A Christmas Carol Essay
Recall the following definitions from our study of Flowers for Algernon:
motif - a recurring object, concept, or structure in a work of literature. A motif is important
because it allows one to see main points and themes that the author is trying to express, in
order that one might be able to interpret the work more accurately.
(Adapted from: http://www.uncp.edu/home/canada/work/allam/general/glossary.htm#m)
theme - the perception about life or human nature that the writer shares with the reader. It
is usually not stated directly, but must be inferred.
(Adapted from: http://learningtogive.org/lessons/unit106/lesson1_attachments/1.html)
Identify a theme or motif present in Charles Dickens’ A Christmas Carol, and
explore its development in the novel.
Organize your writing into an essay of at least five paragraphs and/or two
pages, but no more than eight paragraphs and/or five pages.
Your work will be graded based on the rubric on the opposite side.
**The film version of A Christmas Carol enhances many of these themes and
motifs. Viewing this film will likely make the themes and motifs clear to you.
However, in writing your essay, please focus on the text, and use specific
quoted evidence.**
Rubric for A Christmas Carol Essay
Thesis Statement/Introductory Paragraph
CONNECTION TO SCHOOL WIDE RUBRICCONTENT KNOWLEDGE AND ENDURING UNDERSTANDING:
Student shows a strong knowledge base and an understanding of the
content covered in this class (thesis statements). Student applies this
understanding in multiple ways.
Stucent Score ______
Teacher Score _____
Supporting Evidence
CONNECTION TO SCHOOL WIDE RUBRICCONTENT KNOWLEDGE AND ENDURING UNDERSTANDING:
Student shows a strong knowledge base and an understanding of the
content covered in this class (incorporating textual evidence). Student
applies this understanding in multiple ways.
Stucent Score ______
Teacher Score _____
Clarity of Writing
CONNECTION TO SCHOOL WIDE RUBRICEFFECTIVE COMMUNICATION:
Student communicates effectively by speaking, reading, and writing in
various modes. Student utilizes resources to support interpretation,
connection and critical stances.
Student Score _____
4
3
2
1
Thesis statement is
sophisticated and
clear. It
unequivocally and
succinctly
expresses the
author’s viewpoint.
Background
information is
provided in a clear
and concise
manner. Topics to
be explored are
listed singularly, and
first person is not
used.
All ideas are solidly
supported with
appropriate
evidence from the
text. The evidence
is incorporated
seamlessly into the
piece, and is
thoroughly
analyzed. The
reason for inclusion
is patent to the
reader.
Thesis statement is
clear. It
unequivocally and
succinctly
expresses the
author’s viewpoint.
Sophistication may
be lacking.
Background
information is
provided, but may
be overly detailed.
Topics to be
explored are listed
singularly, and first
person is not used.
All ideas are solidly
supported using
appropriate
evidence from the
text. The evidence
is almost always
incorporated
seamlessly into the
piece, and is
generally well
analyzed. The
reason for inclusion
may not be entirely
clear.
Thesis statement
expresses the
author’s viewpoint,
but may be overly
verbose or overly
simplistic. Topics to
be explored may not
be listed singularly
or first person may
be used.
Background
information may be
lacking.
Thesis statement is
unclear, or may use
the first-person.
Background
information is
lacking, and topics
to be explored are
not listed singularly.
Writing consistently
connects back to
thesis. The ideas
are arranged
logically to support
the purpose or
argument. The
reader can easily
follow the line of
reasoning.
Writing is connected
back to thesis
statement. The
ideas are arranged
logically to support
the central purpose
or argument. For
the most part, the
reader can follow
the line of
reasoning.
The essay explores
the theme/motif.
Analysis includes
synthesis of
information from the
text.
Some ideas are
solidly supported
using appropriate
evidence from the
text, but others use
evidence that does
not support the
topic. The evidence
seems “tacked-on”
to the piece, and
may not be
thoroughly
analyzed. The
reason for inclusion
is not clear.
Writing may not be
connected back to
thesis statement
throughout the
piece. The reader is
fairly clear about
what writer intends.
Some ideas are
solidly supported
using appropriate
evidence from the
text, but other ideas
may require more
evidence. Some
evidence does not
support the topic.
The evidence
seems “tacked-on”
and is not analyzed,
leaving the reader
confused about why
it was included.
Writing is not
connected to the
thesis statement.
The writing is not
logically organized.
The reader cannot
identify a line of
reasoning and loses
interest.
The essay explores
the theme/motif,
but may be
somewhat
superficial in its
analysis.
The essay may not
adequately explore
the theme or motif.
Most of the
requirements were
met. The work
either has many
spelling and
grammar errors, or
is not neat and in
final draft format.
Some of the
requirements were
met. The work has
both many spelling
and grammar
errors, and is not in
final draft format.
Teacher Score _____
Exploration of Theme/Motif
CONNECTION TO SCHOOL WIDE RUBRICCONTENT KNOWLEDGE AND ENDURING UNDERSTANDING:
Student shows a strong knowledge base and an understanding of the
content covered in this class (incorporating textual evidence). Student
applies this understanding in multiple ways.
Stucent Score ______
The essay
thoroughly explores
the theme/motif.
Analysis is rich, and
includes
sophisticated
synthesis of
information from the
text.
Teacher Score _____
Requirements/Neatness/Spelling/
Grammar/Final Draft Format
CONNECTION TO SCHOOL-WIDE RUBRIC EFFECTIVECOMMUNICATION:
Student communicates effectively by speaking, reading, and writing in
various modes. Student utilizes resources to support interpretation,
connection and critical stances.
Student Score _____/4
Teacher Score _____/4
All of the
requirements were
met. The work is
neat, entirely free of
spelling and
grammar errors,
and is in final draft
format.
All of the
requirements were
met. The work has a
few spelling and
grammar errors, but
they do not interfere
with meaning. The
work is in final draft
format.
Grade Scale
20/20 = 100
19/20 = 97
18/20 = 94
17/20 = 91
16/20 = 88
15/20 = 85
14/20 = 82
13/20 = 79
12/20 = 76
11/20= 73
10/20 = 70
9/20 = 67
8/20 = 64
7/20 = 61
6/20 = 58
5/20 = 55
Total Student Score: ________ = ________
Total Teacher Score: ________ = ________