students are highly encouraged to record all assigned work in their assignment notebooks and
complete that work promptly. Waiting until the last minute to complete assignments is not possible in this class!
Proper planning and observance of instructions are essential to success. Additionally, writing assignments
require that students proofread their work; improvement will be possible only through time and effort.
In cases of absence, students are informed by an assigned attendance manager of any homework that is given
that day. However, if no notification is given, it is the responsibility of the absent student to contact the
instructor or others in the class to receive information about the homework. Additionally, regular absences will
affect the final class grade:
Percentage of classes
attended
90 – 100% Attendance rate
80 – 89 % Attendance rate
70 – 79% Attendance rate
Below 70% Attendance rate
Consequence
The student does not receive any deductions from his/her overall class grade.
The student will receive a two point deduction to his/her participation score.
The student will receive a five point deduction to his/her participation score.
The student will receive a grade of incomplete in the class.
Exceptions are given only in cases in which parents provide a written excuse for the absence(s). Such cases will
not be counted toward the required attendance rates provided they do not exceed a reasonable number of
absences.
Students are highly encouraged to maintain open lines of communication. Any questions or concerns about
homework or other assignments should be brought to my attention as soon as possible; waiting until the due
date before expressing a lack of understanding about the work is unacceptable. Students may seek help at any
time during my free time at school or can request help via e-mail or on the website created for their use.
Mr. Jared’s e-mail address:
jared@wells-school.com
Mr. Jared’s website:
Removed
5
IV. Overall Grading Scale
Overall class grades are based on the standard American scale:
This scale also applies to all quizzes, exams and projects.
A 90 – 100%
B 80 – 89%
C 70 – 79%
D 60 – 69%
F
0 – 59%
The semester and yearly grades are based on the following divisions:
Homework
Quizzes*
Projects
Exams*
20%
This includes all
daily tasks that are
typically due at the
beginning of the
next class period.
20%
Approximately 6 –
10 quizzes are given
each semester and
are based on both
class content and
discussions.
25%
Students
must
complete at least
one large project
each semester in
addition to several
smaller
projects.
Grading scales are
provided for each
project.
25%
Both a midterm and
a final exam are
administered each
semester. As they
comprise a full
quarter
of
the
semester
grade,
students are highly
encouraged
to
adequately prepare
for them.
Participation &
Effort
10%
Students
must
regularly participate
in class discussions
and must fulfill their
respective
duties
(assigned at the
beginning of the
first semester).
*Failing a quiz or exam requires that a student complete an Academic Reflection, seen on the following page .
V. Homework Policy & Grading
Homework is not necessarily assigned daily during the course of the year. Rather, it is assigned based on several
factors, including content being covered, student progress, student and instructor workloads and school
requirements. Some homework assignments may require a single day to complete, while others may require a
longer period of time. I view homework as the process of learning—not the result—and it is thus graded on the
basis of completion and adherence to instructions.
No. of points
5
4
3
2
1
0
Deductions
Criteria
The homework is completed according to the instructions, including the length requirements.
The homework is completed according to the instructions, but does not meet the length
requirements.
The homework follows most of the instructions, but does not meet the length requirements.
The homework is incomplete or does not correspond to the instructions.
The homework is incomplete and does not correspond to the instructions.
The homework is not submitted.
One point will be subtracted for each day past the due date. Turning in homework after class on
the same day in which it is due is considered the first day.
6
Wells International School
Academic Reflection
Name
Class
Quiz/Exam Title
Date
How much effort did you put into this quiz/exam?
Do you feel that you were prepared? Why or why not?
What could you have done to get a better score?
Complete the following chart for each of the questions you answered incorrectly.
Question
Correct Answer
Mr. Jared
Language Arts
Academic Reflection
7
Wells International School – On Nut Campus
<66> (2)-730-3366
http://www.wells-school.com
VI. Classroom Management Policy
In general I grant students a great deal of freedom in expressing themselves. However, maintaining an orderly
and successful learning environment that supports the school ESLRs requires that certain principles be followed.
