English 9
Honors Character Analysis Assignment and Rubric:
Objectives and Standards:


CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
A character analysis is more than a character description. It is an examination of a complex
character’s motivations and how conflicts arise from more than one motivation. As with any formal
essay, there are necessary elements to include (see checklist below).
Prompt: Compare and contrast the motivations of two characters in Fences.
Example: While Rose is motivated by _________ and ___________, Troy is mainly motivated by
___________ and ______________.
__ Introductory statement that includes the name of the play, the author’s name, and characters’
names.
__ General information describing the appearance of the characters and their relationships to
others in the play.
__ More focused information describing the background, personality, and attitudes of the
characters.
__ Thesis statement (focus on the effect of the characters’ conflicting motivations).
__ Each body paragraph (at least 3) begins with a topic sentence.
__ Give quoted examples from the text that prove your thesis (at least three), with MLA in-text
citation. Introduce these quotes with a phrase that tells the reader what is happening. Example:
After coming home from work, Troy says to Rose, “....” (35).
__ Compose commentary on the evidence from the text (“this evidence illustrates...” or “because of
this…”) for each quoted piece from the text.
__ Write a concluding statement that echoes your thesis. Stretch yourself and change the word
choice and sentence structure.
__ Stay in literary present tense.
__ Use complete sentences without fragments or run-ons.
__ Use 3rd person (do NOT use “I think…” or “you can see that...”).
Step 1: Read a model paper and examine the essay outlines provided in class so you can see an
example of how another writer has constructed a character analysis.
Step 2: Make a list of character traits.
(See a list of traits here:)
http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pdf
Which ones show your characters’ motivations? What can you claim about what motivates each
character? This is the core of your thesis.
Step 3: Look through your reading entries to see what you’ve noticed so far that supports the
thesis. You’ll need to choose three different pieces of the text to quote as evidence.
Step 4: Begin writing your first draft.
Honors Character Analysis Rubric:
Criterion
5
4
3
2
1
Introductory
Paragraph
Introductory
statement that
includes the name of
the play, the author’s
name, and two
characters’ names.
Contains general
information describing
the appearance of the
characters and their
relationships to others
in the play.
Gives more focused
information describing
the background,
personality, and
attitudes of the
characters.
Contains strong,
arguable, focused
thesis statement.
Introductory statement
that includes the name
of the play, the
author’s name, and
characters’ names.
Contains general
information describing
the appearance of the
character and their
relationships to others
in the play.
Gives more focused
information describing
the background,
personality, and
attitudes of the
characters.
Contains an arguable
thesis statement.
Introductory
statement that
includes the name of
the play, the author’s
name, and
characters’ name.
Contains general
information
describing the
appearance of the
characters and their
relationships to
others in the play.
Gives more focused
information
describing the
background,
personality, and
attitudes of the
characters.
Contains a broad
thesis statement.
Introductory
statement is
missing one or
more of the
following: the
name of the play,
the author’s
name, and
characters’
names.
Contains minimal
general
information
describing the
appearance of
the characters
and their
relationships to
others in the play.
Gives minimal
information
describing the
background,
personality, and
attitudes of the
characters.
Contains a vague
thesis statement.
Introductory
statement is
missing more
than one of the
following: the
name of the play,
the author’s
name, and
characters’
names.
Contains
incorrect general
information
describing the
appearance of
the characters
and their
relationships to
others in the play.
Gives incorrect
information
describing the
background,
personality, and
attitudes of the
characters.
Does not contain
a thesis
statement.
Thesis/
Claim
Claim is precise and
arguable; Claim
can be supported by
reasons/warrants and
textual evidence;
Writer thoroughly
develops claim.
Claim is fairly clear but
not precise;
Claim is arguable;
Claim can be
supported by
reasons/warrants and
textual evidence;
Writer adequately
develops claim
Claim is emerging
but not clear;
Claim suggests a
position that is not
clearly arguable;
Claim is supported
by vague textual
references
Claim is vague;
Claim is not
arguable;
Claim is
supported by
vague textual
references
Claim is
unidentifiable
Textual
Evidence
Ample evidence that
clearly supports
claim; Writer uses at
least three specific
separate quotes from
the text
Adequate evidence
that supports claim;
Writer uses three
specific quotes but the
power of the argument
is reduced by taking
more than one of them
from nearly the same
place in the text
Inadequate amount
of evidence that
supports claim; two
separate quotes may
be used or a third
may be only alluded
to
Scant evidence
that supports
claim only
obliquely; no
quotes but rather
allusions and
descriptions of
what takes place
in the text
Unidentifiable
textual evidence
Organization
Writer uses
sophisticated
transitions to link and
build ideas within and
between paragraphs;
Body paragraphs
contain relevant and
Writer uses
appropriate transitions
to link ideas within and
between paragraphs;
Body paragraphs
contain relevant and
specific examples
Writer uses
transitions between
ideas and/or
paragraphs;
Body paragraphs
contain
examples related to
Organization is
evident but lacks
cohesion and
does not
strengthen the
argument
Unidentifiable
organization
specific examples
and/or details with
thorough and logical
explanations;
Powerful concluding
paragraph enhances
the cohesion of the
overall work and
strengthens claim and
evidence
and/or details with
clear explanations;
Concluding
paragraph contributes
to the cohesion of the
overall work
task/topic;
Concluding
paragraph mostly
restates introduction
Style/Tone
Strong voice;
Objective, formal, and
engaging tone
Strong voice;
Objective and formal
tone
Uneven voice;
Uneven use of
objective and formal
tone
Appropriate style
and formal tone
are emerging
Limited use of
formal tone
Word Choice
Writer employs the
use of rich, colorful,
precise language that
communicates not
just in a functional
way, but in a way that
moves and enlightens
the reader.
Writer employs
appropriate language
that effectively
communicates the
writer’s ideas to the
reader.
Writer employs
somewhat vague
word choices that
convey writer’s ideas
in a limited way.
Word choice
does not help
reader
understand and
appreciate the
topic
Word choice
detracts from
readers’
understanding
of the topic
Writing
mechanics and
conventions
Exemplary use of
capitalization,
punctuation,
grammar, and
proofreading
Proficient use of
capitalization,
punctuation, grammar,
and proofreading
Basic use of
capitalization,
punctuation,
grammar, and
proofreading
Limited use of
capitalization,
punctuation,
grammar, and
proofreading
Inaccurate
writing
mechanics and conventions
detracts from
readers’
understanding
of the topic
MLA format
Command of MLA
format for citations
Use of MLA format for
citations has one or
two errors
Partial use of MLA
format for citations
Limited use of
MLA format
citations
No use of citations