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LITERARY ANALYSIS ESSAY 
LITERARY ANALYSIS ESSAY
Rubric Code: H4AB4B
By Smckelvey
Ready to use
Public Rubric
Subject: English  
Type: Assignment  
Grade Levels: (none)

Powered by iRubric Literary Analysis Essay
 

3 pts


2 pts


1 pts

Intro paragraph/thesis

- hook
- name of poem
- name of poet
- a brief summary
-thesis statement
-key elements
3

- Engaging intro.
- Logical progression through paragraph.
- Thesis well-phrased.
- Title and author are presented.
- Sound, analytical thinking.
2

- Intro. functional but too brief or simple.
- Transitions weak.
- Thesis may be too general or incorrectly written.
- Author and title mentioned
-Paragraph may not be clear.
1

- Opening ineffective<BR>
poorly organized;<BR>
undeveloped.
- Lack of transition are confusing to reader.
- Thesis incorrect/incomplete;
- Author and title not referenced.
- Too short/too long.
Body Paragraphs

- explains the elements that have been used and how they contribute to the poem over-all.
- quotes are integrated so that the reader knows who spoke them. They do not stand alone.
3

- Well-developed topic sentence which connects to thesis.
-Text evidence/events and direct quotes well documented.
-Well written commentary.
-Transitions provide smooth flow.
-Clear arguments presented.
-Thoughtful closing sentence.
2

-Topic sentences present, yet may have weaker connection to thesis.
-Text evidence/ events and direct quotes are present.
-Paragraphs are generally organized. -Transitions present.
-Points in paragraph may not always be clear; good commentary.
-Adequate closing sentence.
1

-Topic sentence absent or weakly developed.<BR>
-Summation given. Unclear connection to thesis.
-Text evidence/events weak or missing.
-Lacks effective commentary. -Transitions weak
-Closing sentence not present.
Literary Analysis

3

-Writing reflects analytical thinking.
-Clear reasoning present;inferential ideas present.
-Balances text evidence/events and commentary;writer engaged in writing process.
2

-Writing does reflect some critical, analytical understanding of the text.
-Inconsistent; more development of commentary needed.
-Some imbalance of textual evidence.
1

-Little critical/analysis of the text.
-Essay lacks focus; little literary analysis present.
-Fails to fulfill requirements for essay; little to no understanding of the text; too much summary; vague statements.
Conclusion

- restates the introduction using different words.
- restates the thesis
- Gives reader the "so what?"
by relating the poem to broader themes in life.
3

Conclusion was strong and included a "so what" ending that left the reader with something to think about.
2

The conclusion was included but could have been stronger. It contained most of the required elements.
1

The conclusion was weak. It either was missing the required elements or was very confusing to the reader.
Language Style/Voice

- language shows awareness of audience.
- language is formal
- Boring over used words were avoided.
3

-Writing with clear sense of purpose.
-Voice is evident;
confident and well-written.
-Vocabulary and phrasing well done.
2

-Writer's voice not visible or readily seen.
-Too mechanical; voice inconsistent.
-Vocabulary in some places too simple or ineffective; awareness of analytical thinking shown at times.
1

-Writing mechanical; no voice present.
-Writing is not convincing of thesis.
-Vocabulary is simplistic and/or inappropriate; fails to fulfill essay requirements.
Mechanics

-a variety of sentence structures were used.
- good grammar was used
-punctuation conventions were used.
3

- Sentences were well written.
- Few grammar and/or spelling errors.
2

-Awkward sentence structures at times (fragments/run-on); more variety of sentence structures needed.
-Some grammar and/or spelling errors.
1

-Sentences have several run/on or fragments.
-Several grammar and/or spelling errors which are distracting to reader.




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