L iterary A nalysis W riting Rubric

Skill Area 6 5 4 3 2 1
Responses at this Responses at this level: Responses at this level: Responses at this level: Responses at this level: Responses at this level:
level:
M eaning Offer insightful Offer accurate Convey an accurate Convey a partly Convey a confused or Provide no evidence
Sound understanding, interpretations of the interpretations of the although somewhat accurate largely inaccurate of understanding and
interpretation, and text with analysis that text with analysis that basic understanding of understanding of the understanding of the ma ke no
analysis goes well beyond a goes beyond a literal the text and offer text and offer few or text and offer unclear interpretations.
literal level. level. partially explained superficial interpretations.
and/or somewhat interpretations with a
literal interpretations. tendency to retell.
Development Develop ideas clearly, Develop ideas clearly, Develop some ideas Develop ideas briefly Contain textual Do not include
Specific and relevant elaborate on specific explain key textual more fully than or partially, using evidence that is vague, textual evidence and
details that support the textual evidence, and evidence, and reveal others, using relevant some textual evidence ir relevant, repetitive reveal no
thesis reveal an insightful an understanding of textual evidence and but w/o much and/or unjustified understanding of the
understanding of the WKHDXWKRU¶VXVHRI reveal some elaboration and reveal and reveal a confused DXWKRU¶VXVHRIOLWHUDU\
DXWKRU¶VXVHRIOLWHUDU\ literary elements and understanding of the a vague understanding understanding of the elements and
elements and techniques. DXWKRU¶VXVHRIOLWHUDU\ RIWKHDXWKRU¶VXVHRI DXWKRU¶VXVHRIOLWHUDU\ techniques.
techniques. elements and literary elements and elements and
techniques. techniques. techniques.
O rganization Contain a compelling Contain a clear thesis Contain a clear thesis F ail to maintain focus Establish a confused F ail to include a
Thesis statement and thesis statement, use statement, use topic statement but ideas on the thesis or ir relevant thesis. thesis. Exhibit a
organization of key insightful analytical and concluding within paragraphs statement. Exhibit a Exhibit some attempt complete lack of
elements of support topic and concluding sentences, and make may be inconsistently basic structure but to provide a beginning, organization. Make
and paragraphing sentences, and make use of transition words organized. Make some lack coherence. Make middle, and an end. no attempt to use
skillful use of and phrases. attempt to use basic an inconsistent Make little attempt to transitions.
transition words and transitions. attempt to use use transitions.
phrases. transitions.
L anguage Use language that is Use language that is Use appropriate Rely on basic Use language that is Use language that is
Word choice and precise, engaging, and original and language and make vocabulary and rely on imprecise or incoherent or
sentence variety sophisticated and incorporate some some attempt to use a limited range of unsuitable and reveal inappropriate and
incorporate a wide varied sentence sentence variety but syntactic structures. a confused include a
range of varied patterns. with uneven success. understanding of how preponderance of
sentence patterns. to write in complete sentence fragments
sentences. and run-ons.
Conventions Demonstrate control of Demonstrate control of Demonstrate partial Exhibit frequent errors Exhibit frequent Exhibit numerous
Spelling, punctuation, the conventions with the conventions, control, exhibiting that somewhat hinder errors that make errors of several
capitalization, usage essentially no er rors. exhibiting occasional occasional er rors that comprehension (e.g. comprehension kinds.
er rors only when do not hinder agreement of pronouns difficult (e.g. subject-
using sophisticated comprehension (e.g. and antecedents, verb agreement).
language (e.g. incorrect use of spelling of basic
punctuation of homonyms). words, errors in verb
complex sentences). tenses).