CULMINATING TASK:
PARAGRAPH WRITING ASSIGNMENT
Task:

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
Write a formal and/or informal paragraph
Read and follow guidelines of all class handouts from this unit
You must write one of the following paragraphs:
1. Expository
2. Descriptive
3. Narrative
4. Persuasive
Requirements:

Paragraphs must include
1. Topic sentence
2. Three reasons that support the topic sentence
3. Three examples that back up the reasons
4. Three explanations of the significance of the reason and example in connection with the
topic sentence
5. Use details, quotes, facts, statistics where applicable
6. Transition words/phrases
7. Concluding sentence
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Complete sentence format
Style: formal and informal (where applicable)
Length: 10-15 sentences
Evidence of brainstorming, rough copy and revisions
Marks awarded for paragraph structure, sentence structure, spelling/grammar, brainstorming,
rough draft, proofreading, overall content
Typed and double-spaced using 12-point
Submit assignment in the following order:
1. Rubric (write name on top right corner)
2. Good copy
3. Rough copy with revisions
4. Brainstorming
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
Process:
1. Brainstorming – you are encouraged to use a graphic organizer such as the one used in class
2. A rough draft for every paragraph attempted – you are encouraged to write more than one
style and select your best one for submission
3. Editing and revisions of each paragraph – self, peer/classmates or parent/guardian or all of
the above are recommended
4. A good copy for only one chosen paragraph intended for evaluation
ENG 1D1 – St. Mary C.S.S. – Mr. Longo – Unit: Non-Fiction
Topics:
Descriptive Paragraph
Think about a teacher, coach or authority figure who has had an impact on your life. What memories
stand out in your mind? Take down words or phrases that describe that person. Consider character traits
and physical appearance as well as memories you have of the person. Write a descriptive paragraph using
these details. Will the reader be able to picture the person you describe?
Persuasive Paragraph
1. ___________is the greatest Canadian leader. (He/she can be a sports figure, celebrity, scientist,
writer, Mr. Longo , etc.)
2. Social networking sites inevitably lead to cyberbullying.
3. Good usually triumphs over evil.
4. Celebrities do not make good role models for teens.
5. Pickering is rich in historical value.
Expository Paragraph
Write an expository paragraph explaining how to do something. You might explain how to ride a bicycle,
how to catch a fish, how to make a certain food, how to travel to a certain place. Or you may use an idea of
your own.
Narrative Paragraph
Tell the important facts surrounding your family background. Include details centred on genealogy,
immigration, cultural practices, food, music and religion. Every family has a story, so tell yours!
Evaluation:

Refer to attached assessment rubric
ENG 1D1 – St. Mary C.S.S. – Mr. Longo – Unit: Non-Fiction
RUBRIC: NON FICTION CULMINATING TASK:
PARAGRAPH WRITING ASSIGNMENT
Achievement
Categories/
Criteria
0- 49%
(Level R)
Knowledge &
Understanding
paragraphs include
very limited
information, ideas,
concepts or themes
paragraphs include
limited information,
ideas, concepts or
themes
paragraphs include
sufficient
information, ideas,
concepts or themes
paragraphs include
considerable
information, ideas,
concepts or themes
Paragraphs include
thorough
information, ideas,
concepts or themes
shows an
insufficient degree
of command of the
paragraph form
(i.e., topic,
supporting, and
concluding
sentences, unity
and coherence
shows a passable
degree of command of
the paragraph form
(i.e., topic, supporting,
and concluding
sentences, unity and
coherence
shows a moderate
degree of command
of the paragraph
form (i.e., topic,
supporting, and
concluding
sentences, unity
and coherence
shows a considerable
degree of command of
the paragraph form
(i.e., topic, supporting,
and concluding
sentences, unity and
coherence
shows a high to very
high degree of
command of the
paragraph form
(i.e., topic,
supporting, and
concluding
sentences, unity
and coherence
stylistic devices are
lacking (e.g., use of
exaggeration,
repetition,
parallelism)
stylistic devices are
ineffective (e.g., use
of exaggeration,
repetition,
parallelism)
stylistic devices
somewhat effective
(e.g., use of
exaggeration,
repetition,
parallelism)
stylistic devices are
effective (e.g., use of
exaggeration,
repetition,
parallelism)
stylistic devices are
artful (e.g., use of
exaggeration,
repetition,
parallelism)
PERSUASIVE
argument is absent
altogether
PERSUASIVE
argument is evident
but unconvincing
PERSUASIVE
argument is
inconsistent
PERSUASIVE
argument is
convincing
PERSUASIVE
argument is
insightful
paragraphs provide
evidence that
supports the topic
sentence with
insufficient
effectiveness
paragraphs provide
evidence that
supports the topic
sentence with
passable
effectiveness
paragraphs provide
evidence that
supports the topic
sentence with
moderate
effectiveness
paragraphs provide
evidence that
supports the topic
sentence with
considerable
effectiveness
paragraphs provide
evidence that
supports the topic
sentence with a
high to very high
degree of
effectiveness
/ 30
Thinking
/ 20
50-59%
(Level 1)
60-69%
(Level 2)
70-79%
(Level 3)
ENG 1D1 – St. Mary C.S.S. – Mr. Longo – Unit: Non-Fiction
80-100%
(Level 4)
Communication
/ 20
Application
/ 30
all paragraphs use
language
conventions
(spelling,
punctuation, usage,
grammar) with
insufficient accuracy
and effectiveness
all paragraphs use
language conventions
(spelling, punctuation,
usage, grammar) with
passable accuracy
and effectiveness
all paragraphs use
language
conventions
(spelling,
punctuation, usage,
grammar) with
moderate accuracy
and effectiveness
all paragraphs use
language conventions
(spelling, punctuation,
usage, grammar) with
considerable accuracy
and effectiveness
all paragraphs use
language
conventions
(spelling,
punctuation, usage,
grammar) with a
high to very high
degree of accuracy
and effectiveness
all paragraphs use
the writing process
with insufficient
effectiveness
all paragraphs use the
writing process with
passable effectiveness
all paragraphs use
the writing process
with moderate
effectiveness
all paragraphs use the
writing process with
considerable
effectiveness
all paragraphs use
the writing process
with a high to very
high degree of
effectiveness
organization is very
ineffective (e.g.,
paragraph and
sentence structure,
transitions)
organization is
ineffective (e.g.,
paragraph and
sentence structure,
transitions)
organization is
inconsistent (e.g.,
paragraph and
sentence structure,
transitions)
organization is
effective (e.g.,
paragraph and
sentence structure,
transitions)
organization is
highly effective
(e.g., paragraph and
sentence structure,
transitions)
diction, tone and
level of language
show a very limited
sense of purpose
and audience
diction, tone and level
of language show a
limited sense of
purpose and audience
diction, tone and
level of language
suit the specific
purpose and
audience to some
degree
diction, tone and level
of language are
appropriate to the
specific purpose and
audience
diction, tone and
level of language
are used artfully to
suit the specific
purpose and
audience
very limited
sentence lengths
and variety
limited sentence
lengths and variety
attempts sentence
lengths and variety
good sentence variety
excellent sentence
variety
paragraphs lack clarity
paragraphs are
partially clear
paragraphs are clear
paragraphs very
unclear
paragraphs are
exceptionally clear
ENG 1D1 – St. Mary C.S.S. – Mr. Longo – Unit: Non-Fiction
ENG 1D1 – St. Mary C.S.S. – Mr. Longo – Unit: Non-Fiction