ENGLISH 8: STEINBECK LITERARY ANALYSIS ESSAY
HONORS
Including Quality and Clarity
of Ideas and Meaning
The internal structure of the piece
STRUCTURE/ORGANIZATION
CONTENTSCORE IS DOUBLED!
Student’s Name: ______________________________ Period 1
________ / 100
6
Exemplary
5
Strong
4
Effective
3
Developing
2
Emerging
1
Unacceptable
• Is clear and consistently
focused; exceptionally
well shaped and
connected.
• Reflects outstanding
BALANCE of quoted and
original ideas that
support the thesis.
• Contains ideas that
consistently and fully
support and/or enhance
the central topic/thesis
(e.g., well-developed
details, reasons,
examples, evidence,
anecdotes, events,
and/or descriptions,
etc.).
• Ideas are consistently
purposeful, specific, and
often creative.
• Is clear and focused; well
shaped and connected.
• Reflects strong BALANCE
of quoted and original
ideas that support the
thesis.
• Contains ideas that usually
support and/or enhance
the central topic/thesis
(e.g., developed details,
reasons, examples,
evidence, anecdotes,
events, and/or
descriptions, etc.)
• Ideas are usually
purposeful, specific, and
sometimes creative.
• Is generally clear and
focused; satisfactorily
shaped and connected.
• Reflects good BALANCE of
quoted and original
ideas that support the
thesis.
• Contains ideas that
satisfactorily support
and/or are relevant to
the central topic/thesis;
details, reasons,
examples, evidence,
anecdotes, events,
and/or descriptions, etc.
are sometimes
developed.
• Ideas tend to be
predictable but
purposeful.
• Has a discernable focus;
sometimes shaped and
connected.
• Reflects limited BALANCE
of quoted and original
ideas that support the
thesis.
• Contains ideas that
somewhat support the
central topic/thesis, but
details, reasons,
examples, evidence,
anecdotes, events,
and/or descriptions, etc.
are usually poorly
developed and are
sometimes list-like.
• May present several ideas,
but no central focus
emerges; seldom shaped
and connected.
• Reflects little BALANCE of
quoted and original
ideas that support the
thesis.
• Contains ideas related to a
topic/thesis, but they
are often confusing or
incidental. Details,
reasons, examples,
evidence, anecdotes,
events, and/or
descriptions, etc. are
gratuitous, list-like,
and/or undeveloped.
• May announce the topic,
but no central focus is
present; not at all
shaped and connected.
• Reflects minimal or no
BALANCE of quoted and
original ideas that
support the thesis.
• Includes few, if any, ideas
that are related to the
announced topic/thesis
(e.g., few or no details,
reasons, examples,
evidence, anecdotes,
events, and/or
descriptions, etc.).
6
5
4
3
2
• Presents an organization that
enhances the central
topic/thesis.
• Presents a compelling
order/structure; writing
flows smoothly so that
organizational patterns are
seamless.
• Includes a compelling opening
• Presents an organization that
reinforces the central
topic/thesis.
• Includes an order/ structure
that are maintained with a
consistent flow of ideas.
• Includes a strong and
purposeful opening and
closure that reinforces
unity and provides a clear
sense of resolution.
• Demonstrates an effective
arrangement of ideas,
events, and/or details.
• Includes transitions that are
effective and clearly
connect events, ideas,
and/or details.
• Presents an organization that
satisfactorily develops the
central topic/thesis.
• Includes an order/ structure
that may be predictable.
• Includes a clear opening and
closure that contributes to
unity, but the resolution
tends to be obvious.
• Demonstrates a clear
arrangement of events,
ideas, and/or details.
• Includes transitions that work
well, but the connections
between the ideas
sometimes seem forced or
predictable.
• Presents an organization that
is adequate for the central
topic/thesis.
• Includes a structure that is
formulaic and predictable,
or occasionally erratic,
inconsistent, or uneven.
• Includes an opening and
closing that are mechanical
and formulaic or too weak
to tie the piece together or
only vaguely related.
• Demonstrates a mechanical
arrangement of events,
ideas, and/or details.
• Includes few or formulaic
transitions; ideas may
pertain to the topic but not
to each other.
• Presents an organization that
is not adequate for the
central topic/thesis.
• Includes a structure that is a
simple listing of loosely
connected events, ideas,
and/or details.
• May include an opening with
little direction and closure
that is inappropriate,
unconnected, or missing.
• Transitions are typically
missing; ideas may not
pertain to the topic.
and effective closure that
reinforces unity and provides
an outstanding sense of
resolution.
• Demonstrates a purposeful,
coherent, and effective
arrangement of events, ideas,
and/or details.
• Includes transitions that are
smooth and cohesive
(sentence transitions)
1
• Lacks a sense of direction;
organizational problems
may obscure the central
topic/thesis.
• Includes ideas, details, or
events that are strung
together without apparent
structure.
• Openings and closures are
typically inappropriate or
missing.
• May be too brief to evaluate
for organization.
DICTION/WORD CHOICE
3
• Contains words and
expressions that are
sometimes clear and
precise.
