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Literary Analysis Rubric

Literary Analysis Rubric

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Published by Carmen912
The rubric used to grade literary interpretation responses.
The rubric used to grade literary interpretation responses.

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Published by: Carmen912 on Nov 08, 2011
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Literary Analysis Rubric for 9
th
and 10
th
Grades
Jones College Prep Department of English
 
Analysis/Synthesis:
theextent to whichthe writingexhibits soundunderstanding,originalinterpretation of the text, andexecution of theprompt
 Support:
makeswise choicesabout whatquotes andexamples toinclude to supporteach point andthe overall thesis
Development:
the manner inwhich evidencedemonstrates thepoint being madeand supports thethesis
 Purpose:
theextent to whichthe writingestablishes aclear thesis andmaintainsdirection, focus,and coherence
Diction /Audience/Style:
the extentto which thewriting reveals anawareness of audience andpurpose throughword choice andsentence variety
Conventions/Mechanics:
theextent to whichthe writingexhibitsconventionalspelling,punctuation,paragraphing,capitalization, andgrammar 
A
Conveys a validand in-depthunderstanding of the topic,audience, andpurposeOffer clear,explicit, andinsightfulinterpretations of the text(s) withanalysis beyonda literal levelIncorporatesupporting quotesand exampleswhich are wiselychosen to provepointsIncorporatesupport smoothlywith correct MLAcitation of sourcesand skillfulplacement of quotes andexamplesDevelops ideasclearly and fully,integrating andelaborating onspecific textualevidenceReveal athorough andinsightfulunderstanding of the author’s useof language andliterary elementsMake effectiveuse of transitionwords andphrasesEffectivelyestablishes andmaintainconsistent focuson a clear andcompelling thesisExhibits logicaland coherentstructure withclaims, evidence,andinterpretationsthat convincinglysupport the thesisUses languagethat is fluent andoriginal, with clear awareness of audience andpurposeIncorporatesvaried sentencepatterns thatreveal anawareness of different syntacticstructuresDemonstratesconsistent controlof format andconventions withfew errors and noerrors that disruptmeaning, perhapsexhibitingoccasional errorswhen usingsophisticatedlanguage (e.g.,punctuation of complexsentences)
 
 B
Conveys a validand completeunderstanding of the topic,audience, andpurpose for thewriting taskOffers clear andexplicitinterpretations of the text(s) withanalysis thatoverall goesbeyond a literallevelIncorporatessupporting quotesand exampleswhich prove thepoints beingmadeIncorporatessupport into thepaper with correctMLA citation andcompetentplacement of quotes andexamplesDevelops someideas more fullythan others, usingrelevant textualevidenceReveals a clear and possibleinsightfulunderstanding of the author’s useof language, andliterary elementsMakes use of transition wordsand phrasesEstablishes andmaintainconsistent andinteresting focuson a clear thesisExhibits a logicalsequence of claims, evidence,andinterpretationsthat effectivelysupport the thesisUses appropriatelanguage withawareness of audience andpurposeIncludes differentsentence patternsbut with unevensuccessDemonstratespartialunderstanding of format and partialcontrol, exhibitingoccasional errorsthat do not hinder comprehension(e.g., incorrectuse of homonyms)
C
Conveys a validalthoughsomewhat basicunderstanding of the topic,audience, andpurpose for thewriting taskOffers partiallyexplained and/or somewhat literalinterpretations of the text(s) withsome analysisIncorporatessupporting quotesor exampleswhich pertain tothe points beingmadeIncorporatessupport into thepaper with someform of MLAcitation and atleast partiallyappropriateplacement of examplesDevelops ideasbriefly or partially,using sometextual evidencebut without muchelaborationReveals a vagueor limitedunderstanding of the author’s useof literaryelements andtechniquesMakes use of basic transitionwords or phrasesEstablishes andmaintains focuson a clear, basicthesisExhibits a clear sequence of claims, evidence,andinterpretations,althoughparagraphs maybe inconsistentlyinternallyorganizedRelies on basicvocabulary, withsome awarenessof audience or purposeDemonstrates alimited awarenessof sentencepatterns and relyon a limited rangeof syntacticstructuresDemonstratesemergingunderstanding of format andcontrol, exhibitingerrors thatsomewhat hinder comprehension(e.g., agreementof pronouns andantecedents;spelling of basicwords)
D
Conveys aconfused or largely invalidIncludes somesupport whichattempts toAttempts to offer somedevelopment of Establishes asimplistic thesisbut fail to maintainUses languagethat is impreciseor unsuitable for Demonstratespoor understanding of 

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