NAME : _________________
Essay Assignment
In the play, The Merchant of Venice, written by William Shakespeare, …
Reason 1=Paragraph 1 (with two examples to prove reason)
Reason 2=Paragraph 2 (with two examples to prove reason)
Reason 3=Paragraph 3 (with two examples to prove reason)
Content
 Topic sentence (introduces topic and writers opinion)
 Point 1 (argues opinion first reason)
 Quote (from short story, using proper MLA format)
 Explanation (explain how the quote fits in with point and proves opinion)
 Point 1 (argues opinion first reason)
 Quote (from short story, using proper MLA format)
 Explanation (explain how the quote fits in with point and proves opinion)
 Concluding sentence (restates topic and opinion in new words)
Style
 Use third-person point of view (*do not use personal pronouns – I, my, me, our etc.)
 Use a moderate style of writing (no slang or contractions – can’t, wouldn’t etc.)
 Use transitions words to make your story connect – First, then, suddenly, finally etc.
(see handout)
Format
Use MLA (Modern Languages Association) Format
 12 point font
 Times New Roman font
 Double space entire document
 Include student/instructor/course code/date in top left-hand corner
 Include header (student’s surname and page number) on every page
 Centre title
 Do not bold, underline, or enlarge title
 Work Cited page with proper MLA citation
Length
Your essay should be 3-4 pages (double spaced) in length
Evaluation
See rubric attached to see what Level 4 expectations are
Due Dates
Brainstorming and Outline: In class on Thursday, April 25th
Rough Draft and Peer Edit: In class on Tuesday, April 30th
Final Typed Draft (For homework): Thursday, May 2nd
Closure Date (after this you will lose 10% each day): Friday, May 3rd
NAME : _________________
Rubric
Achievement Categories
Below 49%
(Remediate)
50–59%
(Level 1)
60–69%
(Level 2)
70–79%
(Level 3)
80–100%
(Level 4)
KNOWLEDGE
• ideas and purposes are
• ideas and purposes are
• ideas and purposes are
• ideas and purposes are
• ideas and purposes are
• understanding of
not recognizable
• text is incoherent
• understanding the uses
and effects of writers'
tools (includes all
elements: topic sentence,
3
recognizable but simple
clear and straightforward
clearly developed
information, ideas,
concepts, and themes
recognizable but not
• writers’ tools are not
• text is simplistic and
superficial
used
• text is unclear and may
alienate the audience
• writers' tools are rarely
used limitedly
• text is flat, involving the
points/proofs/explanatio
audience minimally
n, concluding sentence)
clear, focused, and well
developed
• text is predictable and
somewhat simplistic
• text is interesting, with
some originality
• some use of writers’
• Considerable use of
tools
• text is routine, not very
• text is interesting,
original, thoughtful, and
even insightful
writers’ tools
• text is fairly convincing
convincing, or involves
and sincere, involving
the audience
the audience fairly
inconsistently
successfully
• Thorough use of writers’
tools
• text is convincing and
sincere, involving the
audience successfully
THINKING
• does not apply skills to
• applies skills to make
• applies skills to make
• applies skills to make
• applies skills to make
make meaning in a
meaning in a dramatic,
meaning in a dramatic,
meaning in a dramatic,
meaning in a dramatic,
thinking (reflecting,
dramatic, fictional, or
fictional, or poetic form
fictional, or poetic form
fictional, or poetic form
fictional, or poetic form
analyzing,
poetic form
with limited
with moderate
with considerable
with a high degree of
effectiveness
effectiveness
effectiveness
• critical and creative
hypothesizing, and
explaining)
•writers’ tools are not used
-quality of use of writers
tools
•writers’ tools are
•writers’ tools are used
with minimal success
occasionally used with
some success
successfully
• text has focus and
adheres to the topic
• text is effectively
focused and stays on
• appropriate plan and
sequence
• effective plan and
COMMUNICATION
• no focus
• of information and ideas
• no plan or sequence
• poor focus; text wanders
from topic
• focus may be fuzzy and
text may sometimes
• organization may
interfere with
• minimal logic in plan
and sequence
• adequate plan and
• some lapses in
organization may
• organization is adequate,
(through organization)
-follows persuasive
format
• for different audiences
(choice of language and
style)
-third person
-moderate style
comprehension
• word choice is
inaccurate and/or
inappropriate
• no sentence variety;
frequent sentence errors
• text is not fluent
effectiveness
•writers' tools are used
wander off topic
sequence
interfere with
although lapses may
comprehension
occur
• word choice may be
accurate and appropriate
but is basic and
functional
• word choice may be
accurate and appropriate
but limited in variety and
quality
• little variety in sentence
length and structure;
• some variety in sentence
length and structure; the
sentences tend to be
