Writing a Literary Analysis Essay
EMBEDDED
ASSESSMENT 1
Assignment
Your assignment is to write a multi-paragraph literary analysis essay in response to
the following prompt (or another provided by your teacher):
My Notes
In Edward Bloor’s novel Tangerine, how did one character’s choices and the
consequences of these choices affect the development of the main character?
Planning and Prewriting: Take time to make a plan for your essay.
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your thesis?
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Drafting: Write a multi-paragraph essay that effectively organizes your ideas.
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and state your thesis?
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and commentary in your support paragraphs?
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author’s purpose and a connection to a larger issue?
Evaluating and Revising the Draft: Create opportunities to review and
revise your work.
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with others?
© 2014 College Board. All rights reserved.
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sentence structures?
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requirements of the assignment?
Checking and Editing for Publication: Confirm your final draft is ready
for publication.
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conventions of standard English, capitalization, punctuation, spelling, grammar,
and usage?
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the text?
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Reflection
After completing this Embedded Assessment, think about how you went about
accomplishing this task, and respond to the following:
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help prepare you to write a literary analysis essay?
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Writing a Literary Analysis Essay
EMBEDDED
ASSESSMENT 1
SCORING GUIDE
Exemplary
Proficient
Ideas
The essay
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insightful thesis that
addresses the prompt
fully and precisely
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textual evidence
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and insightful
commentary showing
the relationship
between the evidence
and the thesis.
The essay
{?8J8=F:LJ<;K?<J@J
that addresses the
prompt
{LJ<JK<OKL8C<M@;<E:<
that is relevant and
sufficient
{GIFM@;<JI<C<M8EK8E;
clear commentary.
The essay
The essay
{?8J8K?<J@JK?8KD8P {;F<JEFK?8M<8
address some part of
thesis appropriate
the prompt
for a multi-paragraph
{LJ<JJFD<K<OKL8C
essay
evidence to support
{@JD@JJ@E>K<OKL8C
the thesis
evidence or the
{'IFM@;<JC@KKC<
evidence does not
relevant commentary.
support the thesis
{@JD@JJ@E>
commentary or the
commentary is not
related to the overall
concept.
Structure
The essay
{GI<J<EKJ8JKIFE>
introduction with a
hook and clear thesis
{@J:F?<I<EKN@K?
well-developed body
paragraphs that use
effective transitions
{GI<J<EKJ8E@EJ@>?K=LC
and compelling
conclusion that
follows directly from
the ideas of the
thesis.
The essay
{GI<J<EKJ8=F:LJ<;
introduction with a
clear thesis
{:FEK8@EJ9F;P
paragraphs that
develop ideas of the
thesis and establish
cohesion with
transitions
{?8J8:FE:CLJ@FE
that follows from the
ideas of the thesis.
The essay
{GI<J<EKJ8E
introduction without
a strong thesis
{:FEK8@EJ9F;P
paragraphs that do
little to develop
the thesis
{?8J8D@E@D8C
conclusion that may
not relate to the
thesis.
The essay
{D8P9<C8:B@E>8E
introduction or thesis
{D8P9<D@JJ@E>9F;P
paragraphs or the
paragraphs are not
developed
{D8PEFK?8M<8
conclusion or the
conclusion may be
only a summary
statement.
Use of
Language
The essay
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sophisticated variety
of sentence types
used appropriately
{LJ<J=FID8CJKPC<8E;
precise academic
language
{:FEK8@EJJF=<N<IIFIJ
in grammar, spelling,
capitalization, and
punctuation that they
do not detract from
excellence.
The essay
{LJ<J8M8I@<KPF=
well-chosen sentence
types
{LJ<J=FID8C8E;
academic language
appropriately
{:FEK8@EJFECP8=<N
errors in spelling and
grammar.
The essay
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sentence types
{J?FNJ;@==@:LCKPN@K?
the conventions of
formal language and
academic vocabulary
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in grammar and
spelling that interfere
with meaning.
The essay
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in the construction of
purposeful sentences
to convey ideas
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is confused or
confusing
{:FEK8@EJ<IIFIJ@E
grammar, spelling,
and conventions
that interfere with
meaning.
210
SpringBoard® English Language Arts Grade 7
Emerging
Incomplete
© 2014 College Board. All rights reserved.
Scoring
Criteria