iRubric: Critical Lens Essay rubric

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Critical Lens Essay

Modified/Simplified NYS Critical Lens essay rubric.

Rubric Code: QXW95BX

By BZPost

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Subject: English

Type: Writing

Grade Levels: 9-12

Critical Lens Essay
	6 pts	5 pts	4 pts	3 pts	2 pts	1 pts
Meaning:	6 thorough and thoughtful interpretation of the lens that gives a clear criteria for analysis; uses criteria to make INSIGHTFUL analysis of text.	5 thorough and thoughtful interpretation of the lens that gives a clear criteria for analysis; uses criteria to make CLEAR AND REASONED analysis of the text.	4 REASONABLE interpretation of the lens that gives a clear criteria for analysis; MAKE IMPLICIT CONNECTIONS between criteria and text.	3 SIMPLE interpretation of the lens that suggests SOME criteria for analysis; MAKE SUPERFICIAL CONNECTIONS between criteria and text.	2 CONFUSED or INCOMPLETE interpretation of the lens; may allude to 'critical lens' but do not use it to analyze the text.	1 -does not refer to 'critical lens' -reflects minimal or no analysis of chosen text.
Development:	6 develops ideas CLEARLY AND FULLY, makes effective use of relevant and specific evidence and appropriate literary elements from the text.	5 develops ideas CLEARLY AND CONSISTENTLY, refers to relevant and specific evidence and appropriate literary elements from text.	4 develops SOME ideas more fully than others; refers to specific and relevant evidence and appropriate literary elements from the text.	3 develops 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 -does not refer to 'critical lens' -reflects minimal or no analysis of chosen text.
Organization:	6 maintains FOCUS established by critical lens; shows logical and coherent structure through SKILLFUL use of appropriate devices and transitions.	5 maintains FOCUS established by critical lens; shows logical and coherent structure through use of appropriate devices and transitions.	4 maintains a CLEAR AND APPROPRIATE focus established by critical lens; exhibits a logical sequence of ideas but may lack internal consistency.	3 establishes, BUT FAILS TO MAINTAIN, an appropriate focus; exhibits a RUDIMENTARY structure by may include some inconsistencies or irrelevancies.	2 lacks appropriate focus and/or organization.	1 does not develop or organize thoughts clearly
Language Use:	6 is stylistically SOPHISTICATED, uses language that is precise and engaging, with a notable sense of voice and awareness of audience and purpose; varies structure and length of sentences TO ENHANCE MEANING.	5 uses language that is fluent and original, with EVIDENT awareness of audience and purpose; varies structure and length of sentences TO CONTROL RHYTHM AND PACING.	4 uses APPROPRIATE language, with SOME awareness of audience and purpose; occasionally makes effective use of sentence length	3 relies on BASIC vocabulary, with LITTLE awareness of audience or purpose; exhibits SOME attempt to vary sentence structure or length for effect but with UNEVEN success.	2 uses language that is IMPRECISE OR UNSUITABLE for the audience or purpose; reveals LITTLE awareness of how to use sentences to achieve an effect.	1 show no focus or organization
Conventions:	6 demonstrates control of conventions with essentially NO ERRORS, even with sophisticated language, particularly those in 9th grade CCSS.	5 demonstrates control of the conventions with OCCASIONAL errors ONLY when using sophisticated language. Follows guidelines of CCSS.	4 demonstrates partial control of language as delineated by CCSS, with occasional errors that do NOT hinder comprehension.	3 demonstrates emerging control as delineated by CCSS, with OCCASIONAL errors that DO hinder comprehension.	2 demonstrates a lack of control, exhibiting frequent errors that make comprehension difficult.	1 is minimal, making assessment of conventions unreliable; may be ILLEGIBLE or not recognizable as English.

Subjects:

English

Types:

Writing

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