iRubric: Literary Analysis (English 102) rubric

The student uses MLA format correctly and cites all quoted or paraphrased passages and sources correctly. In addition, student includes a Works Cited page that is formatted correctly.

The student uses MLA format correctly most of the time; cites all quoted or paraphrased passages and sources correctly. Works Cited page is, for the most part, formatted correctly.

Some parts of MLA format are correct and some are not; quoted or paraphrased passages are cited but not cited correctly. Works Cited page is included but is formatted incorrectly.

Student does not use correct MLA format and/or does not cite quoted or paraphrased passages; there may be evidence of plagiarism. No Works Cited page is included.

Intro engages the reader, introduces textual issues, and leads effectively to the thesis; thesis clearly stated and exhibits analytical thinking, engagement with the topic, and complexity; texts, authors referenced within first two paragraphs.

Intro leads reader to the thesis; thesis is clearly stated and contains a position and a rationale, but one or the other may not be effective; exhibits some analytical thinking, texts, authors, and issues referenced.

Intro leads the reader to the thesis; thesis is present but lacks clarity and analytical thinking; texts and authors may be referenced.

Intro fails to adequately tie into thesis; thesis is unclear and underdeveloped; texts, authors, and issues are not referenced.

Essay reflects mastery of the research perspective applied through the student's analysis. The writer is fluent in the language and rhetoric that informs the perspective. Evidence or examples are consistently integrated and support the thesis and topic sentence. Analysis is consistently provided. Student makes relevant connection between sources and demonstrates critical argumentation.

Essay reflects a solid understanding of the research perspective applied. The writer uses much of the language and rhetoric that informs the perspective. Evidence and examples support the thesis and the topic sentence. Analysis is consistently provided although it may not always connect with the thesis.

Essay reflects some understanding of the research perspective applied. The writer struggles to use the language and rhetoric that informs the perspective. Some evidence or examples are provided but they may not support the thesis or topic sentence. Essay is heavily dependent on summary and/or the analysis of source(s) may not connect with the thesis. Analysis may be obvious or repetitive.

Essay reflects little to no understanding of the research perspective and may not be applied in the student's analysis. The writer uses little, if any, of the language and rhetoric that informs the perspective. Very little evidence or examples are provided, and there is little or no analysis of source(s).