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Literary Essay Rubric 4

LEVEL OF COMPREH ENSION & FOCUS

A sophisticated topic/thesis reveals an in-depth analysis of the text

A sound topic/thesis demonstrates a plausible interpretation of the text Exhibits a coherent structure with logical placement of ideas and smooth transitions Ideas are developed, making use of relevant and specific references in order to interpret the text Pulls the reader into the piece, introduces the text and thesis Writer comes to a conclusion about thesis/text, leaving reader satisfied

The clear topic/thesis demonstrates some interpretive comprehension of the text Exhibits a logical structure and has relatively smooth transitions

The topic/thesis demonstrates a basic understanding of the text

The topic/thesis is so general/simple it does not need development ; an obvious fact Much of the essay seems out of order, illogical and has very few transitions Most ideas are undeveloped, repetitive, or supported only with summary of text Lead is attempted, but does little to introduce essay Short or superficial, just tacked on the end

ORGANIZATIO N

SUPPORT & FOCUS

Exhibits a sophisticated and coherent structure through skillful placement of ideas and effective transitioning Ideas are original, clearly developed and supported with effective, relevant, and specific references in order to analyze the text Innovative, original introduction that indicates writers grasp of topic, purpose and audience Writer comes to a conclusion, leaving reader satisfied and thinking

LEAD/ INTRODUCTIO N

Most ideas are developed, with interpretation of the text, making use of relevant and specific references from the text Standard lead and introduction to thesis (it works)

Exhibits a fundamental structure that has fairly smooth transitions combined with some choppy ones Ideas are briefly developed, using some relevant and specific references from the text combined with paraphrasing/summ ary Lead is attempted, introducing the text and thesis

No evidence of a topic/thesis OR the topic/thesis does not demonstrate a reading of the text Essay has little to no sense of logical order

Ideas are undeveloped, unsupported, or supported with irrelevant text or summary Too short, nonexistent, or unfitting for the essay Non-existent or does not make a point

CONCLUSION

Writer comes to a conclusion, ties essay together

Restates thesis, may be superficial

VOICE Diction Syntax Imager y Tone

CONVENTION S

Utilizes terminology appropriate to genre, chooses distinct words, and varies sentence length and grammatical structure to create an original and confident voice both fitting to the purpose of the essay and intended audience Mastery of conventions: no spelling, punctuation or format errors (correctly cites the text)

Utilizes terminology appropriate to genre, makes conscious word choice, and varies some sentence length and grammatical structure to create a convincing voice

Utilizes terminology appropriate to genre, and varies some sentence length and grammatical structure; voice is stronger in some parts of essay

Attempts to utilize terminology appropriate to genre, experiments with varied sentence length and grammatical structure; a hint of voice is present in essay

Writing shows little awareness of varying grammatical structures or word choice to fit purpose of essay; voice may only be present in lead and conclusion

No voice and no awareness of audience demonstrated ; sentences are awkward, rambling, fragmented and/or confusing

Strong conventions: correct format; one or two reasonable errors in punctuation, verb tense, and spelling.

A few gradeappropriate errors in format, spelling, punctuation, and verb tense

Some gradeappropriate errors combined with careless errors in spelling, conventions, and editing

Frequent spelling/editing, typing errors

Too many errors in spelling, punctuation, and conventions

All prewriting, notes, peer responses, and drafts/with obvious revision must be submitted with the published copy.

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