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iRubric: Literary Analysis Writing Rubric

iRubric: Literary Analysis Writing Rubric

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Literary Analysis Writing Rubric 
TKAM Literary Analysis Writing Rubric
This rubric assesses the writing skills targeted in the Common Core's standards for grade 9-10 English Language Art informative/explanatory writing.
Rubric Code: LX634A4
By jmargoli
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric 9-10 Informative/Explanatory
  Advanced (4)

4 pts

Proficient (3)

3 pts

Approaching (2)

2 pts

Emerging (1)

1 pts

Topic

Introduces thesis statement
Advanced (4)

*Attention Grabber / Hook effectively used
*Introduces topic in such a way that reader can easily identify the essay's focus
*Thesis statement is clear focused and reveals essay's organization
Proficient (3)

*Attention Grabber/Hook used
*Introduces topic and establishes the essay's focus
*Thesis statement is identifiable
Approaching (2)

*Attention Grabber/Hook attempted
*Introduces topic, but fails to establishes the essay's focus
*Thesis statement may be identifiable
Emerging (1)

*Attention Grabber /Hook may be attempted, but may not be effective for topic
*May attempt to introduce topic
*Thesis statement not identifiable
Organization

topic sentence relates to thesis
Advanced (4)

The reader
* can identify the writer's main point in all paragraphs

The Writer
*Provides a topic sentence for each paragraph that relates to the thesis
*Supports each topic sentence is with three major supporting points
*Supports each major supporting point with minor supporting details
*Explains how each minor supporting detail supports each major supporting point.
*Two Body paragraphs minimum
*Develops at least 2 supporting points to su
Proficient (3)

The reader
* can identify the writer's main point in most paragraphs and is engaged

The writer
*uses topic sentences and support that explains each major and minor supporting point
Approaching (2)

The reader
* has difficulty identifying the writer's main point in some paragraphs

The writer
*uses may use topic sentences and inadequately explains some major and minor supporting points
Emerging (1)

The reader
*cannot clearly understand the writer's topic sentences, major supporting points, and minor supporting details

The writer
* may use topic sentences, but inadequately explains major and minor supporting points
Style, Tone, Word Choice

author's style
Advanced (4)

*Uses a variety of sentence structure to keep reader engaged.
*Paper is free of sentence fragments, comma splices, and run-on sentences.
*Words used convey an objective or formal attitude/tone toward the issue.
*Uses one consistent and clear third- or first-person voice
Proficient (3)

*Uses a variety of sentence structure to keep reader engaged, but overuses one of the types
*Paper may have one or two sentence fragments, comma splices, and run-on sentences.
*Some words that are used don't effectively convey an objective or formal attitude/tone toward the issue.
*Uses one consistent and clear third- or first-person voice, but lacks pronoun consistency
Approaching (2)

*Uses a variety of sentence structure to keep reader engaged, but overuses one of the types
*Paper may have three or four sentence fragments, comma splices, and run-on sentences.
*The writer seldom uses words that convey an objective or formal attitude/tone toward the issue.
*Shifts between two voices: either third- and first-person or third- and second-person.
Emerging (1)

*Predominant use of simple sentences, and occasional use of compound/complex structure
*Paper may have five or more sentence fragments, comma splices, and run-on sentences.
*The writer uses more ineffective than effective words to convey an objective or formal attitude/tone toward the issue.
*Shifts between two voices: either third- and first-person or third- and second-person.
Conclusion

incorporates thesis
Advanced (4)

Conclusion has a clear and effective explanation.
Proficient (3)

Conclusion incorporates an effective explanation of the thesis and some of the major supporting points.
Approaching (2)

Conclusion attempts to incorporate the thesis, but may not address all of the major supporting points.
Emerging (1)

Conclusion attempts to incorporate the thesis, but fails to address most of the major supporting points.
Convention / Mechanics

GMP
Advanced (4)

No errors in grammar, mechanics, punctuation and spelling.
Proficient (3)

Some errors in grammar, mechanics, punctuation and spelling.
Approaching (2)

Several noticeable errors in grammar, mechanics, punctuation and spelling.
Emerging (1)

Severe errors in grammar, mechanics, punctuation and spelling.
Formatting, Citation, Document Leng

MLA format
Advanced (4)

*Includes at least four correctly formatted in-text citations in the body of the paper.

Accurate paper formatting
Proficient (3)

*Includes at least three correctly formatted in-text citations in the body of the paper.

Does not meet 1 or 2 of the formatting requests
Approaching (2)

*Includes at least two correctly formatted in-text citations in the body of the paper.

Does not meet 3 or 4 of the formatting requests
Emerging (1)

*Includes only one correctly formatted in-text citations in the body of the paper.

Does not meet 3 or 4 of the formatting requests




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