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iRubric: Character Analysis Rubric
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Character Analysis Rubric
Character Analysis Rubric
Students will use and analyze quotes in support of assertions about character traits.
Rubric Code:
FX9CX3
By
donnacopp
Ready to use
Public Rubric
Subject:
English
Type:
Writing
Grade Levels:
6-8, 9-12
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Character Analysis
6 pts
5 pts
4 pts
3 pts
Introduction/Thesis
6
Student includes a well-written, interesting thesis statement, and includes information essential to an introductory paragraph: hook, title, author, setting, summary
5
Student includes a well-written thesis statement and most essential introductory paragraph elements
4
Student includes a clear, perhaps basic, thesis statement and some essential introductory paragraph elements
3
Student does not include a clear thesis statement. Few or no essential introductory paragraph elements are present
Essay Development
6
Essay includes fully developed body paragraph(s) and an insightfully developed conclusion.
5
Essay includes fully developed body paragraph(s); conclusion is developed, but lacks insight.
4
Body paragraph(s) is/are somewhat developed; essay has a weak or somewhat repetitive conclusion.
3
Body paragraph(s) and conclusion lack development. Essay is highly repetitive.
Trait Identification
6
Student identifies strongly defining trait(s); well- explained and clearly supported.
5
Student identifies defining trait(s); explained and supported.
4
Student identifies trait(s); vaguely explained; possibly overlapping
3
Student does not identify trait(s) reflective of the chosen character.
Quote Choice
6
Student chooses strong quotes which clearly illustrate the character's personality trait(s).
5
Students chooses some illustrative quotes, but one or more of them is either inapplicable, off-topic, or vague.
4
Student chooses quotes that are unrelated to the character or do not illustrate a specific character trait.
3
Student does not include sufficient quotes to support his/her assertion regarding the character's trait.
Quote Analysis
6
Student fully and insightfully explains how the quotes illustrate identified character trait(s).
5
Student explains how quote(s) illustrate(s) characteristic(s). The result may be incomplete or undeveloped.
4
Student attempts to explain connection between quote(s) and illustration of trait(s), but the result is unclear.
3
Student does not explain how chosen quote(s) illustrate(s) specific character trait(s).
Quote Formatting
6
Student formats all quotes correctly. Student integrates quotes smoothly with his or her own writing.
5
Student generally formats quotes correctly, but makes some mistakes. Quotes are relatively smoothly integrated.
4
Student uses some correct formatting, but often makes errors. Student includes several bald or dropped quotes.
3
Student does not include quotes and/or consistently formats quotes incorrectly and/or includes bald or dropped quotes.
Vocabulary
6
Student successfully incorporates several vocabulary words from the unit into his or her essay; may include figurative language.
5
Student incorporates some unit vocabulary words into the essay; included figurative language may be cliché.
4
Student incorporates few unit vocabulary words into the essay; some terms may be used incorrectly.
3
Student does not incorporate vocabulary words from the unit into his or her essay
Grammar/Mechanics
6
Writer makes no or relatively few errors. The paper is exceptionally clear and readable.
5
Writer makes some errors; they do not distract from the content. The paper is relatively clear and readable.
4
Writer makes multiple errors which distract from the content and disrupt the paper's readability.
3
Writer makes frequent errors that are too numerous for the essay's length; errors greatly distract from the content and highly disrupt readability.
Subjects:
English
Types:
Writing
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