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iRubric: Literary Analysis Essay - The Hobbit sprenger rubric

iRubric: Literary Analysis Essay - The Hobbit sprenger rubric

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Literary Analysis Essay - The Hobbit sprenger 
Literary Analysis Essay - The Hobbit
Rubric Code: CXB7598
By ksprenger
Ready to use
Public Rubric
Subject: English  
Type: Exam  
Grade Levels: 6-8

Powered by iRubric Analyzing the Hobbit
  Excellent

20 pts

Good

15 pts

Needs Improvement

10 pts

Needs Significant Improvement

5 pts

Prewriting

Excellent

Student used dialectical journal to gather numerous quotes, details, observations, and/or questions from the novel to prepare for writing the essay
Good

Student used dialectical journal to gather several quotes, details, observations, and/or questions from the novel to prepare for writing the essay
Needs Improvement

Student used the dialectical journal to gather a few quotes, details, observations, and/or questions from the novel to prepare for writing the essay
Needs Significant Improvement

Student did not use the dialectical journal to gather evidence or the evidence that is gathered is very minimal or irrelevant
Assertion

Excellent

Student makes a very clear and well-stated assertion. Assertion matches the frame that was given exactly and includes the title of the work, the author's name, the concrete elements that will be analyzed, a strong marker verb, and the abstract elements that will be discussed
Good

Student makes a clear and mostly well-written assertion. Assertion matches the frame given with the exception of leaving out one part (title of the work, author's name, the concrete elements to be analyzed, strong marker verb, or abstract elements to be analyzed).
Needs Improvement

Student writes an assertion, but doesn't completely match the frame given. Leaves out two to four required parts of the assertion.
Needs Significant Improvement

Student made an attempt at an assertion, but it not clear or very well-written. Leaves out more than four of the required elements from the frame given.
Evidence

Excellent

Student uses at least one piece of strong evidence from the text to support each of his/her main points of analysis. These are direct quotes from the text, and relate directly to the point and/or elements being discussed.
Good

Student uses one piece of evidence from the text to support each of his/her main points of analysis. These are direct quotes from the text. There may be slilght confusion about how one of these relates to a point being discussed, but otherwise support is very clear.
Needs Improvement

Student uses evidence from the text to support two main points. One of these may not be a direct quote.
Needs Significant Improvement

Student makes attemtpt at using evidence from the text, but connections between chosen evidence and main points of analsis are very unclear. No evidence is directly quoted from the book, but is instead paraphrased.
Commentary

Excellent

Student has written thorough and insightful discussion about main points of analysis. Connections between evidence and assertion are very clear.
Good

Student has written discussion of main points of analysis. Most connections between evidence and assetion are clear.
Needs Improvement

Student attempts to explain how evidence supports the assertion. Connections are unclear at times.
Needs Significant Improvement

Student offers little commentary to explain how evidence supports main points. Basically restates evidence over and over or displays only circular reasoning.
Conclusion

Excellent

Student ends the paper with a conclusion in which the assertion is restated, main points are briefly summarized, and one last thought is given to the reader about elements discussed. If theme has not been analyzed earlier, there may be a brief mention of theme here.
Good

Student ends the paper with a conclusion in which the assertion is restated and most of the main points are briefly summarized. One last thought is given to the reader about the elements discussed.
Needs Improvement

Student ends the paper with a very brief conclusion or conclusion does not contain restatment of the assertion or does not contain summary of at least two elements.
Needs Significant Improvement

Student ends the paper abruptly with little or no conclusion.
Organization

Excellent

Essay is organized into understandable paragraphs. At least has an introductory paragraph, one body paragraph, and a conclusion. Paragraphs are organized coherently, usually around one or two main ideas.
Good

Essay is organized into relatively understandable paragraphs. At least contains an introductory paragraph, one body paragraph, and a conclusion. There may be some slight divergenece from main points in one of the paragraphs.
Needs Improvement

Student is missing at least one of the required paragraph elements.
Needs Significant Improvement

Student is missing two or more of the required paragraph elements.
Mechanics

Excellent

Student demonstrates mostly correct spelling, sentence structure, punctuation, and usage.
Good

Student demonstrates mostly correct spelling, sentence structure, punctuation, and usage. There may be five or more errors, but these do not interefere with the essay's clarity.
Needs Improvement

Student demonstrates some correct spelling, sentence structure, punctuation, and usage. There are more than ten mechanical or grammatical errors.
Needs Significant Improvement

Student has numerous mechanical errors. These often make it difficult to understand the essay.




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