LITERARY ANALYSIS RUBRIC - COMPOSITION
A (5)
B (4)
Introduction (15)
An engaging hook skillfully relates
to the thesis. Effective transition
sentences create a smooth flow.
A fluid plot summary skillfully
retells the story, focusing on the
events related to the essay topic.
Thesis (5)
An arguable, persuasive thesis
ends the introduction by
eloquently defining two literary
devices and theme. Uses active
voice and includes author/title.
The text has a structure and
organization that is carefully
crafted to support the thesis.
Persuasively worded topic
sentences, lead-in sentences, and
clinchers effectively reinforce the
lit device and the thesis.
Compelling arguments and
evidence (quotes) develop the
thesis by answering So What?
Transitions within and between
paragraphs create unity and
cohesion.
The conclusion strengthens the
essay by reinforcing ALL evidence
presented in each body
paragraph while providing deep
insight into the author’s theme.
The final clincher provides insight
into the hook while engaging the
reader with further food for
thought. Transitional words
create unity and cohesion.
The text seamlessly integrates
three properly cited quotes into
each body paragraph. Without
quote marks, the reader can’t tell
where the writer’s words end and
the quote begins.
The text presents an engaging,
formal, and objective tone while
intentionally using standard
English conventions of usage and
mechanics. Present tense verbs
are used to discuss story events.
The text effectively utilizes strong
active voice.
Body (40)
Conclusion (15)
MLA Style (15)
Conventions (10)
An interesting hook relates to the
thesis. Transitional sentences
appear before and after the plot
summary. A plot summary retells
the story events in relation to the
essay topic. Transitions appear
within the text.
A debatable thesis ends the
introduction by including two
literary devices, a theme
statement, active voice, author,
and story title.
The text has an effective
structure and organization that is
aligned with the thesis. Topic
sentences, lead-in sentences, and
clinchers include the lit device
and connect back to the thesis.
The text provides relevant
evidence (quotes) and analysis to
reinforce the thesis and generally
connects to the thesis by
answering So What? Transitional
words signal new ideas, but may
lack paragraph transitions.
The conclusion briefly
summarizes the evidence
presented in each body
paragraph. Theme is restated, but
deep insight into the author’s
message may be lacking. The final
clincher ends the essay by
connecting back to the hook.
Transitional words connect
sentences.
The text incorporates thee
quotes into each body paragraph.
Citations may not follow MLA
guidelines. Quotes appear within
the author’s sentences, but may
lack smooth integration at times.
The text utilizes a formal,
objective tone while generally
adhering to standard English
conventions of usage and
mechanics. The text usually uses
present tense verbs to discuss
story events. The text generally
uses active voice, but may not
always contain strong verbs.
C (3)
D (2)
F (1)
An introductory sentence relates
to the thesis. A transitional
sentence may be lacking. A plot
summary retells story events but
may be choppy (lacks transitions)
or unconnected to essay topic.
The text includes a sentence to
introduce the essay. Ideas do not
flow smoothly due to a lack of
transitional sentences. A choppy,
brief plot summary fails to
provide adequate story detail.
The text demonstrates a lack of
awareness of hook statements,
transitional sentences, and plot
summary.
A thesis statement ends the
introduction by providing two
literary devices, but may lack a
clear statement of theme and
active voice.
The text has an organization and
structure aligned with the thesis.
Topic sentences, lead-in
sentences and clinchers generally
include the lit device but may not
support thesis. The text provides
evidence (quotes) that may not
always reinforce thesis.
Commentary emphasizes the
importance of each trait but may
not effectively connect to the
thesis by answering So What?
Transitions appear infrequently.
The conclusion restates some of
the evidence presented in each
body paragraph. The thesis is
simply restated. A concluding
sentence connects back to the
hook. Opportunities to create
flow through transitional words
may be missed.
The thesis statement is vague and
may not clearly define two
literary devices and a theme
statement. May use passive
voice.
The text attempts a structure and
organization to support the
thesis. Topic sentences, lead-in
sentences, and clinchers are
either lacking altogether or may
lack persuasion or a literary
device. Commentary and
evidence (quotes) do not
effectively reinforce the thesis by
answering So What? Occasional
transitional words may connect
ideas.
The text lacks a clear thesis
statement. It is unclear which
devices and/or theme the author
will analyze. May use passive
voice.
The text has limited structure and
organization with little
connection to the thesis. Topic
sentences, lead-in sentences, and
clinchers lack persuasion, do not
appear, and/or do not clearly
reinforce thesis. Commentary and
evidence (quotes) either lack
completely or do not answer So
What? A lack of transitional
words creates choppiness.
The conclusion merely restates
the thesis. The text may fail to
restate evidence from body
paragraphs. The final sentence
may not effectively connect to
the hook. The text fails to deeply
analyze the theme. The text is
choppy due to a lack of
transitional words.
The text may fail to conclude the
argument and may fail to restate
evidence from body paragraphs.
The text fails to connect the
introduction to the conclusion.
The text fails to deeply analyze
the author’s theme. Ideas are not
connected due to a lack of
transitional words.
The text includes quotes in each
body paragraph, but may fail to
present three in each. Quotes
may lack smooth integration and
proper citations.
The text contains inconsistent use
of cited quotes. Quotes either
lack smooth integration or
appear by themselves.
The text fails to present three
cited quotes in each paragraph.
Quotes appear by themselves and
lack smooth integration.
The text presents a formal,
objective tone adhering to some
standard English conventions of
usage and mechanics. The writer
may fail to consistently use
present tense verbs to discuss
story events. The text misses
opportunities to use active voice
and strong verb choices.
The text illustrates a limited
awareness of formal tone. The
text illustrates limited accuracy in
standard English conventions of
usage and mechanics. The writer
fails to use present tense verbs to
discuss story events. The text
generally contains weak, passive
verbs.
The text illustrates a limited
awareness or inconsistent tone.
The text illustrates inaccuracy in
standard English conventions of
usage and mechanics. The text
fails to use present tense verbs to
discuss story events. Verbs are
generally weak and passive.
LITERARY ANALYSIS RUBRIC - COMPOSITION