Character Analysis Paragraph Rubric



Analysis Paragraph Rubric

|Topic Sentence |TS introduces paragraph. Clearly |TS introduces paragraph. Connection to |TS is unclear or confusing. |TS is missing. |

| |connects to the focus or question. |focus or question is unclear. | | |

| |3 |2 |1 | |

| | | | |0 |

|Set-up of Concrete |CD is introduced with a transitional |CD is introduced with a transitional |Transitional word/phrase may |Transitional word/phrase is |

|Detail |word/phrase. Context of the evidence is|word/phrase. Context of quote is present |be missing or misused. |missing. Context is missing |

| |specific (situation and speaker). |but not specific (includes situation and |Context and speaker are not |or incorrect. |

| | |speaker). |specific enough to set-up the| |

| | | |evidence. | |

| |6 | |4 | |

| | |5 | |3-0 |

|Concrete Detail |CD is well chosen and works to support |CD is present and connects to focus, but |CD is present but connection |CD is missing. |

| |the focus/question. Length of evidence |length is questionable. Cited correctly. |to focus is unclear. Cited | |

| |is appropriate. CD is cited correctly | |incorrectly. | |

| |if necessary. | | | |

| |8 |7-6 |5 | |

| | | | |4-0 |

|Commentary |Commentary is accurate and insightful. |Commentary is accurate but simple. Shows |Commentary is mostly summary |Commentary is missing or |

| |Connections to the focus/question are |a clear, albeit superficial understanding|or states obvious facts. |completely inaccurate. |

| |clear and sophisticated. Shows a deep |of the text. |Shows inaccurate or | |

| |understanding of the text. | |misinformed understanding of | |

| | | |the text. | |

| | | |7 | |

| |12-11 |10-9 | |6-0 |

|Concluding Sentence |CS pulls ideas to a close in a new way.|CS is present, but is too close to TS. |CS strays from main idea or |CS is missing. |

| | | |introduces a new idea. | |

| | |2 |1 | |

| |3 | | |0 |

|Conventions |Demonstrates superior control of |Proficient command of conventions and |Limited control of |Conventional errors are so |

| |conventions and vocabulary usage. No |vocabulary. Minimal errors that do not |conventions. Errors begin to |many that the meaning of text|

| |errors. |impact reading. |impede readability. |is unclear. |

| | |2 |1 |0 |

| |3 | | | |

Total __________/35

Comments:

Transition Cues

To show addition: again, moreover, and , not , and then, too, besides, equally important, first, second (etc.), finally, lastly, further, what's more, furthermore

To show time: at length, later immediately thereafter, previously, soon, formerly, next, after a few hours, first, second (etc.), afterwards, next

Cues that make the reader stop and compare: but, notwithstanding, although, yet, on the other hand, although this is true, and yet, on the contrary, while this is true, however, after all, conversely, still, for all that, simultaneously, nevertheless, in contrast, meanwhile, nonetheless, at the same time, in the meantime

To give examples: for instance, for example, to demonstrate, to illustrate, as an illustration, in any event, that is

To emphasize: obviously, in fact, as a matter of fact, indeed, in any case

To repeat: in brief, in short, as I have said, as I have noted, in other words

To introduce conclusions: hence, therefore, accordingly, consequently, thus, as a result

To summarize: in brief, on the whole, summing up, to conclude, in conclusion

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