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iRubric: Critical Reading Journal Rubric

iRubric: Critical Reading Journal Rubric

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Critical Reading Journal Rubric 
Reading Journal Rubric - AP Lit
Rubric for scoring ongoing student reaction to texts read for class, notes on class discussion of those texts, and evaluation of growth in the close reading process.
Rubric Code: FXBW4X9
By cmcapen
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Criteria
  Exemplary

10 pts

Proficient

9 pts

Progressing

8 pts

Improving

7 pts

Developing

6 pts

Beginning

5 pts

Quote

Exemplary

Detailed and meaningful quotes are selected from the text that fully relate to the assignment.
Proficient

Important quotes are selected from the text that relate to the assignment but may not be as detailed or appropriate as a 10.
Progressing

The correct number of quotes is chosen for the assignment and the quotes selected from the text somewhat relate to the assignment, although there are more relevant quotes that could have been chosen.
Improving

Only one of the quotes chosen is significant and the other quote is unrelated to the question/task. AND/OR only part of a quote is written and more of the quote should have been included.
Developing

Quotes chose are not long enough and/or significant enough to accurately reflect big ideas from the text and/or assignment.
Beginning

No quotes are chosen or the quotes that are chosen do not reflect the assignment of important themes/ideas in the text.
Critical thinking

Exemplary

Ideas and opinions are always clearly stated and supported with evidence from the text. The student asks pertinent questions, makes comparisons and consistently draws logical conclusions.
Proficient

Ideas and opinions are mostly clearly stated and supported with evidence from the text. Some evidence that the student is questioning the text and making comparisons between texts.
Progressing

Ideas and opinions are somewhat clearly stated and supported with superficial evidence from the text. Attempt to show that the student is questioning the text and making comparisons between texts, but on a superficial level
Improving

When stated, ideas and opinions are rarely supported with evidence from the text. Many entries are simply summaries of texts read with little attempt to make comparisons or draw conclusions.
Developing

The student merely summarizes the text. Little or no evidence of comparisons and connections between texts or logical conclusions.
Beginning

Either no relevant response to the text provided OR no evidence of close reading of the text or of critical thinking on any level.
Insight and ideas

Exemplary

Information about the text is accurate and response shows penetrating insight. Ideas and opinions show originality.
Proficient

Information about the text is accurate. The student shows evidence of deeper thinking and originality.
Progressing

Information about the text is accurate but shows a superficial level of thinking and originality; may repeat ideas discussed in class
Improving

Information provided about the text is generally accurate but insight is only occasionally offered.
Developing

Information about the text may be missing or inaccurate. No insight is shared, or insights and opinions tend to be dull. predictable or unoriginal (possibly even copied).
Beginning

Either no response provided OR no evidence of insight.
Literary awareness

Exemplary

Critical and analytical understanding of the effectiveness of the author's choice in terms of character, plot, setting, style, themes, point of view and literary devices.
Proficient

Good level of understanding of the effectiveness of the author's choice in terms of character, plot, setting, style, themes, point of view and literary devices.
Progressing

Progressing level of understanding of the author's choices in the text in terms of plot elements, characterization, word choice, and other literary devices relevant to that genre; Understanding is still on a surface level with little attempt at deeper meanings.
Improving

Limited evidence of thought about the effectiveness of the author's choice in terms of character, plot, setting, style, themes, point of view and literary devices.
Developing

Little thought has been given to he effectiveness of the author's choice in terms of character, plot, setting, style, themes, point of view and literary devices.
Beginning

No thought given to any literary aspects or features of the text.
Spelling, grammar, mechanics

Exemplary

No errors - 1 error
Proficient

2 - 3 errors
Progressing

4 - 5 errors
Improving

6 - 7 errors
Developing

8 - 9 errors
Beginning

10 errors or so little is written according to the assignment.
Work ethic

Exemplary

Work is turned in on time and when working in class on assignment, student was fully engaged in the task, asked questions if needed, and was productive during the amount of time allotted.
Proficient

Work is turned in on time and when working in class on assignment, studetn was engaged in the task, asked questions if needed, but may have had to be redirected once or twice.
Progressing

Work is turned in on time but when working in class, student was partially engaged in the task, and had to be redirected often.
Improving

Work is turned in a day late and/or when working in class on the assignment, student had to be redirected often.
Developing

Work is one or two days late and student did not complete the work in class even though enough time was provided. Student was more interested in socializing even though frequently redirected. Student had to be reminded several times to turn in the late assignment.
Beginning

Assignment was multiple days late and student had to be reminded frequently to turn in the work. Parent may have been contacted as well.



Keywords:
  • writing, journals, essays



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