|
|
1 (Unacceptable) |
2 (Marginal) |
3 (Adequate) |
4 (Proficient) |
5 (Outstanding) |
|
Careful |
The essay reflects almost
no familiarity with the literary text |
The essay reflects little
familiarity with the literary text or with the techniques used by the author
to create meaning |
Demonstrates an understanding
of the literary text and the techniques used by the author to create meaning |
Demonstrates a deep
understanding of and response to the literary text and the techniques used by
the author to create meaning |
Demonstrates a profound
understanding of and response to the literary text and the techniques used by
the author to create meaning |
|
Critical Approach |
No coherent critical
approach is applied to the literary text |
The critical approaches
applied to the literary text are not used in such a way as to shed light on
the work |
Facility in approaching the
text through one or more critical perspectives |
Great facility in approaching the text through one or more
critical perspectives |
Expertly uses one or more
critical approaches to uncover new depths of meaning in a literary work |
|
Defensible Thesis |
The essay’s thesis is
either a simple statement of fact about the text, an irrelevant personal opinion,
or nonexistent |
While the essay does have
an identifiable thesis about the literary work, it would be very difficult to
argue for or against it |
The essay has an
identifiable thesis that can serve as the basis for a debate between opposing
sides |
The essay has a
clearly-articulated thesis that can serve as the basis for an interesting debate
between opposing sides |
The essay has a
clearly-articulated and provocative thesis that can serve as the basis for a
fascinating debate between opposing sides |
|
Persuasive Argument |
The essay’s attempts to
persuade the reader to adopt a particular interpretation actually convince
the reader to take the opposing view |
While the essay does not
actually undermine its own thesis, it does little or nothing to persuade the reader of its
validity |
The essay’s argument is
persuasive due to both logical and emotional appeals |
Despite the reader’s
initial skepticism, the essay’s argument is ultimately persuasive due to both
logical and emotional appeals |
Despite the reader’s
initial skepticism, all resistance to the essay’s thesis is overwhelmed by
its logical reasoning and emotional power |
|
Supporting Detail |
Few details from the
literary text are offered in support of the thesis; the details that are
included seem unrelated to the thesis |
While specific details from
the literary text are mentioned, they seem to have little relevance to the
essay’s thesis |
The thesis is sustained by
supporting detail from the primary text and (optionally) from secondary texts |
The thesis is sustained by
well-chosen supporting detail from the primary text and (optionally) from
secondary texts |
The thesis is sustained by
a wealth of well-chosen supporting detail from the primary text and
(optionally) from secondary texts |
|
Organized Structure |
The essay shows no apparent
organizational scheme; ideas are repeated randomly, and there is no sense of
movement toward a conclusion |
There is a structure to the
essay, but it would be more persuasive if rearranged, if ideas were
introduced more clearly, or the essay
ended less abruptly |
The essay has an
interesting opening, several supporting paragraphs and a concluding paragraph
that provides a sense of completion to the essay |
The essay is well
organized, with a strong opening, smoothly-flowing supporting paragraphs and
a persuasive close |
The essay is beautifully
organized, with a captivating opening, smoothly-flowing supporting paragraphs
and a triumphantly persuasive close |
|
Clear Writing |
Errors in grammar,
punctuation and/or mechanics make it difficult to understand the ideas the
essay is trying to convey |
Significant errors in
grammar, punctuation and/or mechanics interfere with the reader’s
understanding of the essay |
A few errors in grammar,
punctuation and/or mechanics distract from, but do not obscure, the meaning
of the essay |
Language is used as a
virtually transparent medium of expression; mechanics and punctuation clarify
meaning |
Language is used as a
transparent medium of expression, conveying the essay’s meaning with
telepathic clarity |
|
Creative Language |
The essay’s style is purely
utilitarian; the language is either
dry or cliché-ridden |
The essay exhibits little
creativity in the use of language |
The essay exhibits some
degree of creativity in the use of language |
The essay is a pleasure to
read because of the style and inventiveness of the writing |
The essay is a joy to read
simply because of the liveliness, beauty and cleverness of the writing |
|
Concise Expression |
The deletion of lengthy and/or
numerous passages from the essay would enhance, rather than detract from, the
meaning of the paper |
The deletion of lengthy
and/or numerous passages from the essay would not detract from the meaning of
the paper |
There are few wasted words
in this essay; occasionally a phrase or two may lead away from the main idea,
but the focus is generally maintained throughout |
There are few wasted words
in this essay; every phrase is
carefully chosen to move the overall argument gracefully forward |
There are no wasted words
in this essay; every phrase is a carefully chosen gem that moves the overall
argument gracefully forward |
|
Effective Citation |
There are no signs of
deliberate plagiarism, but the sources of quotations are not effectively
identified; cited works are not clearly identified in the body of the essay
(or vice versa) |
There are significant
errors in MLA citation format, but the sources of quotations and paraphrases,
whether from the primary (literary) text or secondary (critical) texts, are
identified |
While there are some minor
errors in MLA citation format, the sources of quotations and paraphrases,
whether from the primary work or critical texts, are clearly identified |
The sources of quotations
and paraphrases, whether from the primary (literary) text or secondary
(critical) texts, are clearly identified using the MLA citation format |
The sources of quotations
and paraphrases, whether from the primary (literary) text or secondary
(critical) texts, are seamlessly blended into the context of the paper |