Lake Forest High School English Department

Analytical Paper Rubric

Categories: Thesis statement Organization/Structure Support/Elaboration Insight/Abstraction Grammar/Mechanics Voice

Levels: 1 2 3 4 5 6 7

Thesis statement

1

· purpose is unclear, confusing, unrelated to essay question

· thesis statement is missing

2

· purpose unclear or confusing

· thesis statement too general and/or plot-driven

· thesis statement too simple to break into mapping statements

3

· purpose is vague or confusing and difficult to argue

· thesis statement is too general and obvious

· thesis statement is too simple to break into mapping statements

4

· purpose clearly evident, but may not be fully arguable

· thesis statement focuses on too general an idea

· thesis statement not complex enough to break logically into mapping statements

5

· purpose clearly evident and arguable

· thesis statement focuses on a specific argument

· thesis statement complex enough to break into parts that will be used to develop mapping statements

6

· purpose clearly evident and arguable

· thesis statement focuses on a specific argument

· thesis statement complex enough to break into parts that will be used to develop mapping statements

7

· purpose clearly evident and arguable

· thesis statement focuses on a specific argument

· thesis statement complex enough to break into parts that will be used to develop mapping statements

Organization/Structure

1

· little or no introduction, little or no conclusion

· missing transitions; ideas do not logically relate

· no organizational pattern

· no mapping statements

2

· little or no introduction, little or no conclusion

· awkward or missing transitions; ideas may not logically relate

· unclear organizational pattern

· no mapping statements

3

· a clear introduction, body, and conclusion

· transitions awkward, mechanical; ideas may not relate logically

· ideas may be hindered by a mechanical organizational pattern; mapping

· statements (when used) repeated word-for-word in the body

4

· clear introduction, body and conclusion

· transitions that help ideas relate logically

· ideas may not consistently drive organization

· mapping statements may be repeated word-for-word in body

5

· a clear introduction, body, and conclusion

· effective transitions that help ideas relate logically

· ideas drive organization; each mapping statement develops thesis statement

6

· a clear introduction, body, and conclusion

· sophisticated and subtle transitions that help ideas relate logically

· ideas drive organization; each mapping statement logically develops thesis statement

7

· a clear introduction, body, and conclusion

· sophisticated and subtle transitions that help ideas relate logically

· ideas drive organization; each mapping statement subtly and logically develops thesis statement

Support/Elaboration

1

· no appropriate or meaningful examples

· no appropriate or meaningful quotations

2

· examples and quotations missing, inadequate, or irrelevant to thesis statement

· does not have enough examples; references to events in the story, examples, etc do not support thesis statement and/or each mapping statement

· quotations absent or do not support thesis statement and/or each mapping statement;

· quotation not introduced or explained

3

· some examples and quotations are irrelevant to thesis statement

· does not have enough examples; examples and references to events in story may not support thesis statement and/or each mapping statement

· quotations do not fully support thesis statement and/or mapping statements

· quotations not introduced or explained

4

· examples and quotations are adequate to thesis statement

· may not have enough examples and references to events in the story; may not support thesis statement and/or each mapping statement

· quotations may not fully support thesis statement and/or mapping statements; quotations may not be introduced or explained

5

· examples and quotations are relevant to thesis statement

· enough examples and references to events in the story support thesis statement and each mapping statement

· quotations support thesis statement and/or mapping statements; quotations introduced, given, and explained

6

· examples and quotations are relevant to thesis statement

· numerous examples and references to events in the story support thesis statement and each mapping statement

· quotations support thesis statement and/or mapping statements; quotations effectively introduced, given, and explained

7

· examples and quotations are significant and relevant to thesis statement

· numerous examples and references to events in the story artfully support thesis statement and each mapping statement

· well-chosen quotations support thesis statement and/or mapping statements; quotations insightfully introduced, given and explained

Insight/Abstraction

1

· thesis statement not appropriate to the question

· little or no discussion of character, language, and plot; consists of plot summary; may misunderstand plot

· no discussion of abstract ideas and figurative language

2

· thesis statement obvious and/or not appropriate to the question

· sensitivity limited to literal aspects of character, language, and plot; consists of plot summary

