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iRubric: Essay: Constructing Textual Meaning through a Critical Lens rubric

iRubric: Essay: Constructing Textual Meaning through a Critical Lens rubric

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Essay: Constructing Textual Meaning through a Critical Lens built by catstarling64

Rubric Code: XX92W9B
The Great Gatsby critical lens essay
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Keywords: Critical Theory
Categories: Subjects: English  
Types: Writing  
Grade Levels: 9-12, Undergraduate

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  Underdeveloped
1 pts
Developing
2 pts
Proficient
3 pts
Well-Developed
4 pts
Thesis
Underdeveloped

Thesis is vague, unclear and/or unsupportable by the chosen texts.
Developing

Thesis attempts an opinion, but is somewhat vague; may be more of a fact than an opinion, or may not be supported by the texts.
Proficient

Thesis articulates a clear, opinion-based and supportable interpretation of the texts inspired by a critical perspective.
Well-Developed

Thesis articulates a clear, original, and compelling interpretation of the texts inspired by a critical perspective.
Content
Underdeveloped

Essay makes little attempt to fully address the prompt. Essay is mostly summary with little analysis OR demonstrates little to no textual knowledge.
Developing

Essay somewhat addresses the prompt. Some erroneous ideas may be present.
Proficient

Essay clearly addresses the prompt. Ideas are textually based, but insight or depth may be lacking.
Well-Developed

Essay addresses each component of the prompt in depth. Ideas are sound and textually based.
Evidence
Underdeveloped

Essay employs the close reading of only one passage from one text, including direct quotation and analysis OR no quotation is present.
Developing

Essay employs the close reading of two passages from the texts, including direct quotation and analysis OR quotes are present, but analysis is lacking.
Proficient

Essay employs the close reading of three passages from the texts, including direct quotation and analysis.
Well-Developed

Essay employs the close reading of three or more passages from the texts, including direct quotation and analysis. Evidence is clearly linked to overall interpretation.
Overall Organization
Underdeveloped

Overall essay lacks logical sequence, structure.
Developing

Thesis may be unclear in the introduction. Key points may be presented in a confusing or illogical sequence. Concluding paragraph may not follow from or support the argument presented.
Proficient

Thesis is articulated in introduction, body presents several key points related to overall argument, and concluding paragraph follows from and supports the argument presented.
Well-Developed

Thesis is articulated in introduction, each body paragraph focuses on one key point related to the thesis, and concluding paragraph follows from and supports the argument presented.
Paragraph Organization
Underdeveloped

Most body paragraphs lack focus; argument may jump from point to point confusingly within body paragraphs.
Developing

Most body paragraphs are related to the essay's overall thesis, but may not begin with clear topic sentences. Explanation, evidence and analysis may be sequenced in a confusing manner.
Proficient

Most body paragraphs begin with a topic sentence related to the essay's overall thesis, but explanation, evidence and analysis may be sequenced in a confusing manner OR needed transitions may be lacking.
Well-Developed

Every body paragraph begins with a topic sentence related to the essay's overall thesis, then explains, supports and analyzes that idea in a logical sequence using transitions as needed.
Style / Voice
Underdeveloped

Essay's tone is inappropriately casual throughout and/or vague, awkward or drab writing obscures content of essay.
Developing

Essay attempts an academic tone but is frequently casual. Regular lapses into vague, awkward, or drab writing may occur.
Proficient

Essay maintains an academic tone while keeping the reader engaged and informed. A few lapses into vague, awkward, or drab writing may occur.
Well-Developed

Essay maintains an academic tone while keeping the reader engaged and informed with specific word choices, vigorous sentences, and appropriate transitions.
Conventions
Underdeveloped

Recurring conventional errors occur in at least 3 categories.
Developing

Recurring conventional errors occur in at least 2 categories.
Proficient

Recurring conventional errors occur in at least one categories.
Well-Developed

Essay follows the conventions of Academic English including spelling, grammar, capitalization and punctuation consistently throughout with few errors.



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