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iRubric: Literary Critical Analysis rubric

iRubric: Literary Critical Analysis rubric

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Literary Critical Analysis 
Literary Critical Analysis
Students will show their ability to read a text critically by writing an analytical response to a literary text.
Rubric Code: HX2XCXB
By r_hayes
Ready to use
Public Rubric
Subject: English  
Type: Reading  
Grade Levels: 9-12

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  Exemplary

5 pts

Proficient

4 pts

Needs Improvement

3 pts

Unsatisfactory

2 pts

Failing

1 pts

Comprehension & Interpretation

pts. x 4 = 20 max. points
Exemplary

Thesis statement clearly presents the claim and reasons. A counterclaim is also presented. Develops interpretations that are relevant and meaningful. Demonstrates a comprehensive grasp of the text.
Proficient

Thesis statement clearly presents the claim and reasons. Develops interpretations that are relevant and demonstrates an adequate grasp of the text. Accurate and reasonably coherent interpretations around clear ideas, premises, or images from a literary work.
Needs Improvement

Thesis statement presents claim and/or reasons, but ideas are muddy. Develops interpretations that may not be relevant or accurate. Demonstrates a limited grasp of the text. Includes interpretations that lack accuracy or coherence as related to ideas, premises or images from the literary work.
Unsatisfactory

No thesis, or thesis is lacking claim and/or reasons. Does not develop interpretations that are relevant and/or accurate. Demonstrates a limited grasp of the text.
Failing

No thesis. Did not attempt or demonstrates little grasp of task. Lacks an interpretation or may be a simple retelling of the text.
Use of Evidence

pts x 6 = 30 max. points
Exemplary

Provides abundant, relevant, and thorough textual examples and details to support interpretations. Textual examples are explained fully and thoroughly prove the thesis.
Proficient

Provides textual examples and details to support interpretations. Textual examples are explained.
Needs Improvement

Provides few textual examples and details to support the interpretations. May be lacking explanation of textual examples.
Unsatisfactory

Provides few, if any, textual examples and details. The examples and details provided do not clearly support the interpretations.
Failing

Lacks textual examples.
Criticism

pts. x 5 = 25 max. points
Exemplary

Superior ability to respond to and/or question the author's purpose and use of evidence. Accurately points out effective and/or ineffective techniques and methods employed by the author.
Proficient

Ability to respond to and/or question the author's purpose and use of evidence. Adequately points out effective and ineffective techniques and methods employed by the author.
Needs Improvement

Limited ability to respond to and/or question the author's purpose and use of evidence. Ability to point out effective and ineffective methods and techniques employed by the author is limited.
Unsatisfactory

Minimal ability to respond to and/or question the author's purpose and use of evidence. Does not point out effective and ineffective methods and techniques employed by the author.
Failing

No attempt to respond to or question the author's purpose. Does not address the author's methods and techniques at all.
Conventions

pts. x 5 = 25 max. points.
Exemplary

Sophisticated organization. Introduction includes title(s) and author(s). No grammatical or spelling errors. No fragments or run-ons.
Proficient

The essay is organized into introduction, body paragraphs, and conclusion. Title(s) and author(s) are included in the introduction. Few grammatical or spelling errors.
Needs Improvement

The essay shows some organization. Title(s) and author(s) may be included. Grammatical and/or spelling errors begin to interfere with understanding. There may be run-ons and/or fragments.
Unsatisfactory

Organization is lacking. Title(s) and author(s) may be missing. Frequent grammatical and/or spelling errors that interfere with understanding. There may be run-ons and/or fragments.
Failing

Illegible. Or no organization. Or abundant grammatical and spelling errors, including run-ons and fragments, that interfere with understanding.



Keywords:
  • Literature, analysis, critical reading



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