· discussion of abstract ideas and figurative language very limited or missing

3

· thesis statement is obvious and/or simply restates the question; displays very little independent thinking and knowledge

· displays limited sensitivity; character, language, and plot discussed literally, superficially, and obviously; consists mostly of plot summary

· displays little understanding and discussion of abstract ideas and figurative language

4

· thesis statement may be obvious and/or largely restates the question

· may display a limited sensitivity to the subtleties of character, language, and plot; may tend in the direction of plot summary

· displays some understanding and discussion of abstract ideas and figurative language

5

· thesis statement beyond the obvious; displays some independent thinking and knowledge

· somewhat sensitive to subtleties of character, language, and plot

· displays some understanding and discussion of abstract ideas and figurative language; sometimes able to tie separate abstract ideas into a larger whole

6

· thesis statement goes beyond the obvious; displays independent thinking and knowledge

· displays sensitivity to the subtleties of character, language, and plot

· displays good understanding and discussion of abstract ideas and figurative language; displays ability to tie separate abstract ideas into a larger whole

7

· thesis statement, as well as other ideas, go far beyond the obvious; displays a great deal of independent thinking and knowledge

· displays much sensitivity to the subtleties of character, language, and plot

· displays an excellent understanding and discussion of abstract ideas and figurative language; displays ability to tie separate abstract ideas into a larger whole

Grammar/Mechanics

1

· many major and minor errors

· little or no evidence of editing

2

· many major and minor errors

· little or no evidence of editing

3

· many major and minor errors

· little evidence of editing

4

· the number of major and minor errors is distracting to readers

· may show some evidence of editing

5

· few major and minor errors

· shows evidence of editing

6

· very few major and minor errors

· shows evidence of careful editing

7

· very few major and minor errors; errors limited to those which reflect a first, in-class draft

· shows evidence of careful editing

Voice

1

· displays little sense of the student-writer’s style, intellect, and personal temperament

· may not always be appropriate to the writing task

2

· displays little sense of the student-writer’s style, intellect, and personal temperament

· may not always be appropriate to the writing task

3

· displays little sense of the student-writer’s style, intellect, and personal temperament

· may not always be appropriate to the writing task

4

· displays little sense of the student-writer’s style, intellect, and personal temperament

· may not always be appropriate to the writing task

5

· displays some sense of the student-writer’s style, intellect, and personal temperament

· appropriate to the writing task

6

· displays a sense of the student-writer’s style, intellect, and personal temperament

· appropriate to the writing task

7

· displays a sense of the student-writer’s unique style, intellect, and personal temperament

· appropriate to writing task

Level 1

Thesis statement

· purpose is unclear, confusing, unrelated to essay question

· thesis statement is missing

Organization/Structure

· little or no introduction, little or no conclusion

· missing transitions; ideas do not logically relate

· no organizational pattern

· no mapping statements

Support/Elaboration

· no appropriate or meaningful examples

· no appropriate or meaningful quotations

Insight Abstraction

· thesis statement not appropriate to the question

· little or no discussion of character, language, and plot; consists of plot summary; may misunderstand plot

· no discussion of abstract ideas and figurative language

Grammar/Mechanics

· many major and minor errors

· little or no evidence of editing

Voice

· displays little sense of the student-writer’s style, intellect, and personal temperament

· may not always be appropriate to the writing task

Level 2

Thesis statement

· purpose unclear or confusing

· thesis statement too general and/or plot-driven

· thesis statement too simple to break into mapping statements

Organization/Structure

· little or no introduction, little or no conclusion

· awkward or missing transitions; ideas may not logically relate

· unclear organizational pattern

· no mapping statements

Support/Elaboration

· examples and quotations missing, inadequate, or irrelevant to thesis statement

· does not have enough examples; references to events in the story, examples, etc ; do not support thesis statement and/or each mapping statement

· quotations absent or do not support thesis statement and/or each mapping statement; quotation not introduced or explained

Insight/Abstraction

· thesis statement obvious and/or not appropriate to the question

· sensitivity limited to literal aspects of character, language, and plot; consists of plot summary

· discussion of abstract ideas and figurative language very limited or missing

Grammar/Mechanics

· many major and minor errors

· little or no evidence of editing

Voice

· displays little sense of the student-writer’s style, intellect, and personal temperament

