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iRubric: Style Analysis Essay rubric

iRubric: Style Analysis Essay rubric

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Style Analysis Essay 
Writing Standards Essay
Rubric Code: WXB99WB
By nickd112358
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Writing Standards Essay
  Not Evident

1 pts

Not yet

2 pts

Almost

3 pts

Good

4 pts

Great

5 pts

Introduction

Not Evident

The student includes an opening paragraph, but it fails to introduce thesis statement and it is unrelated to the novel
Not yet

The student includes an opening paragraph that introduces the literary work instead of the thesis statement
Almost

The student includes an opening paragraph that attempts to introduce the thesis statement but relies heavily on obvious plot points from the literary work
Good

The student includes an opening paragraph that avoids unnecessary plot points and partially introduces the thesis statement
Great

The student effectively introduces his/her thesis with his opening paragraph.
Thesis

Not Evident

The student fails to indicate a clear focus for the essay in his opening paragraph
Not yet

The student indicates a focus in his opening paragraph but he/she fails to consolidate it in a straightforward, single sentence
Almost

The student includes a clear, single-sentence thesis statement somewhere in his/her opening paragraph
Good

The student includes a clear, single sentence, opinionated thesis statement in his/her opening paragraph
Great

The student concludes his/her opening paragraph with a clear, single sentence, opinionated thesis statement
Transitions

Not Evident

The student does not provide transitions
Not yet

The student provides at least a sentence at the beginning of each body paragraph but this sentence neither introduces the specific point of the paragraph nor does it link the paragraph to the rest of the essay
Almost

The student opens his/her body paragraph with a sentence that links the paragraph to the rest of the essay but fails to introduce the specific point of the paragraph it commences
Good

The student opens his/her body paragraph with a sentence that introduces the specific point of the paragraph it commences but fails to link the paragraph to the rest of the essay
Great

The student opens his/her body paragraph with a sentence that introduces the specific point of the paragraph it commences and links the paragraph to the rest of the essay
Context

Not Evident

The student fails to provide context before his specific evidence or quotations
Not yet

The student provides unrelated or incorrect context before his/her specific evidence or quotations
Almost

The student provides vague or undefined context before his/her specific evidence or quotations
Good

The student provides extraneous context before his/her specific evidence or quotations
Great

The student provides clear, appropriate context for his/her specific evidence or quotations
Quotations/Evidence

Not Evident

The student fails to provide the appropriate number of quotations and/or specific evidence
Not yet

The student incorrectly cites and fails to indicate the speaker for the quotations and/or specific evidence
Almost

The student provides and correctly cites the assigned number of necessary quotes, but he/she fails to indicate the speaker with a signal phrase
Good

The student provides and indicates the speaker for the assigned number of necessary quotes, but he/she incorrectly cites them
Great

The student provides, indicates the speaker for, and correctly cites the assigned number of necessary quotes
Explanations

Not Evident

The student fails to explain his rationale
Not yet

The student explains his/her rationale with plot driven analysis
Almost

The student explains his/her with obvious or factual analysis
Good

The student partially explains his/her rationale with clear, thesis-specific analysis
Great

The student completely explains his/her rationale with clear, thesis-specific analysis
Style Analysis

Not Evident

The student fails to identify specific style elements for any of the authors in question
Not yet

The student identifies some stylistic elements specific to each author in question but he or she fails to analyze the elements
Almost

The student identifies and partially analyzes the style of the authors in question
Good

The student identifies and analyzes stylistic elements specific to the authors in question but leaves out major distinguishing characteristics
Great

The student identifies and analyzes distinguishing stylistic elements specific to each author
Conclusion

Not Evident

The student fails to provide a conclusion
Not yet

The student's final paragraph is unrelated to the rest of his essay
Almost

The student's final paragraph fails both to rehash his/her thesis statement and to summarize his evidence
Good

The student both summarizes his/her evidence and rehashes his/her thesis statement in his/her final paragraph
Great

In his final paragraph, the student rehashes his/her thesis statement, summarizes his/her evidence, and resumes his conceit from his/her introduction
Grammar

Not Evident

The student has five or more grammatical errors
Not yet

The student has four grammatical errors
Almost

The student has three grammatical errors
Good

The student has two grammatical errors
Great

The student has one or fewer grammatical errors
Sentence Structure

Not Evident

The student does not vary his sentence structures
Not yet

The student relies on a predictable pattern of two or three sentence structures
Almost

The student shows variety in his sentence structures, but ultimately falls into a distinct pattern of sentence structures
Good

The student varies his sentences but fails to demonstrate rhythm and pacing in his writing
Great

Throughout the essay, the student demonstrates a natural rhythm and pacing with a variety of sentence structures.




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