• Contains words that are
primarily simple and
general, yet adequate.
• Contains mostly bland verbs
or commonplace nouns and
inappropriate modifiers.
• May include imagery or
figurative language; when
present it is simple and
generally not effective.
2
• Contains words and
expressions that are
occasionally clear and
precise.
• Contains some vague and/or
incorrect words that may
be confusing.
• Rarely includes imagery or
figurative language.
1
The specific vocabulary the writer
uses to convey meaning
SENTENCE FLUENCY
4
• Contains words and
expressions that are often
clear and precise
• Contains words that are
mostly appropriate, and
often varied.
• May contain bland verbs or
commonplace nouns and
inappropriate modifiers.
• May include imagery; when
present, it is usually simple.
• May include figurative
language; when present, it
is often predictable.
6
5
4
3
2
1
• Demonstrates a sophisticated
rhythm and cadence with
very effective phrasing so
that each sentence flows
easily into the next.
• Includes sentences that vary
in structure and length
creating an extremely
effective text; fragments, if
present, appear deliberately
and effectively chosen for
stylistic purposes.
• Includes sentence structures
that are consistently logical
and clear so that the
relationships among ideas
are firmly and smoothly
established.
• Usually has rhythm, cadence,
and effective phrasing,
although occasionally a
sentence may not flow
smoothly into the next.
• Includes sentences that vary
in structure and length and
are used effectively;
fragments, if present,
appear chosen for stylistic
purposes.
• Includes sentence structures
that are usually logical and
clear so that the
relationships among ideas
are established.
• Has some flow and rhythm
although phrasing and
connectives may be more
mechanical than fluid.
• Has some variation in
sentence structure;
fragments, if present, often
work for stylistic purposes.
• Includes sentences that
usually establish the
relationships among ideas.
Has little flow or rhythm and
phrasing may be rigid or
mechanical.
• Has little variation in sentence
structure; fragments, if
present, are used
indiscriminately.
• Includes sentences that may
be illogical or unclear so
that the relationships
among ideas are only
somewhat established.
• Includes some sentences with
structural and word
placement problems that
result in confusion and
unnatural phrasing.
• Includes a pattern of many
simple and monotonous
sentences or a pattern of
multiple rambling
sentences; may include
inappropriate fragments.
• Includes sentences that may
be unclear or illogical.
• Includes connectives that may
be redundant, overused, or
lacking, so that the piece
lacks flow.
• Includes choppy, rambling,
irregular, or awkward
sentences; typically
includes several
inappropriate fragments.
• Includes sentences that are
unclear and illogical.
CONVENTIONS
Standard Writing
5
• Contains words and
expressions that are usually
vivid, and precise.
• Contains words that are
usually creative and/or
sophisticated, but not
always natural.
• Contains mostly active verbs
and words chosen to fit the
piece effectively.
• May include imagery; when
present, it is usually strong.
• May include figurative
language; when present, it
is usually effective.
The way the words and phrases
flow throughout the text
6
• Contains words and
expressions that are
consistently powerful,
vivid, varied, and precise.
• Contains words that are
usually creative and/or
sophisticated, but natural
and not overdone.
• Contains lively verbs and
precise nouns and
modifiers that add depth
and specificity.
• May include imagery; when
present, it is consistently
powerful.
• May include figurative
language; when present, it
is effective.
6
5
4
3
2
• Is almost error-free and
demonstrates an
outstanding control of ageappropriate conventions.
• Includes spelling, usage,
punctuation, capitalization,
and paragraphing that are
correct to the extent that
almost no editing is needed.
• Includes a wide range of ageappropriate conventions
intentionally used for
stylistic effect.
• Exhibits few errors and
mainly shows effective
control of age-appropriate
conventions.
• Includes spelling, usage,
punctuation, capitalization,
and paragraphing that are
correct to the extent that
minimal editing is needed.
• Includes age-appropriate
conventions sometimes
used for stylistic effect.
• Exhibits some errors but
demonstrates reasonable
control over a limited range
of conventions; control over
more sophisticated spelling,
usage, punctuation,
capitalization, and
paragraphing skills may be
spotty.
• Includes spelling, usage,
internal punctuation,
capitalization, and/or
paragraphing errors that
require minor editing.
• Includes age-appropriate
conventions, but they are
rarely used for effect.
• Reflects a limited grasp of
age-appropriate
conventions.
• Contains errors in spelling,
end and internal
punctuation, capitalization,
paragraphing, and usage
that require moderate
editing.
• Contains several errors that
reflect a struggle with
control of basic
conventions.
• Contains errors in spelling,
end and internal
punctuation, capitalization,
paragraphing, and usage
that require extensive
editing.
• Contains a limited vocabulary
and redundant words and
phrases.
• Contains words that are
frequently used incorrectly.
• Contains words that create
only general meaning;
imagery and figurative
language are typically
missing.
1
• Contains many errors of a
variety of types scattered
throughout the writing:
spelling, punctuation,
capitalization,
paragraphing, and usage.
• May be too brief to evaluate
conventions.