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iRubric: Text Analysis Rubric

iRubric: Text Analysis Rubric

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Text Analysis Rubric 
Rubric Code: HX4X684
By MsCronin
Draft
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Oedipus Mid-Unit Assessment
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  Exceeds Expectations

4 pts

Meets Expectations

3 pts

Approaching Expectations

2 pts

Far Below Expectations

1 pts

Content and Analysis

The extent to which the response conveys complex ideas and information clearly and accurately in order to respond to the task and support an analysis of the text.
(W.9-10.2, W.9-10.9, R.9-10.2, R.9-10.5)
Exceeds Expectations

Introduce a well-reasoned claim regarding the development of a central idea.
Demonstrate a thoughtful analysis of the author’s use of specific details to shape and refine the central idea.
and/or
Demonstrate a thoughtful analysis of how the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Meets Expectations

Introduce a clear and focused claim regarding the development of a central idea.
Demonstrate an appropriate analysis of the author’s use of specific details to shape and refine the central idea.
and/or
Demonstrate an appropriate analysis of how the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Approaching Expectations

Introduce a claim regarding the development of a central idea.
Demonstrate a superficial and/or mostly literal analysis of the author’s use of specific details to shape and refine the central idea.
and/or
Demonstrate a superficial and/or mostly literal analysis of how the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Far Below Expectations

Introduce a confused or incomplete claim.
and/or
Demonstrate a minimal analysis of the author’s use of details to shape and refine the central idea
and/or
Demonstrate a minimal analysis of how the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Command of Evidence

The extent to which the response presents evidence from the provided text to support analysis.
(W.9-10.2.a, W.9-10.9)
Exceeds Expectations

Present ideas clearly and consistently, making effective use of specific and relevant evidence to support analysis.
Meets Expectations

Present ideas sufficiently, making adequate use of relevant evidence to support analysis.
Approaching Expectations

Present ideas inconsistently, inadequately, and/or inaccurately in an attempt to support analysis, making use of some evidence that may be irrelevant.
Far Below Expectations

Present little or no evidence from the text.
Coherence, Organization, and Style

The extent to which the response logically organizes complex ideas, concepts, and information using formal style and precise language.
(W.9-10.2.b, e, W.9-10.9)
Exceeds Expectations

Exhibit logical organization of ideas and information to create a cohesive and coherent response.
Establish and maintain a formal style, using precise language and sound structure.
Meets Expectations

Exhibit acceptable organization of ideas and information to create a coherent response.
Establish and maintain a formal style, using appropriate language and structure.
Approaching Expectations

Exhibit inconsistent organization of ideas and information, failing to create a coherent response.
Lack a formal style, using language that is basic, inappropriate, or imprecise.
Far Below Expectations

Exhibit little organization of ideas and information.
Use language that is predominantly incoherent, inappropriate, or copied directly from the task or text.
Are minimal, making assessment unreliable.
Control of Conventions

: The extent to which the response demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
(L.9-10.1, L.9-10.2)
Exceeds Expectations

Demonstrate control of the conventions with infrequent errors.
Meets Expectations

Demonstrate partial control of conventions with occasional errors that do not hinder comprehension.
Approaching Expectations

Demonstrate emerging control of conventions with some errors that hinder comprehension.
Far Below Expectations

Demonstrate a lack of control of conventions with frequent errors that make comprehension difficult.
Are minimal, making assessment of conventions unreliable.




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