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iRubric: Analytical Essay Rubric

iRubric: Analytical Essay Rubric

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Analytical Essay Rubric 
Generic Essay Rubric
Rubric Code: AAB24W
By crgray
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Persuasive Writing Rubric
  Poor (A)

12 pts

Fair (B)

14 pts

Good (C)

16 pts

Proficient (D)

20 pts

Thesis and supporting points

1
Poor (A)

No clear thesis or points of discussion are apparent. Student has not shown the reader what the paper is about with any clarity. Thesis may not even be written has a statement.
Fair (B)

Attempt at a thesis in the introduction. However, points of discussion that support the thesis don't or barely exist. Some points may not be followed up on in the paper.
Good (C)

Thesis is clearly identifiable. Points of discussion are evident in the introduction and followed up in the body of the paper.
Proficient (D)

Thesis and points of discussion are clear, concise, and provable. The paper follows up on each point of discussion throughout the paper.
Organization

2
Poor (A)

The paper is very hard to follow. No sense of order or flow. Reader loses a sense of what the writer is trying to convey.
Fair (B)

The essay has a thesis and points of discussion in an introduction and follows through to write about each point, but strays off topic or bounces around somewhat.
Good (C)

There is a clear thesis, points of discussion, introduction and conclusion and the paper has an orderly flow.
Proficient (D)

There is a clear thesis, points of discussion, intro and conclusion and the writer connects each point with appropriate transitions. The paper is logical in its flow and direction.
Conventions

3
Poor (A)

Numerous errors distract the reader and make it difficult to read. Errors made more than one way for the same word/phrase.
Fair (B)

Limited control of conventions. Some errors in common patterns that partially hinder the reader's ability to follow the paper.
Good (C)

Control of most writing conventions. Errors are few and minor.
Proficient (D)

Exceptionally strong control of standard conventions of writing.
Improvements to Writing

4
Poor (A)

No/minimal demonstration of brainstroming, outlining, drafts, or attempts to improve upon their writing.
Fair (B)

Does not show many revisions to clear up languge, organization, fluency, conventions or writing style.
Good (C)

Evidence of a clear progression from beginning ideas to organized thoughts, pre-writing to drafts, rough drafts to improved final drafts.
Proficient (D)

Obvious continuous improvement culminating in an articulate and well'thought through argument for the thesis.
Quality of Evidence

5
Poor (A)

Sounds as though writer was writing off the top of their head and trying to fake their way through the paper. Many facts are wrong and arguments don't stand up to reason.
Fair (B)

Writing has minimal evidence and/or logic to their arguments. There is an attempt to use examples and/or evidence to build a case but it is mostly ineffective.
Good (C)

There is a clear use of examples and/or cited evidence from a credible source. Most of the evidence is of good quality and fits with the case the paper is making in the thesis.
Proficient (D)

Obvious use of other credible sources with citations to back up the writer's assertions. All evidence is directly tied to the thesis in an effective manner and supports the thesis/points of discussion.





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