In addition to adherence to school policies, several other guidelines apply in the classroom:
1: Be in the classroom and prepared to learn when the starting bell rings.
2: During class discussions or instructor lectures, raise your hand if you wish to speak.
3: Ask for permission before leaving the classroom.
4: Avoid bringing food and drinks (excluding bottled water) to class unless given special permission.
5: Speak in English unless given permission to communicate in a different language.
6: To help keep a positive class atmosphere, avoid criticizing or making fun of others.
7: Be honest with the instructor and with one another at all times.
Additionally, several policies directly address students’ academic success:
Criterion
Consequence
Late assignment (i.e., later than one day)
Incomplete assignment
Tardiness (three offenses)
Forgotten item (in locker)
Three academic warnings
Three academic detentions
Five academic detentions
Cheating/plagiarism: First offense
Cheating/plagiarism: Second offense
Cheating/plagiarism: Third offense
Cheating/plagiarism: Additional offenses
One academic warning will be given per assignment.
One academic warning will be given per assignment.
One academic warning will be given.
One academic warning will be given.
The student will serve one academic detention during a lunch period or
after school.
The instructor will contact the student’s parents and refer the student
to Student Support Services.
Additionally, the student must propose an action plan to aid in
academic improvement.
The instructor will contact the student’s parents and meet with the
student and the Headmaster.
Additionally, the student must establish an action plan with the
instructor and Headmaster to aid in academic improvement.
A grade of 0 may be given on the assignment/quiz/exam.
The instructor will meet with the student and a Student Support
Services Staff member.
The student will serve one school detention and one academic
detention.
A grade of 0 will be given on the assignment/quiz/exam.
The instructor will contact the student’s parents and meet with the
student and a Student Support Services staff member.
Additionally, the student will serve two school detentions and two
academic detentions.
A grade of 0 will be given on the assignment/quiz/exam.
The instructor will meet with the student, the student’s parents and
the Headmaster.
Additionally, the student will serve three school detentions and five
academic detentions.
The student will receive a grade of fail for the quarter.
The instructor will meet with the student, the student’s parents and
the Headmaster, and will possibly recommend suspension.
8
VII. Use of Class Resources
Wells International School
Mr. Jared – Language Arts
Students have access to access to various resources in the classroom—including newspapers, books and films—
for both research and personal enjoyment. They are also permitted to borrow films from those available for
viewing at home. Due to the mature content in certain films, I ask that all parents return the following
permission form in order to allow your child to borrow the films. I firmly believe that their artistic and
educational value outweighs any negatives, and virtually every film on this list is no worse than what many
children see daily on television or in other films. Should you desire a more detailed explanation of the content in
any film, feel free to contact me personally. Please indicate “Yes” or “No” for every film on the list:
Permission
Film Title
Yes / No
The Boy in the
Striped Pyjamas
Yes / No
Bram Stoker’s
Dracula
Yes / No
Clash of the Titans
Yes / No
Excalibur
Yes / No
Yes / No
Yes / No
Hitler: The Rise of
Evil
Jason and the
Argonauts
The Mists of
Avalon
Rating
PG13
R
PG
R
Mature Content
Mature Themes
Violence / Nudity / Sexual
Situations
Brief Nudity / Some
Violence
Violence / Nudity / Sexual
Situations
N/A
Mature Themes
PG
Mild Violence
N/A
Suggestive Scenes
Yes / No
The Odyssey
Yes / No
Rain Man
R
Yes / No
Schindler’s List
R
Yes / No
Troy
R
N/A
Mild Violence /
Suggestive Scenes
Language / Suggestive
Scenes
Language / Mature
Themes / Nudity / Sexual
Situations / Violence
Violence / Suggestive
Scenes
Story Content
http://en.wikipedia.org/wiki/The_Boy_in_the_S
triped_Pyjamas_(film)
This film is shown in the second semester of G9.
http://en.wikipedia.org/wiki/Bram_stoker%27s
_dracula
This film, edited for content, is shown in the
second semester of G7
http://en.wikipedia.org/wiki/Clash_of_the_Tita
ns_(1981_film)
http://en.wikipedia.org/wiki/Excalibur_(film)
I recommend that parents screen this film or
view it with their children.
