ENG 4U Essay: The Great Gatsby Student Name: Teacher Name: Worth: 5%

ENG 4U
Essay: The Great Gatsby
Student Name:
Teacher Name:
Worth: 5%
Total Marks: /40
Literary research essay on a topic from the following list:
In what sense is The Great Gatsby an autobiographical novel? Does Fitzgerald write more of himself into the character of Nick or the character of Gatsby, or are the author’s qualities found in both characters?
How does Gatsby represent the American dream? What does the novel have to say about the condition of the American dream in the 1920s? In what ways do the themes of dreams, wealth, and time relate to each other in the novel’s exploration of the idea of America?
Compare and contrast Gatsby and Tom. How are they alike? How are they different? Given the extremely negative light in which Tom is portrayed throughout the novel, why might Daisy choose to remain with him instead of leaving him for Gatsby?
A Few Reminders:
You are encouraged to plan an outline in point form.
You are expected to include direct quotations from the novel in your essay, and to indicate where in the novel (page number) they are found.
Your essay is to follow the standard 5 paragraph structure, typed and 12 font size and double spaced.
This is a formal essay, so you cannot use the first person (I, me, we, us, and you)
You are expected to make connections to the book.
The rubric I will use to evaluate your essay is on the back of this page: take the time to read it over so you know what I am looking for.
Your task is to write a 4 page double spaced essay.
You should have a title page/cover page with an appropriate title, not just “Essay”.
You will be given class time to work on a rough draft, make sure you use it.
Due Date: _________________________________________
Essay Rubric
Category
Level 0
Level 1
Level 2
Level 3
Level 4
Knowledge/ Understanding
/10
Did not attempt
*Demonstrate limited understanding of information
*Quotes/ examples are explained and linked to essay to a limited degree
*Demonstrates a limited understanding of essay structure and organization
*Demonstrates some understanding of information, idea, concepts, and text
*Quotes/examples are explained and linked to essay to some degree
*Demonstrates some understanding of essay structure and organization
*Demonstrates solid understanding of information, ideas, concepts, and text
*Quotes/examples are explained and linked to essay effectively
*Demonstrates a solid understanding of essay structure and organization
*Demonstrates thorough and insightful understanding of information, ideas, concepts, and text
*Quotes/ examples are explained and linked to essay to a high degree
*Demonstrates through and insightful understanding of essay organization and structure
Thinking/ Inquiry
/10
Did not attempt
*Includes little information to support argument
*Has difficulty analyzing and communicating ideas and information
*Rough draft is not included and/or no evidence of revision
*Include some information to support argument
*Analyzes in simple ways ideas and information and communicates them
*Rough draft is not included and/or little to no evidence of revision
*Includes sufficient information to support argument
*Analyzes ideas and information and communicates them
*Rough draft is included with evidence of adequate revision
*Includes rich and detailed information and ideas to support argument
*Analyzes ideas and information in insightful ways and skillfully communicates them
*Rough draft is included with evidence of thorough and insightful revision
Communication
/10
Did not attempt
*Thesis is unclear
*Diction, tone and level of academic language show a limited sense of purpose and audience
*Transition words and phrases have a limited use
*Thesis is evident to some degree
*Diction, tone and level of academic language show some sense of purpose and audience
*Transition words and phrases are something used
*Thesis is clear
*Diction, tone and level of academic language show a clear sense of purpose and audience
*Transition words and phrases are often used
*Thesis is clear and insightful
*Diction, tone and level of academic language are skillfully suited to the purpose and audience
*Transition words and phrases are used skillfully to move between ideas
Application
/10
Did not attempt
*Errors in language conventions interfere with communication
*Conclusion is ineffective
*Little evidence is correctly cited
*Some errors in language conventions but not sufficient to interfere with communication
*Conclusion summarizes thesis to some degree
*Some evidence is correctly cited
*Language conventions are used correctly
*Conclusion summarizes thesis effectively
*Most evidence is correctly cited
*Language conventions are used correctly and for conscious effect
*Conclusion summarizes and extends thesis effectively
*All evidence is correctly cited

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550 words
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