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Literary Analysis Essay Rubric

Name:

Achievement Categories Weight Level 4 (80%-100%) Level 3 (70%-80%) Level 2 (60%-70%) Level 1 (50%-60%) Level 0 (below 50%)
Assigned
Knowledge/Understanding
Thesis clearly and Thesis clearly delineates Thesis somewhat Essay is poorly No trace of unifying
 Thesis, introduction, and /5 completely delineates the topic of inquiry. Intro delineates the topic of introduced. Vague thesis. thesis; intro is poorly
conclusion the topic of inquiry. grabs attention and inquiry. Intro somewhat Thesis is not reworded; written. Conclusion does
Intro grabs attention anticipates thesis. Clear grabs attention and conclusion is only a not include a reworded
and anticipates thesis. reworded thesis and anticipates thesis. Thesis summary. thesis, insight, or
Reworded thesis, summary compose is somewhat reworded in summation.
summary, and insight conclusion. conclusion, which is only
compose conclusion. a summary.

Topic sentences Topic sentences Topic sentences somewhat Topic sentences poorly set
Topic sentences do not set
thoroughly set focus for noticeably set focus for set focus for paragraph. focus for paragraph.
focus for paragraph.
 Structure & Organization paragraph. Concluding paragraph. Concluding Concluding sentences Concluding sentences
Concluding sentences do
(body paragraphs) sentences Thoroughly sentences noticeably somewhat synthesize and poorly summarize
/5 not even summarize
synthesize and connect synthesize and connect connect ideas to thesis. arguments. Arguments
arguments. Arguments
ideas to thesis. Well ideas to thesis. Organized Arguments mostly scattered.
scattered.
organized arguments arguments overall. organized.
overall.
Thinking and Inquiry Strong, solid arguments Well founded arguments Arguments somewhat Arguments loosely relate Arguments do not relate to
thoroughly relate to the relate considerably to the relate to the text and to the text and loosely the text or follow from
 Coherence and Insight text and logically text and logically follow somewhat follow from follow from each other. each other. Issues/themes
/6 follow from each other. from each other. each other. Issues/themes Issues/themes are are neither explained nor
Issues/themes are Issues/themes are are explained with some explained with limited explored. Conclusions are
explained with a high explained with effectiveness. effectiveness. illogical and do not follow
degree of effectiveness. considerable effectiveness. Conclusions are somewhat Conclusions are unclear. from premises.
Conclusions are Conclusions are clear.
thoughtful and thought thoughtful and clear.
provoking.

Excellent use of Good use of relevant, Quotations are somewhat Quotations vaguely No quotations are used to
relevant, appropriate appropriate quotations and irrelevant and vague, and support argument and are support arguments
 Evidence /5 quotations and specific specific references from are somewhat explained. poorly explained.
references from a the novel. Quotations are
variety of sections in explained and support
the novel. Quotations ideas and insights.
are fully explained and
closely support ideas
and insights.

Cont’d on reverse
Communication
Quotations seamlessly Quotations well integrated Quotations somewhat Quotations dropped. Few No use of quotations nor
integrated into grammar into grammar of analysis, integrated into grammar of transition words used. any use of transition words
 Fluidity /4 of analysis, transition transition words help analysis, transition words Little sentence variety. to aid transitions and flow
words help natural flow natural flow of phrases sometimes help natural of ideas
of phrases and and paragraphs. flow of phrases and
paragraphs. paragraphs.

Academic language is Academic language is Academic language is Colloquialisms and Colloquialisms and
appropriate to audience. appropriate to audience. somewhat appropriate to contractions abound. contractions abound. Basic
 Tone, diction, phrasing /5 Sophisticated Some sophisticated audience. Vocabulary and Vocabulary and use of vocabulary and use of
vocabulary, keen use of vocabulary, acceptable use use of phrasing is basic. phrasing is limited. phrasing is poor.
phrasing, clear and of phrasing, clear and
purposeful. purposeful.

Application
Applies grammar, Applies grammar, Applies grammar, Applies grammar, Applies grammar,
 Language conventions spelling, and spelling, and punctuation spelling, and punctuation spelling, and punctuation spelling, and punctuation
/5
punctuation with a high with considerable with some accuracy and with limited accuracy and with very little accuracy
degree of accuracy and accuracy and effectiveness effectiveness effectiveness and effectiveness
effectiveness

Mark /35

Deductions Student loses 0 marks for Student loses 1 mark for Student loses 2 marks for Student loses 3 marks for Student loses 4 marks for Student loses 5 marks for
a flawlessly formatted a excellently formatted a well formatted essay a decently formatted a poorly formatted essay an essay that has no
essay essay essay MLA formatting

Final Mark:

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