http://en.wikipedia.org/wiki/Hitler:_the_rise_of
_evil
http://en.wikipedia.org/wiki/Jason_and_the_Ar
gonauts_(2000_film)
http://en.wikipedia.org/wiki/The_Mists_of_Aval
on_(TV_miniseries)
http://en.wikipedia.org/wiki/The_Odyssey_(TV_
miniseries)
http://en.wikipedia.org/wiki/Rain_man
This film is shown is the second semester of G9.
http://en.wikipedia.org/wiki/Schindler%27s_list
I recommend that parents screen this film or
view it with their children.
http://en.wikipedia.org/wiki/Troy_(film)
This film is shown in the first semester of G7.
My child, ____________________, has permission to view and/or borrow the films indicated above.
Signature: ______________________________
Date: _______________
9
VIII. Internet Resources
As technology plays such a large role in the modern world, you must become familiar with its use, particularly in
regard to the abilities to use computers and access the internet. Much of the information and many of the
assignments in this course will incorporate internet resources. The following websites are very useful in
providing material and information needed to succeed in the class.
Website
Web Address
Description
Aaron Shepard’s World of
Stories
http://www.aaronshep.com/s
tories/index.html
Common Errors in English
http://www.wsu.edu/~brians/
errors/errors.html
Dracula: Between Hero and
Vampire
http://www.draculas.info/
A complete guide to Dracula
EBSCOHost
http://search.ebscohost.com
The Internet Grammar of
English
http://www.ucl.ac.uk/internet
-grammar/home.htm
King Arthur & the Knights of
the Round Table
http://www.kingarthursknight
s.com/
Mediafire
http://www.mediafire.com/
Myths from Around the
World
http://teacher.scholastic.com
/writewit/mff/index.htm
Project Gutenberg
http://www.gutenberg.org
Robin Hood: Bold Outlaw of
Barnsdale and Sherwood
Theoi Greek Mythology:
Exploring Greek Mythology in
Classical Literature & Art
Writers Workshop: Writer
Resources
Many myths, folk tales and other stories are provided
here in the entirety. This site is used during the first
semester.
This site provides explanations for over a thousand
common English mistakes, including errors in word
choice, spelling, punctuation and repetition.
EBSCOHost is a database that provides access to
thousands of newspapers, magazines and journals. It is an
invaluable resource provided free of charge by Wells.
User ID: wellsbkk
Password: wis01
A complete, basic grammar course can be accessed
through this site, and several exercises are included to
reinforce the concepts.
A complete guide to King Arthur
I provide many different games, videos, PowerPoint
presentations and other resources for students. Due to
the large file sizes, they are hosted on Mediafire.
User ID: mr.jared@live.com
Password: wells
Students can explore myths, folklore and fairy tales from
around the world at this site. It provides examples of
stories from many different countries, as well as tips for
creating a myth on your own—a project that is completed
during the first semester.
Project Gutenberg provides free e-copies of over 28,000
books, including titles such as Dracula, Frankenstein, The
Iliad, The Adventures of Sherlock Holmes and more. This
site is used during the second semester.
http://www.boldoutlaw.com/
A complete guide to Robin Hood
http://www.theoi.com/
A complete guide to Greek mythology
http://www.cws.illinois.edu/
workshop/writers/
Basic explanations of grammar and citation styles can
both be found at this site. It also includes several different
writing tips.
10
IX. Writing Guidelines
During the course of the year, many of your written assignments will be graded on both content and
conventions—grammar, spelling and structure. The many types of writing mistakes will be covered frequently,
but you should familiarize yourself with the symbols that will be used to identify mistakes in your writing in
order to allow you to practice self-correction.
ART
CAP
Article
Capitalization
CS
Comma splice
FRAG
Fragment
NC
PN
Need comma
Pronoun
PNM
Pronoun matching
PR
Personal reference
REP
Repetitive
ROS
Run on sentence
RW
Rewrite
S/P
Singular/plural
SP
Spelling
Subject-verb
matching
SVM
TM
Tense matching
UC
Unnecessary comma
WC
Word choice
Add, delete or change an article (a/an/the).
