LITERARY ANALYSIS RUBRIC GRADE Intro Paragraph / Thesis Body Paragraphs / Literary Analysis Language Style / Voice Organization A Engaging opening introduces the Each topic sentence clearly Writing reflects a critical, analytical Writing is academic in tone, Es (excellent) essay’s general topic and inspires connects to the thesis and understanding of the text; through clear demonstrating a clear sense of se thinking about that topic; logically offers an identifiable, well- reasoning, writer draws sophisticated, purpose and audience; writer's op proceeds to thesis; thesis is an phrased idea to be proven in the insightful inferences from concrete voice is evident -- confident and ef easily identifiable, well-phrased paragraph; concrete details are details to support the connected ideas of sophisticated; vocabulary and de argument that assesses the text well-chosen and incorporated; the TS and thesis; inferences are phrasing are academically w and addresses a specific idea to be paragraphs are well-organized developed so that all claims and points appropriate, persuasive, and th analyzed and proven in the essay; to create a coherent, carefully made are well-supported and persuasive; sophisticated without being ad the idea offered in the thesis developed and supported analysis focuses on both thematic and pretentious ac reflects sound critical, analytical argument; transitions between stylistic elements of the text, ab thinking; title and author of work ideas are logical and each idea demonstrating writer’s ability to pu are appropriately referenced builds on the preceding; writer interpret the function of literary devices maintains focus and control of in the service of thematic meaning; argument so that the point of appropriate balance of quotes & writer's each paragraph is always clear analysis; writer is clearly engaged with and moved by his/her thinking process B Generally engaging opening; areas Each topic sentence generally Writing generally reflects a critical, Writing is generally academic in Es (good) to be strengthened may include: connects to the thesis but in one analytical understanding of the text but is tone; writer’s voice may not be ef presentation of general topic; or more TS the main idea may uneven; inferences demonstrate consistently persuasive but is ap development of transition between need to be clarified; concrete interpretive ability but could be discernible; writing re general opening and specific thesis details are generally well- developed further to better explain demonstrates an awareness of st statement; thesis statement is chosen though some may be significance of detail and support thesis the purpose to persuade; m phrased as an argument but may irrelevant or insufficient as and/or TS; some claims may be vague, vocabulary in some places may no be strengthened through evidence to effectively support generalized, or lacking in support; be simplistic or ineffective m clarification of the main idea being the thesis and/or TS; analysis could be stronger through focus di offered paragraphs are generally well- on stylistic elements that create ad organized, although some thematic meaning; some imbalance of ac transitions may be awkward and quotes and writer's analysis there may be gaps in the development of ideas; focus and control of argument may need improvement because the point of a paragraph may not always be clear C Opening is functional but too brief Topic sentences are present but Writing demonstrates basic Writing tends to be mechanical in Es (satisfactory) and/or simplistic, essay’s topic is more than one is weak in the comprehension of the text but not a tone; writer’s voice is not (fr apparent but needs to be following areas: main idea not critical, analytical understanding of it, as discernible in the essay; writing wo developed to engage the reader; discernible; a fact about the text reflected by one or more of the following: demonstrates inconsistent aw abrupt transition from first is summarized; unclear lack of focused, developed idea guiding awareness of the purpose to co sentences to thesis statement; connection to thesis. Concrete essay; interpretive analysis inconsistent persuade; vocabulary tends to be di paragraph may be incoherent, details are present but weak or unsubstantiated; frequent summary of simplistic, marked by instances co jumping from one point to the next because they provide plot details that retell the story; writer of informal or imprecise diction re without developing a smooth insufficient evidence to support restates the content of cited concrete ac progression of ideas; thesis may TS and/or are irrelevant details rather than draws significant an be too general, vague, or because they do not support an inferences about sub-textual meaning; in imprecisely phrased; thesis may insightful inference. Lack of little or no analysis of how stylistic gu not directly address the prompt coherent organization of ideas elements of the text create meaning. co (though still an argument that within individual paragraphs or Writing marked and weakened by W assesses the text) from one paragraph to the next; frequent generalizations, unsupported in abrupt transitions impede claims, assumptions, vague statements. co smooth flow of ideas; essay es lacks consistent focus and control of argument; paragraph(s) may lack clear point(s); content of paragraphs does not consistently support or connect with thesis and/orTS D Opening is ineffective, poorly Topic sentences absent or Writing demonstrates some awareness of Writing is mechanical in tone; Fr (marginal) organized, and undeveloped consistently lack focused text details but not a critical, analytical writer’s voice is not discernible m (inappropriately brief); thesis may ideas, either offering general, understanding of the text; points made are in essay; writing demonstrates th summarize plot point rather than irrelevant comments or vague and unsubstantiated; essay lacks no awareness of purpose to ML present argument about text; stating facts about the text; focus; no literary analysis present persuade; vocabulary is in thesis may not address the prompt there is no discernible simplistic and/or inappropriate W at all; author and/or title of text argument or point guiding in may not be referenced properly essay; concrete details are (i.e. only author's last name, title absent or ineffective/ incorrectly formatted) insufficient; consistent lack of coherent organization of ideas within paragraphs and from one paragraph to the next; points of paragraphs are unclear F Fails to fulfill the Fails to fulfill the Fails to fulfill the Fails to fulfill the N (unacceptable) requirements of the requirements of requirements of the requirements of the M assignment the assignment assignment assignment (m la fo C ** NOTE: ANY ESSAY THAT IS MISSING PARENTHETICAL CITATIONS (EVEN ONLY ONE) WITHIN THE TEXT OF THE ESSAY AND / OR IS MISSING A WORK CITED PAGE WILL EARN A FAILING GRADE. ** NOTE: ANY ESSAY IN WHICH THE PARENTHETICAL CITATIONS DO NOT MATCH THE WORK CITED PAGE ENTRIES WILL EARN A FAILING GRADE.
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