CPT Paragraph Rubric
Categories
Knowledge and Understanding
1.
2.
3.
4.
Ministry Expectations:
Writing
2.Using Knowledge of Form and Style (2.1
Form)
Reading and Literature Studies
1.Reading for Meaning
(1.3Demonstrating Understanding of Content)
CGExpectations: 2b
Thinking
Ministry Expectations:
Writing
1. Developing and Organizing Content (1.5
Reviewing Content)
Reading and Literature Studies
1. Reading for Meaning (1.6 Analyzing Texts)
Writing
Communication
Ministry Expectations:
Writing
1. Developing and Organizing Content
(1.4 Organizing Ideas)
2.Using Knowledge of Form and Style
(2.2 Voice, 2.3 Diction, 2.4 Sentence Craft
and Fluency)
3.Applying Knowledge of Conventions(3.1
Spelling, 3.3Punctuation, 3.4Grammar)
CG Expectations: 2d
Application
Ministry Expectations:
Writing
2. Using Knowledge of Form and Style
(2.6 Revision, 2.7 Producing Drafts)
3. Applying Knowledge of Conventions
(3.5 Proofreading, 3.6 Publishing)
CGExpectations: 4f
R
Level 1
Level 2
Level 3
Level 4
 Demonstrates little or no
knowledge of the paragraph
form (topic sentence, body
and clear concluding
sentence)
 Demonstrates little or no
understanding of the content
of the selected novel or text
 Demonstrates limited
knowledge of the paragraph
form (topic sentence, body
and clear concluding
sentence)
Demonstrates limited
understanding of the
content of selected novel or
text
 Demonstrates some
knowledge of the paragraph
form(topic sentence, body
and clear concluding
sentence)
 Demonstrates some
understanding of the
content of selected novel or
text
 Demonstrates considerable
knowledge of the paragraph
form(topic sentence, body and
clear concluding sentence)
 Demonstrates considerable
understanding of the content
of selected novel or text
 Demonstrates thorough
knowledge of the paragraph
form (topic sentence, body
and clear concluding
sentence)
 Demonstrates thorough
understanding of the content
of selected novel or text

Uses planning skills with
no effectiveness.
 Includes little to no
supporting details that focus
on the author’s use of literary
devices to develop tone,
mood, conflict or theme
 Does not explain or analyze
information and does not form
conclusions

Uses planning skills
with limited effectiveness.
 Includes few supporting
details that are accurate and
focus on the author’s use of
literary devices to develop
tone, mood, conflict or
theme
 Explains and analyzes
information with limited
effectiveness and forms
illogical or inappropriate
conclusions

Uses planning skills
with some effectiveness.
 Includes some
supporting details through
the use of quotations that
are accurate and focus on
the author’s use of literary
devices to develop tone,
mood, conflict or theme
 Explains and analyzes
information with moderate
effectiveness and forms
incomplete or flawed
conclusions

Uses planning skills with
considerable effectiveness.
 Includes considerably
complete and accurate
supporting details through the
use of quotations that are
accurate and focus on the
author’s use of literary
devices, tone, mood, conflict
or theme, etc.
 Explains and analyzes
information with considerable
effectiveness and forms
logical conclusions

Uses planning skills with
a high degree of effectiveness.
 Includes extremely
complete and accurate
supporting details through the
use of quotations that are
accurate and focus on the
author’s use of literary
devices, tone, mood, conflict,
character or theme, etc.
 Explains and analyzes
information with a high degree
of effectiveness and forms
insightful conclusions
 Organizes ideas and
information with little to no
effectiveness
 Demonstrates little or no
command of transitional
devices
 Demonstrates little or no
ability to communicate ideas
using appropriate level of
language, point of view,
sentence structure and
terminology
 Demonstrates little or no
ability to use language
conventions with effectiveness
 Demonstrates little or no
ability to apply knowledge
and skills of writing
processes within a familiar
context
 Demonstrates little or no
ability to transfer
knowledge of MLA format
and layout skills to new
context
 Applies terminology and
course concepts within a
familiar context with little or
no effectiveness
 Organizes ideas and
information with limited
effectiveness
 Demonstrates limited
command of transitional
devices
 Expresses ideas using
appropriate level of
language, point of view,
sentence structure and
terminology with limited
effectiveness
 Uses language
conventions with limited
effectiveness
 Applies knowledge and
skills of writing processes
within a familiar context
with limited effectiveness
 Transfers knowledge of
MLA format and layout
skills to new contexts with a
limited effectiveness
 Applies terminology and
course concepts within a
familiar context with limited
effectiveness
 Organizes ideas and
information with some
effectiveness
 Demonstrates some
command of appropriate
transitional devices
 Expresses ideas using
appropriate level of
language, point of view,
sentence structure and
terminology with some
effectiveness
 Uses language
conventions with some
effectiveness
 Applies knowledge and
skills of writing processes
within a familiar context
with some degree of
effectiveness
 Transfers knowledge of
MLA format and layout
skills to new contexts with
some effectiveness
 Applies terminology and
course concepts within a
familiar context with some
effectiveness
 Organizes ideas and
information with considerable
effectiveness
 Demonstrates considerable
command of appropriate
transitional devices
 Clearly expresses ideas
using appropriate level of
language, point of view,
sentence structure and
terminology with considerable
effectiveness
 Uses language
conventions with considerable
effectiveness
 Applies knowledge and
skills of writing processes
within a familiar context
with considerable
effectiveness
 Transfers knowledge of
MLA format and layout skills
to new contexts with
considerable effectiveness
 Applies terminology and
course concepts within a
familiar context with
considerable effectiveness
 Organizes ideas and
information with a high degree
of effectiveness
 Demonstrate extensive
command of appropriate
transitional devices
 Clearly expresses ideas
using appropriate level of
language, point of view
sentence structure and
terminology with a high degree
of effectiveness
 Uses language
conventions with a high
degree of effectiveness
 Applies knowledge and
skills of writing processes
within a familiar context
with a high degree of
effectiveness
 Transfers knowledge of
MLA format and layout skills
to new contexts with a high
degree of effectiveness
 Applies terminology and
course concepts within a
familiar context with
outstanding effectiveness
Evaluation
/10
/5 Jan. 7
See
below
/15
/5
/5
/5
/10 Jan. 11
See
below
/5
/5
On January 7th, you will complete the outline provided using point form notes and quotations. You will have access to
any notes that you have made on the text itself and your course notes.
On January 11th, you will use the completed outline to write a rough copy of your analytical paragraph. Again, you may use all of
your notes on the text and the outline itself. But at this time, you will not be able to use your course notes. You will be using paper
provided in class. All notes will be left in class at this time. Anything removed from class will not be allowed back into class on Jan. 12 when you will write
the good copy.
On January 12th, please spend sufficient time, editing and revising your work since this will be the copy that you submit for part of the final mark – 5%.
/65