The word should either be capitalized or in lowercase.
Two independent clauses are separated only by a comma.
Example: I like fruit, my sister prefers candy.
The sentence is missing a subject or verb, or is an incomplete thought.
Example: Is the best movie I’ve ever seen.
Example: When I went to visit my grandmother.
A comma is needed.
Change the word to a pronoun—usually because it is being used repetitiously.
The pronoun does not match the noun it replaces.
Example: One of the students forgot their book.
A reference to the essay or to the writer of the essay should not be included.
A single word, phrase or piece of information is being repeated several times
and is unnecessary.
Two independent clauses are not separated or are separated only by a comma
(see comma splice).
Example: Many people travel during holidays Europe is one popular destination.
The information is confusing and should be rewritten in a different way.
The noun should be changed to be either singular or plural.
Example: Do you have any moneys?
A word is misspelled.
The subject of the sentence or clause does not match the verb.
Example: One of my best friends have a Playstation.
The tense being used does not match the tense used previously or is simply
incorrect.
Example: Vlad Dracul is a ruler in Romania in the fifteenth century.
A comma is not needed.
The word is being used incorrectly.
Example: Its not important. (its/it’s)
Also make sure that you’re familiar with the three basic parts of an essay:
Introduction
An introduction is intended to introduce to the topic in a general way. Do not
include specific details about the topic; instead, make general statements that lead
to the topic being presented.
Body
The body contains all of the information, including facts and examples, to support
the thesis or topic statement.
Conclusion
A conclusion should tie your essay together. Do not introduce new information.
Simply demonstrate, in a new way, how you proved your point.
11
Wells International School
Myth Invention Grading Scale
Story
Grammar
1-2 points
>41 spelling &
grammar
mistakes
3-4 points
The story does
one of the
following:
logically explains
the chosen
event, contains
Greek
mythological
characters, does
not contain plot
holes or is
original.
3-4 points
31 – 40 spelling
& grammar
mistakes
Story
Creativity
1 point
2 points
3 points
4 points
5 points
Poster
Design
0 - 5 points
The poster does
none of the
following: uses
available space,
has a clear
arrangement, is
neatly
constructed and
exemplifies a
creative design.
6 - 10 points
The poster does
one of the
following: uses
available space,
has a clear
arrangement, is
neatly
constructed and
exemplifies a
creative design.
11 - 15 points
The poster does
two of the
following: uses
available space,
has a clear
arrangement, is
neatly
constructed and
exemplifies a
creative design.
16 - 20 points
The poster does
three of the
following: uses
available space,
has a clear
arrangement, is
neatly
constructed and
exemplifies a
creative design.
21 - 25 points
The poster does
all of the
following: uses
available space,
has a clear
arrangement, is
neatly
constructed and
exemplifies a
creative design.
Story
Content
1-2 points
The story does
not logically
explain the
chosen event or
contain Greek
mythological
characters,
contains plot
holes is not
original.
5-6 points
The story does
two of the
following:
logically explains
the chosen
event, contains
Greek
mythological
characters, does
not contain plot
holes and/or is
original.
5-6 points
21 – 30 spelling
& grammar
mistakes
7-8 points
The story does
three of the
following:
logically explains
the chosen
event, contains
Greek
mythological
characters, does
not contain plot
holes and/or is
original.
7-8 points
11 – 20 spelling
& grammar
mistakes
9-10 points
The story
logically explains
the chosen
event, contains
Greek
mythological
characters, does
not contain plot
holes and is
original.
9-10 points
0 – 10 spelling &
grammar
mistakes
Total: _____ / 50
Mr. Jared
Language Arts
Wells International School – On Nut Campus
2209 Sukhumvit Road, Prakhanong
Bangchak, Bangkok 10260
12<66> (2)-730-3366
http://www.wells-school.com
Wells International School
Compare/Contrast Essay Grading Scale
1 point
Structure
The essay does
not contain
paragraph
divisions, an
introduction, a
body or a
conclusion.
