Grade 10 Summative Assignment: Literary Essay

The summative for our current unit “The Search for Cultural Identity and the Concept of Home” will be a literary essay assessment
completed over the course of a week with two in-class work periods. Students must write a 600-800 word essay in response to ONE of
the following prompts. The essay is due at 4pm on Friday, March 10th. The expectations, rubric and structure of the assignment are
outlined below.
Essay Prompts: Respond to ONE of the following
• In what ways does the novel you have studied offer a thematic exploration of the concept of home and the
search for cultural identity? How does the protagonist's journey illustrate these themes and ideas?
• Examine how the elements of fiction in the novel you have studied contribute to the portrayal of the concept of
home and the search for cultural identity. How does the use of these elements shape the characters' journeys and the meaning
of the text as a whole?

Assessment Structure:
Monday, March 6th: All Year 10 students will receive the two essay prompts in the morning.
Work Completed on Google Doc: The expectation is that all work must be completed on a single Google Doc. Teachers will be using
“Draftback” software to authenticate student work.
Two in-class Work Periods: All students will receive two in-class work periods during the week of March 6-10th.
• The first work period must be used for brainstorming and outlining the essay.
• Students are required to “show their work” by leaving the brainstorming and outline on the Google Doc that will
be submitted as a part of the final submission
• The second work period is used for writing or revising the essay draft.
• Students are permitted to work on essay outside of class periods, but work must be done on original Google
Doc.
Submission: All students must submit their essay on Google Docs to their teacher on Friday, March 10th at 4pm.
• Students must use MLA in text citation formatting for quotes
• Final essay must be between 600-800 words
• Brainstorming and outlining process must be included (this is done on a single Google Doc, no need to copy
between docs)
Rubric ON PAGE 2:
Criterion A: Analysing
(0)
Beginning (1-2)
Developing (3-4)
Accomplished (5-6)
Exemplary (7-8)
I have not achieved a standard described by any of the descriptors to the right.
I am able to:
provide limited analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts

provide limited analysis of the effects of the creator’s choices on an audience

I am able to:
provide adequate analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts

provide adequate analysis of the effects of the creator’s choices on an audience

I am able to:
competently analyse the content, context, language, structure, technique, style of text(s) and the relationship among texts

competently analyse the effects of the creator’s choices on an audience

I am able to:
provide perceptive analysis of the content, context, language, structure, technique, style of text(s) and the relationship among texts

perceptively analyse the effects of the creator’s choices on an audience

rarely justify opinions and ideas with examples or explanations; uses little or no terminology
justify opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology

sufficiently justify opinions and ideas with examples and explanations; uses accurate terminology
give detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology

evaluate few similarities and differences by making minimal connections in features across and within genres and texts.
evaluate some similarities and differences by making adequate connections in features across and within genres and texts.
evaluate similarities and differences by making substantial connections in features across and within genres and texts.
perceptively compare and contrast by making extensive connections in features across and within genres and texts.
Criterion B: Organizing
(0)
Beginning (1-2)
Developing (3-4)
Accomplished (5-6)
Exemplary (7-8)
I have not achieved a standard described by any of the descriptors to the right.
I am able to:
make minimal use of organizational structures though these may not always serve the context and intention

organize opinions and ideas with a minimal degree of coherence and logic
I am able to:
make adequate use of organizational structures that serve the context and intention

organize opinions and ideas with some degree of coherence and logic
I am able to:
make competent use of organizational structures that serve the context and intention

organize opinions and ideas in a coherent and logical manner with ideas building on each other
 I am able to:
make sophisticated use of organizational structures that serve the context and intention effectively

effectively organize opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way

make minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.

make adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.

make competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.

make excellent use of referencing and formatting tools to create an effective presentation style.
Criterion D: Using Language
(0)
Beginning (1-2)
Developing (3-4)
Accomplished (5-6)
Exemplary (7-8)
I have not achieved a standard described by any of the descriptors to the right.
I am able to:
use a limited range of appropriate vocabulary and forms of expression

write and speak in an inappropriate register and style that do not serve the context and intention
I am able to:
use an adequate range of appropriate vocabulary, sentence structures and forms of expression

sometimes write and speak in a register and style that serve the context and intention
I am able to:
use a varied range of appropriate vocabulary, sentence structures and forms of expression competently

write and speak competently in a register and style that serve the context and intention
I am able to:
effectively use a range of appropriate vocabulary, sentence structures and forms of expression

write and speak in a consistently appropriate register and style that serve the context and intention

use grammar, syntax and punctuation with limited accuracy; errors often hinder communication
use grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication
use grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective
communication
use grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective

spell/write and pronounce with limited accuracy; errors often hinder communication
spell/write and pronounce with some degree of accuracy; errors sometimes hinder communication

spell/write and pronounce with a considerable degree of accuracy; errors do not hinder effective communication

spell/write and pronounce with a high degree of accuracy; errors are minor and communication is effective

make limited and/or inappropriate use of non-verbal communication techniques.

make some use of appropriate non- verbal communication techniques.
make sufficient use of appropriate non- verbal communication techniques.
make effective use of appropriate non- verbal communication techniques.