Skip Navigation
Banner

ENGLISH LANGUAGE ARTS LITERARY ANALYSIS WRITING RUBRIC

SKILL
AREA

6
Responses at this level:

5
Responses at this level:

4
Responses at this level:

3
Responses at this level:

2
Responses at this level:

1
Responses at this level:

Meaning: the extent to which the writing exhibits sound understanding, interpretation, and/or analysis of the writing task and text(s)

· convey an accurate and in-depth understanding of the topic, audience, and purpose for the writing task
· offer insightful interpretations of the text(s) with analysis that goes well beyond a literal level

· convey an accurate and complete understanding of the topic, audience, and purpose for the writing task
· offer clear and explicit interpretations of the text(s) with analysis that goes beyond a literal level

· convey an accurate although somewhat basic understanding of the topic, audience, and purpose for the writing task
· offer partially explained and/or somewhat literal interpretations of the text(s) with some analysis

· convey a partly accurate understanding of the topic, audience, and purpose of the  writing task
· offer few or superficial interpretations of the text(s) with a tendency to retell instead of analyze

· convey a confused or largely inaccurate understanding of the topic, audience, and purpose for the writing task
· offer unclear interpretations of the text(s) and no attempt to analyze

· provide no evidence of understanding the writing task or topic
· make no interpretations of the text(s)

Development:  the extent to which ideas are elaborated using specific and relevant details and/or evidence to support the thesis

· develop ideas clearly and fully, effectively integrating and elaborating on specific textual evidence
· reveal a thorough and insightful understanding of the author’s use of literary elements and techniques

· develop ideas clearly and consistently, incorporating and explaining specific textual evidence
· reveal an understanding  of the author’s use of literary elements and techniques

· develop some ideas more fully than others, using relevant textual evidence
· reveal an implicit understanding of the author’s use of literary elements and techniques

· develop ideas briefly or partially, using some textual evidence but without much elaboration
· reveal a vague or limited understanding of the author’s use of literary elements and techniques

· attempt to offer some development of ideas, but textual evidence is vague, irrelevant, repetitive, or unjustified
· reveal a confused  understanding of the author’s use of literary elements and techniques

· completely lack development and do not include textual evidence
· reveal no awareness or understanding of the author’s use of literary elements and techniques

Organization: the extent to which the writing establishes a clear thesis and maintains direction, focus, and coherence

· skillfully establish and maintain consistent focus on a clear and compelling thesis
· exhibit logical and coherent structure with claims, evidence and interpretations that convincingly support the thesis
· make skillful use of transition words and phrases

· effectively establish and maintain consistent focus on a clear thesis
· exhibit a logical sequence of claims, evidence, and interpretations to support the thesis and effectively used transitions
· make effective use of transition words and phrases

· establish and maintain focus on a clear thesis
· exhibit a logical sequence of claims, evidence, and interpretations but ideas within paragraphs may be inconsistently organized
· make some attempt to use basic transition words and phrases

· establish but fail to consistently maintain focus on a basic thesis
· exhibit a basic structure but lack the coherence of consistent claims, evidence, and interpretations
· make an inconsistent attempt to use some basic transition words or phrases

· establish a confused or irrelevant thesis and fail to maintain  focus
· exhibit an attempt to organize ideas into a beginning, middle, and end, but lack coherence
· make little attempt to use transition words and phrases

· fail to include a thesis or maintain focus
· complete lack of organization and coherence
· make no attempt to use transition words or phrases 

Language:  the extent to which the writing reveals an awareness of audience and purpose through word choice and sentence variety

· are stylistically sophisticated, using language that is precise and engaging, with notable sense of voice and awareness of audience and purpose
· effectively incorporate a range of varied sentence patterns to reveal syntactic fluency

· use language that is fluent and original, with evident awareness of audience and purpose
· incorporate varied sentence patterns that reveal an awareness of different syntactic structures

· use appropriate language, with some awareness of audience and purpose
· make some attempt to include different sentence patterns but with awkward or uneven success

· rely on basic vocabulary, with little awareness of audience or purpose
· reveal a limited awareness of how to vary sentence patterns and rely on a limited range syntactic structures

· use language that is imprecise or unsuitable for the audience or purpose
· reveal a confused understanding of how to write in complete sentences and little or no ability to vary sentence patterns

· use language that is incoherent or inappropriate
· include a preponderance of sentence fragments and run-ons that significantly hinder comprehension 

Conventions:  the extent to which the writing exhibits conventional spelling, punctuation, paragraphing, capitalization, and grammar

· demonstrate control of the conventions with essentially no errors, even with sophisticated language

· demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language (e.g., punctuation of complex sentences)

· demonstrate partial control, exhibiting occasional errors that do not hinder comprehension (e.g., incorrect use of homonyms)

· demonstrate emerging control, exhibiting frequent errors that somewhat hinder comprehension (e.g., agreement of pronouns and antecedents; spelling of basic words)

· demonstrate lack of control, exhibiting frequent errors that make comprehension difficult (e.g., subject verb agreement; use of slang)

· illegible or unrecognizable as literate English