Content
The essay does
not contain any
similarities or
differences.
2 points
The essay
contains one of
the following:
paragraph
divisions, an
introduction, a
body and a
conclusion.
The essay
contains at least
four similarities
and differences.
3 points
The essay
contains two of
the following:
paragraph
divisions, an
introduction, a
body and/or a
conclusion.
The essay
contains at least
six similarities
and differences.
4 points
The essay
contains three of
the following:
paragraph
divisions, an
introduction, a
body and/or a
conclusion.
The essay
contains at least
eight similarities
and differences.
Quality of
Content
Similarities and
differences are
simply listed with
no explanation.
Unimportant
similarities and
differences are
listed and
explained.
Significant
similarities and
differences and
included and
explained.
Significant
similarities and
differences and
included and
explained,
including as to
why they are
significant.
Grammar
The essay
contains more
than forty
spelling and
grammar
mistakes.
The essay
contains forty or
less spelling and
grammar
mistakes.
The essay
contains thirty or
less spelling and
grammar
mistakes.
The essay
contains twenty
or less spelling
and grammar
mistakes.
5 points
The essay
contains all of
the following:
paragraph
divisions, an
introduction, a
body and a
conclusion.
The essay
contains at least
ten similarities
and differences.
In addition to the
previous steps,
the essay
includes section
explaining the
writer’s personal
reaction to the
similarities and
differences.
The essay
contains ten or
less spelling and
grammar
mistakes.
Total: _____ X 2 = _____ / 40
Mr. Jared
Language Arts
Wells International School – On Nut Campus
2209 Sukhumvit Road, Prakhanong
Bangchak, Bangkok 10260
13<66> (2)-730-3366
http://www.wells-school.com
Wells International School
Informative Essay Grading Scale
1 – 3 points
4 – 6 points
7 – 9 points
10 – 12 points
13 – 15 points
The essay contains
none of the
following: paragraph
divisions, correct
spacing, length
requirements and
font requirements.
The essay contains
one of the following:
paragraph divisions,
correct spacing,
length requirements
and/or font
requirements.
The essay contains
two of the following:
paragraph divisions,
correct spacing,
length requirements
and/or font
requirements.
The essay contains
all of the following:
paragraph divisions,
correct spacing,
length requirements
and font
requirements.
Structure
The essay does not
contain an
introduction,
conclusion and
thesis.
The essay contains
one of the following:
introduction,
conclusion and/or
thesis.
The essay contains
two of the following:
introduction,
conclusion and/or
thesis.
Grammar
>41 spelling &
grammar mistakes
31 – 40 spelling &
grammar mistakes
Sources
No sources are used.
One source is used.
Citations
No sources are
listed.
Sources are listed
only at the end of
the essay.
Content
The essay does none
of the following:
presents views in a
neutral manner,
avoids the use of
personal references,
utilizes quotations
and paraphrasing
sparingly and
presents main points
rather than
reiterating.
The essay does one
of the following:
presents views in a
neutral manner,
avoids the use of
personal references,
utilizes quotations
and paraphrasing
sparingly and
presents main points
rather than
reiterating.
21 – 30 spelling &
grammar mistakes
Two sources are
used.
Sources are
improperly cited in
the text and
improperly listed at
the end of the essay.
The essay does two
of the following:
presents views in a
neutral manner,
avoids the use of
personal references,
utilizes quotations
and paraphrasing
sparingly and
presents main points
rather than
reiterating.
The essay contains
three of the
following: paragraph
divisions, correct
spacing, length
requirements and/or
font requirements.
The essay contains
all of the following:
introduction,
conclusion and
thesis. However, one
or more is unclear.
11 – 20 spelling &
grammar mistakes
Three sources are
used.
Sources are properly
cited in the text but
not on the works
cited page, or vice
versa.
The essay does three
of the following:
presents views in a
neutral manner,
avoids the use of
personal references,
utilizes quotations
and paraphrasing
sparingly and
presents main points
rather than
reiterating.
Technical
Requirements
The essay contains
all of the following: a
clear introduction,
conclusion and a
thesis.
