Scoring Rubric: Critical Review

Name Date

4 3 2 1
Organization The review begins with The review begins with The review begins with The review does not
a clear thesis statement a thesis statement that a thesis statement that begin with a thesis
that identifies the work identifies the work by identifies the work by statement, and the
by title, author, and title and author and in- title and author, but it writer fails to identify
genre and succinctly dicates a critical posi- may not clearly indi- the work by title and
states a critical position tion on some aspect of cate a critical position author. The body does
on one aspect of the the work. The body on the aspect of the not develop a critical
work. The body intro- gives the criteria for the work being reviewed. position. No organiza-
duces and explains cri- critical review; specific The body gives only tional plan is evident.
teria for the critical re- points are supported partial or confusing cri-
view; specific points with evidence from the teria for the critical re-
are supported with de- work. The conclusion view; most points are
tails and examples brings the review to an not supported with evi-
from the work. The appropriate close. dence from the work.
conclusion leaves the The conclusion may be
reader with a memo- weak, repetitive, or
rable final point or a missing.
strong impression of
the writer’s critical
impression.

Elements of The purpose of evalu- The review offers some The review offers little The review does not
Critical Reviews ating the work is insight into the work. insight into the work. offer insight into the
achieved, thereby For the most part, the The review does not work. The review fails
deepening the reader’s review establishes, ex- focus on the same crite- to establish criteria or
understanding of the plains, and sticks to the ria throughout. The does not present an
work. The review es- same criteria for evalu- tone is not appropriate understandable point
tablishes, explains, and ation throughout. The to the content of the of view. The tone is
sticks to the same crite- tone is generally appro- critical evaluation. inappropriate or
ria for evaluation priate to the content of inconsistent.
throughout. The tone the critical evaluation.
is appropriate to the
content of the critical
evaluation.

Grammar, Usage, There are few or no er- There are some errors There are several errors There are many serious
Mechanics, and rors in mechanics, in mechanics, usage, in mechanics, usage, errors in mechanics,
Spelling usage, grammar, or grammar, or spelling. grammar, or spelling. usage, grammar, or
spelling. The title of the Most conventions re- Only some of the con- spelling. Few or none
work and evidence lated to capitalizing ventions related to cap- of the conventions re-
from the work are and punctuating the italizing and punctuat- lated to capitalizing
correctly capitalized title of the work and ing the title of the work and punctuating the
and punctuated supplying evidence and supplying evi- title of the work and
throughout. from the work are dence from the work supplying evidence
followed. are followed. from the work are
followed.

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