Name __________________________________________
Date _______________ Class ______
Pre-AP English I
Text Analysis Rubric
1-2
LITTLE SUCCESS

TASK
IDEAS
3-4
INADEQUATE
5
DEVELOPING
little or no focus on analyzing
how the text uses literary
devices and rhetorical strategies
to create meaning; may respond
to the task with unrelated,
inaccurate, inappropriate
explanations

mostly inaccurate reading of the
passage and task; several
misunderstandings
1: weaker focus on analysis; more
inaccurate reading of the passage
and task; significant
misunderstandings throughout

insufficient focus on analyzing
how the text uses literary devices
and rhetorical strategies to create
meaning

mostly superficial, literal reading
of the passage and task; may
misunderstand several portions of
the passage and/or task
3: weaker focus on analysis; more
literal reading of the passage and
task; more significant
misunderstandings




commentary does not
sufficiently explain how literary
devices and/or rhetorical
strategies create meaning in the
text but may provide vague
generalizations or merely list
literary devices or rhetorical
strategies; may attempt to
summarize or paraphrase but
does not succeed; lack of
commentary; may demonstrate
mostly inaccurate ideas

insufficient or incorrect text
evidence; may refer to the
passage explicitly or implicitly
1: less sufficient, perceptive,
accurate commentary and evidence
commentary may attempt to
explain how literary devices
and/or rhetorical strategies create
meaning in the text but is mostly
insufficient in development,
literal, and/or inappropriate; may
summarize or paraphrase the text
instead of discuss the purpose
and/or effect of the literary
devices and/or rhetorical
strategies; may demonstrate
several inaccurate ideas

may identify some appropriate
text evidence to support analysis;
text evidence may replace
commentary; may refer to the
passage explicitly or implicitly;
commentary is mostly quoted
rather than blended
3: less sufficient, perceptive, accurate
commentary and evidence


6-7
ADEQUATE
general focus on analyzing how
the text uses literary devices and
rhetorical strategies to create
meaning; some lapses in focus
generally accurate reading of the
passage and understanding of the
task; may misunderstand portions
of the passage and/or task

commentary attempts to explain
how literary devices and/or
rhetorical strategies create
meaning in the text but may be
superficial, limited in
development, inconsistent and/or
uneven; portions may summarize
or paraphrase instead of discuss
the purpose and/or effect of the
literary devices and/or rhetorical
strategies; may demonstrate some
inaccurate ideas
some appropriate, sufficient text
evidence supports analysis but
may be limited or uneven; may
refer to the passage explicitly or
implicitly; attempts to blend
evidence with commentary

focus on analyzing how
the text uses literary
devices and rhetorical
strategies to create
meaning

accurate reading of the
passage and
understanding of the
task
7: stronger focus on
analysis; more insightful
reading of the passage
commentary explains
how literary devices
and/or rhetorical
strategies create
meaning in the text;
sufficiently developed
discussion of the
purpose and/or effect of
the literary devices
and/or rhetorical
strategies

appropriate, sufficient
text evidence supports
the analysis; refers to
the passage explicitly
or implicitly; blends
evidence with
commentary

sufficient development
7: more thorough,
complete, or insightful
commentary and/or evidence
8-9
EFFECTIVE

strong focus on analyzing
how the text uses literary
devices and rhetorical
strategies to create
meaning

insightful, accurate
reading of the passage
and understanding of the
task
9: especially full, convincing
focus on analysis; more
perceptive reading of the
passage

especially convincing,
thoroughly developed
commentary explains
how literary devices
and/or rhetorical
strategies create meaning
in the text; especially
insightful, persuasive
discussion of the purpose
and/or effect of the
literary devices and/or
rhetorical strategies

convincing text evidence
supports the analysis;
skillfully refers to the
passage explicitly or
implicitly; fluidly blends
evidence with
commentary
9: particularly convincing,
perceptive commentary and/or
evidence
1-2
LITTLE SUCCESS
ORGANIZATION
VOICE
SENTENCE
FLUENCY
WORD CHOICE
CONVENTIONS

