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iRubric: Gatsby Character Analysis rubric

iRubric: Gatsby Character Analysis rubric

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Gatsby Character Analysis 
Gatsby Character Analysis
Rubric Code: W223W4A
By leaawilson
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: (none)

Powered by iRubric 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.




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