Phrases to AVOID:
Categories
LITERARY COMMENTARY
Ideas
reading and viewing
Organization
writing & representing
Conventions & Voice
writing & representing
Avoid the following
phrases:
“to create deeper
meaning”
“to paint a picture”
“the details give the
reader a better
understanding of what
the poem is about”
Struggling
0-4
Your commentary
provides a broad literal
summary only.
A central assertion
about the poem is either
missing or is
`problematic.
Emerging
5-6
Proficient
7-8
Your commentary
provides a generic
interpretation of the
poem, identifying some
poetic choices, though
not necessarily offering
analysis of how they
function to effect
meaning; you are making
an attempt to connect to
a central assertion, but it
may be vague, or
missing.
Your commentary offers
a relevant interpretation
of the poem, reflects a
basic reading, offers
some analysis and
connects a few
important poetic choices
to a clear central
assertion through
analysis.
The introduction
summarizes the poem
but lacks a central
assertion and an order
for ideas that will be
explored; the body
provides further
summary, but largely
ignores any attempt to
connect the poem to a
central assertion; a
conclusion is present,
but does not draw
together thinking in
connection to a central
assertion. You are
struggling to transition
thinking from one
paragraph to the next.
The introduction
provides a partial
overview of the subject
and speaker; a central
assertion may be
present, but unclear; the
body provides general
evidence, but not
analysis; body
paragraphs may not
feature distinct ideas;
conclusion revisits the
central idea of the
commentary and notable
ideas that support it.
Transitions are lacking
and/or mechanical.
The introduction
provides an overview of
the poem’s subject,
speaker, and tone and
offers a central assertion;
the body reflects the
order established in the
introduction, presents
connected evidence and
provides effective
analysis; most body
paragraphs are focused
on a connected but
distinct idea; a
conclusion revisits the
central idea of the
commentary and notable
ideas that support it.
Transitions mostly
competent.
The commentary has
many grammar, spelling
and formatting errors
that make it difficult to
understand the
student’s thinking. Word
choice is often awkward
making it difficult to
identify which literary
elements and choices
the student is
discussing. Tone is
inappropriate or
problematic given the
purpose and audience of
the piece.
The commentary has
grammar, spelling and
formatting errors that
impede the
communication of ideas.
The student discusses
literary elements and
choices, but thinking is
limited by generic or
vague diction. Tone is
sometimes appropriate
given the purpose and
audience of the piece,
with moments where
writing seems personal
or conversational.
The commentary may
have a small number of
grammar, spelling and
formatting errors, but
they do not impede the
communication of ideas
in a significant way. The
student discusses literary
elements and choices,
attempting to use
specific, mature diction.
Tone is appropriate given
the purpose and
audience of the piece.
9-10
Your commentary offers
a critical, insightful
interpretation of the
poem, reflects a mature
reading, offers analysis
and connects several
significant poetic choices
to a perceptive central
assertion.
The introduction
provides a succinct
overview of the poem’s
subject, speaker, tone
and structure, clearly
stating a central
assertion; a welldeveloped body reflects
the order established in
the introduction,
presents dynamic
evidence and perceptive
analysis; each body
paragraph is focused on
a connected but distinct
idea; a conclusion revisits
the central idea of the
commentary and notable
ideas that support it.
Transitions are varied,
effective and create
momentum.
The commentary is
largely free of grammar,
spelling and formatting
errors that impede the
communication of ideas.
The student discusses
literary elements and
choices with specific,
mature diction. Tone is
appropriate and
interesting given the
purpose and audience of
the piece.
Categories
LITERARY
COMMENTARY
Ideas
reading and viewing
Organization
writing & representing
Conventions &
Voice
writing & representing
Struggling
0-4
The student offers a
broad literal summary
only. Does not
meaningfully explore
poetic choices. A central
assertion is either
missing, or is off topic or
problematic.
The introduction
summarizes the poem,
but lacks a central
assertion and an order
for ideas that will be
explored; the body
provides further
summary, making scant
use of general evidence,
but largely ignores any
attempt to connect the
poem to a central
assertion; a conclusion is
present, but does not
draw together thinking
in connection to a
central assertion. Little
evidence of an attempt
to transition thinking
from one paragraph to
the next.
The commentary has
many grammar, spelling
and formatting errors
that make it difficult to
understand the
student’s thinking. The
student’s word choice is
often awkward making it
difficult to identify which
literary elements and
choices the student is
discussing. Tone is
inappropriate or
problematic given the
purpose and audience of
the piece.
Emerging
5-6
Proficient
7-8
Excelling
9-10
The student offers a
generic interpretation of
the poem, identifying
some poetic choices,
though not necessarily
the most significant
ones; connection to a
clear central assertion
may be vague, or
missing.
The student provides a
partial overview of the
poem’s subject, speaker;
a central assertion may
be present, but unclear;
the body provides
general evidence, but
analysis may resort to
summary; the body may
not reflect the order
established in the
introduction; body
paragraphs may not
feature distinct,
connected ideas,
resorting to circular
thinking; a conclusion
revisits the central idea
of the commentary and
notable ideas that
support it. Transitions
are mechanical, and jar
the reader.
The commentary has
several grammar,
spelling and formatting
errors that impede the
communication of ideas.
The student discusses
literary elements and
choices, but thinking is
limited by generic or
vague diction. Tone is
sometimes appropriate
given the purpose and
audience of the piece,
with moments where
writing seems personal
or conversational.
The student offers a
competent, effective
interpretation of the
poem, reflecting a basic
reading that connects a
few significant poetic
choices to a clear central
assertion through
proficient analysis.
The student offers a
critical, insightful
interpretation of the
poem, reflecting a
mature reading that
connects several notable
poetic choices to a
perceptive central
assertion through clear
and specific analysis.
The student provides a
basic overview,
addressing the poem’s
subject, speaker, tone
and structure and states
a central assertion; a
body reflects the order
established in the
introduction, presents
connected evidence and
provides effective
analysis; most body
paragraphs are focused
on a connected but
distinct idea; a
conclusion revisits the
central idea of the
commentary and
notable ideas that
support it. Transitions
may lack style, but are
competent.
The student provides a
succinct overview of the
poem’s subject, speaker,
tone and structure,
clearly stating a central
assertion; a welldeveloped body reflects
the order established in
the introduction,
presents dynamic
evidence and perceptive
analysis; each body
paragraph is focused on
a connected but distinct
idea; a conclusion
revisits the central idea
of the commentary and
notable ideas that
support it. Transitions
are varied, effective and
create “flow.”
The commentary may
have a small number of
grammar, spelling and
formatting errors, but
they do not impede the
communication of ideas
in a significant way. The
student discusses
literary elements and
choices, attempting to
use specific, mature
diction. Tone is
appropriate given the
purpose and audience of
the piece.
The commentary is free
of grammar, spelling and
formatting errors that
impede the
communication of ideas.
The student discusses
literary elements and
choices with specific,
mature diction. Tone is
appropriate and
interesting given the
purpose and audience of
the piece.