iRubric: Poetry Explication Essay, Final Draft rubric

The paper has an excellent thesis. The thesis explains the poem in sophisticated terms, demonstrating an excellent understanding of the poem and advancing original thought about the poem and its meaning.

The paper has a good thesis. The thesis explains the poem in competent terms, demonstrating a good understanding of the poem and advancing original thought about the poem and its meaning.

The paper has a basic thesis. The thesis explains the poem in basic terms, demonstrating a simplistic understanding of the poem.

The paper has a poor thesis. The thesis explains the poem in the most basic of terms, without any original thinking.

The paper does not have a clear and compelling thesis. The thesis does not explain the poem.

This explication demonstrates a good understanding of the language of poetry (metaphor, meter, symbolism, sound devices). The paper has an excellent explication of the poem, explaining the meaning of the poem in sophisticated and interesting terms. This explication is sophisticated and deep.

This explication demonstrates a good understanding of the language of poetry (metaphor, meter, symbolism, sound devices). The paper has a good explication of the poem, explaining the meaning of the poem in competent terms. This explication is good overall, but lacks some depth and sophistication.

This explication demonstrates a basic understanding of the language of poetry (metaphor, meter, symbolism, sound devices). The paper has a fair explication of the poem, explaining the meaning of the poem in basic terms. This explication lacks sophistication and depth.

This explication demonstrates a poor understanding of the language of poetry (metaphor, meter, symbolism, sound devices). The paper has a poor explication of the poem, explaining the meaning of the poem in basic terms that are sometimes confusing and lack coherence. This explication lacks sophistication and depth.

The paper does an unacceptable job of discussing the poem.

Quoted evidence is properly woven into a smooth sentence as shown below. I provide the page number is provided after the quote in this format: [Context for scene of the quote], [speaker’s] [observes/realizes/comments] “quote” (Line 12).
The author’s last name is used at least once in each paragraph.
“Commentary verbs” are used frequently to add to the sophistication of each paragraph: suggests, symbolizes, signifies, illustrates, highlights, reveals.

(1) Quoted evidence is attempted to be woven into a sentence, but that sentence is not smooth (the verbs don’t agree, etc.).
CORRECT FORMAT: [Context for scene of the quote], [speaker’s] [observes/realizes/comments] “quote” (Line 12).
(2) The author’s last name is not used at least once in each paragraph.
(3) “Commentary verbs” are used, but not frequently to add to the sophistication of each paragraph: suggests, symbolizes, signifies, illustrates, highlights, reveals.

(1) Quoted evidence is not attempted to be woven into a sentence; the student may just begin a sentence with the quote, but fail to produce proper context for that quote.
CORRECT: [Context for scene of the quote], [speaker’s] [observes/realizes/comments] “quote” (Line 12).
(2) The author’s last name is not used at least once per paragraph.
(3) “Commentary verbs” are not used at all to add to sophistication: suggests, symbolizes, signifies, illustrates, highlights, reveals.

(1) Quoted evidence is not attempted to be woven into a sentence; the student may just begin a sentence with the quote, but fail to produce proper context for that quote.
CORRECT: [Context for scene of the quote], [speaker’s] [observes/realizes/comments] “quote” (Line 12).
(2) The author’s last name is not used at least once per paragraph.
(3) “Commentary verbs” are not used at all to add to sophistication: suggests, symbolizes, signifies, illustrates, highlights, reveals.

(1) Quoted evidence is not used at all.
CORRECT FORMAT: [Context for scene of the quote], [speaker’s] [observes/realizes/comments] “quote” (Line 12).
(2) The author’s last name is not used at least once in each paragraph.
(3) “Commentary verbs” are not used at all to add to the sophistication of each paragraph: suggests, symbolizes, signifies, illustrates, highlights, reveals.

This paper has been proofread and is flawless. There are no errors in grammar or mechanics.

This paper has been proofread. There are very small errors in grammar and mechanics.

This paper has been proofread, however, there are errors in grammar and mechanics.

This paper has many errors in grammar and mechanics. The paper demonstrates poor control over academic American English.

The paper has so many errors in grammar and mechanics that it lacks fluency.