Name
6 (50/50) 5 (45/50)
a sophisticated thesis
LEVEL OF reveals an in-depth
COMPREHENSION analysis of the text
& FOCUS
exhibits a sophisticated
and coherent structure
ORGANIZATION
through skillful placement
of ideas and effective
transitioning
ideas are original, clearly
developed and supported
SUPPORT & with effective, relevant,
FOCUS and specific references in
order to analyze the text
4 Citations, correctly
placed and used
innovative, original
LEAD/ introduction that indicates
INTRO. writer’s grasp of topic,
purpose and audience
writer “comes to a
conclusion”, leaving
CONCLUSION reader satisfied and
thinking
utilizes terminology
VOICE appropriate to genre,
chooses distinct words,
Diction and varies sentence
Syntax length and grammatical
Imagery structure to create an
Tone original and confident
voice both fitting to the
purpose of the essay and
intended audience
mastery of conventions:
CONVENTIONS no spelling, punctuation or
format errors (including
MLA format & citing text)
 Conventions must earn at least a “4” in order for the overall essay to earn anything higher than a “4”.
 All prewriting, notes, peer responses, and drafts/with obvious revision must be included for full credit for Essay.
Literary Essay Rubric (Holistic Rubric)
4 (40/40) 3 (35/50) 2 (30/50) 1 (25/50)
a sound thesis a clear thesis a thesis demonstrates a the thesis is so no evidence of a
demonstrates a demonstrates some basic understanding of general/simple it thesis OR the thesis
plausible interpretation interpretive the text does not need does not
of the text comprehension of the development ; an demonstrate a
text obvious fact reading of the text
exhibits a coherent exhibits a logical exhibits a rudimentary much of the essay essay has little to no
structure with logical structure and has structure that has fairly seems out of order, sense of logical
placement of ideas and relatively smooth smooth transitions illogical and has order
smooth transitions transitions combined with some very few transitions
choppy ones
ideas are developed, most ideas are ideas are briefly developed, most ideas are ideas are
making use of relevant developed, with using some relevant and undeveloped, undeveloped,
and specific references interpretation of the specific references from the repetitive, or unsupported, or
in order to interpret the text, making use of text combined with supported only with supported with
text relevant and specific paraphrasing/summary summary of text 2 irrelevant text or
4 Citations, perhaps references from the 3 Citations, perhaps some -3 Citations, summary
some error in use text error in use perhaps some
3 Citations error in use 1-2 citations
pulls the reader into the standard lead and lead is attempted, Lead is attempted, too short, non-
piece, introduces the introduction to thesis introducing the text and but does little to existent, or unfitting
text and thesis – (it works) thesis introduce essay for the essay
writer “comes to a writer “comes to a restates thesis, may be short or superficial, non-existent or does
conclusion” about conclusion”, ties superficial just tacked on the not make a point
thesis/text, leaving essay together end
reader satisfied
utilizes terminology utilizes terminology attempts to utilize writing shows little no voice and no
appropriate to genre, appropriate to genre, terminology appropriate to awareness of awareness of
makes conscious word and varies some genre, experiments with varying audience
choice, and varies some sentence length and varied sentence length and grammatical demonstrated ;
sentence length and grammatical grammatical structure; a structures or word sentences are
grammatical structure to structure; voice is hint of voice is present in choice to fit awkward, rambling,
create a convincing stronger in some essay purpose of essay; fragmented and/or
voice parts of essay voice may only be confusing
present in lead and
conclusion
strong conventions: a few grade- some grade-appropriate frequent Too many errors in
correct format; one or appropriate errors in errors combined with spelling/editing spelling,
two reasonable errors format, spelling, careless errors in spelling, typing and MLA conventions, or MLA
in punctuation, verb punctuation, verb conventions, editing or MLA format errors format to be
tense, spelling, and/or tense, or MLA format format considered a final
MLA format draft