Literary Essay Evaluation Rubric - T E Harrington Middle ...



Name Literary Essay Rubric (Holistic Rubric)

| |6 (50/50) |5 (45/50) |4 (40/40) |3 (35/50) |2 (30/50) |1 (25/50) |

| |a sophisticated thesis reveals an |a sound thesis demonstrates a |a clear thesis demonstrates |a thesis demonstrates a basic |the thesis is so |no evidence of a thesis OR |

|LEVEL OF COMPREHENSION& |in-depth analysis of the text |plausible interpretation of the|some interpretive |understanding of the text |general/simple it does |the thesis does not |

|FOCUS | |text |comprehension of the text | |not need development ; an|demonstrate a reading of |

| | | | | |obvious fact |the text |

| |exhibits a sophisticated and |exhibits a coherent structure |exhibits a logical structure |exhibits a rudimentary structure |much of the essay seems |essay has little to no |

| |coherent structure through |with logical placement of ideas|and has relatively smooth |that has fairly smooth transitions |out of order, illogical |sense of logical order |

|ORGANIZATION |skillful placement of ideas and |and smooth transitions |transitions |combined with some choppy ones |and has very few | |

| |effective transitioning | | | |transitions | |

| |ideas are original, clearly |ideas are developed, making use|most ideas are developed, |ideas are briefly developed, using |most ideas are |ideas are undeveloped, |

| |developed and supported with |of relevant and specific |with interpretation of the |some relevant and specific |undeveloped, repetitive, |unsupported, or supported |

|SUPPORT & FOCUS |effective, relevant, and specific |references in order to |text, making use of relevant|references from the text combined |or supported only with |with irrelevant text or |

| |references in order to analyze the|interpret the text |and specific references from |with paraphrasing/summary |summary of text 2 -3 |summary |

| |text |4 Citations, perhaps some error|the text |3 Citations, perhaps some error in |Citations, perhaps some | |

| |4 Citations, correctly placed and |in use |3 Citations |use |error in use |1-2 citations |

| |used | | | | | |

| |innovative, original introduction |pulls the reader into the |standard lead and |lead is attempted, |Lead is attempted, |too short, non-existent, or|

|LEAD/ |that indicates writer’s grasp of |piece, introduces the text and |introduction to thesis – (it|introducing the text and thesis |but does little to |unfitting for the essay |

|INTRO. |topic, purpose and audience |thesis |works) | |introduce essay | |

| |writer “comes to a conclusion”, |writer “comes to a conclusion” |writer “comes to a |restates thesis, may be superficial |short or superficial, |non-existent or does not |

| |leaving reader satisfied and |about thesis/text, leaving |conclusion”, ties essay | |just tacked on the end |make a point |

|CONCLUSION |thinking |reader satisfied |together | | | |

| |utilizes terminology appropriate |utilizes terminology |utilizes terminology |attempts to utilize terminology |writing shows little |no voice and no awareness |

|VOICE |to genre, chooses distinct words, |appropriate to genre, makes |appropriate to genre, and |appropriate to genre, experiments |awareness of varying |of audience demonstrated ; |

|Diction |and varies sentence length and |conscious word choice, and |varies some sentence length |with varied sentence length and |grammatical structures or|sentences are awkward, |

|Syntax |grammatical structure to create an|varies some sentence length and|and grammatical structure; |grammatical structure; a hint of |word choice to fit |rambling, fragmented and/or|

|Imagery |original and confident voice both |grammatical structure to create|voice is stronger in some |voice is present in essay |purpose of essay; voice |confusing |

|Tone |fitting to the purpose of the |a convincing voice |parts of essay | |may only be present in | |

| |essay and intended audience | | | |lead and conclusion | |

| |mastery of conventions: no |strong conventions: correct |a few grade-appropriate |some grade-appropriate errors |frequent spelling/editing|Too many errors in |

|CONVENTIONS |spelling, punctuation or format |format; one or two reasonable |errors in format, spelling, |combined with careless errors in |typing and MLA format |spelling, conventions, or |

| |errors (including MLA format & |errors |punctuation, verb tense, or |spelling, conventions, editing or |errors |MLA format to be considered|

| |citing text) |in punctuation, verb tense, |MLA format |MLA format | |a final draft |

| | |spelling, and/or MLA format | | | | |

• Conventions must earn at least a “4” in order for the overall essay to earn anything higher than a “4”.

• All prewriting, notes, peer responses, and drafts/with obvious revision must be included for full credit for Essay.

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