9th Grade Literary Analysis Assessment Rubric
| 6 Exceptional Achievement (exceeds standard) | 5 Commendable Achievement (exceeds standard) | 4 Adequate Achievement (meets standard) | 3 Some Evidence of Achievement (approaching standard) | 2 Limited Evidence of Achievement (needs support to meet standard) | 1 Minimal Evidence of Achievement (needs support to approach standard) | |
| Understanding of the Reading | Demonstrates a sophisticated reading of the text and an insightful understanding of its complexities | Demonstrates a comprehensive understanding of the text and its complexities | Demonstrates a comprehensive understanding of the text | Demonstrates a basic grasp of the text and a limited understanding of its complexities | Demonstrates a limited grasp of the text, may be illogical | Demonstrates little or no grasp of the text |
| Thesis | Thesis clearly addresses the prompt | Thesis addresses the prompt | Thesis addresses the prompt | Includes a thesis that alludes the prompt | Does not include a thesis or thesis does not relate to the prompt | Does not include a thesis |
10th/11th Argumentative Essay Assessment Rubric
6 Exceptional Achievement (exceeds standard)
• Demonstrates a sophisticated reading of the text and an insightful understanding of its complexities
• Explains the writer’s argument
• Thesis clearly addresses the prompt by explaining and agreeing, disagreeing, or qualifying the writer’s argument
• Uses specific, well-chosen, well-integrated evidence (reading, experience, observations) to support the thesis
• Thought-provoking commentary explains the significance of the evidence and artfully supports the thesis
• Organization is cohesive, clear, logical and fluid
• Varied sentence types and precise descriptive language; powerful word choice
• Mechanical errors are insignificant, first draft in nature, and do not detract from meaning
5 Commendable Achievement (exceeds standard)
• Demonstrates a comprehensive understanding of the text and its complexities
• Explains the writer’s argument
• Thesis clearly addresses the prompt by explaining and agreeing, disagreeing, or qualifying the writer’s argument
• Provides well-chosen, specific evidence (reading, experience, observations) to support the thesis
• Thoughtful commentary explains the significance of the evidence and supports the thesis
• Organization is logical, clear, and purposeful
• Uses a variety of sentence types and precise descriptive language; word choice is interesting and effectively used for emphasis
• Mechanical errors are few, first-draft in nature, and do not interfere with meaning
4 Adequate Achievement (meets standard)
• Demonstrates a comprehensive understanding of the text and a basic understanding of its complexities
• Explains the writer’s argument
• Thesis clearly addresses the prompt by explaining the argument and agreeing or disagreeing with the writer’s argument
• Provides specific evidence (reading, experience, observations) to support the thesis
• Commentary explains the significance of the evidence and supports the thesis
• Organization is logical
• Uses a variety of sentence types and some descriptive language; word choice is appropriate for audience
• Some mechanical errors do not disrupt the flow of ideas
3 Some Evidence of Achievement (approaching standard)
• Demonstrates a basic grasp of the text and a limited understanding of its complexities
• Touches on the writer’s argument
• Includes a thesis that alludes to the prompt that may agree or disagree with the writer’s argument
• Provides some evidence (reading, experience, observations) to support the thesis
• Commentary paraphrases the evidence with limited connections to the thesis
• Some evidence of organization, but may be awkward
• Limited variety of sentence types, simple sentences
• Mechanical errors may occasionally interrupt the flow of ideas
2 Limited Evidence of Achievement (needs support to meet standard)
• Demonstrates a limited grasp of the text with, may be illogical
• Does not explain the writer’s argument
• Does not include a thesis, thesis does not relate to the prompt, and may not agree or disagree with writer’s argument
• Provides limited evidence (reading, experience, observations)
• Commentary relies on paraphrase or plot summary
• Organizational structure needs to support the ideas
• Sentences lack clarity and variety
• Mechanical errors disrupt the flow of ideas
1 Minimal Evidence of Achievement (needs support to approach standard)
• Demonstrates little or no grasp of the text
• Does not explain the writer’s argument
• Does not include a thesis
• Provides little or no evidence
• Commentary is missing, plot summary dominates
• No organizational clues
• Sentences are incomplete, awkward, and/or confusing
• Mechanical errors interfere with clarity
0 No Evidence or No Response
• Blank, off topic, written in a language other than English, illegible, or unintelligible
