Pre-AP English 10 Dialectical Journal Rubric
Points
Critical Reader
(25-21)
Connected Reader
(20-16)
Thoughtful Reader
(15-11)
Literal Reader
(10-6)
Limited Reader
(5-1)
Effort
Extra effort and
care is evident in
both the form and
content of the
dialectical Journal.
Dialectical journal
is neatly typed.
A solid effort is evident,
but consistency might be
lacking between the
content and the form of
the dialectical journal.
Dialectical journal is
typed.
Slight effort is evident.
Consistency in the content and
form of the dialectical journal
is lacking. The dialectical
journal is not typed.
Insignificant effort is
evident. Student employs
no effort in content or form
in the dialectical journal.
The dialectical journal is not
typed. The dialectical
journal is illegible.
More than the
minimum number
of entries is
included.
Quotes are
relevant,
important, and
thought
provoking. Quotes
are representative
of either themes
or all instructions
outlined in
assignment
instructions.
Quotes are at
least 2 sentences
long and are MLA
formatted.
Student shows
accurate
interpretation of
the text. Student
is able to read
beyond the
surface of the text
and consider the
The student includes an
adequate number of
legible entries.
Satisfactory effort is
evident. Consistency is
lacking between the
content and form of the
dialectical journal.
Dialectical journal may be
typed but the format is
either incorrect or hard
to follow.
Student includes an
insufficient number of
entries.
Student includes scarce
entries
Student includes nominal,
incomplete entries.
Quotes are relevant.
Quotes are
representative of themes
and many of the
instructions outlined in
the assignment
instructions. Quotes are
at least two sentences
long and MLA formatted.
Student has chosen
quotes that might have
personal value, but they
don’t necessarily connect
to the themes of the
novel or fulfill all of the
instructions for the
assignment. Quotes are
less than two sentences
long.
Quotes are often irrelevant to
the assignment and do not
often connect with themes in
the novel or fulfil the
instructions of the
assignment.
Quotes are only a sentence
long.
Quotes are irrelevant and
do not connect with themes
in the novel or fulfil the
requirements of the
assignment. Quotes are
only a few words to a
sentence long.
Student shows thoughtful
interpretation of the text.
While quotes exhibit
insight student does not
fully go beyond the
surface of the text and
consider the meaning of
the text in a universal
The student’s
interpretation of quotes
is, at times, thoughtful
but also summarizes the
quote or state the
obvious. Student does
not consistently go
beyond the literal
Student’s interpretation of
quotes exhibit limited insight
or none at all. Student does
not go beyond the literal
meaning of the text in order
to consider the meaning of the
text in a universal sense.
Student’s interpretation of
quotes exhibits no insight.
Student finds the text
confusing, but makes no
attempt to decipher
meaning.
____/25
Entries
____/25
Quotes
____/25
Interpretation
_____/25
Connections,
Observations, &
Analysis
_____/25
meaning of the
text in a universal
sense.
sense.
Student is able to
understand and
discuss the
influence of
various, nuanced
writing techniques
on the text.
Student creates
profound meaning
through their own
experience and
observations.
Student
questions, agrees,
disagrees,
appreciates and
object with the
text. Student’s
ideas are fully
realized. Analysis
is 3-4 sentences
long, in third
person, containing
no contractions or
us of the second
person ‘you’.
Sentences are
grammatically
correct with
correct spelling
and punctuation.
Student is able to
understand and discuss
the influence of several
obvious writing
techniques on the overall
meaning of the text.
Student has the ability to
create meaning from
what has been read.
Some new meaning
through the students
experience has been
made. Student explains
why they might agree or
disagree with the text.
Student’s ideas are
almost consistently
realized.
Analysis is 3-4 sentences
long, in third person,
containing no
contractions or use of the
second person ‘you’.
Sentences are
grammatically correct
with correct spelling and
punctuation.
____________/125 = ____________
meaning of the text in
order to consider the
meaning of the text in a
universal sense.
Student is able to only
understand and discuss
the influence of some
obvious writing
techniques on the overall
meaning of the text.
Student makes some
connections, but rarely
creates new meaning
from the text. While
some connections are
made little detail is used
to explain, thus student’s
ideas are inconsistently
realized and not all views
are supported.
Analysis is only 2-3
sentences long, contains
some contractions, and
some occurrences of the
second person ‘you’.
Sentences are mostly
correct with a few
careless spelling and
grammatical errors.
Student is only able to
understand and discuss the
impact of a few very obvious
techniques, but does not
comment on their overall
influence on the text. Student
accepts the text literally and
as a result few connections
are made. Connections that
are made lack detail. Student
is reluctant to create meaning
from the text. Student
appears confused by chosen
sections of the text. Student’s
ideas are not fully realized.
Analysis is only 1-2 sentences
long and contains several
stylistic errors. Sentences are
often incorrect or incomplete,
and contain several spelling
and grammar errors are
present.
Student shows little to no
understanding of obvious
techniques and their overall
influence on the text. While
student may make an
occasional connection to
the text, the ideas lack
clarity and development.
Little to no meaning is
created from the text.
Analysis a 1-2 sentences
and contains numerous
stylistic errors. Sentences
are incorrect or incomplete
and contain numerous
spelling and grammar
errors.