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iRubric: Critical Lens Essay rubric

iRubric: Critical Lens Essay rubric

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Critical Lens Essay 
Modified/Simplified NYS Critical Lens essay rubric.
Rubric Code: H92XB5
By bonniefaust
Draft
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

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Add 40 points to this score for your grade.
  Responses at this level:

12 pts

Responses at this level:

10 pts

Responses at this level:

8 pts

Responses at this level:

6 pts

Responses at this level:

4 pts

Responses at this level:

2 pts

STUDENT SCORE

(N/A)

Meaning:

how well the student demonstrates understanding, interpretation and analysis of the task and text
Responses at this level:

thorough and thoughtful interpretation that gives a clear criteria for analysis; uses criteria to make INSIGHTFUL analysis of text.
Responses at this level:

thorough and thoughtful interpretation that gives a clear criteria for analysis; uses criteria to make CLEAR AND REASONED analysis of the text.
Responses at this level:

REASONABLE interpretation that gives a clear criteria for analysis; MAKE IMPLICIT CONNECTIONS between criteria and text.
Responses at this level:

SIMPLE interpretation that suggests SOME criteria for analysis; MAKE SUPERFICIAL CONNECTIONS between criteria and text.
Responses at this level:

CONFUSED or INCOMPLETE interpretation; may allude to 'critical lens' but do not use it to analyze the text.
Responses at this level:

-do not refer to 'critical lens'
-reflect minimal or no analysis of chosen text.
STUDENT SCORE
Development:

how well the student elaborates on ideas using specific and relevant evidence from the text
Responses at this level:

develop ideas CLEARLY AND FULLY, make effective use of relevant and specific evidence and appropriate literary elements from the text.
Responses at this level:

develop ideas CLEARLY AND CONSISTENTLY, referring to relevant and specific evidence and appropriate literary elements from text.
Responses at this level:

develop SOME ideas more fully than others; reference to specific and relevant evidence and appropriate literary elements from the text.
Responses at this level:

develop ideas BRIEFLY, using SOME evidence from the text; may rely primarily on plot summary.
Responses at this level:

ideas are INCOMPLETE or largely undeveloped, hinting at ideas, references to text are VAGUE, irrelevant, repetitive or unjustified.
Responses at this level:

-do not refer to 'critical lens'
-reflect minimal or no analysis of chosen text.
STUDENT SCORE
Organization:

how well the student demonstrates direction, shape, coherence and organization of ideas
Responses at this level:

maintain FOCUS established by critical lens; shows logical and coherent structure through SKILLFUL use of appropriate devices and transitions.
Responses at this level:

maintain FOCUS established by critical lens; shows logical and coherent structure through use of appropriate devices and transitions.
Responses at this level:

maintain a CLEAR AND APPROPRIATE focus established by critical lens; exhibit a logical sequence of ideas but may lack internal consistency.
Responses at this level:

establish, BUT FAIL TO MAINTAIN, an appropriate focus; exhibit a RUDIMENTARY structure by may include some inconsistencies or irrelevancies.
Responses at this level:

lack appropriate focus but suggest organization, or suggest a focus but lack organization.
Responses at this level:

-minimal, with no evidence of development.
STUDENT SCORE
Language Use:

how well the student shows awareness of audience and purpose through use of words, sentence structure and variety.
Responses at this level:

stylistically SOPHISTICATED, using language that is precise and engaging, with a notable sense of voice and awareness of audience and purpose; vary structure and length of sentences TO ENHANCE MEANING.
Responses at this level:

use language that is fluent and original, with EVIDENT awareness of audience and purpose; vary structure and length of sentences TO CONTROL RHYTHM AND PACING.
Responses at this level:

use APPROPRIATE language, with SOME awareness of audience and purpose; occasionally make effective use of sentence length
Responses at this level:

rely on BASIC vocabulary, with LITTLE awareness of audience or purpose; exhibit SOME attempt to vary sentence structure or length for effect but with UNEVEN success.
Responses at this level:

use language that is IMPRECISE OR UNSUITABLE for the audience or purpose; reveal LITTLE awareness of how to use sentences to achieve an effect.
Responses at this level:

show no focus or organization
STUDENT SCORE
Conventions:

how well the student demonstrates conventional spelling, punctuation, paragraphing, capitalization, grammar and usage.
Responses at this level:

demonstrate control of conventions with essentially NO ERRORS, even with sophisticated language, particularly those in 9th grade CCSS.
Responses at this level:

demonstrate control of the conventions with OCCASIONAL errors ONLY when using sophisticated language. Follows guidelines of CCSS.
Responses at this level:

demonstrate partial control of language as delineated by CCSS, with occasional errors that do NOT hinder comprehension.
Responses at this level:

demonstrate emerging control as delineated by CCSS, with OCCASIONAL errors that DO hinder comprehension.
Responses at this level:

demonstrate a lack of control, exhibiting frequent errors that make comprehension difficult.
Responses at this level:

minimal, making assessment of conventions unreliable; may be ILLEGIBLE or not recognizable as English.
STUDENT SCORE




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