Literary Analysis Research Paper Assignment and Rubric
Literary Research Paper—Due January 21, 2009 at 7:30 AM
You will write a literary research paper on either Jane Eyre or Frankenstein. Your paper must have a thesis which you argue and
support throughout your paper with your own ideas and assertions, secondary scholarly sources (at least 5), and support from the
text (examples and quotes). Your paper must be 6-8 pages in length. Your thesis statement must be e-mailed on Wed. January 14th
by 7:30 AM. After that point, you will not be allowed to make any significant change to your topic. There will be a peeredit/question period/in-class writing period on January 20th.
Make sure you consult the “Tips for Writing a Literary Research Paper” before you get started.
If necessary, and with instructor permission, your paper may be revised and resubmitted—a due date will be given for revisions by
the instructor at the time of the student-instructor conference.
On the day your paper is due, all sources (electronic or otherwise) must be submitted with the paper. Any late papers (or any late
portion of this assignment) will result in the reduction of your final grade. Please be reminded that this paper is worth 25% of your
grade for this course.
Make sure that your paper is properly cited in MLA format and that you have a Works Cited Page.
Below is a rubric for how your paper will be assessed and graded:
Remember that the quality of your writing is assessed. Remember that an "A" always reflects work that is excellent and stands as
the model for future assignments on that topic. The grade your writing earns is based on the extent to which it reflects the criteria
for that particular grade. Please be sure that you are familiar with this rubric -- use it as you draft and refer to it when considering
how your writing earned the grade it did. Be sure to ask if there is anything you do not understand.
TS = topic sentence (argumentative statement making a point in support of thesis)
CD = concrete detail (quotes)
CM = commentary (interpretation, explanation of the deeper significance of the quote, proves how the topic sentence -- and thus,
the thesis -- are valid)
“A” (90-100)
Excellent
Content
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Thesis presents well-phrased controlling idea/argument
All argumentative statements are persuasively worded and logically support thesis with a related point
Each body paragraph contains well-chosen CD’s that effectively support the point
All quotes are embedded in lead-in sentences
Interpretations present insightful, well-developed analysis
Essay effectively uses relevant research to develop points
Essay maintains focus on controlling idea, all points are substantial and well-developed
Essay demonstrates attention paid to the audience and the purpose
Concluding paragraph draws conclusions that go beyond restating thesis
Organization:
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Paragraphs logically sequenced
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Smooth transitions between and within paragraphs create coherence and unity
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CD’s arranged logically within paragraph to support TS
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Fluent expression of ideas
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Focus maintained throughout essay
Language Use:
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Sentences varied in length and structure
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Mastery of compound/complex structures, parallelism, noun/verb agreement, noun/pronoun, agreement, verb tense
consistency, preposition use
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Diction appropriate for academic writing
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Mechanics and Vocabulary:
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Unique, confident and engaging voice and style
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Word choices are engaging and fresh
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Effective use of language
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Proper syntax
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Accurate spelling and punctuation, very few, if any, grammatical or mechanical errors
“B” (80-89)
VERY GOOD - GOOD
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Content:
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Thesis presents solid controlling ideas
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All TS’s support thesis with a related point, though wording may be imprecise or the argument may be vague
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Each body paragraph contains adequate CD’s that support the thesis, though some may not be as strong as others
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All CD’s are embedded in lead-in sentences
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CM’s are generally insightful but could be developed further
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Essay uses solid research, though it could be more effectively incorporated
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Generally maintains focus of controlling idea, though some points could further clarified or developed
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Essay generally demonstrates attention paid to audience and purposes
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Concluding paragraph generally effective, though it may restate thesis or points already made
Organization:
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Paragraphs logically sequenced
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Transitions between and within paragraphs generally effective, though coherence can be strengthened
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CD’s arranged logically within paragraph to support TS
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Focus generally maintained throughout essay, though some points may be tangential
· Language Use:
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Some sentence variety with effective but simple sentence constructions, some complex constructions
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Minimal errors in noun/verb agreement, noun/pronoun agreement, verb tense consistency, prepositions
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Occasional errors in diction
· Mechanics and Vocabulary:
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Generally persuasive voice and style
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Generally effective syntax
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Minimal errors in spelling and punctuation
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Word choices are adequate for the assignment, though not very engaging or fresh
“C” (70-79) SATISFACTORY
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Content:
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Thesis present but vaguely or imprecisely stated
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Controlling idea apparent but needs clarification and development
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TS’s tend to state a fact about the text, or do not have a clear argumentative point, or are unrelated to thesis
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CD’s may not be well-chosen, or may be irrelevant, or do not effectively support TS’s
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CD’s may not be properly embedded in lead-in sentences, research is ineffectively used
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CM’s tend to restate the CD, or do not make developed or insightful points, or are rather simplistic, lacking insight (may
retell the story)
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Little or no attention paid to audience or purpose
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Essay may not maintain focus of controlling idea, tends to wander or treat topic in a superficial manner
Organization:
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Paragraphs may not flow logically
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Weak transitions between and within paragraphs that prevent coherence
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CD’s may be disconnected, poorly arranged
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Essay may not be effectively unified, essay tends to lack coherence
Language Use: Sentences may tend to be choppy or syntax may be awkward
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Major problems with simple/complex constructions
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Occasional errors in noun/verb agreement, noun/pronoun agreement, verb tense consistency, preposition use -- errors
distract reader
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Simple diction characterized by idiomatic usage
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Frequent run-ons and fragments
Mechanics and Vocabulary
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No distinct voice or style expressed
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Major syntax problems
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Frequent spelling and punctuation errors
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Word choices are simplistic
“D” (60-69)
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MARGINAL
Content:
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Thesis vague or not discernible, lacks argumentative focus
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Controlling idea is vague or over-generalized or not present
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TS’s do not relate to thesis or are not present
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CD’s poorly chosen or absent and/or not embedded in lead-in sentences
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CM’s restate CD’s, interpretation is superficial and demonstrates no insightful analysis
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No attention paid to audience or purpose
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No research present or ineffective research included
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Essay does not show understanding of topic
Organization:
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No apparent organization to essay
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Points randomly made
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Essay lacks coherence and unity
Language Use:
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Preponderance of errors in noun/verb agreement, noun/pronoun agreement, preposition use
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Diction inappropriate for academic writing
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Numerous run-ons and fragments
Mechanics and Vocabulary:
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Many syntax problems, spelling and punctuation errors
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Word choices are poor
“F” (0-59)
UNACCEPTABLE
Content:
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No identifiable thesis or controlling idea – essay does not respond to assignment; Insufficient and poorly
chosen CD’s and/or CM’s
Organization: No apparent organization to essay
Language Use: Numerous grammatical and diction errors; Numerous run-ons and fragments
Mechanics and Vocabulary: Numerous syntax problems, spelling and punctuation errors
A NOTE ABOUT RESEARCH: Any paper involving research must carefully follow MLA Handbook guidelines for research and should
include appropriate citation within the essay and a Works Cited page. NO CITATION, NO WORKS CITED, NO CREDIT (paper would
have to be revised properly to get credit)