Literary Analysis Rubric Remember that the quality of your writing is assessed. Remember that an "A" always reflects work that is exemplary and stands as the model for future assignments on that topic. The grade your writing earns is based on the extent to which it reflects the criteria for that particular grade. Please be sure that you are familiar with this rubric -- use it as you draft and refer to it when considering how your writing earned the grade it did. Be sure to ask me if there is anything you do not understand. TS = topic sentence (argumentative statement making a point in support of thesis) CD = concrete detail (quotes) CM = commentary (interpretation, explanation of the deeper significance of the quote, proves how the topic sentence -- and thus, the thesis -- are valid) “A” (90-100) EXEMPLARY Stands as a model for future papers on the topic. Content Thesis presents well-phrased controlling idea/argument All argumentative statements are persuasively worded and logically support thesis with a related point Each body paragraph contains well-chosen CD’s that effectively support the point All quotes are embedded in lead-in sentences Interpretations present insightful, well-developed analysis Essay effectively uses relevant research to develop points Essay maintains focus on controlling idea, all points are substantial and well-developed Essay demonstrates attention paid to the audience and the purpose Concluding paragraph draws conclusions that go beyond restating thesis Organization: Paragraphs logically sequenced Smooth transitions between and within paragraphs create coherence and unity CD’s arranged logically within paragraph to support TS Fluent expression of ideas Focus maintained throughout essay Language Use: Sentences varied in length and structure Mastery of compound/complex structures, parallelism, noun/verb agreement, noun/pronoun, agreement, verb tense consistency, preposition use Diction appropriate for academic writing · Mechanics and Vocabulary: Unique, confident and engaging voice and style Word choices are engaging and fresh Effective figurative language Proper syntax Accurate spelling and punctuation, very few, if any, errors “B” (80-89) · VERY GOOD - GOOD Content: Thesis presents solid controlling ideas All TS’s support thesis with a related point, though wording may be imprecise or the argument may be vague Each body paragraph contains adequate CD’s that support the thesis, though some may not be as strong as others All CD’s are embedded in lead-in sentences CM’s are generally insightful but could be developed further Essay uses solid research, though it could be more effectively incorporated Generally maintains focus of controlling idea, though some points could further clarified or developed Essay generally demonstrates attention paid to audience and purposes Concluding paragraph generally effective, though it may restate thesis or points already made Organization: Paragraphs logically sequenced Transitions between and within paragraphs generally effective, though coherence can be strengthened CD’s arranged logically within paragraph to support TS Focus generally maintained throughout essay, though some points may be tangential · Language Use: Some sentence variety with effective but simple sentence constructions, some complex constructions Minimal errors in noun/verb agreement, noun/pronoun agreement, verb tense consistency, prepositions Occasional errors in diction · Mechanics and Vocabulary: Generally persuasive voice and style Generally effective syntax Minimal errors in spelling and punctuation Word choices are adequate for the assignment, though not very engaging or fresh “C” (70-79) SATISFACTORY · · Content: Thesis present but vaguely or imprecisely stated Controlling idea apparent but needs clarification and development TS’s tend to state a fact about the text, or do not have a clear argumentative point, or are unrelated to thesis CD’s may not be well-chosen, or may be irrelevant, or do not effectively support TS’s CD’s may not be properly embedded in lead-in sentences, research is ineffectively used CM’s tend to restate the CD, or do not make developed or insightful points, or are rather simplistic, lacking insight (may retell the story) Little or no attention paid to audience or purpose Essay may not maintain focus of controlling idea, tends to wander or treat topic in a superficial manner Organization: Paragraphs may not flow logically Weak transitions between and within paragraphs that prevent coherence CD’s may be disconnected, poorly arranged Essay may not be effectively unified, essay tends to lack coherence · · Language Use: Sentences may tend to be choppy or syntax may be awkward Major problems with simple/complex constructions Occasional errors in noun/verb agreement, noun/pronoun agreement, verb tense consistency, preposition use -- errors distract reader Simple diction characterized by idiomatic usage Frequent run-ons and fragments Mechanics and Vocabulary No distinct voice or style expressed Major syntax problems Frequent spelling and punctuation errors Word choices are simplistic “D” (60-69) · · · · MARGINAL Content: Thesis vague or not discernible, lacks argumentative focus Controlling idea is vague or over-generalized or not present TS’s do not relate to thesis or are not present CD’s poorly chosen or absent and/or not embedded in lead-in sentences CM’s restate CD’s, interpretation is superficial and demonstrates no insightful analysis No attention paid to audience or purpose No research present or ineffective research included Essay does not show understanding of topic Organization: No apparent organization to essay Points randomly made Essay lacks coherence and unity Language Use: Preponderance of errors in noun/verb agreement, noun/pronoun agreement, preposition use Diction inappropriate for academic writing Numerous run-ons and fragments Mechanics and Vocabulary: Many syntax problems, spelling and punctuation errors Word choices are poor “F” (0-59) UNACCEPTABLE Content: No identifiable thesis or controlling idea – essay does not respond to assignment; Insufficient and poorly chosen CD’s and/or CM’s Organization: No apparent organization to essay Language Use: Numerous grammatical and diction errors; Numerous run-ons and fragments Mechanics and Vocabulary: Numerous syntax problems, spelling and punctuation errors A NOTE ABOUT RESEARCH: Any paper involving research must carefully follow MLA Handbook guidelines for research and should include appropriate citation within the essay and a Works Cited page. NO CITATION, NO WORKS CITED, NO CREDIT (paper would have to be revised properly to get credit)
