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iRubric: Gatsby Character Analysis rubric
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Gatsby Character Analysis
Literary Analysis
Rubric Code:
T4X5W6
By
starteach
Ready to use
Public Rubric
Subject:
English
Type:
Writing
Grade Levels:
(none)
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Literary Analysis Rubric
A
(N/A)
B
(N/A)
C
(N/A)
D/F
(N/A)
Introduction
A
Uses a specific and interesting attention-getter; links to the thesis through a logical progression of ideas; ends with a clear and thought provoking thesis statement; mentions the title and author of piece.
B
Uses a specific attention-getter; links to the thesis through a progression of ideas; ends with a thesis statement; mentions the title and author of piece. Writing still needs some polish.
C
Lacks one or more of the following elements: specific attention-getter, Logical progression of ideas, clear thesis statement.
D/F
Introduction is too brief and/or lacks a clear thesis statement.
Conclusion
A
Conclusion is fully-developed and brings a sense of closure to the piece, tying back to the thesis. It also leaves the reader with something to think about.
B
Conclusion is adequately-developed, and provides a proficient sense of closure.
C
Conclusion needs to be more developed as it leaves the reader feeling there should be more to the paper.
D/F
The conclusion is incomplete or unfocused.
Idea Development (Body)
A
Body paragraphs have a topic sentence that provides a transition from the previous paragraph, have excellent support using facts, events, and a quote from the text. Analysis shows depth and links to the thesis.
B
Body paragraphs have a topic sentence, have adequate support using facts, events, and a quote from the text. Analysis shows moderate depth and usually links to the thesis.
C
Some or all of the body paragraphs are missing one or more of the following: topic sentence, adequate support, concluding sentence, unity, transitions, relationship to thesis. The essay retells or summarizes the story instead of analyzing it.
D/F
The essay retells or summarizes the story instead of analyzing it. There is very little support for the thesis. Organization may be difficult to follow.
Style/Voice
A
Writer uses accurate vocabulary, does NOT use slang, contractions, the second person "you," or "I" except in direct quotations; sentences and phrasing are varied. Writer appropriately introduces all quotes.
B
Writer uses grade-level appropriate vocabulary, but occasionally uses slang, contractions, the second person "you," or "I;" sentences are usually correct, but not varied; Writer appropriately introduces quotes most of the time.
C
Writer frequently uses inappropriate or immature vocabulary, slang, contractions, "You or I." Quotes are not properly introduced or explained.
D/F
Sentences sound choppy or are too long and confusing. Formatting issues are present in the text. Quotes are not used effectively.
Mechanics
A
Paper may have very few mechanical errors, but these errors are hardly noticeable. All citations are done in the MLA format.
B
Paper may have noticeable mechanical and grammatical errors, but these do not make the paragraphs unclear. Citations are done in the MLA format but may contain some errors.
C
Paper has numerous mechanical and grammatical errors which distract the reader and make the essay difficult to read at some parts. MLA citations may be inaccurate.
D/F
The paper has numerous mistakes which seriously hamper the reader's understanding of the content. MLA citations are incorrect.
Subjects:
English
Types:
Writing
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