Literary Criticism Essay Rubric For Middle School

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Literary Analysis Essay Rubric

CriteriaABCDF
TitleTitle is creative, indicates the subject of the essay, and is punctuated correctlyTitle is creative or indicates the subject of the essay and is punctuated correctlyTitle hints at the subject of the essay and is punctuated correctlyTitle hints at the subject of the essay and is punctuated incorrectlyNo title or “______ (title of the book) Essay”
IntroductionEffectively hooks the reader;  clearly states title and author of the text; succinctly describes context (parts of the text that pertain to the subject); ends with a clear and profound thesis statement about the author’s intended message that answers the promptStates the title and author of the text in a clear opening statement; clearly describes the context; ends with a clear thesis statement about the author’s intended messageAdequate opening statement, context, andthesis statementInadequate opening statement, context, and thesis statementNo opening statement, context, or thesis statement
3-5 Well-Developed Body ParagraphsClear topic sentences that state a claim and well-developed evidence (3-6 short quotes each); always ties to thesisTopic sentences that state a claim and evidence (2 quotes each); usually ties to thesisTopic sentences and incomplete evidence (1 quote each); unclear tie to thesisWeak topic sentences and incomplete evidence (0-1 quotes each); little tie to thesisNo topic sentences or evidence; no tie to thesis
Quoting formatContext, speaker, and page numbers are given seamlessly; all punctuation is correct.  Quotes are effectively embedded in analysisContext, speaker, and page number are given; punctuation is correct.  Quotes are embedded in analysisContext, speaker, or page number are given; punctuation is correct.  Quotes are sometimes embedded in analysisContext, speaker, and page number are given or punctuation is correct.  Quotes are not embedded in analysisContext, speaker, and page number are not given; punctuation is incorrect
ConclusionRestates thesis and main points in a new way; ends with a profound statement of why this is importantRestates thesis and main points; ends with a statement of why this is importantRestates thesis or main points; ends by further discussing the topicRestates thesis or main pointsDoes not restate thesis or main points or say why this is important to consider
Varied Sentence Beginnings/Cumulative Sentences All sentences show great style in writing (cumulative sentences, parallel and inverted syntax, semi-colons, varied sentence beginnings)Most sentences show style in writing (cumulative sentences, parallel and inverted syntax, semi-colons, varied sentence beginnings)Some sentences show style in writing (cumulative sentences, parallel and inverted syntax, semi-colons, varied sentence beginnings)Few sentences show style in writing (cumulative sentences, parallel and inverted syntax, semi-colons, varied sentence beginnings)Rarely do sentences show style of writing (cumulative sentences, parallel and inverted syntax, semi-colons, varied sentence beginnings)
Analysis of Author’s DictionSpecific, profound analysis of the author’s word choicesSpecific analysis of the author’s word choicesSome analysis of the author’s word choicesLittle analysis of the author’s word choicesNo analysis of the author’s word choices
Literary Present Tense Consistency 0-1 Verb tense (Present) inconsistencies2-3 Verb tense (Present) inconsistencies4-5 Verb tense (Present) inconsistencies6-7 Verb tense (Present) inconsistencies8+ Verb tense (Present) inconsistencies
Writing ConventionsStudent has strong command of formal written English and shows no distracting errorsStudent has good command of formal written English and shows few distracting errorsStudent has decent command of formal written English, but makes some distracting errorsStudent makes many errors of formal written EnglishStudent makes so many errors that it is difficult to ascertain intended meanings

 

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