Hamlet Character Analysis Rubric
Intro
/15
Citation
Format
and
Accuracy
7
6
5
4
3
2-1
Includes appropriate, wellintegrated background info;
includes full name of author and
play; thesis is a carefully crafted
one-two sentences, and has a claim
about how Hamlet is characterized
that features at least 3 green words.
15-14
Includes appropriate amount of
background info; includes full
name of author and play; thesis is
one-two sentences and has a claim
about how Hamlet is characterized
that features at least 3 green words.
13-12
Includes background info; full
name of author and play; thesis
is one-two sentences and/or
has a claim about how Hamlet
is characterized. May not
include at least 3 green words.
11
May include background
info; may include full name
of author and play; thesis is
present, but weak and
missing green words and/or
a clear claim.
Missing background
info and/or full name
of author and play ;
Thesis is weak or not
present.
Inadequate
or missing
completely.
10-9
8-7
Exceptionally strong control
of citation format. Minimum
of 10 citations. Citations are 2
lines each or less.
No, or very minor errors.
Strong control of citation
format. Minimum of 10
citations. Two lines each or
less. Errors are few and
minor and do not impede
readability.
Control of citation
format. 8 citations
included. Citations are
mostly two lines each or
less. Minor errors, while
perhaps noticeable, do not
impede readability.
Limited control of citation
format. May not include 10
citations. Citations may be
too long. Errors/inaccuracy
begin to impair readability.
Citations from NFS and/or
line numbers from NFS.
Limited control of citation
format. Does not include
10 citations. Some
citations too short/long.
Errors impair readability.
Citations from NFS and/or
line numbers from NFS.
10-9
8
7
6
5
/10
Sentence
Fluency
/10
Conventions
/10
Word
Choice
Sentences show a
high degree of
craftsmanship, strong
and varied structure.
10-9
Exceptionally strong
control of standard
writing conventions.
Errors are few and
minor.
10-9
Rich, broad range of
words, appropriate to
audience and
purpose.
Easy flow and
rhythm. Sentences
are carefully crafted
with strong and
varied structure.
8
Strong control of
standard writing
conventions. Errors
are few and minor
and do not impede
readability.
8
Broad range of
words, appropriate to
audience and
purpose.
/10
Conclusion
______/15
10-9
Synthesized reflection of all
key character traits covered in
thesis and body; thorough
evaluation of Hamlet as a
man.
15-14
Writing flows; however,
connections between phrases or
sentences may be less than fluid.
Somewhat varied structure.
7
Control of standard writing
conventions. Minor errors,
while perhaps noticeable, do not
impede readability.
7
Variety of words that are
functional and appropriate to
audience and purpose.
8
Reflective of all key
character traits covered in
thesis and body; solid
evaluation of Hamlet as a
man.
13-12
Writing tends to be
mechanical. Occasional
awkward constructions.
Writing tends to be choppy
or rambling. Many
awkward constructions.
6-0
No control. Numerous
errors in format, spelling
& accuracy distract
reader and make text
difficult to read. Does not
include 10 citations.
Citations too short/long.
Citations from NFS
and/or line numbers from
NFS.
4-0
Writing is difficult to follow.
Sentences tend to be
incomplete, rambling or
awkward.
5
6
Limited control of standard
writing conventions.
Errors begin to impair
readability.
Limited control of standard
writing conventions. Errors
impair readability.
6
5
4-0
Numerous errors in usage,
spelling, punctuation and
capitalization distract the
reader and make the text
difficult to read.
4-0
Ordinary, lacking interest,
Language is monotonous
Extremely limited vocabulary;
precision and variety, or
and/or misused, detracting
vague or imprecise language.
may be inappropriate to
from the meaning and
audience and purpose;
impact.
generic.
4-0
7
6
5
Reflective of most key
Reflective of some key
Reflective of few/no key
Lacks reflection of key
character traits covered in character traits covered in
character traits covered in
character traits covered in
thesis and body; effective thesis and body; basic
thesis and body; weak
thesis and body; no
evaluation of Hamlet as a
evaluation of Hamlet as a
evaluation of Hamlet as a
evaluation of Hamlet as a
man.
man.
man.
man.
11
10-9
8-7
6-0
Ideas and Content
Statement
Proof
Commentary
Revision
______/60
Arguable, maturely
worded statements
w/relevent green words
Arguable statement that
contain green words
relating to topic
Statements with green words are
present but could be more specific
OR are awkwardly worded
Quotes are masterfully
selected and integrated
with the writer’s own
words to enhance
analysis.
Quotes provide support
for statements and are
usually integrated with
the writer’s own words
to enhance the analysis.
Quotes are relevant to the
statements; obvious attempt at
integration with author’s words,
though wording may need revision
Flawlessly ties
proof/statement;
enhanced evaluation
(including alternate
points of view)
*Evidence of
meaningful revision
Effectively ties
proof/statement;
good/above average
evaluation of character
*Evidence of
meaningful revision
60-54
53-48
Statement, proof, and commentary
are related, but some statements are
underdeveloped, lacking enough
commentary to constitute a full
evaluation of Hamlet’s character
*Revision is apparent, but some of
it is simply topical and not
meaningful
47-42
*Statements are not arguable
but instead are declarations of
obvious facts OR do not
contain green words.
Quotes are present, but in
some cases do not fit the
statement. No integration.
Ties between proof and
statement are skeletal,
undeveloped or unclear;
Paper lacks an effective
evaluation of Hamlet’s
character or consist of
summary rather than analysis
*Revision is mostly topical,
not meaningful.
41-36
Paragraphs includes a topic
sentence, but no
statements.
Quote are dropped in
haphazardly and do not fit
statements.
Ties between proof and
commentary are almost
nonexistent. More
summary than evaluation
of Hamlet’s character
*Some words changed
around, but no real revision
35-30
Writing lacks a
central idea or
purpose. No
statements made.
No quotes used
Papers scored a “2”
include no evaluation,
an incorrect
evaluation, or are all
summary
Papers scores a “1”
offer a complete
misreading or are
unacceptably brief
*No revision
29-0
Overall Impression ______/30
Full paper
Paper is masterfully written.
Ideas flow together with
transitions both within and
between paragraphs. Abundant
evidence of student’s ability to
comprehend and analyze
complex text.
*Student has gone above and
beyond the minimum
requirements.
30-27
Paper is coherent and cohesive.
Ideas flow together with
transitions both within and
between paragraphs.
Abundant evidence of
student’s ability to comprehend
and analyze complex text.
*Student has gone above and
beyond the minimum
requirements.
26-24
Paper is mostly coherent and
cohesive. Some summary
rather than analysis. Ideas
usually flow together with
transitions both within and
between paragraphs.
*Adequate evidence of
student’s ability to comprehend
and analyze complex text.
Paper lacks consistency in
places, though topics are
related. Mostly summary
rather than analysis. Ideas
sometimes flow together
with transitions within or
between paragraphs. Some
evidence of student’s ability
to comprehend and analyze
complex text.
Paper is inconsistent,
contradictory, or
underdeveloped.
Summary rather than
analysis. Lacks
transitions. Little
evidence of a student’s
ability to comprehend
and analyze complex
text.
20-18
17-15
23-21
Off prompt,
and/or all
summary. No
evidence of
student’s ability
to comprehend
and analyze
complex text.
14-0
TOTAL: ________/160