ETS 4UI
Grand River Collegiate Institute
Name:___________________
Folktales Across Cultures
- Informal Essay ( /30)
Task: your essay will be a critical reading of three related folktales from three different
cultures. Start with the same folktale chart that you used for "Cinderella" and use the
following website to find your folktales: http://www.pitt.edu/~dash/folktexts.html. Note:
each student needs to work with a different folktale.
Purpose:
1) More informal essay writing practice.
2) A thorough and independent investigation of an
important part of Children's literature history.
Dates:
Formative: ___________________
Summative: ___________________
Specifics:
- 800-1000 words
Tips:
1. Read each folktale carefully and more than once.
2. As it says above, start with a folktale chart similar to the "Cinderella" one you created
in order to organize your thinking.
3. When you are looking for a folktale to choose for this essay, look for ones that have
many different cultures. You will find more interesting variations in the folktales.
4. It might help your discussion (and your interest) if you look for a folktale that you
already know.
5. DO NOT SIMPLY RETELL THE THREE FOLKTALES. Instead talk about the impact of
these changes; think about what you find intriguing about the variations; think about
how your impression of the story has changed because of the different variations you
read (if you've chosen one that you already know).
6. As always, pay close attention to the rubric.
7. Although this is an informal essay, it is still important to have an argument in order to
keep your writing focused. Catherine Orenstein's "Dances With Wolves" is an
excellent example of the type of thing you are writing. At the end of reading your
essay, a reader should be able to identify one or two sentences that could act as a
thesis statement.
Assessment:
As a class, you have some choices to make here. We can run with the exact same rubric as
the last informal essay. That way, you will know what you're aiming for and the marking will
hopefully make sense. The other option is to use a rubric that has been used in the past for
this assignment. Have a look at both and let me know what you think.
Level 4 (80-100%)
Level 3 (70-80%)
Level 2 (60-70%)
Level 1 (50-60%)
Evidence chosen to prove
the writer’s point of view
is effective to some
degree.
Evidence chosen to
prove the writer’s point
of view is of limited
effectiveness.
The analysis of evidence
shows basic skill and may
be inconsistent in its
quality and thoroughness.
The analysis of evidence
shows little skill and is
inconsistent in its quality
and thoroughness.
Ideas and arguments
demonstrate a degree of
analytical ability
Ideas and arguments
demonstrate a limited
analytical ability.
The essay demonstrates
limited organization and
the controlling idea is a
bit difficult to figure out.
(0-5)
Thinking
How effectively
do you choose
evidence?
How effectively
can you explain
how your
evidence
proves your
thesis?
To what degree
are your ideas
and arguments
creative,
original, and
interesting?
Evidence chosen to prove
the writer’s point of view
is excellent and all chosen
details are highly relevant.
The analysis of all
evidence is insightful,
thorough and
exceptionally wellreasoned.
Evidence chosen to prove
the writer’s point of view is
good.
The analysis of all evidence is
consistently good and fairly
well-reasoned.
Ideas and arguments are
consistently good and fairly
predictable.
Ideas and arguments are
perceptive and
interesting.
Does not
meet
requirements.
/15 marks
Communication
The essay is cleverly
organized around a
controlling idea.
The essay is effectively
organized around a
controlling idea.
The essay is organized for
the most part around a
controlling idea.
How clearly do
you express
your points?
The essay’s flow is
extremely smooth and
each point flows logically
from the point stated
previously.
The essay’s flow is fairly
smooth and most points flow
logically from the point
stated previously.
The essay has some sense
of flow and some points
flow logically from the
point stated previously.
How well does
your essay
flow?
Student demonstrates
excellent ability to use a
variety of sentence
structures effectively.
Student demonstrates good
ability to use a variety of
sentence structures
effectively.
Student demonstrates
some ability to use a
variety of sentence
structures effectively.
Student demonstrates good
grammar, punctuation and
spelling skills.
