ShailaEnglishGat.docx – Assignment: – EssaysForYou




Summative Assessment: The Great Gatsby
Criteria A, B, & D

Task: Your task is to choose a symbol or motif from the Great Gatsby and give a presentation explaining its relevance to the themes of the work. Then, you will offer one connection to our world today. 

Audience: Your audience is a group of students who have read (and loved) the Great Gatsby

1. Choose from the following symbols/motifs:
Green Light
Water
Time
Valley of Ashes/Dr.TJ Eckleburg
Houses
Your choice (teacher approved!)

0. Collect 7-10 pieces of evidence of your symbol/motif in the novel (do not turn in)
1. Look at them in context  of the novel… what significance do they suggest?
2. Create a thesis explaining the significance of your chosen symbol to the novel’s themes.
3. Create a presentation using your thesis and the quotations (3-4)
4. Connect the significance to a modern event.

Task Specific Rubric:
Criterion A: Analysing

Level

Level Descriptor

Task-Specific Clarification

0

The student does not reach a standard described by any of the descriptors below.

1-2

The student:
i. provides limited analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts, 
ii. provides limited analysis of the effects of the creator’s choices on an audience, 
iii. rarely justifies opinions and ideas with examples or explanations

Student provides a quote that links to their thesis.

Presentation includes a thesis with a symbol.

The real-world component is present. 

3-4

The student:
i. provides adequate analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts, 
ii. provides adequate analysis of the effects of the creator’s choices on an audience, 
iii. justifies opinions and ideas with some examples and explanations, though this may not be consistent

Student provides 2- 3 quotes that link to their thesis.
Student explains one quote’s relevance.

Presentation includes a thesis with a symbol and a connection to the novel’s theme.

The real-world component is present and student makes an attempt to explain its relevance to the symbol. 

5-6

The student:
i. competently analyses the content, context, language, structure, technique, style of text(s) and the relationship among texts, 
ii. competently analyses the effects of the creator’s choices on an audience, 
iii. sufficiently justifies opinions and ideas with examples and explanations

Student provides 3-4 quotes that link to their thesis.
Student explains at least one quote’s relevance and links it to the theme of the novel.

The thesis is clear and demonstrates a good understanding of the symbol within the novel

The real-world component is fully relevant to the symbol.
The  student clearly explains the link between the novel’s theme and the real-world connection.

7-8

The student:
i. provides perceptive analysis of the content, context, language, structure, technique, style of text(s) and the relationship among texts, 
ii. perceptively analyses the effects of the creator’s choices on an audience, 
iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations

Student provides 3-4 quotes that link to their thesis.
Student thoroughly explains at least one quote’s relevance and links it to the theme of the novel.

The thesis is clear and demonstrates a sophisticated understanding of the symbol within the novel

The real-world component is innovative, thoughtful, and fully relevant to the symbol.

The  student thoroughly explains the link between the novel’s theme and the real-world connection.

Criterion B: Organizing

Level

Level Descriptor

Task-Specific Clarification

0

The student does not reach a standard described by any of the descriptors below.

1-2

The student:
i. makes minimal use of organizational structures though these may not always serve the context and intention, 
ii. organizes opinions and ideas with a minimal degree of coherence and logic, 
iii. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.

The presentation includes some of the required elements.

The student makes some attempt to order analysis and connect to themes.

There are several mistakes on MLA formatting and citations.

3-4

The student:
i. makes adequate use of organizational structures that serve the context and intention, 
ii. organizes opinions and ideas with some degree of coherence and logic, 
iii. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.

The presentation includes each required element.

The student orders thesis, analysis and connection to themes, as well as real-world connection.

The student mostly presents in a clear order, though she sometimes jumps around.

There are appropriate MLA citations with 1 or 2 errors.

5-6

The student:
i. makes competent use of organizational structures that serve the context and intention, 
ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other, 
iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.

The presentation includes each required element.

The student orders thesis, analysis and connection to themes, as well as real-world connection, with transitions between.

The student presents in a clear order.

There are appropriate MLA citations.

7-8

The student:
i. makes sophisticated use of organizational structures that serve the context and intention effectively, 
ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way, 
iii. makes excellent use of referencing and formatting tools to create an effective presentation style.

