Descriptive Essay Rubric - Rhinebeck Central School ...



Title of Essay reflects content: Yes No (2 points)

|CATEGORY |4 |3 |2 |1 |

|Sensory Details |Essay includes engaging |Includes some details |Includes only a few |Includes no details that|

| |details that appeal to |that appeal to the five |details that appeal to |appeal to the senses. |

| |the five senses (taste, |senses. |the senses. | |

| |touch, sound, sight, | | | |

| |smell). | | | |

|Word Choice |Writer uses vivid words |Writer uses vivid words |Writer uses words that |Writer uses a limited |

| |and phrases that linger |and phrases that linger |communicate clearly, but|vocabulary that does not|

| |or draw pictures in the |or draw pictures in the |the writing lacks |communicate strongly or |

| |reader's mind, and the |reader's mind, but |variety, sophistication,|capture the reader's |

| |choice and placement of |occasionally the words |or flair. |interest. Jargon or |

| |the words seems |are used inaccurately or| |cliches may detract from|

| |accurate, natural and |seem overdone. | |the meaning. |

| |not forced. | | | |

| | | | | |

|Figurative Language |Writer effectively uses |Writer uses one example |Writer may try to use |Writer does not include |

|Simile/Metaphor/ |simile, metaphor, and |of simile, metaphor, or |simile, metaphor, and |simile, metaphor, or |

|Personification, etc. |personification to |personification to |personification but does|personification in |

| |describe the subject. |describe the subject. |so incorrectly. |essay. |

|Organization and Development |Writer organizes the |Writer organizes the |Writer organizes the |Writer does not organize|

| |essay in multiple, |essay in multiple |essay in paragraphs that|the essay in paragraphs.|

| |fully-developed |paragraphs with some |need further |There are no transitions|

| |paragraphs with |transitions and links |development. Transitions|or links back to the |

| |transitions and links |that connect the body |and links to the thesis |thesis. |

| |that connect the body |paragraphs back to the |are inadequate. | |

| |paragraphs back to the |thesis. | | |

| |thesis. | | | |

| | | | | |

|Sentence Structure | | | | |

|(Variety, Clarity, Fluency) |All sentences are |Most sentences are |Most sentences are | |

| |well-constructed with |well-constructed with |well-constructed but |Sentences lack |

| |varied structure. |varied structure. |have a similar |structure and appear |

| | | |structure. |incomplete or rambling. |

|Grammar and Mechanics |There are no errors in |There are some errors; |There are errors that |There are serious errors|

| |grammar or punctuation. |however, these errors do|distract the reader. |that interfere with the |

| | |not distract the reader.| |reader's understanding |

| | | | |of the essay. |

Total Score: ________/28

Descriptive Essay: A Place

A Model from Ethan Frome: How does Wharton describe Starkfield?

One would have supposed that such an atmosphere must quicken the emotions as well as the blood; but it seemed to produce no change except that of retarding still more the sluggish pulse of Starkfield. When I had been there a little longer, and had seen this phase of crystal clearness followed by long stretches of sunless cold; when the storms of February had pitched their white tents about the devoted village and the wild cavalry of March winds had charged down to their support; I began to understand why Starkfield emerged from its six months’ siege like a starved garrison capitulating without quarter. Twenty years earlier the means of resistance must have been far fewer, and the enemy in command of almost all the lines of access between the beleaguered villages; and, considering these things, I felt the sinister force of Harmon’s phrase: “Most of the smart ones get away.” But if that were the case, how could any combination of obstacles have hindered the flight of a man like Ethan Frome? (Wharton, “Prologue” to Ethan Frome)

In the passage above, Starkfield is compared to a___________________________.

Who is the “enemy” in this comparison?

What literary devices are used to describe Starkfield?

Find two examples. Underline the phrases in the text and identify the devices.

Your Task: Write a description of a special place. Your tone (attitude towards your subject) can be positive or negative, but this setting must have some personal significance. You must express what that significance is in a thesis statement. Your entire description must illustrate the validity of that statement. Lastly, using Edith Wharton’s description of Starkfield as a model, create an extended metaphor (or use another literary device) that features an original, creative comparison of your place to something else.

Requirements:

• a complete rough draft for peer editing

• MLA format (typed, double-spaced, title, heading, headers, etc.)

• 2 pages in length (minimum)

• thesis statement

• extended metaphor (or other literary device)

• editing for sentence clarity and variety

Deadlines:

Rough Draft due:

Final Draft due:

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Name______________________

Descriptive Essay Rubric

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