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iRubric: Literary Analysis Rubric

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Literary Analysis Rubric LA10 Literary Analysis Rubric Code: U2B257 By graftonnl Ready to use Public Rubric Subject: English Type: Writing Grade Levels: 9-12

Literary Analysis Rubric
	Demonstrates Mastery 5 pts	Demonstrates Proficiency 4 pts	Need for Improvement 3 pts
Introduction	Demonstrates Mastery Uses a specific and interesting attention-getter; Links the attention-getter to the thesis through a logical progression of ideas; ends with a clear thesis statement; mentions the title and author of piece.	Demonstrates Proficiency Uses a specific attention-getter; Links the attention-getter to the thesis through a logical progression of ideas; ends with a thesis statement; mentions the title and author of piece.	Need for Improvement Lacks one or more of the following elements: specific attention-getter, Logical progression of ideas, clear thesis statement.
Conclusion	Demonstrates Mastery Conclusion restates the thesis differently than in the introduction. Conclusion is fully-developed and brings a sense of closure to the piece, tying back to the attention-getter. Conclusion does not end with a question or cliche, and it does not bring up a new topic not discussed in the paper.	Demonstrates Proficiency Conclusion restates the thesis differently than in the introduction. Conclusion is adequately-developed, Conclusion does not end with a question or cliche, and it does not bring up a new topic not discussed in the paper.	Need for Improvement Conclusion either restates the thesis in the exact same words as the introduction or does not restate the thesis at all; conclusion needs to be more developed as it leaves the reader feeling there should be more to the paper; conclusion uses one or more of the following: a question at the end, a cliche, a new topic not discussed in the paper.
Literary Analysis Rubric
	Demonstrates Mastery 10 pts	Demonstrates Proficiency 8 pts	Need for Improvement 6 pts
Body	Demonstrates Mastery Body paragraphs have a topic sentence that provides a transition from the previous paragraph, have excellent support using facts, events, and quotes from at least two different sources and/or the writer's own experience (when applicable), have a concluding sentence, have unity with no irrelevant info, and use internal transitions. All paragraphs directly develop the thesis, and there are enough body paragraphs to fully develop the ideas.	Demonstrates Proficiency Body paragraphs have a topic sentence, have adequate support using facts, events, and quotes, have a concluding sentence, have unity with no irrelevant info, and use internal transitions. All paragraphs develop the thesis, body could have been stronger with more paragraphs.	Need for Improvement Some or all of the body paragraphs are missing one or more of the following: topic sentence, adequate support, concluding sentence, unity, transitions, relationship to thesis.
Style/Voice	Demonstrates Mastery Writer uses specific and accurate vocabulary, does NOT use slang, contractions, the second person "you," or "I" except in direct quotations; sentences and phrasing are varied, paper uses correct MLA formatting including parenthetical citations, paper format, and works cited; writer appropriately introduces all quotes and connects quotes to the argument using ample support; essay looks beyond surface details and addresses deeper ideas or themes.	Demonstrates Proficiency Writer uses grade-level appropriate vocabulary, but may occasionally use slang, contractions, the second person "you," or "I;" sentences are usually correct, but not varied; paper uses mostly correct MLA formatting including parenthetical citations, paper format, and works cited; writer appropriately introduces all quotes and connects quotes to the argument using some support; essay looks at surface details but offers little or no new insight.	Need for Improvement Writer frequently uses innappropriate (profanity, E-mail language) or immature (sad, bad, good, nice) vocabulary, slang, contractions, "You or I." Sentences sound choppy or are too long and confusing. Paragraphs sound forced and/or are excessively redundant or wordy. Writer stays strictly on the surface and makes no attempt to develop unique or insightful ideas or analysis.Lacks/has errors in one or more of the following: MLA format, Quotation format, transitions, thesis development.
Idea Development	Demonstrates Mastery The paper offers a unique perspective on the topic that shows careful thought and creativity. The ideas are clear and logical. The paper uses at least two sources and/or the writer's own experience (when applicable) for support. The paper may also use current/historical events for support. Examples and reasons are varied not redundant. The content follows all directions of the assignment.	Demonstrates Proficiency The paper offers a clear and logical perspective on the topic. The paper uses at least two sources and/or the writer's own experience (when applicable) for support. Examples and reasons are varied not redundant. The content follows all directions of the assignment.	Need for Improvement The ideas expressed in the paper are overly-cliche and/or obvious or only what was discussed in class. The ideas are often illogical or may be unclear. The paper does not use at least two sources. One or more reason/example is repeated in the paper. The paper may not follow all the directions of the assignment.
Conventions	Demonstrates Mastery Paper may have very few mechanical errors, but these errors are hardly noticeable.	Demonstrates Proficiency Paper may have noticeable mechanical and grammatical errors, but these do not make the paragraphs unclear.	Need for Improvement Paper has numerous mechanical and grammatical errors which distract the reader and make the paragraph's meaning unclear.

Subjects:

English

Types:

Writing

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