LITERARY ANALYSIS RUBRIC

Rubric
Categories

Intro w/
Thesis

Explication

Citation of
Evidence

Integration
of Quoted
Text

Quality of
Writing

3.5

2.5

Intro uses
sophisticated hook
and context that
engage the audience
and cleverly lead to the
thesis; Thesis presents
an original claim;
parallel structure
engages readers in
essays more
sophisticated or
nuanced points.

Intro uses an
interesting or
creative hook and
context that
seamlessly guide the
audience to the thesis;
Thesis is complete,
presents a
compelling claim,
and uses parallel
structure to orient
readers to essays
main points.

Intro uses a
practical hook
and context that
logically and
clearly lead to the
thesis; Thesis is
complete,
presents a clear
claim, and uses
parallel structure
to orient readers
to essays main
points.

Intro uses a
perfunctory hook
and context that
may or may not
clearly lead to the
thesis; Thesis is
complete, presents
a clear claim, and
orients readers to
essays main
points, but wording
might be awkward
or lack parallel
structure.

Intro attempts to
use a hook and
thesis, but lacks
logical organization
or coherence;
Thesis is
intelligible,
presents a general
claim, and begins
to orient reader to
essays general
ideas; may lack
parallel structure.

Intro is incoherent
or unintelligible;
Thesis is either
missing or
confusing.

Demonstrates a
sophisticated and
distinctive
understanding of the
text/s; provides
nuanced and/or
complex explanations;
makes nuanced
connections that move
the response into
sophisticated analysis
and interpretation and
evaluation

Demonstrates a
cogent
understanding of the
text/s; provides
substantial elaboration
and forceful
explanations; makes
meaningful
connections that move
the response into
sophisticated analysis
and interpretation

Demonstrates
secure
understanding of
the text/s;
provides adequate
elaboration and
clear
explanations;
makes specific,
logical
connections that
move the
response into
interpretation or
analysis, but not
quite both

Exhibits a tentative
understanding of
the text/s beyond
the literal; attempts
some explanations;
makes general,
obvious
connections that
begin to move the
response into
application with
some interpretation

Exhibits mostly a
literal and/or
surface level
understanding;
attempts superficial
commentary;
makes obvious or
irrelevant
connections that
reflect mostly recall

Exhibits little or
no
understanding;
provides no
explanations;
makes no
meaningful
connection

Cites nuanced and

precise examples from
the text/s that advance
a compelling, as well as
clever or nuanced
argument

Cites substantial
specific, carefully
chosen examples from
the text/s that support
a compelling
argument

Cites sufficient
general and
relevant (though
not the most
appropriate or
logical) examples
from the text/s
that support a
clear and effective
argument

Cites a few
general and/or
relevant (though
not the most
appropriate or
logical) examples
from the text/s that
support a clear
argument

Cites little and /or

irrelevant evidence
from text/s that
attempt to support
an emerging,
awkward, or
somewhat
ambiguous

Cites irrelevant or
no evidence from
text

Direct quotes are

artfully and seamlessly
integrated using a
variety of quotation
setup strategies (signal
phrases, colon setup,
peppered words and
phrases)

All direct quotes are

skillfully integrated
using a variety of
quotation setup
strategies (signal
phrase and colon
setup).

Most direct quotes

are correctly and
effectively
integrated using
basic quotation
setup strategies
(signal phrases)

Some direct
quotes sound
awkward; most are
correctly set up
through signal
phrases or other
unconventional
ways.

Many direct quotes

are incorrectly or
awkwardly set up,
regardless of
strategy.

Too many errors

in the integration
of direct quotes,
OR no direct
quotes used

The text demonstrates

exceptional writing.
Variety of sentence
lengths and beginnings
create seamless flow
and rhythm,
purposefully
emphasizing ideas.
Word choice is
sophisticated, creating
a compelling tone and
confident voice.

The text
demonstrates skilled
writing. Some variety
of sentences create
sense of flow and
rhythm, emphasizing
some ideas. Word
choice is varied and
thoughtful, creating a
consistent tone and
voice.

The text
demonstrates
proficient writing.
Sentences are
coherent, and
ideas are logically
organized. Word
choice is grade
appropriate. Tone
and voice are
mostly consistent.

The text
demonstrates
developing skills.
Most sentences are
coherent, and ideas
are clear. Word
choice is mostly
appropriate but still
too limited to create
a consistent tone
and/or voice.

The text
demonstrates
basic skills.
Sentences are
awkward or
confusing, making
ideas difficult to
follow. Word
choice is simple
and does not yet
develop an
appropriate tone or
voice.

The text
demonstrates
below basic
skills. Sentences
are awkward,
incomplete, or
repetitive,
muddling ideas.
Word choice is
random, fledgling;
No discernible
tone or voice.