English Literary Analysis Paragraph Rubric: Self-Assessment
Name: ________________________________________ Class: _________ Poem: __________________________________ How many of this kind of assessment have I done? ________
Descriptor
Below Standard
Marginal
2
1
Knowledge and
Understanding
q Little to no knowledge or
understanding of the text
q Some knowledge and understanding
of the text
How well do I know the poem? Can I paraphrase it? Do I know the facts of the poem? Do I know who is speaking, to whom, and in what context (time and place)? Can I state the subject of the poem? Can I write a theme statement for the poem? Interpretation and
Analysis (x 2)
q Summarizes or paraphrases with little
to no interpretation/analysis
q Flawed understanding of the literary
aspect; little thematic understanding
Do I understand the difference between q Little to no mention of literary
retelling and analysing? How well do I devices
know and understand literary aspects/devices? Can I easily find them q Textual proof is poorly chosen,
generally lacking or inaccurate
in a poem? Can I prioritise them in terms of significance? Do I understand q Little to no analysis evident; analysis
how they connect to each other? To may mix with evaluation or personal
theme? Do I understand the effects of a opinion
particular device? Can I find the best quotes to support specific devices? Can I analyse those quotes in depth? Organisation and
Development
Have I planned an argument? Have I thought about topic sentences? Concluding sentences? Have I thought about the number of supporting sentences necessary to make each point? Do I have more analysis than evidence? Is my evidence (quotes) integrated into my argument (rather than just dropped in)? Lisa Foran 2010
q Some interpretation /analysis
q Little understanding of the literary
aspect examined; little to no
connection to theme
q Literary devices are mentioned but
their effects are not adequately
discussed
q Questionably chosen textual proof
supports a few points
q Textual proof is insufficiently
examined, explained, or relevant
q Response addresses the question/task
and generally unrelated or unfocused
q Topic sentence is not clear
to a moderate degree only
q Topic sentence is vague or imprecise
q Ineffective paragraph structuring
q Paragraph organisation is somewhat
q Quotes/supporting examples are not
integrated or not used
q Concluding sentence is missing or
inconsistent with the rest of
paragraph
q Adequate knowledge and
understanding of the text and the
thoughts and feelings expressed in the
text
q Adequate interpretation of the text; a
somewhat superficial engagement
with the text
q Some understanding of the literary
aspect examined and its connection to
theme
q Some accuracy in references to
literary devices and their effects
q Acceptably chosen textual proof
supports most points
q Textual proof may be inconsistently
Good
4
q Good knowledge and understanding
of the text and the thoughts and
feelings expressed in the text
q Good interpretation of the text; a
careful, close examination of the text
q Solid understanding of the literary
aspect examined and its connection
to theme
q Mostly accurate references to literary
devices and their effects
q Well chosen textual proof supports
each point
q Textual proof is sufficiently
examined, explained, and relevant
examined, explained, and relevant
q Response to question/task is vague
leads to reader confusion
Adequate
3
illogical with confusing jumps
between ideas
q Quotes/supporting examples are
poorly integrated
q Concluding sentence fails to
summarise information /ideas
effectively
q Response adequately addresses the
question/task
q Focused response addresses the
question/task
q Topic sentence is clear and analytical
q Paragraph is adequately organised
q Paragraph is well-organised with a
q Quotes/supporting examples are
mostly integrated
q Concluding sentence summarises
information /ideas in a functional
manner
q Excellent knowledge and
understanding of the text and the
thoughts and feelings expressed in the
text
q Sophisticated interpretation of the
text; a perceptive examination of the
text’s nuances
q Excellent understanding of the literary
aspect examined and its connection to
theme
q Accurate references to literary devices
and their effects
q Powerfully chosen textual proof
supports each point
q Textual proof is thoroughly examined,
explained, and clearly relevant
q Topic sentence is generally clear
with a logical approach to building an
argument
Excellent
5
q Focused response thoroughly
addresses the question/task
q Topic sentence is clear, analytical and
insightful
logical, carefully developed approach q Paragraph is well-organised with a
to building an argument
coherent, inspired, carefully
developed approach to building an
q Quotes/supporting examples are well
argument
integrated
q Quotes/supporting examples are
q Concluding sentence clearly and
integrated in a sophisticated manner
effectively summarises
information/ideas
q Concluding sentence is intriguing and
thoughtful, effectively summarising
information/ideas
q Struggles with formal language; little
Language and
Formatting
Am I thoughtful and purposeful when employing language? Do I think about my audience? Do I take the time to stop and try to find a better/stronger word? Do I look at my sentences to make sure they are variable in length? Have I thought about my transition words and how they help the flow of my ideas? Do I know MLA format/citations and if not, have I looked at an exemplar to guide me? sense of register and style
q Lacks clarity/fluency
q Incorrect use of vocabulary and
language interferes with
understanding
q Inappropriate use of links/
transitions; little/no coherence
q Frequent sentence structure mistakes
(run-ons, fragments, comma splices,
repetition) impedes meaning and
confuses reader
q Fundamental and recurrent errors in
spelling, mechanics (verb tense,
subject/verb agreement, articles,
singular/plural) and conventions
q Overall document is not formatted in
MLA style
q Parenthetical references are not used
q Some informal language usage
evident (contractions, cliché’s,
jargon); register is at times too
casual
q At times lacks clarity/fluency
q Some use of incorrect vocabulary
and/or language usage
q Use of links/transitions but at times
lacks coherence
q Some sentence structure lapses (run-
ons, fragments, comma splices,
repetition)
q Some inaccuracies in spelling,
mechanics (verb tense, subject/verb
agreement, articles, singular/plural),
conventions
q Overall document contains many
q Style and register is generally
q Formal academic style; suitable
appropriate for literary analysis
choice of register
choice of register
q Generally clear/fluent throughout
q Mostly clear/fluent throughout
q Generally clear and coherent use of
q Clear and accurate use of vocabulary q Clear, varied, precise and concise use
vocabulary
q Coherent structure with good use of
q Coherent structure with average use
of links; transitions are ordinary but
sufficient
q Sentence structure is consistent;
minor errors
q Adequate degree of accuracy in
spelling, mechanics, conventions
q Overall document contains 2
formatting errors in MLA style
q Some parenthetical references are
properly formatted in MLA style
q
q
q
q
q Clarity and fluency throughout
of vocabulary
appropriate links and solid and varied q Strong coherence through use of clear
transitions
links and sophisticated and varied
transitions
Sentence structure is varied
q
Sentence structure is varied and used
Good degree of accuracy in spelling,
for effect
mechanics, conventions
q
Overall accuracy in spelling,
Overall document contains 1
mechanics, conventions
formatting error in MLA style
q
Overall document is properly
Most parenthetical references are
formatted in MLA style
properly formatted in MLA style
q All parenthetical references are
properly formatted in MLA style
formatting errors in MLA style
q Parenthetical references are
frequently not properly formatted
Comment on your learning on this task / skill / assignment. Where were you? Where are you now? Where do you need to go? Note: The Grading Scale Equivalencies have been removed from this rubric on purpose. In self-­‐assessing, I want you to assess for learning, not evaluate for a grade. Lisa Foran 2010
q Formal academic style; effective