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ANALYTICAL PARAGRAPH SCORING RUBRIC
Keep in mind: These rubrics can apply to paragraphs in essays or paragraphs written in response to a single question. Good
analytical writing will follow this expanded “proposition/proof” pattern. In an essay, the Six Trait Rubric will be used to assess
Organization, Conventions, Sentence Fluency, Voice and Word Choice. This rubric will help shape the Ideas and Content score.
Topic Sentence (proposition)
A C F
TS is a statement that demands proof, TS is a statement that can be TS is a fact statement or a statement
not simply a fact. elaborated upon, but may not demand that does not promote elaboration to any
TS shows probing or analytical thinking, proof; may simply be a fact. depth.
not merely definition, clarification or TS suggests depth of thought, but TS is a summary, clarification, or
summary. perhaps not deep analysis. definition.
TS is a complete sentence, properly TS is a complete sentence, properly TS has errors in either capitalization or
capitalized and punctuated. punctuated and capitalized. end punctuation.
After reading the TS, the reader can After reading the TS, the reader can After reading the TS, the reader cannot
predict what kinds of evidence to expect. predict what kinds of evidence to expect. predict what kinds of evidence to expect;
the
TS seems to be evidence rather than a
proposition.
Context (setup for the proof)
A C F
Cx anticipates what the reader will Cx vaguely identifies where and when Cx includes the phrase “this happens.”
need to know in order to understand the the CD takes place in the story, perhaps (Automatic F!)
CD. not giving the reader everything they Cx does not apply means of helping the
Cx uses multiple means of helping the need in order to understand. reader understand (cues such as “early in
reader understand the plot (cues such as Cx uses at least one means of helping the novel” or “before the accident,” or
“early in the novel” or “before the the reader understand the plot or other chronological/plot cues).
accident,” or other chronological/plot chronology (cues such as “early in the Cx seems completely disconnected from
cues). novel” or “before the accident,” or other the TS.
Cx flows smoothly from the TS. chronological/plot cues). Cx is at least one sentence long, but
Cx is at least one sentence long, and Cx may seem a little disjointed from the contains capitalization and punctuation
contains proper capitalization and TS. errors.
punctuation. Cx is at least one sentence long, and Cx does not effectively give background
After reading the TS, the reader feels contains proper capitalization and needed for the reader to understand the
informed enough to thoroughly punctuation. CD..
understand the CD. After reading the TS, the reader feels
informed enough to adequately
understand the CD.
Rubrics for CD and Cm are on the back of this page.
Concrete Detail (proof/evidence)
A C F
CD is copied, word for word, from the CD is copied, word for word, from the CD is not copied word for word from the
text (or if given teacher permission, has text (or if given teacher permission, has text or contains obvious internal spelling,
been succinctly paraphrased in a detailed been succinctly paraphrased in a detailed grammar, punctuation, or other errors.
manner). manner). “Quotation marks” and proper
CD is properly punctuated using CD is properly punctuated using punctuation of CD include two or more
“quotation marks.” “quotation marks,” with no more than errors.
Page numbers are correctly cited, either one error. Page numbers are missing or are
in parenthesis or in a phrase such as “on Page numbers are cited, but perhaps incorrect.
page 227, the text states:”. punctuation or parenthesis are incorrect. CD is a naked quotation.
CD includes a phrase of the writer’s own CD includes a phrase of the writer’s own CD TELLS rather than SHOWS proof of
voice, thus avoiding the naked quotation. voice, thus avoiding the naked quotation. the proposition offered in the TS, thus
CD convincingly SHOWS proof of the CD attempts to SHOW proof of the making the paragraph seem repetitive
proposition offered in the TS. proposition offered in the TS, though the and superficial.
After reading the CD, the reader feels proof might be somewhat inconsistent After reading the CD, the reader is
greater understanding of the TS with the proposition; though still confused or does not understand how the
proposition and can begin to consider the germaine. CD is related to or shows proof of the TS
importance or implication of the After reading the CD, the reader feels an proposition.
proposition. understanding of the TS proposition, but
may not be fully convinced of the the
proof.
Commentary (analysis of the proof/evidence wrt the proposition)
A C F
Cm includes the following parts: Cm seems to effectively interpret the Cm leaves the reader to draw their own
>An explanation of what the CD is CD. conclusions rather than to articulate
saying. Cm “connects the dots” for the reader connections for the reader.
>A clear connection between the CD to clearly articulate the connection Cm does not clearly connect the CD
and TS. between the proof and the proposition. proof to the TS proposition; Cm seems to
>A thorough and convincing analysis of Cm clearly connects the CD proof to the simply explain the CD without connecting
the CD, extending understanding through TS proposition and makes meaningful it to the TS proposition.
analysis and inference. attempts at analysis and inference. Cm is overly superficial and fails to offer
Cm “connects the dots” for the reader Cm elaborates but does not necessarily any depth of thought.
to clearly articulate the connection move into higher-level thinking and Cm includes two or fewer sentences, or
between the proof and the proposition. analysis, perhaps focusing on superficial contains significant capitalization or
Cm is insightful, analytical, draws ideas and themes rather than diving into punctuation errors.
meaningful and convincing conclusions, depth of thought.
and clearly connects the CD proof to the Cm clearly attempts to prove the TS
TS proposition. proposition is correct.
Cm illustrates the writer “extending Cm includes at least two properly
understanding” through elaboration, punctuated and capitalized sentences.
probing, analysis and higher level
thinking.
Cm uses phrases or language that echo
the TS proposition without seeming
simply repetitive.
Cm convincingly proves the TS
proposition to be correct.
Cm includes at least three properly
punctuated and capitalized sentences.
