Title: RTF Template
Author: Christine Lagrandeur
Document comments: Generated by Oracle BI Publisher 12.2.1.2.0

Rubric

Course : English

Strand : 
Writing and Representation

Grade : 10

Student’s Name :

Date: 26-oct-18

Evaluation: Writing a Short Story | Teacher’s Name : Christine Lagrandeur
Expectation(s) :

- use a variety of pre-writing strategies to generate ideas and organize texts effectively and according to their purpose and audience.
- write texts in a variety of forms and for various media, applying their knowledge of the stylistic techniques and other characteristics associated with each form. 
- revise, edit, and publish their texts to refine expression, correct errors, and present their work effectively. 
- analyse their writing and producing strategies and set goals for improvement.

Categories and criteria (can include details) | Level
Knowledge and Understanding |

Knowledge and understanding of the content:
  - (e.g., elements of style, ideas, vocabulary, setting: who, what, where, when, why, how; characters: physical and personality traits, antigonist, protagonist; literary decives: theme, mood, foreshadowing, flashback, irony, symbolism, figures of speech, conflict, dialogue vs narration or POV, elements of the plot graph, writing strategies: brainstorm, outline, rough draft, revies, final copy; manages time wisely, respects due date)

Thinking |

Use of planning skills with effectiveness:
  - (e.g., generating ideas, gathering information, focusing on a plot, mood theme, characters: physical and personality traits, antigonist, protagonist, conflict; choice of title and image; organizing information, brainstorming, outline, rough draft, final)

Use of critical, creative thinking processes with effectiveness:
  - (e.g., evaluation, forming of conclusions, critical/crative analysis, critical literacy, metacognition, setting, descriptions, 3 different types of figures of speech, choice of words-synonyms)

Communication |

Expression and organization ideas and information with effectiveness:
  - (e.g., clear expression, logical organization, linking words, complete sentences, ponctuation, dialogue vs narration)

Communication for different audiences and purposes in  written,  forms with effectiveness:
  - (e.g., appropriate style-short story, point of view, dialogue vs narration)

Use of conventions, vocabulary, and terminology of the discipline with effectiveness:
  - (e.g., grammar, spelling, punctuation, usage)

Application |

Application of knowledge and skills in familiar contexts with effectiveness:
  - (e.g., concepts of a short story; literary devices, writing process: brainstorm, outline, rough draft, revise, final copy, manages time wisely, respects due date)

Transfer of knowledge and skills to new contexts with effectiveness:
  - (e.g., use of technology: page layout, 12 pt font, double space, title page, 2-3 pages long, writing process, style of short story, key words, mood, title and image; use previous short stories read in class to your creation)

Making of connections within and between various contexts with effectiveness:
  - (e.g., between text and personal knowledge and experience, between formative work and summative work, and between text and the world outside school)

Legend | 1 : limited | 2 : partial | 3 : considerable | 4 : thorough
Strengths | Next steps | Level of achievement

Habiletés d’apprentissage et habitudes de travail (Comportements observables) | Niveau
Légende | N – Amélioration nécessaire | S – Satisfaisant | T – Très bien | E – Excellent
Fiabilité |
Tu t'appliques à la tâche demandée. |
Tu observes le code de vie de l'école. |
Tu complètes tes devoirs et autres tâches à temps. |
Sens de l'organisation |
Tu suis les étapes de ton plan. |
Tu organises et gères ton temps de manière efficace. |
Tu choisis et utilises les ressources appropriées (renseignements, livres, moyens technologiques, référentiels). |
Autonomie |
Tu travailles de façon autonome. |
Tu utilises ton temps en classe de manière efficace. |
Tu suis les directives données de manière indépendante. |
Tu t'organises pour pouvoir travailler de manière indépendante (à temps, matériel prêt, outils prêts). |
Sens de l'initiative |
Tu fais preuve d'une attitude positive devant un nouveau défi. |
Tu questionnes pour approfondir les notions. |
Autorégulation |
Tu utilises les critères établis pour évaluer ton cheminement. |
Tu demandes de l'aide au besoin afin de cheminer davantage. |
Tu choisis des stratégies qui répondent à tes besoins. |

Student’s signature : ____________________________________			Parent’s signature : ____________________________________