Reagan and the films of the 80s
Name:
Achievement Categories
Weight
Assigned
Knowledge/Understanding
(writing)
/5
 Thesis, introduction, and
conclusion
/5
 Structure & Organization
(body paragraphs)
Thinking and Inquiry
(writing & media)
 Coherence and Insight
/5M
 Analysis of film symbolism
and rhetoric
/5M
/5
Evidence
Level 4 (80%-100%)
Level 3 (70%-80%)
Level 2 (60%-70%)
Level 1 (50%-60%)
Level 0 (below 50%)
Thesis clearly and
completely delineates
the focus of the essay.
Intro grabs attention
and anticipates thesis.
Reworded thesis,
summary, and insight
compose conclusion.
Thesis clearly delineates
the focus of the essay.
Intro grabs attention and
anticipates thesis. Clear
reworded thesis and
summary compose
conclusion.
Thesis somewhat
delineates the focus of the
essay. Intro somewhat
grabs attention and
anticipates thesis. Thesis
is somewhat reworded in
conclusion, which is only
a summary.
Essay is poorly
introduced. Vague thesis.
Thesis is not reworded;
conclusion is only a
summary.
No trace of unifying
thesis; intro is poorly
written. Conclusion does
not include a reworded
thesis, insight, or
summation.
Topic sentences
thoroughly set
ideological focus for
paragraphs.
Concluding sentences
thoroughly synthesize
and connect ideas to
thesis. Well organized
arguments overall.
Topic sentences
noticeably set ideological
focus for paragraphs.
Concluding sentences
noticeably synthesize and
connect ideas to thesis.
Organized arguments
overall.
Topic sentences somewhat
set ideological focus for
paragraphs. Concluding
sentences somewhat
synthesize and connect
ideas to thesis.
Arguments mostly
organized.
Topic sentences poorly set
ideological focus for
paragraphs. Concluding
sentences poorly
summarize arguments.
Arguments scattered.
Topic sentences do not set
ideological focus for
paragraphs. Concluding
sentences do not
summarize arguments.
Arguments scattered.
Strong, solid arguments
thoroughly relate to the
film or dominant
ideology and logically
follow from each other.
Thorough insight into
the relationship between
dominant ideology and
film.
Well founded arguments
relate considerably to the
film or dominant ideology
and logically follow from
each other. Considerable
insight into the
relationship between
dominant ideology and
film.
Arguments somewhat
relate to the film or
dominant ideology and
somewhat follow from
each other. Some insight
into the relationship
between dominant
ideology and film.
Arguments loosely relate
to the film or dominant
ideology and loosely
follow from each other.
Limited insight into the
relationship between
dominant ideology and
film.
Arguments do not always
relate to the film or
dominant ideology and do
not follow from each
other. Insight into
relationship between
dominant ideology and
film is lacking.
Essay shows a high
degree of analysis of the
symbolic and rhetorical
characteristics of the
film.
Essay shows a
considerable amount of
analysis into the symbolic
and rhetorical
characteristics of the film.
Essay shows some
analysis of the symbolic
and rhetorical
characteristics of the film.
Essay shows a limited
analysis of the symbolic
and rhetorical
characteristics of the film.
Essay shows no analysis
of the symbolic and
rhetorical characteristics
of the film.
Excellent use of
relevant and appropriate
supporting details.
References fully
explained and closely
support ideas and
insights.
Good use of relevant and
appropriate supporting
details. References
explained and closely
support ideas and insights.
Supporting details are
somewhat irrelevant and
vague. References are
somewhat explained.
Supporting details vaguely
support argument.
References are poorly
explained.
No supporting details are
used to verify arguments.
Cont’d on reverse
Communication
(writing)
/5
 Fluidity, tone, and diction
 Clarity
/5
Application
(writing)
/5
 Language conventions
Other
(media)
Mark
Deductions
Total Mark
Comments:
/5M
Quotations seamlessly
integrated into grammar
of analysis, transition
words help natural flow
of phrases and
paragraphs. Academic
language is appropriate
to audience.
Sophisticated
vocabulary, keen use of
phrasing, clear and
purposeful.
Quotations well integrated
into grammar of analysis,
transition words help
natural flow of phrases
and paragraphs. Academic
language is appropriate to
audience. Some
sophisticated vocabulary,
acceptable use of
phrasing, clear and
purposeful.
Quotations somewhat
integrated into grammar of
analysis, transition words
sometimes help natural
flow of phrases and
paragraphs. Academic
language is somewhat
appropriate to audience.
Vocabulary and use of
phrasing is basic.
Quotations dropped. Few
transition words used.
Little sentence variety.
Colloquialisms and
contractions abound.
Vocabulary and use of
phrasing is limited.
No use of quotations nor
any use of transition
words to aid transitions
and flow of ideas
Colloquialisms and
contractions abound.
Basic vocabulary and use
of phrasing is poor.
Ideas, themes, issues,
etc., are communicated
with a high degree of
clarity.
Applies grammar,
spelling, and
punctuation with a high
degree of accuracy and
effectiveness.
Ideas, themes, issues, etc.,
are clearly communicated.
Ideas, themes, issues, etc.,
are communicated with
some degree of clarity.
Ideas, themes, issues, etc.,
are communicated with
low degree of clarity.
Ideas, themes, issues, etc.,
are communicated with
little to no clarity.
Applies grammar,
spelling, and punctuation
with considerable
accuracy and
effectiveness.
Applies grammar,
spelling, and punctuation
with some accuracy and
effectiveness.
Applies grammar,
spelling, and punctuation
with limited accuracy and
effectiveness.
Applies grammar,
spelling, and punctuation
with very little accuracy
and effectiveness.
Student diligently uses
class, library, and
computer time.
Student uses class time,
library, and computer time
well.
Student uses class time,
library, and computer time
well.
Student wastes most of the
allotted class and
computer time.
No work accomplished
during class time
/30W &
/15M
Student loses 0 marks for
a flawlessly formatted
essay
/30W &
Student loses 1 mark for
a excellently formatted
essay
/15M
Student loses 2 marks for
a well formatted essay
Student loses 3 marks for
a decently formatted
essay
Student loses 4 marks for
a poor formatted essay
Student loses 5 marks for
an essay that has not
MLA formatting