analysis essay

Name Literary Essay Rubric (Holistic Rubric)

A (50/50) A- (45/50) B (40/40) C (35/50) D (30/50) F (25/50) LEVEL OF COMPREHENSION & FOCUS

a sophisticated thesis reveals an in-depth analysis of the text

a sound thesis demonstrates a plausible interpretation of the text

a clear thesis demonstrates some interpretive comprehension of the text

a thesis demonstrates a basic understanding of the text

the thesis is so general/simple it does not need development ; an obvious fact

no evidence of a thesis OR the thesis does not demonstrate a reading of the text

ORGANIZATION

exhibits a sophisticated and coherent structure through skillful placement of ideas and effective transitioning

exhibits a coherent structure with logical placement of ideas and smooth transitions

exhibits a logical structure and has relatively smooth transitions

exhibits a rudimentary structure that has fairly smooth transitions combined with some choppy ones

much of the essay seems out of order, illogical and has very few transitions

essay has little to no sense of logical order

SUPPORT & FOCUS

ideas are original, clearly developed and supported with effective, relevant, and specific references in order to analyze the text 4 Citations, correctly placed and used

ideas are developed, making use of relevant and specific references in order to interpret the text 4 Citations, perhaps some error in use

most ideas are developed, with interpretation of the text, making use of relevant and specific references from the text 3 Citations

ideas are briefly developed, using some relevant and specific references from the text combined with paraphrasing/summary 3 Citations, perhaps some error in use

most ideas are undeveloped, repetitive, or supported only with summary of text 2 - 3 Citations, perhaps some error in use

ideas are undeveloped, unsupported, or supported with irrelevant text or summary 1-2 citations

LEAD/ INTRO.

innovative, original introduction that indicates writer’s grasp of topic, purpose and audience

pulls the reader into the piece, introduces the text and thesis

standard lead and introduction to thesis – (it works)

lead is attempted, introducing the text and thesis

Lead is attempted, but does little to introduce essay

too short, non- existent, or unfitting for the essay

CONCLUSION

writer “comes to a conclusion”, leaving reader satisfied and thinking

writer “comes to a conclusion” about thesis/text, leaving reader satisfied

writer “comes to a conclusion”, ties essay together

restates thesis, may be superficial

short or superficial, just tacked on the end

non-existent or does not make a point

VOICE Diction Syntax Imagery Tone

utilizes terminology appropriate to genre, chooses distinct words, and varies sentence length and grammatical structure to create an original and confident voice both fitting to the purpose of the essay and intended audience

utilizes terminology appropriate to genre, makes conscious word choice, and varies some sentence length and grammatical structure to create a convincing voice

utilizes terminology appropriate to genre, and varies some sentence length and grammatical structure; voice is stronger in some parts of essay

attempts to utilize terminology appropriate to genre, experiments with varied sentence length and grammatical structure; a hint of voice is present in essay

writing shows little awareness of varying grammatical structures or word choice to fit purpose of essay; voice may only be present in lead and conclusion

no voice and no awareness of audience demonstrated ; sentences are awkward, rambling, fragmented and/or confusing

CONVENTIONS

mastery of conventions: no spelling, punctuation or format errors (including MLA format & citing text)

strong conventions: correct format; one or two reasonable errors in punctuation, verb tense, spelling, and/or MLA format

a few grade- appropriate errors in format, spelling, punctuation, verb tense, or MLA format

some grade-appropriate errors combined with careless errors in spelling, conventions, editing or MLA format

frequent spelling/editing typing and MLA format errors

Too many errors in spelling, conventions, or MLA format to be considered a final draft

• Conventions must earn at least a “4” in order for the overall essay to earn anything higher than a “4”.

• All prewriting, notes, peer responses, and drafts/with obvious revision must be included for full credit for Essay.