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Literary Analysis Rubric Name: _____________________________________ Per: ___________ Date: _____________________ Paper Title: _________________________________ Student ID #: ______________________________ 4 3 Ideas Traits The ideas show a thorough understanding of the reading. Heart of the message, content, and details enrich and develop theme. Clearly stated, insightful thesis that shows complexity and depth. Includes important, relevant CDs. Includes STEAL in analysis. Unpacking includes understanding of literary elements and how writer uses element to reinforce message. The ideas show a complete understanding of the reading. Clear thesis statement and necessary supporting details. Clearly stated thesis but lacks the depth and complexity of a “6”. Strong, relevant CDs. Includes STEAL. Unpacking includes understanding of literary elements and some knowledge of how writer uses element to reinforce message. Ideas may show only surface understanding of reading. Clear thesis statement with arguable position. May not always include relevant CDs or may include obvious CDs. May not directly refer to STEAL but includes characterization in analysis. Unpacking may just identify devices. CM thoughtful, but may be predictable. Some analysis, but may include summary. Ideas show an incomplete or inaccurate understanding of reading. Thesis fails to take a position or unclear. Point vague. Gives general idea. Weak, irrelevant CDs. Details loosely related. Paper does not argue stated thesis. No reference to STEAL or characterization. Unpacking does not include literary elements. CM dominated by plot summary. Organization All parts work together creating an insightful essay. Internal structure, thread of central meaning & logical/intriguing pattern enhance ideas that achieve essay’s purpose. Pacing is well controlled and purposeful. Provocative AG Includes a clear and sophisticated MT and TS. LI effectively weaves into the CDs by offering the necessary context. Convincing CDs that prove TS. CM that perceptibly unpacks the CD Interesting and appropriate for purpose & audience. Author’s unique perspective evident through use of compelling ideas, engaging The organization pattern fits the topic and purpose. Structure enhances understanding and enjoyment. All parts of the essay are well developed. Pacing well controlled.Strong AG. Includes a MT and TS that are less sophisticated than a 6. Convincing CDs that prove TS. CM that goes beyond a mere explanation of the CD. Includes LI that effectively weaves into the CDs by offering necessary background information. Tone is interesting and appropriate to audience and purpose. Authors presence is evident, may not be as powerful as a The organization pattern may fit the topic and purpose. Structure is helpful but predictable. Sequencing shows some logic but may lack control. Pacing may not be controlled. Functional AG. A part of the essay needs better development (MT, TS, CD, or CM). Includes a LI to the CDs, but it may lack some of the necessary background information, or it might be too basic. Ideas show surface understanding of reading. Thesis statement too broad. Takes self-evident, obvious position. Obvious CDs, or may be irrelevant. Does not refer to STEAL but includes characterization. Unpacking may not refer to literary devices or simply identifies literary devices. CM explains connection between TS and CD, but lacks development. CM surface-level & may have too much summary. The organization may not fit the essay’s purpose. Shows some logic. Structure may lack smoothness or be formulaic. Pacing may be inconsistent. AG may need work. Some parts may need more development (MT, TS, CD, or CM). Transition to CDs may be missing or cause confusion. Missing context, audience, and/or speaker The organization doesn’t fit the purpose. Significant reorganization is needed. Pacing is inconsistent. AG missing or mechanical. The essay strays from a clear organizational pattern. Missing a part or has an unclear MT, TS, CD, or CM. Intro and conclusion ineffective or missing. Sequencing is random; lacks purpose. Incoherent collection of details. Pacing is awkward, frustrating, or missing. Organization makes it hard to identify main idea. Tone is nondescript. Shows limited awareness of audience or may not be appropriate for purpose. Writing is safe, writer Tone shows little to no awareness of audience or purpose. Writing is monotone and flat. Writer seems unengaged. Writing The writer needs to understand how to create a voice. Voice 6 5 Tone is inconsistent or may be dull. Shows an awareness of audience and purpose. Author’s presence may not always 2 1 The essay needs a thesis statement and details. Main idea unclear. Details repeat each other seem random. Ideas confuse the reader. Does not respond to prompt Literary Analysis Rubric language, and relevant details. Committed and persuasive. “6”. Writer is committed and persuasive. Writer behind the words comes through. show through. Writing is safe- writer may not take risks. Shows some commitment to topic. doesn’t take risks. Shows minimal commitment to topic. Writing may seem mechanical. lacks commitment to topic. Word Choice (Diction) Word choice reflects careful thinking about reading. Words are rich, colorful, and precise. Words energize writing. Language moves & enlightens the reader. Vocabulary striking varied. Strong active verbs dominate. Verb tense shifts are correct. The word choice creates a clear message. Broad range of words that are carefully chosen. Word choices energize writing. Vocabulary varied. Active verbs throughout the essay. Verb tense shifts are correct. The word choice is appropriate and functional. The words work but might not energize the writing. Attempts at colorful language may be overdone. May include some passive verbs. Verb tense mostly correct. Words are colorless, flat, and imprecise. Monotonous repetition. Images are fuzzy or absent. Frequent language errors. Many passive verbs and linking verbs. Many verb tense errors. Words nonspecific, distracting, and vague. Words and phrases detract from meaning. Language used incorrectly. Show limited vocabulary. Sentence Fluency The sentences make the ideas really stand out. There is a rhythm and flow to language and word patterns. Sentence construction enhances meaning. Varied length and structure. Varied beginnings. Connecting words join and build on other words. The sentences are skillfully written and keep the reader’s interest. There is a rhythm and flow to language and word patterns. Sentence construction enhances meaning. Varied length and structure. Varied beginnings. Connecting words join and build on other words. Not as sophisticated as “6” The essay has one or two errors that do not interfere with the reader’s understanding. Writing is complex and shows a wide range of conventions. Some sentence problems may exist. Sentences are not all alike; there is some variety. May occasionally have choppy or awkward sentences. Writer doesn’t manipulate structure to enhance meaning. May be missing connecting words and phrases. Sentences may lack craft and music. Words common and obvious; lack energy. Words adequate and correct in general sense. Words work but don’t capture interest. Reaches for color; thesaurus overload. Language may be used incorrectly. Passive and linking verbs may dominate. May include many verb tense errors. Nouns common or vague Sentences are usually constructed correctly. Sentences are routine. There is little variety in structure. Connecting words are absent. Some sentences invite reading aloud; choppy, awkward, and stiff. The essay has many sentence problems. Sentences ramble, are incomplete or awkward. Monotonous structure. Endless or no connectives. Text invites reading aloud. The writer needs to learn how to construct sentences. The essay has a few careless errors in punctuation and grammar, but errors Capitalization and end punctuation correct, but may have internal errors. The errors in the essay confuse the reader. Grammar and usage problems are not serious. Paragraphing may lack cohesion and organization. Errors are frequent and distracting. Grammar and usage errors are obvious and serious. Paragraphing lacks cohesion and organization. Help is needed to make corrections. Minor errors in MLA formatting Two or three MLA Errors Many errors in MLA formatting. Little, if any, compliance with MLA formatting guidelines. No compliance with MLA guidelines. Conventions Presentation Grammar & punctuation are correct, and copy is free of all errors. Writing is complex enough to show skill in using a wide-range of conventions. May manipulate conventions for style. Correct MLA format