iRubric: Close Reading/Critical Analysis Rubric

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Close Reading/Critical Analysis Rubric

Rubric Code: PX95C49

By rkallal

Draft

Public Rubric

Subject: English

Type: Writing

Grade Levels: Undergraduate

Grading Rubric
	Exceeds 4 pts	Meets 3 pts	Needs Improvement 2 pts	Does not meet 1 pts
General Response to Task	Exceeds Identifies and introduces the importance of the moment to the central themes and ideas of the text in the introduction. Shows control of these ideas in the topic sentences and with the evidence used to support the arguments.	Meets Identifies and introduces the importance of the moment to the central themes and ideas of the text in the introduction. Introduces these ideas with mostly coherent topic sentences and with the evidence used to support the arguments.	Needs Improvement Somewhat identifies the importance of the moment and relates it to the central themes and ideas of the text in the introduction. Sometimes introduces these ideas with the topic sentences and with the evidence used to support the arguments.	Does not meet Does not identify or introduce the central themes and ideas of the text in the introduction. Central ideas are not conveyed in the topic sentences and with the evidence used to support the arguments is ineffective or off-topic.
Thesis	Exceeds Thesis/argument is compelling, original, specific, and includes a well-crafted position and rationale.	Meets Thesis/argument is specific, and includes a mostly well-crafted position and rationale.	Needs Improvement Thesis/argument may be present and but does not include an effective position and/or rationale.	Does not meet Thesis/argument unable to be found. Does not include an effective position and/or rationale.
Diction/Figurative Lang. Analysis	Exceeds Offers in-depth analysis of the authors' word choice in the assigned passage or in the passage used as the textual evidence, including figurative, connotative, and literal meanings. Offers a complex reading of words and wording that informs the meaning of the larger work as a whole.	Meets Offers analysis of the authors' word choice in the assigned passage or in the passage used as the textual evidence, including figurative, connotative, and literal meanings. Attempts a complex reading of words and wording that informs the meaning of the larger work as a whole, but may occasionally fall back on cliches.	Needs Improvement Offers some analysis of the authors' word choice in the assigned passage or in the passage used as the textual evidence, including figurative, connotative, and literal meanings. Attempts a reading of words and wording that informs the meaning of the larger work as a whole, but may occasionally fall back on cliches or may not make effective connections.	Does not meet Offers little if any analysis of the authors' word choice in the assigned passage or in the passage used as the textual evidence. The attempt at reading words and wording that informs the meaning of the larger work as a whole may not be present or may be superficial. Reading may be cliche or unconnected to the meaning or theme of the larger work.
Source Details Analysis	Exceeds Offers in-depth analysis of source details such as point of view, action,conflict, contradictions, imagery, and allusions in the assigned passage or in the passage used as the textual evidence. Offers a complex reading of these elements that informs the meaning of the larger work as a whole.	Meets Offers analysis of source details such as point of view, action,conflict, contradictions, imagery, and allusions in the assigned passage or in the passage used as the textual evidence. Attempts a complex reading of these elements that informs the meaning of the larger work as a whole, but may occasionally fall short.	Needs Improvement Offers some analysis of source details such as point of view, action,conflict, contradictions, imagery, and allusions in the assigned passage or in the passage used as the textual evidence. Attempts a reading of these elements that informs the meaning of the larger work as a whole, but may occasionally fall short or may not make effective connections. Student may offer plot summery in lieu of analysis.	Does not meet Offers little if any analysis of source details such as point of view, action,conflict, contradictions, imagery, and allusions in the assigned passage or in the passage used as the textual evidence. The attempt at reading these elements that informs the meaning of the larger work as a whole may not be present or may be superficial. Reading may be unconnected to the meaning or theme of the larger work.
Mechanics/Grammar	Exceeds Little to no errors in grammar and mechanics. MLA format of citations is used correctly in all cases.	Meets A few errors in grammar and mechanics, but not enough to prevent a thorough reading of the essay. Only 1-2 errors in MLA citations.	Needs Improvement Some errors in grammar and mechanics, enough to interfere with a thorough reading of the essay. Several errors in MLA citation format.	Does not meet Many errors in grammar and mechanics such that a coherent reading of the essay is almost impossible. No MLA citations used.

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