3-4
INADEQUATE
5
DEVELOPING
6-7
ADEQUATE
thesis is missing,
lacks the purpose of
analysis, or may
demonstrate little
understanding of the
text

random organization

lacks transitions

introduction is
missing or does not
engage the reader

conclusion is missing
or does not discuss
anything from the text
of significance
1: less focused and/or
developed thesis; less
unified, coherent
organization, less engaging
introduction and/or
conclusion

thesis may suggest analysis of the text but
lacks focus; may depend on literal ideas
only; may present vague, confusing ideas

lapses in organization; major breaks in
unity and coherence

few effective transitions

introduction attempts to engage the reader
but is mostly unsuccessful and/or too brief

conclusion may attempt to discuss the
significance of the literary elements,
rhetorical devices, and/or text but is
mostly unsuccessful; may attempt to make
connections within or beyond the passage
but is mostly unsuccessful; may depend
only on summary of the thesis or ideas
already presented
3: less focused and/or developed thesis; less
unified, coherent organization, less engaging
introduction and/or conclusion

unsuccessful use of voice
1: more generic voice
and/or less appropriate for
an academic purpose
incorrect structures
throughout; immature
control
1: more incomplete and/or
simplistic structures; more
errors
incorrect or ineffective
word choices throughout
1: more simplistic,
imprecise word choices
generic voice presents the writer’s ideas; may
not be academic at numerous points
3: more generic voice and/or less appropriate
for an academic purpose
mostly complete sentences; little variety of
structures and length; may attempt more
complex structures but does not maintain
control; errors interfere with communication
3: more incomplete and/or simplistic
structures; more errors
simplistic, imprecise, vague, awkward, or
inappropriate word choice throughout
3: more simplistic, imprecise word choices
mostly appropriate voice that presents
the writer’s point of view; some lapses
acceptable, appropriate diction;
noticeable lapses into simplistic,
imprecise word choice
acceptable, appropriate diction;
perhaps some lapses
7: more precise word choices
lack of control in
correctness
1: weaker control
inadequate, immature control of correctness that
begins to interfere with communication
3: less consistent control
some control of correctness; errors do
not interfere with communication
controlled relative to length
and complexity
7: more control




thesis attempts to establish and
maintain the general purpose of
analysis; may lapse in focus; may
depend on literal, general ideas
mostly logical organization; lapses
in unity and coherence
some simplistic transitions
introduction attempts to engage
the reader with some success
conclusion attempts to discuss the
significance of the literary
elements, rhetorical devices,
and/or text; attempts to make
connections within or beyond the
passage; may summarize the thesis
or ideas already presented
some control and variety of structures
and length; errors do not interfere with
communication

sufficient thesis
establishes and maintains
the purpose of analysis;
goes beyond literal
observations

logical, coherent
organization throughout

logical transitions
throughout

introduction engages the
reader

conclusion sufficiently
discusses the significance
of the literary elements,
rhetorical devices, and/or
text; makes connections
within or beyond the
passage
7: more thorough, complex
thesis; more unified, coherent
organization; more engaging
introduction and/or conclusion
appropriate academic voice
that presents the writer’s point
of view
7: more distinct voice
control and variety of
structures and length
7: more complex structures
for the writer’s purpose
8-9
EFFECTIVE

mature, sophisticated,
convincing thesis
establishes, maintains, and
enhances the purpose of
analysis

complex, subtle
organization enhances
unity, coherence, and
communication
throughout

varied, subtle transitions
throughout enhance
coherence

introduction skillfully
engages the reader

conclusion skillfully
discusses the significance
of the literary elements,
rhetorical devices, and/or
text; makes insightful
connections within or
beyond the passage
9: more persuasive, insightful
thesis; more careful, subtle
organization; more
sophisticated, insightful
introduction and/or conclusion
engaging academic voice that
presents a distinct, unique point
of view and enhances the essay
mature control; variety of
structures, length, and
complexity enhances meaning
9: more mature, sophisticated
sentences contribute to an
impressive style
accurate, rich, or precise word
choice enhances meaning
9: more mature, sophisticated
word choice contributes to an
impressive style
control of correctness enhances
communication
9: more mature, sophisticated
control contributes to an
impressive style