Skip to main content
sign in
Username
Password
forgot?
Sign up
Share
help_outline
help
Pricing
Request Info
Please enable JavaScript on your web browser
menu
iRubric: Close Reading/Critical Analysis Rubric
find rubric
Your browser does not support iframes.
(draft)
edit
print
share
Copy to my rubrics
Bookmark
test run
assess...
delete
Do more...
Close Reading/Critical Analysis Rubric
Close Reading/Critical Analysis Rubric
Rubric Code:
NX67A59
By
swerdln
Draft
Public Rubric
Subject:
English
Type:
Writing
Grade Levels:
Undergraduate
Your browser does not support iframes.
Desktop Mode
Mobile Mode
Grading Rubric
Exceeds
4 pts
Meets
3 pts
Needs Improvement
2 pts
Does not meet
1 pts
General Response to Task
Exceeds
Identifies and introduces the central themes and ideas of the text in the introduction. Shows control of these ideas in the topic sentences and with the evidence used to support the arguments. Thesis/argument is compelling, original, specific, and includes a well-crafted position and rationale.
Meets
Identifies and introduces the central themes and ideas of the text in the introduction. Introduces these ideas with the topic sentences and with the evidence used to support the arguments. Thesis/argument is specific, and includes a well-crafted position and rationale.
Needs Improvement
May identify and introduce the central themes and ideas of the text in the introduction. Sometimes introduces these ideas with the topic sentences and with the evidence used to support the arguments. Thesis/argument may be present and may not include an effective position and/or rationale.
Does not meet
Does not identify or introduce the central themes and ideas of the text in the introduction. Central ideas are not conveyed in the topic sentences and with the evidence used to support the arguments is ineffective or off-topic. Thesis/argument may be present but does not include an effective position and/or rationale.
Word Choice Analysis
Exceeds
Offers in-depth analysis of the authors' word choice in the assigned passage or in the passage used as the textual evidence, including figurative, connotative, and literal meanings. Offers a complex reading of words and wording that informs the meaning of the larger work as a whole.
Meets
Offers analysis of the authors' word choice in the assigned passage or in the passage used as the textual evidence, including figurative, connotative, and literal meanings. Attempts a complex reading of words and wording that informs the meaning of the larger work as a whole, but may occasionally fall back on cliches.
Needs Improvement
Offers some analysis of the authors' word choice in the assigned passage or in the passage used as the textual evidence, including figurative, connotative, and literal meanings. Attempts a reading of words and wording that informs the meaning of the larger work as a whole, but may occasionally fall back on cliches or may not make effective connections.
Does not meet
Offers little if any analysis of the authors' word choice in the assigned passage or in the passage used as the textual evidence. The attempt at reading words and wording that informs the meaning of the larger work as a whole may not be present or may be superficial. Reading may be cliche or unconnected to the meaning or theme of the larger work.
Diction/Syntax Analysis
Exceeds
Offers in-depth analysis of the diction, syntax, phrasing, and tone in the assigned passage or in the passage used as the textual evidence. Offers a complex reading of these elements that informs the meaning of the larger work as a whole.
Meets
Offers analysis of the diction, syntax, phrasing, and tone in the assigned passage or in the passage used as the textual evidence. Attempts a complex reading of these elements that informs the meaning of the larger work as a whole, but may occasionally fall short.
Needs Improvement
Offers some analysis of the diction, syntax, phrasing, and tone in the assigned passage or in the passage used as the textual evidence. Attempts a reading of these elements that informs the meaning of the larger work as a whole, but may occasionally fall short or may not make effective connections.
Does not meet
Offers little if any analysis of diction, syntax, phrasing, and tone in the assigned passage or in the passage used as the textual evidence. The attempt at reading these elements that informs the meaning of the larger work as a whole may not be present or may be superficial. Reading may be unconnected to the meaning or theme of the larger work.
Source Details Analysis
Exceeds
Offers in-depth analysis of source details such as point of view, action,conflict, contradictions, imagery, and allusions in the assigned passage or in the passage used as the textual evidence. Offers a complex reading of these elements that informs the meaning of the larger work as a whole.
Meets
Offers analysis of source details such as point of view, action,conflict, contradictions, imagery, and allusions in the assigned passage or in the passage used as the textual evidence. Attempts a complex reading of these elements that informs the meaning of the larger work as a whole, but may occasionally fall short.
Needs Improvement
Offers some analysis of source details such as point of view, action,conflict, contradictions, imagery, and allusions in the assigned passage or in the passage used as the textual evidence. Attempts a reading of these elements that informs the meaning of the larger work as a whole, but may occasionally fall short or may not make effective connections. Student may offer plot summery in lieu of analysis.
Does not meet
Offers little if any analysis of source details such as point of view, action,conflict, contradictions, imagery, and allusions in the assigned passage or in the passage used as the textual evidence. The attempt at reading these elements that informs the meaning of the larger work as a whole may not be present or may be superficial. Reading may be unconnected to the meaning or theme of the larger work.
MLA Format/Citations
Exceeds
The student uses MLA format correctly and cites all quoted or paraphrased passages and sources correctly. In addition, student includes a Works Cited page that is formatted correctly.
Meets
The student uses MLA format correctly most of the time; cites all quoted or paraphrased passages and sources correctly. In addition, student includes a Works Cited page that, for the most part, is formatted correctly.
Needs Improvement
Some parts of MLA format are correct and some are not; quoted or paraphrased passages are cited but not cited correctly. Works Cited page is included but is formatted incorrectly.
Does not meet
The student does not use correct MLA format and/or does not cite quoted or paraphrased passages; there may be evidence of plagiarism. No Works Cited page is included.
Keywords:
Reflective
Subjects:
Computers
English
History
Education
Types:
Project
Presentation
Writing
Discuss this rubric
You may also be interested in:
More rubrics by this author
More Computers rubrics
More Project rubrics
Do more with this rubric:
Preview
Preview this rubric.
Edit
Modify this rubric.
Copy
Make a copy of this rubric and begin editing the copy.
Print
Show a printable version of this rubric.
Categorize
Add this rubric to multiple categories.
Bookmark
Bookmark this rubric for future reference.
Assess
This rubric is still in draft mode and cannot be scored. Please change the rubric status to
ready to use
.
Share
Publish
Link, embed, and showcase your rubrics on your website.
Email
Email this rubric to a friend.
Discuss
Discuss this rubric with other members.
Do more with rubrics than ever imagined possible.
Only with iRubric
tm
.
Copyright © 2024
Reazon Systems, Inc.
All rights reserved.
n232
Your browser does not support iframes.
Your browser does not support iframes.
Your browser does not support iframes.