awkward, repetitive,
writer tends to stick to
one sentence pattern
short, and simple
• text shows lapses in
• organization is good
• word choice is
appropriate, clear,
accurate, and descriptive
• appropriate variety in
sentence structure and
length
• text is fluent and smooth
• writers’ tools are used
effectively
topic
sequence
• organization enhances
comprehension
• word choice is accurate,
specific, expressive, and
appealing
• thoughtful and effective
sentence structure and
length
• text is fluent, smooth,
and natural
• text is sometimes fluent
and smooth
fluency
APPLICATION
• of required language
conventions
• no command of gradeappropriate spelling,
punctuation, and
grammar
• errors interfere with
comprehension
• complete rewrite is
• of the writing process
necessary
• does not revise and edit
own drafts or use the
suggestions of others
• weak command of
grade-appropriate
spelling, punctuation,
and grammar
• errors interfere with
comprehension
• adequate command of
grade-appropriate
spelling, punctuation,
and grammar
• errors may interfere with
comprehension
• good command of gradeappropriate spelling,
punctuation, and
grammar
• errors do not interfere
significantly with
comprehension
• excellent command of
grade-appropriate
spelling, punctuation,
and grammar
• errors do not interfere
with comprehension
• major editing required
• moderate editing
• revises and edits own
drafts and uses the
• revises and edits own
• revises and edits own
• revises and edits own
drafts and uses the
suggestions of others
drafts and uses the
suggestions of others
drafts and uses the
suggestions of others
with moderate
competence
with considerable
competence
with a high degree of
competence
suggestions of others
with limited competence
required
• some editing required
• minimal or no editing
required
NAME : _________________
Short Story Graphic Organizer :
Brainstorming
*use a blue or black pen*
Brainstorm five reasons that help you prove your position. Choose the three best reasons. You must get this page
signed (approved) by the teacher before starting your outline!
REASONS
For:
NAME : _________________
Essay Graphic Organizer :
Outline
Use point form to complete this page. Get it signed (approved) by your teacher before starting your rough copy!
Topic sentence (Topic + Position):
In the short story,______________________________________________________________________
Point 1 (first reason for your position):
Point 2 (second reason for your position):
Quote that proves your reason:
Quote that proves your reason:
Explain the conection between the quote, your reason and your position:
Explain the conection between the quote, your reason and your position:
Two Transition words I plan to use in my paragraph are:
____________________,
______________________
NAME : _________________
Persuasive Paragraph Assignment SELF/PEER CHECKLIST
PEER CHECKLIST
Name of Peer editor: __________
Check off the elements that you find in the persuasive paragraph. Label the different elements in the paragraph.
Content
 3-4 page double spaced
 Topic sentence (introduces topic and writers position)
 Point (argues positon)
 Quote (from short story, using proper MLA format)
 Explanation (quote in own words, explains how it fits in with point)
 Point (argues opinion)
 Quote (from same short story, using proper MLA format)
 Explanation (quote in own words, explains how it fits in with point)
 Concluding sentence (restates opinion in new words)
Style
 Use third-person omniscient point of view (*do not use personal pronoun – I, my, me, our etc.)
 Use a moderate style of writing (no slang but you may use contractions – can’t, wouldn’t etc.)
 Use transitions words to make your story connect – First, then, suddenly, finally etc. (see handout)
______________________________________________________________________________
SELF CHECKLIST
Check off the elements that you find in the persuasive paragraph. Label the different elements in the paragraph.
Content
 1 page double spaced
 Topic sentence (introduces topic and writers opinion)
 Point (argues opinion)
 Quote (from short story, using proper MLA format)
 Explanation (quote in own words, explains how it fits in with point)
 Point (argues opinion)
 Quote (from same short story, using proper MLA format)
 Explanation (quote in own words, explains how it fits in with point)
 Concluding sentence (restates opinion in new words)
Style
 Use third-person omniscient point of view (*do not use personal pronoun – I, my, me, our etc.)
 Use a moderate style of writing (no slang or contractions – can’t, wouldn’t etc.)
 Use transition words to make your story connect – First, then, suddenly, finally etc.
Format
Use MLA (Modern Languages Association) Format
 12 point font
 Times New Roman font
 Double space entire document
 Include student/instructor/course code/date in top left-hand corner
 Include header (student’s surname) on second page
 Centre title
 Do not bold, underline, or enlarge title