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iRubric: Literary Analysis Essay Rubric

iRubric: Literary Analysis Essay Rubric

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Literary Analysis Essay Rubric 
Reflective Essay Rubric
Rubric Code: P78A43
By wouadjou
Ready to use
Private Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Grading Rubric
  Advanced

use rubric to set a challenge for your self in one skill area

4 pts

Proficient

use rubric and feedback to revise your work

3 pts

Bridging

use rubric and feedback to revise your work

2 pts

Capable

conference w/ teacher& review rubric before revising your work

1 pts

NC

conference w/ teacher teacher before revising

(N/A)

Feeedback

You can improve by

(N/A)

Response to Task

Level at which Student Addresses prompt/ question posed/ assignment topic
Advanced

Responds effectively to all parts of the prompt.<BR>
Response is compelling, original and specific.<BR>
Response enriched by deeper thought and unique insight(s).
Proficient

Responds to all parts of the prompt.<BR>
Response is detailed and specific.<BR>
Shows deeper thought and insight.
Bridging

Responds most important parts of the prompt.<BR>
Response lacks 1-2 important details.<BR>
Some deep thinking is evident.
Capable

Responds to only part of the prompt.<BR>
Response lacks detail.<BR>
Slight evidence of deeper thinking
NC

Response is off topic or largely incomplete.<BR>
No deeper thinking evident.
Feeedback
Skill Focus:Citing Textual Evidence

CCLS Reading 1
Cite strong and thorough textual evidence to support analysis

CCLS W2-
develops topic using most significant evidence form text
Advanced

Develops the topic thoroughly by selecting the most significant & relevant facts, concrete details, quotations, or other information and examples from text to support claims made in introduction.<BR>
<BR>
Gives detailed explanation of connection between citation and claims made in introduction
Proficient

Develops the topic by selecting some significant and relevant facts, concrete details, quotations, or other information and examples from text to support claims made in introduction.<BR>
<BR>
Gives some explanation of connection between citation and claims made in introduction
Bridging

Develops the topic by selecting 1 relevant fact, concrete details, quotation, or example to support claims made in introduction<BR>
<BR>
Gives little/ vague explanation of connection between citation and claims made in introduction
Capable

Develops the topic by making vague reference to facts, details, quotation, or other information and examples connected to topic<BR>
<BR>
Gives no explanation of connection between citations and claims made in introduction.
NC

Attempts to develop the topic by making confusing connections to facts, details, quotations, information or examples from text. <BR>
<BR>
OR<BR>
<BR>
No evidence from text offered in support of thesis
Feeedback
Skill Focus: Organizing Ideas

Essay is structured in a way that establishes, develops and summarizes ideas in logical and fluid manner.
Advanced

The introduction serves to significantly engage the reader helps to set a strong foundation for the rest of the essay.
Each body paragraph develops an idea proposed in the introduction.
Each paragraph has a clear topic sentence and all the following ideas directly relate to this sentence in a smooth, logical manner.<BR>
<BR>
The conclusion wraps up the ideas in a clear and original manner that solidifies the points made earlier and inspires deeper thought abou
Proficient

The introduction is appropriate for the piece of writing and does a good job of preparing the reader for the rest of the piece.<BR>
<BR>
Each body paragraph develops an idea proposed in the introduction.<BR>
<BR>
Each paragraph has a topic sentence and rarely is there information that appears to not fit into that paragraph.<BR>
<BR>
There is a clear conclusion that sums up the ideas and pulls together the piece.
Bridging

The introduction is appropriate for the piece of writing but includes some unnecessary information/ leaves the reader unclear about the direction of piece.<BR>
<BR>
Paragraphs mostly have a topic sentence, but too frequently there is extraneous information or a paragraph changes topic mid-stream.<BR>
<BR>
There is a conclusion, but it almost word-for-word restatement of introduction.
Capable

The introduction jumps too quickly into the main body of the writing and fails to give reader a sense of direction.<BR>
<BR>
Essay written in paragraph form, but generally there are not clear topic sentences that unite the rest of the sentences around one central idea.<BR>
<BR>
There appears to be an attempt at a conclusion, but is abrupt and /or introduces new claims that may contradict/ are unrelated to those made in the intro & body of the essa
NC

No introduction<BR>
<BR>
No visible paragraphing in essay OR Paragraphs represent randomly grouped sentences.<BR>
<BR>
no conclusion OR confusing concluding statement.
Feeedback
Conventions of Writing

Use conventions of English to effectively communicate ideas
Advanced

No spelling errors. Punctuation used correctly, and enhances and clarifies meaning.
Proficient

1-2 (minor) spelling and punctuation errors when constructing complex sentences
Bridging

Some spelling and punctuation errors when constructing complex sentences, does not draw attention away from writer's ideas
Capable

Spelling and punctuation errors draw attention away from the writer’s ideas.
NC

Serious spelling and punctuation errors make this hard to understand.
Feeedback



Keywords:
  • Reflective



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