iRubric: Major Works Data Sheet Rubric

Student accurately identifies the point of view for the text and uses ample evidence from the text as support.

Student accurately identifies the point of view for the text; textual support is somewhat limited.

Student accurately identifies the point of view for the text; however, no textual evidence is supplied.

Student does not accurately identify the point of view for the text.

Student accurately identifies the sequence/importance of events as they are presented in the text. Student evaluates the importance of each major plot point and justifies his evaluation based on textual evidence and an understanding of the genre.

Student accurately identifies the sequence/importance of events as they are presented in the text. Student attempts to evaluate the significance of each point and to justify this evaluation through use of evidence. Evaluation is present, but may be limited.

Student accurately identifies the sequence/importance of events as they are presented in the text; however, there is no attempt to evaluate the reasons for the significance of these major points.

Student does not accurately identify the sequence/importance of events as they are presented in the text.

Student selects and identifies a literary device which is essential to the text. Student provides ample examples of the device and explains the reason this device is so important to the text.

Student selects and identifies an important literary device in the text and provides some examples from the text. Student does not provide an explanation as to the significance of this device to the text.

Student selects a literary device present in the text, but provides few significant examples and no explanation as to the significance of the device to the text.

Student selects a literary device that is not significant to the text, and does not provide any textual examples.

Student accurately identifies the major characters in the text and details the significant role each character plays. Student provides a comprehensive description of responses to and from other characters, as well as what motivates each major character to act using specific evidence from the text.

Student accurately identifies the major characters in the text and provides a somewhat limited explanation of the significance and motivation for each of these characters using evidence from the text

Student accurately identifies the majority of the major characters in the text. Explanation for the significance of these characters is minimal; motivation and response to and from other characters is not thoroughly addressed.

Student does not identify the majority of the major characters and/or does not supply relevant evidence as to the significance/motivation/response for these characters.

Student analyzes the significance of the opening scene and makes insightful connections between this scene and the advancement of the plot.

Student describes the opening scene and makes some references to its connection to the advancement of the plot.

Student describes the opening scene, but fails to connect it to the advancement of the plot.

Student inaccurately describes the opening scene and/or fails to recognize its significance to the advancement of the plot.

Student accurately identifies symbolism in the text and provides insight into the meaning behind the symbols. Student uses specific evidence from the text to support this analysis.

Student accurately identifies symbolism in the text and provides some insight into the meaning behind the symbols. Some attempt is made to cite evidence from the text to support this analysis.

Student accurately identifies some of the symbolism in the text and attempts to provide some insight into the meaning behind the symbols. No attempt is made to cite specific evidence from the text to support this analysis.

Student may or may not accurately identify a symbol from the text, but does not provide insight into the meaning behind the symbols. No specific evidence from the text is cited in support of this analysis.