ELA11 & MYP Rubrics with Canvas
When using the MYP Language and Literature 8-point Rubrics or the ELA 11 SAT-oriented rubrics, grades will transfer to Canvas largely based upon the following scale. It’s important to realize that a “4” of 8 is successful, not 50%. Therefore, the scale offered is not proportional or set by percentage.
More, the grades received from projects in each marking period shift a bit as students become more accustomed to the standards and should learn to meet those standards more consistently.
In any case, however, any student earning a score below a 5 is strong encouraged to redo the project, revise the paper, or retake the exam, etc. until a successful score is reached.
ELA 11 Rubric Areas
ELA 11 Rubrics in Language and Literature are not only about organization and writing techniques, but they make a solid distinction between supporting details and analytical commentary. That is, it’s not enough in a composition or reading analysis to simply quote passages or offer examples: what students think and say about those details is at least as important. Therefore, we divide rubrics into four areas, and one or more of them will be used for each significant assignment in the class: Focus and Organization, Details and Support, Analysis and Commentary, and Control of Language.
Each of these is rated from 0-8, with scores above 4 being considered successful for ELA11.
Not every assignment will consider each of these four areas, but different assignments will concentrate on one or more areas for students to demonstrate their skill. A small Moodle project, for instance, may focus just on the Analysis and Commentary area. The opening Memoir writing, a summative project or some size, will look at all four areas for its score.
Grade Conversion Chart
Focus and Organization
Evidence and Support
Analysis and Commentary
Control of Language
ELA 9 Rubric Areas
Each of these is rated from 0-8, with scores above 4 being considered successful for HELA9.
Not every assignment will consider each of these four areas, but different assignments will concentrate on one or more areas for students to demonstrate their skill. The Personal Narrative Essay, for instance, will look only at Producing Text and Using Language for its score. Summative or large projects might consider all four areas.
Analysis
| Achvmnt Level | Level Descriptor |
| 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; uses little or no terminology iv. evaluates few similarities and differences by making minimal connections in features across and within genres and texts |
| 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; uses some terminology iv. evaluates some similarities and differences by making adequate connections in features across and within genres and texts. |
| 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; uses accurate terminology iv. evaluates similarities and differences by making substantial connections in features across and within genres and texts. |
| 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; uses accurate terminology iv. perceptively compares and contrasts by making extensive connections in features across and within genres and texts. |
Organizing
| Achvmnt Level | Level Descriptor |
| 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. |
| 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. |
| 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. |
| 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. |
Producing Text
| Achvmnt Level | Level Descriptor |
| 0 | The student does not reach a standard described by any of the descriptors below. |
| 1-2 | The student: i. produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of insight, imagination or sensitivity and minimal exploration of and critical reflection on new perspectives and ideas ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience iii. selects few relevant details and examples to develop ideas. |
| 3-4 | The student: i. produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some insight, imagination or sensitivity and some exploration of and critical reflection on new perspectives and ideas ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience iii. selects some relevant details and examples to develop ideas. |
| 5-6 | The student: i. produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable insight, imagination or sensitivity and substantial exploration of and critical reflection on new perspectives and ideas ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience iii. selects sufficient relevant details and examples to develop ideas. |
| 7-8 | The student: i. produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of insight, imagination or sensitivity and perceptive exploration of and critical reflection on new perspectives and ideas ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience iii. selects extensive relevant details and examples to develop ideas with precision |
Using Language
| Achvmnt Level | Level Descriptor |
| 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. writes and speaks in an inappropriate register and style that do not serve the context and intention iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication iv. spells/writes and pronounces with limited accuracy; errors often hinder communication v. makes limited and/or inappropriate use of non-verbal communication techniques. |
| 3-4 | The student: i. uses an adequate range of appropriate vocabulary, sentence structures and forms of expression ii. sometimes writes and speaks in a register and style that serve the context and intention iii. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication v. v. makes some use of appropriate non-verbal communication techniques |
| 5-6 | The student: i. uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently ii. writes and speaks competently in a register and style that serve the context and intention iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication v. v. makes sufficient use of appropriate non-verbal communication techniques |
| 7-8 | The student: i. effectively uses a range of appropriate vocabulary, sentence structures and forms of expression ii. writes and speaks in a consistently appropriate register and style that serve the context and intention iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective v. v. makes effective use of appropriate non-verbal communication techniques. |
