LITERARY ANALYSIS RUBRIC
Description
Claim:
The writer introduces a clear
claim that can be supported by
reasons and evidence.
Development:
The writer provides evidence
and analysis to back up the
claim.
Organization:
The writer arranges the
piece to suit the purpose.
The writer uses topic
sentences, transitions, and
proper formatting.
Style/Craft:
The writer presents a formal,
engaging tone.
The writer uses words
purposefully to affect the
meaning and tone.
The writer includes domain-
specific vocabulary relevant to
the argument and audience.
5 Exceptional
The writer introduces a
compelling claim that reveals
a thorough understanding of
the text.
The writer provides convincing
and relevant evidence/analysis
to back up the claim.
The writer includes varied,
detailed examples of text
evidence and skillfully weaves
them into the essay.
The writer skillfully arranges
parts of the essay to suit the
purpose.
The writer uses
sophisticated topic
sentences and transitions,
as well as proper formatting.
The writer presents a formal
tone but may vary it
appropriately to engage the
reader.
The writer uses words skillfully
to affect the meaning and tone.
The writer includes domain-
specific, technical vocabulary
relevant to the argument and
audience.
4 Skilled
The writer introduces a
precise claim that reveals a
clear understanding of the
text.
The writer provides relevant
evidence/analysis to back up
the claim.
The writer includes varied
examples of text evidence
and weaves them into the
essay.
The writer purposefully
arranges parts of the
essay to suit the purpose.
The writer uses well-
chosen topic sentences
and transitions, as well as
proper formatting.
The writer presents a formal
tone but may vary it
appropriately to engage the
reader.
The writer uses words
purposefully to affect the
meaning and tone.
The writer includes domain-
specific vocabulary relevant to
the argument and audience.
3 Proficient
The writer introduces an
adequate claim that
reveals an understanding
of the text.
The writer provides
evidence/analysis to back up
the claim.
The writer includes sufficient
examples of text evidence
throughout the essay.
The writer adequately
arranges parts of the
essay to suit the purpose.
The writer uses topic
sentences and transitions,
as well as proper
formatting.
The writer presents a formal
tone throughout the essay.
The writer uses words
carefully to affect the meaning
and tone.
The writer includes some
domain-specific vocabulary
relevant to the argument and
audience.
NAME: ____________________
2 Developing
The writer produces an unclear
or emerging claim that suggests
a vague understanding of the
text.
The writer provides partial
evidence/analysis to back up the
claim.
The writer includes only one
example of text evidence
throughout the essay.
The writer attempts to
arrange parts of the essay,
but some areas may need
more cohesion.
The writer uses some topic
sentences and transitions and
makes an attempt at proper
formatting.
The writer attempts to present
a formal tone but may need
improvement in certain areas of
the essay.
The writer uses a small selection
of words that affect the meaning
and tone.
The writer attempts to include
some domain-specific
vocabulary.
1 Inadequate
The writer produces an
unidentifiable claim or a vague
position that suggests a lack of
understanding of the text.
The writer provides little or no
evidence/analysis to back up
the claim.
The writer does not include
examples of text evidence
throughout the essay.
The writer’s essay lacks
arrangement and cohesion.
The writer lacks topic
sentences and transitions
and makes and does not use
proper formatting.
The writer lacks a formal tone
throughout the majority of
the essay.
The writer does not select
words that affect the meaning
and tone.
The writer includes little or no
domain-specific vocabulary.
Spelling, Punctuation, &
Grammar
The writer follows the rules for
Standard Edited English.
COMMENTS:
The writer has virtually no
errors with spelling,
punctuation, or grammar.
The writer matched the
spelling of technical
vocabulary to that found in
resources and text evidence.
The writer varies sentence
structure, sometimes using
simple and sometimes using
complex sentence structure.
The writer uses punctuation
sophisticatedly—including
commas, colons, semicolons,
parentheses and dashes.
The writer avoids grammatical
errors throughout the essay.
The writer has very few
errors with spelling,
punctuation, or grammar.
The writer matched the
spelling of technical
vocabulary to that found in
resources and text evidence.
The writer varies sentence
structure throughout most of
the essay, sometimes using
simple and sometimes using
complex sentence structure.
The writer uses punctuation
appropriately—including
commas, colons, semicolons,
parentheses and dashes.
The writer avoids most
grammatical errors
throughout the essay.
The writer has some errors
with spelling, punctuation, or
grammar.
The writer matched most of
the spelling of technical
vocabulary to that found in
resources and text evidence.
The writer varies some
sentence structure
throughout the essay.
The writer uses most
punctuation appropriately—
including commas, colons,
semicolons, parentheses and
dashes.
The writer may have some
grammatical errors
throughout the essay.
The writer has errors with
spelling, punctuation, or
grammar.
The writer matched some of the
spelling of technical vocabulary
to that found in resources and
text evidence.
The writer does not vary
sentence structure enough
throughout the essay.
The writer uses some
punctuation appropriately—
including commas, colons,
semicolons, parentheses and
dashes.
The writer has grammatical
errors throughout the essay.
The writer has errors with
spelling, punctuation, and
grammar.
The writer did not match the
spelling of technical vocabulary
to that found in resources and
text evidence.
The writer does not vary
sentence structure throughout
the essay.
The writer does not use
punctuation appropriately.
The writer has many
grammatical errors throughout
the essay.
GRADE: __________