The student orders thesis, analysis and connection to themes, as well as real-world connection, with sophisticated transitions.

The student gives evident thought to the order of the presentation with effect on the audience.

There are appropriate MLA citations.

Criterion C: Producing Text

Level

Level Descriptor

Task-Specific Clarification

0

The student does not reach a standard described by any of the descriptors below.

1-2

The student produces texts that:
i. makes minimal stylistic choices in terms of linguistic and visual devices, demonstrating some awareness of impact on an audience
ii.

The presentation contains an abundance of text and/or images.
OR
The presentation is not visually engaging.

3-4

The student produces texts that: 

iii. makes some stylistic choices in terms of linguistic and visual devices, demonstrating adequate awareness of impact on an audience

The visual is mostly helpful to the audience and does not distract from the verbal presentation.

The presentation has mostly clean and clear slides, with some awareness of not overwhelming the audience.

5-6

The student produces texts that:

i. makes thoughtful stylistic choices in terms of linguistic and visual devices, demonstrating good awareness of impact on an audience

The visual is helpful to the audience and does not distract from the verbal presentation.

The presentation has clean and clear slides, with awareness of engaging the audience.

7-8

The student produces texts that:

i. Ii. makes perceptive stylistic choices in terms of linguistic and visual devices, demonstrating good awareness of impact on an audience

The visual is elegant and compliments the presentation well.

Attention is paid to the audience’s visual needs.

Criterion D: Producing Text

Level

Level Descriptor

Task-Specific Clarification

0

The student does not reach a standard described by any of the descriptors below.

1-2

The student:
i. uses a limited range of appropriate vocabulary and forms of expression, 
ii. speaks in an inappropriate register and style that do not serve the context and intention, 
iii. makes errors that often hinder communication, 
iv. pronounces with limited accuracy; makes errors that often hinder communication, 
v. makes limited and/or inappropriate use of non-verbal communication techniques.

The student speaks in simple sentences and limited vocabulary. 
She uses verbal crutches such as “um” or is not always clear in what she wants to say. 
The student reads from the slides or notes.
The student uses informal language.

3-4

The student:
i. uses an adequate range of appropriate vocabulary, sentence structures and forms of expression, 
ii. sometimes speaks in a register and style that serve the context and intention, 
iii. makes errors that sometimes hinder communication, 
iv. pronounces with some degree of accuracy; makes errors that sometimes hinder communication, 
v. makes some use of appropriate non-verbal communication techniques.

The student speaks in some varied sentences and uses some stretching vocabulary. 

She sometimes avoids verbal crutches such as “um” 
She mostly expresses what she wants to say. 

The student uses some formal language.

The student makes some eye contact with the audience and sometimes does not read from the slides.

5-6

The student:
i. uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently, 
ii. speaks competently in a register and style that serve the context and intention, 
iii. makes errors that do not hinder effective communication, 
iv. pronounces with a considerable degree of accuracy; makes errors that do not hinder effective communication, 
v. makes sufficient use of appropriate non-verbal communication techniques.

The student speaks clearly, with varied vocabulary and sentence structure.

The student rarely uses verbal crutches.  
The student is clear in what she wants to say.

The student maintains formal language and tone throughout the presentation.

The student uses non-verbal techniques such as eye contact, gestures, and posture that demonstrate confidence. 

7-8

The student:
i. effectively uses a range of appropriate vocabulary, sentence structures and forms of expression, 
ii. speaks in a consistently appropriate register and style that serve the context and intention, 
iii. makes errors that are minor and communication is effective, 
iv. pronounces with a high degree of accuracy; makes errors that are minor and communication is effective, 
v. makes effective use of appropriate non-verbal communication techniques.

The student speaks clearly, with varied vocabulary and sentence structure, and engages her audience effectively.

The student rarely uses verbal crutches.  
The student is clear in what she wants to say and explains to the audience in an engaging way.

The student maintains formal language and tone throughout the presentation, as well as the audience’s interest.

The student uses non-verbal techniques such as eye contact, gestures, and posture that demonstrate confidence and poise.

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