Literary Analysis

Exceeds the Standard
Meets the Standard
Partially Meets
Does Not Meet
Main Idea: Thesis, Topic Sentences & Transitions
•Assertion is articulate and concise and presents a sophisticated, complex, original interpretation
•Assertion is clear and focused and presents a thoughtful, comprehensive interpretation
•Assertion is based on a plausible idea, but is wordy or unclear
•Assertion is example-based, unfounded or absent
Evidence
•Evidence is particularly telling in relation to assertion
•Quotes are smoothly integrated
•Paraphrase (if used) is skillfully concise
•Evidence is well chosen and appropriate for interpretation
•Quotes are well integrated into paragraph
•Paraphrase (if used) is concise
•Evidence chosen is limited, too long or too short
•Quotes feel dropped into paragraph
•Summary over paraphrase is used
•Specific evidence—quote or paraphrase—isn’t used or is irrelevant to assertion
Analysis/Commentary
•Analysis is focused on language and structure of text
•Goes beyond “Meets”—analysis more perceptive, original, compelling and precise
•Interpretation is compelling
•Organization stems from artful progression of ideas
Analysis is attentive to language and structure of text
It is thoughtful & comprehensive
Interpretation is thorough
Organization stems from logical progression of ideas
•Analysis is aware of language and structure of text but is only
plausible or oversimplified
•Interpretation has some minor flaws or missing pieces
•Organization stems from ideas, but may become too general
•Analysis is not focused on text
•Analysis is oversimplified, too general, or unsubstantiated
•Organization stems from examples
•Interpretation is not cohesive

Oral Communication

Exceeds the Standard
Meets the Standard
Partially Meets
Does Not Meet

-Offers thoughtful analysis and ideas, without prompting, to move conversation forward
-Comments are concise, not repetitive
-Demonstrates a deep knowledge of the text and careful thinking
-Has come to the seminar prepared, with notes or
marked/annotated text
-Remarks often refer back to specific parts of the text
-Actively listening to other participants
-Doesn’t dominate the conversation
-Offers solid analysis and ideas without prompting
-Comments are efficient
-Demonstrates a good knowledge of the text and thinking
-Has come to the seminar prepared
-Refers to the text in a more general manner
Actively listening to others
-Offers some analysis and ideas may need prompting, clarification
-Demonstrates a general
knowledge of the text and some thinking
-Less prepared, with few notes and no marked/annotated text
-May not make specific
reference to the text
-Listening to others
-Offers little or no commentary
-Does not demonstrate knowledge or ideas
-Comes to the seminar ill-prepared with little
understanding of the text
-Distracts by interrupting or offering off topic comments or by holding side conversations.
-Does not listen to others,
seems unengaged

SEC

Exceeds the Standard
Meets the Standard
Partially Meets
Does Not Meet

This paper contains few errors relative to the length of the piece according to Standard English Conventions—less than 2 (average) per page
This paper contains few errors relative to the length of the piece according to Standard English Conventions—3-4 (average) per page
This paper contains several errors relative to the length of the piece according to SEC—5 (avg) per page
This paper contains numerous errors relative to the length of the piece according to SEC—more than 5 (avg) per page

Work Habits

Exceeds the Standard
Meets the Standard
Partially Meets
Does Not Meet

On time: 100%
Late by 3 days or less: 85%
Late by 4-7 days: 77%
Late by 8 days or more 70% and below

Writing Process

Exceeds the Standard
Meets the Standard
Partially Meets
Does Not Meet
Structure
Essay has a clear rhetorical mode and tone
Essay’s length, # and length of paragraphs suits essay’s purpose
Essay has purpose
Tone is appropriate
Attention given to whole paper’s design
Essay’s purpose less clear
Tone is sometimes appropriate
Whole paper’s design not consistent
Purpose unclear
Tone inappropriate
Little or no care toward whole design
Organization
Intro engages reader, artfully leading to thesis
Conclusion extends beyond ideas of essay
Body paragraphs begin with focused interpretive sentences
Paragraphs flow from assertions to evidence to analysis
Reader is less aware of organization
Intro leads into thesis
Conclusion shows development of ideas
Body paragraphs begin with interpretive topic sentences
Paragraphs move from assertions to evidence to analysis well
Intro only suggests thesis
Conclusion lacks focus, underdeveloped
Some body paragraphs do not have clear interpretive topic sentences
Paragraphs are missing adequate evidence or analysis in places
Intro lacks focus, thesis unclear
Conclusion is missing or inadequate
Topic sentences do not introduce paragraphs
Paragraphs are significantly lacking in evidence or analysis
Style
Word choice is sophisticated
Sentences are artfully varied in length and pattern
Artfully uses transitions
Writing is fluid, unified, distinctive, compelling
Shows attention to word choice
Sentences are often varied in length and pattern
Transitions are used to connect ideas
Writing is fluid, coherent
Word choice sometimes limited
Sentences are less varied in length and pattern
Limited use of transitions
Writing is not as fluid, may be incoherent in places
Wording often ineffective
Sentences not varied
Transitions aren’t used
Writing is often incoherent
MLA Formatting
Header is correct
In-text citations correct
Quotes/references artfully introduced
Works Cited correct
Header is correct
In-text citations only have minimal errors
Quotes/references well introduced
Works Citied correct
Header is present, but may have errors
Significant in-text citation errors
Quotes/references may feel dropped in
Works Cited has errors
Header missing
No in-text citations
Quotes not cited or missing
Works Cited missing