iRubric: Critical Lens Essay rubric

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Critical Lens Essay

Modified/Simplified NYS Critical Lens essay rubric.

Rubric Code: FAC5C3

By kwiatkoj

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Public Rubric

Subject: English

Type: Writing

Grade Levels: 9-12

Of Mice and Men
	6 pts	5 pts	4 pts	3 pts	2 pts	1 pts
Meaning:	6 thorough and thoughtful interpretation that gives a clear criteria for analysis; uses criteria to make INSIGHTFUL analysis of text.	5 thorough and thoughtful interpretation that gives a clear criteria for analysis; uses criteria to make CLEAR AND REASONED analysis of the text.	4 REASONABLE interpretation that gives a clear criteria for analysis; MAKE IMPLICIT CONNECTIONS between criteria and text.	3 SIMPLE interpretation that suggests SOME criteria for analysis; MAKE SUPERFICIAL CONNECTIONS between criteria and text.	2 CONFUSED or INCOMPLETE interpretation; may allude to 'critical lens' but do not use it to analyze the text.	1 -do not refer to 'critical lens' -reflect minimal or no analysis of chosen text.
Development:	6 develop ideas CLEARLY AND FULLY, make effective use of relevant and specific evidence and appropriate literary elements from the text.	5 develop ideas CLEARLY AND CONSISTENTLY, referring to relevant and specific evidence and appropriate literary elements from text.	4 develop SOME ideas more fully than others; reference to specific and relevant evidence and appropriate literary elements from the text.	3 develop ideas BRIEFLY, using SOME evidence from the text; may rely primarily on plot summary.	2 ideas are INCOMPLETE or largely undeveloped, hinting at ideas, references to text are VAGUE, irrelevant, repetitive or unjustified.	1 -do not refer to 'critical lens' -reflect minimal or no analysis of chosen text.
Organization:	6 maintain FOCUS established by critical lens; shows logical and coherent structure through SKILLFUL use of appropriate devices and transitions.	5 maintain FOCUS established by critical lens; shows logical and coherent structure through use of appropriate devices and transitions.	4 maintain a CLEAR AND APPROPRIATE focus established by critical lens; exhibit a logical sequence of ideas but may lack internal consistency.	3 establish, BUT FAIL TO MAINTAIN, an appropriate focus; exhibit a RUDIMENTARY structure by may include some inconsistencies or irrelevancies.	2 lack appropriate focus but suggest organization, or suggest a focus but lack organization.	1 -minimal, with no evidence of development.
Language Use:	6 stylistically SOPHISTICATED, using language that is precise and engaging, with a notable sense of voice and awareness of audience and purpose; vary structure and length of sentences TO ENHANCE MEANING.	5 use language that is fluent and original, with EVIDENT awareness of audience and purpose; vary structure and length of sentences TO CONTROL RHYTHM AND PACING.	4 use APPROPRIATE language, with SOME awareness of audience and purpose; occasionally make effective use of sentence length	3 rely on BASIC vocabulary, with LITTLE awareness of audience or purpose; exhibit SOME attempt to vary sentence structure or length for effect but with UNEVEN success.	2 use language that is IMPRECISE OR UNSUITABLE for the audience or purpose; reveal LITTLE awareness of how to use sentences to achieve an effect.	1 show no focus or organization
Conventions:	6 demonstrate control of conventions with essentially NO ERRORS, even with sophisticated language, particularly those in 9th grade CCSS.	5 demonstrate control of the conventions with OCCASIONAL errors ONLY when using sophisticated language. Follows guidelines of CCSS.	4 demonstrate partial control of language as delineated by CCSS, with occasional errors that do NOT hinder comprehension.	3 demonstrate emerging control as delineated by CCSS, with OCCASIONAL errors that DO hinder comprehension.	2 demonstrate a lack of control, exhibiting frequent errors that make comprehension difficult.	1 minimal, making assessment of conventions unreliable; may be ILLEGIBLE or not recognizable as English.

Subjects:

English

Types:

Writing

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