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Essay-Question Rubric
Literary Analysis Essay Rubric
Historical and Literary Analysis
Rubric Code:
B22CW55
By
vanichri
Ready to use
Public Rubric
Subject:
Humanities
Type:
Writing
Grade Levels:
Undergraduate
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Essay Questions
Stellar
5 pts
Very Good
4 pts
Good
3 pts
Needs Improvement
2 pts
Unsatisfactory
1 pts
Content
30 %
Stellar
Topic(s) and context are presented in a clear, comprehensive, and descriptive manner. Ideas are connected clearly and logically. The student demonstrates a thorough and skillful grasp of the source material. Major points are stated clearly and are well supported. No errors.
Very Good
Topic(s) and context are presented with some clarity and descriptiveness. Ideas are somewhat connected. The student demonstrates an adequate grasp of the source material. Most major points are stated and some are supported. Minor errors, if any.
Good
Topic(s) and context are presented with minimal descriptiveness. Ideas are marginally connected and sometimes repeated. The student possesses some grasp of the source material. Some major points are stated but not all are supported. Few and/or minor errors.
Needs Improvement
Topic(s) and context are presented superficially or in an incomplete manner. Ideas are not clearly connected and/or are needlessly repeated. The student appears to lack a grasp of the source material. Only part of the question is addressed. The student makes some false statements. Many errors, some major.
Unsatisfactory
No evident topic(s) or context relating to the question. Ideas are disconnected. Incomplete. No major points are stated. The student makes many false statements and/or appears to be answering a different question entirely. Many major errors.
Interpretation and Detail
30 %
Stellar
The student, where appropriate, interprets the text in a creative, thorough, and comprehensive manner. Arguments, with supporting evidence, are convincing and correct. The student wrote just enough to support their topic without needlessly repeating or introducing sources that are superfluous.
Very Good
The student, where appropriate, interprets the text with some creativity and enough supporting detail. Arguments, some with supporting evidence, are mostly convincing and correct. The student wrote a little more or a little less than they needed to support their topic.
Good
The student, where appropriate, provides some basic interpretation and some supportive detail. Arguments, few with supporting evidence, could be more convincing but are not incorrect. The student wrote more or less than they needed to support their topic.
Needs Improvement
The student provides some basic interpretation that lacks supportive detail. Arguments lack supporting evidence, are not convincing, and may be incorrect or misleading. The student wrote much more or much less than they needed to support their topic.
Unsatisfactory
The student provides no interpretation and arguments lack supporting evidence. Details included are incorrect or misleading. Details and elaboration are mostly filler.
Evidence
30 %
Stellar
Appropriate evidence with clear sourcing is consistently provided to support arguments. Seamless transitions between the student's own writings and quoted and/or paraphrased material. The choice to include—or omit—citations is effective; the presence of each quotation is purposeful and meaningful and does not merely take up space.
Very Good
Appropriate evidence is provided almost always, and mostly with clear sourcing, to support arguments. Transitions between the student's own writings and quoted and/or paraphrased material are relatively seamless. The inclusion of most quotations is meaningful and justifiable.
Good
Some evidence is provided, and mostly with clear sourcing, to support arguments. Attempts at smooth transitions between the student's own writings and quoted and/or paraphrased material is apparent. The inclusion of many quotations is meaningful and justifiable, and none stands on its own without a clear purpose.
Needs Improvement
Evidence is lacking where it should be included, or the evidence provided is not directly connected to the arguments. Clear sourcing to support arguments is often missing when quotations are included. Unsatisfactory attempts to transition smoothly between the student's own writings and quoted and/or paraphrased material. Some quotations stand on their own without a clear purpose.
Unsatisfactory
No evidence is included, or the evidence provided is not connected to the arguments. Clear sourcing to support arguments is missing when quotations are included. No attempts to transition smoothly between the student's own writings and quoted and/or paraphrased material. Many quotations stand on their own without a clear purpose.
Vocabulary, Style, and Spelling
10 %
Stellar
Relatively free of spelling and grammatical errors (given the time constraints of producing this writing). Appropriately formal. The student demonstrates a strong familiarity with the terminology used and studied in the course.
Very Good
Some spelling and grammatical errors, but nothing that interferes with comprehension. Formal enough. The student demonstrates some familiarity with the terminology used and studied in the course.
Good
Frequent spelling and grammatical errors that rarely interfere with comprehension. Style may slip into informal tone and/or slang expressions. The student could have included many more terms used and studied in the course in the appropriate circumstances.
Needs Improvement
Frequent spelling and grammatical errors that interfere with comprehension. Style is too informal and slang expressions predominate. The student appears to be unfamiliar with the terms used and studied in the course and/or neglects to use them in the appropriate circumstances.
Unsatisfactory
Spelling and grammatical errors abound, rendering a smooth reading impossible. No adherence to formal or informal style is evident. No evidence of familiarity with course terminology.
Total: _________
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Grade: ___________
Subjects:
English
Humanities
Types:
Writing
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