Into the Wild—final Essay
50 points possible
PLEASE PRINT THIS SHEET, CUT OUT APPROPRIATE RUBRIC, AND STAPLE RUBRIC TO ESSAY.
Inspired by a journal entry, choose one of the two essay options:
1. write a reflective essay on the impact of the structure of the book on the story and on the reader,
OR
2. write a reflective essay detailing a personal epiphany tied to this book—something you learned about yourself because of your
experience reading and writing about this book.
Essay should be typed, double-spaced, over two pages long but less than three, full pages long. Follow MLA guidelines for essay
format—see main AP Lang tab for assistance.
Essay is due by 3:00, Thursday, February 28.
Evaluation, Essay 1
A
Writer clearly articulates the effect of the structure of the book on the impact upon the story and the reader. Writing contains ample use
of choice textual references/examples; sound logic. Essay contains some consideration of contrasting structural options. Writing is fluid
and varied; diction is precise and mature; mechanics are strong and error free.
B
Writer articulates the effect of the structure of the book on the impact upon the story and the reader. There are textual references/
examples , and logic is primarily sound. Writing is smooth and demonstrates variety; diction is effective; mechanics are strong primarily
error free.
C
Writer addresses connection between structure and an impact upon the story and/or reader. At least a couple textual references
support claims; logic may be inconsistently reasonable. Writing is clear, but may lack variety or reflect little sophistication; diction is
adequate, but could be improved; mechanics are adequate, but not without flaws.
D
Writer attempts to address connection between structure and impact upon the story and/or reader. Writing contains little support for
claims or does not integrate text connections. The logic may be weak or unsupported. Writing lacks in areas of organization, fluency,
variety, or other aspects; diction may be inaccurate, repetitive, or unsophisticated. Mechanics distract.
F
Writer fails in the attempt to connect structure and impact. Writing may lack support or text references; logic faulty. Essay is limited in
development, organization, variety, or other aspects. Diction is weak, repetitive, inaccurate, or otherwise lacking. Mechanics distract.
Evaluation, Essay 2
A
Writer clearly and vividly articulates the nature of a personal epiphany and how the text sparked such awareness. Connection is
insightful and detailed—utilizing specific examples from the text to support explanation. Ideas presented are logical, and writing is fluid
and varied. Diction is precise and mature; mechanics are strong and error free.
B
Writer articulates the nature of a personal epiphany and how it came from reading the text. Connection is detailed—with references to
the text and explanation. Ideas have logical backing, and writing is smooth. Diction is effective; mechanics strong, primarily error free.
C
Writer describes a personal epiphany connected to the reading. Connection has some details and references particular elements of the
text. Essay may be limited or undeveloped. Ideas may be inconsistently logical, and writing may be less than smooth—lacking variety or
reflecting little sophistication. Diction is adequate, but could be improved; mechanics are adequate, but not without flaws.
D
Writer attempts to describe a personal epiphany, but connection to text is tenuous or details and development lacking. Essay is limited
or sorely underdeveloped. Ideas are sketchy and logic is inconsistent. Writing lacks in areas of organization, fluency, variety, or other
aspects; diction may be inaccurate, repetitive, or unsophisticated. Mechanics distract.
F
Writer fails to explain a personal epiphany tied to the text. Writing may lack support or text connection; logic faulty. Essay is limited in
development, organization, variety, or other aspects. Diction is weak, repetitive, inaccurate, or otherwise lacking. Mechanics distract.
For either essay, failure to properly format features will result in at least a half-grade penalty. Such features include but are not
limited to page numbers, proper title format, heading, spacing, italics, etc.