Literary Analysis Rubric w/ Formula
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Literary Analysis Rubric
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SKILL AREA6—Responses at this level:5—Responses at this level:4—Responses at this level:3—Responses at this level:2—Responses at this level:1—Responses at this level:Rubric Score
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Meaning: the extent to which the writing exhibits sound understanding, interpretation, and/or analysis of the writing task and text(s)convey an accurate and in-depth understanding of the topic, audience, and purpose for the writing task; offer insightful interpretations of the text(s) with analysis that goes well beyond a literal levelconvey an accurate and complete understanding of the topic, audience, and purpose for the writing task; offer clear and explicit interpretations of the text(s) that goes beyond a literal level convey an accurate although somewhat basic understanding of the topic, audience, and purpose for the writing task; offer partially explained and/or somewhat literal interpretations of the text(s) with some analysis !convey a partly accurate understanding of the topic, audience, and purpose of the writing task; offer few or superficial interpretations of the text(s) with a tendency to retell instead of analyzeconvey a confused or largely inaccurate understanding of the topic, audience, and purpose for the writing task; offer unclear interpretations of the text(s) and no attempt to analyzeprovide no evidence of understanding the writing task; make no interpretations of the text(s) 4
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Development: the extent to which ideas are elaborated on using specific and relevant details and/or evidence to support the thesisdevelop ideas clearly and fully, effectively integrating and elaborating on specific textual evidence; reveal a thorough and insightful understanding of the author's use of literary elements and techniques!develop ideas clearly and consistently, incorporating and explaining specific textual evidence; reveal an understanding of the author's use of literary elements and techniques develop some ideas more fully than others, using relevant textual evidence; reveal an implicit understanding of the author's use of literary elements and techniquesdevelop ideas briefly or partially, using some textual evidence, but without much elaboration; reveal a vague or limited understanding of the author's use of literary elements and techniquesattempt to offer some development of ideas, but textual evidence is vague, irrelevant, repetitive, or unjustified; reveal a confused understanding of the author's use of literary elements and techniquescompletely lack development and do not include textual evidence; reveal no awareness or understanding of the author's use of literary elements and techniques6
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Organization: the extent to which the writing establishes a clear thesis and maintains direction, focus, and coherenceskillfully establish and maintain consistent focus on a clear and compelling thesis; exhibit logical and coherent structure with claims, evidence, and interpretations that convincingly support the thesis; make skillful use of transition words and phraseseffectively establish and maintain consistent focus on a clear thesis; exhibit a logical sequence of claims, evidence, and interpretations to support the thesis; make effective use of transition words and phrases establish and maintain focus on a clear thesis; exhibit a logical sequence of claims, evidence, and interpretations, but ideas within paragraphs may be inconsistently organized; make some attempt to use basic transition words and phrases!establish but fail to consistently maintain focus on a basic thesis; exhibit a basic structure but lack the coherence of consistent claims, evidence, and interpretations; make an inconsistent attempt to use some basic transition words and phrasesestablish a confused or irrelevant thesis and fail to maintain focus; exhibit an attempt to organize ideas into a beginning, middle, and end, but lack coherence; make little attempt to use transition words and phrasesfail to include a thesis or maintain focus; complete lack of organization and coherence; make no attempt to use transition words or phrases4
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Language: the extent to which the writing reveals an awareness of audience and purpose through word choice and sentence varietyare stylistically sophisticated, using language that is precise and engaging with notable sense of voice and awareness of audience and purpose; effectively incorporate a range of varied sentence patterns to reveal syntactic fluencyuse language that is fluent and original, with evident awareness of audience and purpose; incorporate varied sentence patterns that reveal an awareness of different syntactic structures!use appropriate language, with some awareness of audience and purpose; make some attempt to include different sentence patterns but with awkward or uneven success rely on basic vocabulary, with little awareness of audience or purpose; reveal a limited awareness of how to vary sentence patterns and rely on a limited range of syntactic structuresuse language that is imprecise or unsuitable for the audience or purpose; reveal a confused understanding of how to write in complete sentences and little or no ability to vary sentence patternsuse language that is incoherent or inappropriate; include a preponderance of sentence fragments and run-ons that significantly hinder comprehension5
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Conventions/MLA: the extent to which the writing exhibits conventional spelling, punctuation, paragraphing, capitalization, and grammar as well as correct MLA documentation styledemonstrate control of the conventions with essentially no errors, even with sophisticated language; demonstrate no errors in MLA styledemonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language (e.g. punctuation of complex sentences); demonstrate one or two minor errors in MLA style demonstrate partial control, exhibiting occasional errors that do not hinder comprehension (e.g., incorrect use of homonyms); demonstrate 3-5 errors in MLA styledemonstrate emerging control, exhibiting frequent errors that somewhat hinder comprehension (e.g., agreement of pronouns and antecedents, spelling of basic words); demonstrate one significant MLA error or more than 5 minor errors!demonstrate lack of control, exhibiting frequent errors that make comprehension difficult (e.g., subject/verb agreement, use of slang); demonstrate two significant MLA errors and multiple minor errorsillegible or unrecognizable as literate English; demonstrate no understanding of MLA documentation style3
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Comment:Grade:84
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Literary Analysis Rubric