Student demonstrates a
degree of grammar,
punctuation and spelling
skills.
How effectively
can you
organize your
essay?
How well do
you follow MLA
format?
/15 marks
Student demonstrates
excellent grammar,
punctuation and spelling
skills.
All quotations are
integrated seamlessly.
(All quotations are
referenced properly.)
MLA format is followed
impeccably.
Most quotations are well
integrated.
(Most quotations are
referenced properly.)
Some quotations are well
integrated.
(Some quotations are
referenced properly.)
MLA format is followed well.
MLA format is followed to
a degree.
The essay has a limited
sense of flow and the
logical flow of the piece
is quite choppy.
Student demonstrates
limited ability to use a
variety of sentence
structures effectively.
Student demonstrates
limited grammar,
punctuation and spelling
skills.
There is a limited
understanding of how
to integrate or…
(…reference
quotations.)
There are a number of
formatting errors.
Does not
meet
requirements.
/30
INTRODUCTION
Background/History
Thesis Statement
CONCLUSION
4
3
2
1
Well-developed sense of
introduction which engages
the reader and creates
interest. Clear sense of
purpose.
Thesis clearly states a
position or belief regarding
folktale research
Conclusion effectively
wraps up and goes beyond
restating the thesis.
Introduction creates
interest. Sufficient
information is provided.
Thesis clearly states the
position or belief.
Conclusion is recognizable
and ties up almost all
loose ends.
Introduction adequately
explains the purpose, but
may lack detail. Thesis
states the position or
belief.
Conclusion is somewhat
recognizable and ties up
some loose ends.
Details are a random
collection of
information, unclear, or
not related to the
topic. Thesis is vague
or unclear.
Conclusion does not tie
to main points.
The paper’s main idea
continues to be clear.
Appropriate, relevant
information and details are
shared from a variety of
sources including personal
experiences, observations,
and prior knowledge.
Supporting details from the
folktales are accurate,
relevant, and helpful in
clarifying the main idea(s).
The main idea can be
identified. The writer
shares relevant
information, facts and
experiences. There is a
clear distinction between
general observations and
specifics. Supporting
details are relevant and
explain the main idea.
The main idea can be
identified. The writer
shares some information,
facts and experiences,
but may show problems
going from general
observations to specifics.
Stronger support and
greater attention to
details would strengthen
this paper.
More than one of the
following problems
may be evident: The
main idea is not
identifiable. The writer
shares some
information, but it is
limited or unclear.
Details are missing or
repetitious.
Logical progression of ideas
with a clear structure that
enhances the thesis.
Transitions are mature and
graceful.
Logical progression of
ideas. Transitions are
present equally
throughout essay.
Organization is clear.
Transitions are present.
No discernable
organization.
Transitions are not
present. Connections
between ideas seem
confusing or
incomplete.
The language is natural yet
thought-provoking.
Though personal, the
writer’s voice/style
supports an academic
discussion.
Writing is smooth, skillful,
and coherent. Sentences
are strong and expressive
with varied structure.
Writer's voice is
consistent and
strong. The writer is
aware of an audience. The
reader is informed and
remains engaged.
Sentences have varied
structure.
Writer's voice may
emerge strongly on
occasion, then retreat
behind general, vague,
tentative, or abstract
language. Sentence
structure shows some
variety.
Writing is confusing,
hard to follow.
Language is vague. No
audience awareness.
No variety in sentence
structure.
Punctuation, spelling,
capitalization are correct.
No errors.
Punctuation, spelling,
capitalization are
generally correct, with
few errors.
Some errors in
punctuation, spelling,
capitalization.
Distracting errors in
punctuation, spelling,
capitalization.
/5
MAIN POINTS
Body Paragraphs
/10
ORGANIZATION
Structure
Transitions
/5
STYLE
Writer’s Voice
Language skill and
application
/5
MECHANICS
Spelling,
punctuation,
capitalization
MLA format
/5