0 – 10 spelling &
grammar mistakes
More than three
sources are used.
Sources are cited
properly in the text
and on a works cited
page.
The essay does all of
the following:
presents views in a
neutral manner,
avoids the use of
personal references,
utilizes quotations
and paraphrasing
sparingly and
presents main points
rather than
reiterating.
Total: _____ + 10 = _____ / 100
In cases of plagiarism, a score of 0 will be given for the entire essay. In order to avoid this, the student must clearly
demonstrate that the material was not intentionally plagiarized.
Mr. Jared
Language Arts
Wells International School – On Nut Campus
2209 Sukhumvit Road, Prakhanong
Bangchak, Bangkok 10260
14<66> (2)-730-3366
http://www.wells-school.com
Wells International School
Informative Essay Project Grading Scale
As judgments of artistic projects are inherently subjective, the grading scale derives from criteria that are measurable to
some extent. Students may challenge a score if they feel that it does not reflect their work, though they must present
reasonable evidence to that effect.
Criteria
Yes
Somewhat
No
Score (10) / Comments
Does the project
directly relate to
the informative
essay?
Is the project
clear and easy to
understand?
Is the project neat
and carefully
constructed?
Does the project
demonstrate
creativity?
Does the project
exhibit a
reasonable
amount of effort?
Total: _____ X 2 = _____ / 100
Mr. Jared
Language Arts
Wells International School – On Nut Campus
2209 Sukhumvit Road, Prakhanong
Bangchak, Bangkok 10260
15<66> (2)-730-3366
http://www.wells-school.com
Wells International School
Horror/Fantasy Creature Mini-Project Grading Scale
Technical
Requirements
Structure
Grammar
Analysis
Presentation
1 point
The essay
contains none of
the following:
paragraph
divisions, correct
spacing, length
requirements and
font
requirements.
The paper does
not have any
paragraph
divisions and
simply lists
information.
The essay
contains more
than forty spelling
and grammar
mistakes.
2 points
The essay contains
one of the
following:
paragraph
divisions, correct
spacing, length
requirements
and/or font
requirements.
3 points
The essay contains
two of the
following:
paragraph
divisions, correct
spacing, length
requirements
and/or font
requirements.
4 points
The essay contains
three of the
following:
paragraph
divisions, correct
spacing, length
requirements
and/or font
requirements.
5 points
The paper does
not have an
introduction, twoparagraph body
and conclusion.
The paper has one
of the following:
introduction, twoparagraph body or
conclusion.
The paper has two
of the following:
introduction, twoparagraph body
and/or conclusion.
The paper has an
introduction, twoparagraph body
and conclusion.
The essay contains
forty or less
spelling and
grammar
mistakes.
The essay contains
thirty or less
spelling and
grammar
mistakes.
The essay contains
twenty or less
spelling and
grammar mistakes.
The essay contains
ten or less spelling
and grammar
mistakes.
The essay simply
lists information
from various
sources with no
overarching
structure.
The essay
describes the
creature
adequately in a
structured
manner.
The essay
describes both the
creature and the
fears it
represents.
The essay
describes the
creature and its
characteristics, and
unclearly makes
the connections to
real fears.
The presenter
reads from the
essay or notes. No
PowerPoint is
included.
The presenter
reads from the
essay or notes,
and/or the
PowerPoint
mainly consists of
text.
The presenter
uses notes only
for reference. The
PowerPoint has a
roughly even mix
of pictures and
text.
The presenter
rarely uses notes
for reference. The
PowerPoint
contains minimal
text.
The essay
describes the
creature and its
characteristics,
and clearly makes
the connections to
real fears.
The presenter
clearly explains the
creature without
notes. The
PowerPoint
contains minimal
text and includes a
video.
The essay contains
all of the following:
paragraph
divisions, correct
spacing, length
requirements and
font requirements.
Total: _____ X 2 = _____ / 50
Mr. Jared
Language Arts
Wells International School – On Nut Campus
2209 Sukhumvit Road, Prakhanong
Bangchak, Bangkok 10260
16<66> (2)-730-3366
http://www.wells-school.com