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iRubric: Literary Analysis Rubric

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

Powered by iRubric 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.




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