Crystal Mendoza
EDUC 2331.01
Dr. Sloan
15 April 2013
Grading Rubric for Epilogue to Hawthorne’s The Scarlett Letter
Assignment Description: Continuing with the lesson of the importance of historical context in literature, 11th grade English students are to write
a 2-5 page epilogue based on their acquired knowledge both inside and outside the classroom of Hawthorne’s The Scarlet Letter. The epilogue
should follow the novel’s plot line and be coherent according to its time and setting.
A
B
C
D/F
Uses grammar properly with
some errors. Words are used
accurately to create
connotations that help the
epilogue develop. Sentence
fluency is smooth, but types of
sentences are not varied in
usage.
Uses grammar properly
with many errors. Word
choice is not used to create
connotations that help the
epilogue develop. Sentence
fluency may be smooth at
times, but types of
sentences are not varied in
usage or are used wrongly.
Does not use grammar
properly, and there are
many grammatical errors.
Word choice is not taken
into consideration at all.
Sentence fluency is not
smooth, and different
types of sentences are not
used or are used wrongly.
Shows no student research
beyond the story and class
content. The essay is not
written as an epilogue of
The Scarlet Letter, strays
from plot line often, and
does not coincide with the
story.
Rarely incorporates course
content discussed in class,
insightful opinions through
character’s dialogue or
actions are rare.
Shows no student
knowledge of either story
or class content. The essay
is not an epilogue of The
Scarlet Letter; it greatly
strays from plot line
mostly, and it does not
coincide with the story.
Does not incorporate
course content discussed
in class, and is not
insightful due to lack of
character’s dialogue
and/or actions.
I.
Grammar &
Convention
s/
Word
Choice/
Sentence
Fluency
—15%
Uses grammar properly with
little or no errors. Words are
used precisely and accurately to
create connotations that help
the epilogue develop. Sentence
fluency is smooth with well-built
sentences that are varied in
usage.
II.
Effort/
Follows
Guidelines
—10%
Shows student research beyond
the story and class content. The
essay is an epilogue of The
Scarlet Letter, and is written so
that it coincides with the story.
Shows some student research
beyond the story and class
content. The essay is an
epilogue of The Scarlet Letter,
yet it strays from plot line at
times and does not coincide
with the story in some parts.
III.
Connection
to Course
Content/
Discussions
—25%
Incorporates course content
discussed in class, and adds own
insight and opinions creatively
through character’s dialogue and
actions.
Incorporates course content
discussed in class to a
minimum, yet is frugal in
providing own insight and
opinions creatively through
character’s dialogue and
actions.
Total
IV.
Content/
Ideas
—50%
Content shows a “thinkingoutside-the-box” approach by
providing original ideas and
writing that is relevant to the
plot line. Ideas are well thought
out, written, and organized.
Content shows elements of
original ideas that are relevant
to plot line. Some ideas need to
be developed more or better
written and organized.
Content shows some
elements of original ideas,
yet still relies mainly on
course content and
discussion relevant to plot
line. Ideas are well thought
out, but badly written
and/or unorganized.
Content doesn’t show
original ideas, and does
not include course
content or discussion
relevant to plot line. No
ideas applicable to plot
line are shown, written, or
organized in any manner.