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iRubric: Research-based Literary Analysis Essay: Camus's The Stranger rubric

iRubric: Research-based Literary Analysis Essay: Camus's The Stranger rubric

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Research-based Literary Analysis Essay: Camus's The Stranger 
Finding Meaning in Art and Literature by Holocaust Survivors
Rubric Code: CX79556
By kjmannion
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Holocaust Art and Literature
  3 - 4

(N/A)

5 - 6

(N/A)

7 - 8

(N/A)

9 - 10

(N/A)

Thesis / Claim

3 - 4

Essay lacks a thesis, or thesis does not address how The Stranger reflects Camus's philosophy.
5 - 6

Author attempts a claim about how The Stranger reflects Camus's philosophy, but this claim may be confusingly worded or show misunderstanding of philosopher or text.
7 - 8

Author makes a clear, reasonable claim about how the Stranger reflects Camus's philosophy, but this claim may be less specific / defined.
9 - 10

Author makes a clear, specific, and insightful claim about how The Stranger reflects Camus's philosophy.

Claim appears at a logical point in the introduction.
Camus's Philosophy

3 - 4

Author's discussion of Camus is overgeneralized and/or reveals a weak or incorrect understanding of his philosophy.

May not reference Camus's "Sisyphus" or other reputable sources.
5 - 6

Author's discussion of Camus reveals a somewhat superficial or confused understanding of his philosophy.

Includes references to Camus's "The Myth of Sisyphus" and other sources on Camus, but some of these may be less reputable (wikis, prezis, etc.).
7 - 8

Author demonstrates competent understanding of the aspects of Camus's philosophy the paper addresses, but discussion may be less fluent / in-depth.

Includes references to Camus's The Myth of Sisyphus and other reputable sources on Camus.
9 - 10

Author demonstrates deep understanding of the aspects of Camus's philosophy the paper addresses and lays these out in a clear fashion for the reader.

Includes references to Camus's The Myth of Sisyphus and other reputable sources on Camus.
The Stranger

3 - 4

Author's discussion of The Stranger is overgeneralized and/or reveals a weak or incorrect understanding of the novel.

May not reference textual specifics from The Stranger or bring in any literary criticism.
5 - 6

Author's discussion of The Stranger reveals a somewhat superficial or confused understanding of the novel.

Includes references to The Stranger and other sources, but these may not be relevant works of literary criticism.
7 - 8

Author demonstrates competent understanding of The Stranger through reasonable interpretations of characters and scenes.
May not engage in as much close-reading of the text.

Includes references to The Stranger and relevant literary criticism of the novel.
9 - 10

Author demonstrates a deep understanding of The Stranger through insightful interpretations of characters and scenes and close-readings of well-chosen quotations.

Includes references to The Stranger and relevant literary criticism of the novel.
Integration & Analysis of Evidence

3 - 4

Evidence is poorly integrated and not analyzed in support of thesis.
5 - 6

Evidence may feel "dropped" into the paper rather than being smoothly integrated.

Author attempts to connect evidence to thesis, but is less successful.
7 - 8

Author uses appropriate quoted / paraphrased evidence, but integrates it less smoothly.

Author competently analyzes evidence in support of thesis.
9 - 10

Author integrates quoted & paraphrased evidence smoothly into argument.

Author insightfully analyzes evidence in support of thesis.

Author's voice manages the flow of information and shows the reader how to interpret it.
Organization

3 - 4

Paragraphs generally lack topic sentences.

Confusing sequence of ideas OR significant mismatch between claim and ideas in paper.

Lacks needed transitions.
5 - 6

Some paragraphs have clear topic sentences; others do not.

Some ideas may be out of place and/or ideas in paper do not align well with thesis.

Transitions may be lacking.
7 - 8

Most paragraphs begin with clear topic sentences.

Sequence of ideas is generally logical and coherent, with minor exceptions.

Attempts transitions.
9 - 10

Each paragraph in the essay plays a key role in supporting the claim, and
begins with a topic sentence that captures its main idea.

Sequence of ideas throughout the essay is logical and coherent.

Transitions are used skillfully to enhance flow.
Language Use

3 - 4

Language is vague, imprecise and/or overly casual throughout. No sentence variety.

Shows a lack of awareness of audience.
5 - 6

Vocabulary is basic. Language is often vague or imprecise, blurring meaning. Tone often lapses into informality

Sentence structures may be repetitive.
7 - 8

Vocabulary is appropriate.
A few word choices lack specificity / precision.

Tone is appropriately formal with minor lapses. Mostly well-phrased with varied sentence structures.
9 - 10

Vocabulary is sophisticated. Words / phrases are specific & well-chosen to capture meaning.

Tone is consistently formal, and sentence structures are varied.
Conventions

3 - 4

Essay contains multiple patterns of error OR errors are significant enough to hinder comprehension.
5 - 6

Essay contains a pattern of error (one recurring type of mistake) or enough individual errors to take away from meaning or overall impression of essay.
7 - 8

Essay contains a few errors in spelling, grammar, punctuation, capitalization, tense, sentence structure, etc. However, errors do not take away from meaning or overall impression of essay.
9 - 10

Essay is virtually free of conventional errors.
MLA Format & Citation

3 - 4

MLA format, citation, and/ or WC page may be lacking entirely.
5 - 6

MLA Format, citation, or WC page may include serious errors.
7 - 8

Essay is correctly formatted. There are some minor errors in internal citation or WC page.
9 - 10

Essay is correctly formatted (heading, title, spacing, page #s etc.) Essay contains correct, appropriate use of MLA internal citation and a properly formatted MLA Works Cited Page.




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