· may not always be appropriate to the writing task

Level 3

Thesis statement

· purpose is vague or confusing and difficult to argue

· thesis statement is too general and obvious

· thesis statement is too simple to break into mapping statements

Organization Structure

· a clear introduction, body, and conclusion

· transitions awkward, mechanical; ideas may not relate logically

· ideas may be hindered by a mechanical organizational pattern; mapping statements (when used) repeated word-for-word in the body

Support Elaboration

· some examples and quotations are irrelevant to thesis statement

· does not have enough examples; examples and references to events in story may not support thesis statement and/or each mapping statement

· quotations do not fully support thesis statement and/or mapping statements; quotations not introduced or explained

Insight Abstraction

· thesis statement is obvious and/or simply restates the question; displays very little independent thinking and knowledge

· displays limited sensitivity; character, language, and plot discussed literally, superficially, and obviously; consists mostly of plot summary

· displays little understanding and discussion of abstract ideas and figurative language

Grammar/Mechanics

· many major and minor errors

· little evidence of editing

Voice

· displays little sense of the student-writer’s style, intellect, and personal temperament

· may not always be appropriate to the writing task

Level 4

Thesis statement

· purpose clearly evident, but may not be fully arguable

· thesis statement focuses on too general an idea

· thesis statement not complex enough to break logically into mapping statements

Organization/Structure

· clear introduction, body and conclusion

· transitions that help ideas relate logically

· ideas may not consistently drive organization, mapping statements may be repeated word-for-word in body

Support Elaboration

· examples and quotations are adequate to thesis statement

· may not have enough examples and references to events in the story; may not support thesis statement and/or each mapping statement

· quotations may not fully support thesis statement and/or mapping statements; quotations may not be introduced or explained

Insight/Elaboration

· thesis statement may be obvious and/or largely restates the question

· may display a limited sensitivity to the subtleties of character, language, and plot; may tend in the direction of plot summary

· displays some understanding and discussion of abstract ideas and figurative language

Grammar/Mechanics

· the number of major and minor errors is distracting to readers

· may show some evidence of editing

Voice

· displays little sense of the student-writer’s style, intellect, and personal temperament

· may not always be appropriate to the writing task

Level 5

Thesis statement

· purpose clearly evident and arguable

· thesis statement focuses on a specific argument

· thesis statement complex enough to break into parts that will be used to develop mapping statements

Organization/Structure

· a clear introduction, body, and conclusion

· effective transitions that help ideas relate logically

· ideas drive organization; each mapping statement develops thesis statement

Support/Elaboration

· examples and quotations are relevant to thesis statement

· enough examples and references to events in the story support thesis statement and each mapping statement

· quotations support thesis statement and/or mapping statements; quotations introduced, given, and explained

Insight/Abstraction

· thesis statement beyond the obvious; displays some independent thinking and knowledge

· somewhat sensitive to subtleties of character, language, and plot

· displays some understanding and discussion of abstract ideas and figurative language; sometimes able to tie separate abstract ideas into a larger whole

Grammar/Mechanics

· few major and minor errors

· shows evidence of editing

Voice

· displays some sense of the student-writer’s style, intellect, and personal temperament

· appropriate to the writing task

Level 6

Thesis statement

· purpose clearly evident and arguable

· thesis statement focuses on a specific argument

· thesis statement complex enough to break into parts that will be used to develop mapping statements

Organization/Structure

· a clear introduction, body, and conclusion

· sophisticated and subtle transitions that help ideas relate logically

· ideas drive organization; each mapping statement logically develops thesis statement

Support/Elaboration

· examples and quotations are relevant to thesis statement

· numerous examples and references to events in the story support thesis statement and each mapping statement

· quotations support thesis statement and/or mapping statements; quotations effectively introduced, given, and explained

Insight/Abstraction

· thesis statement goes beyond the obvious; displays independent thinking and knowledge

· displays sensitivity to the subtleties of character, language, and plot

· displays good understanding and discussion of abstract ideas and figurative language; displays ability to tie separate abstract ideas into a larger whole

Grammar/Mechanics

· very few major and minor errors

· shows evidence of careful editing

Voice

· displays a sense of the student-writer’s style, intellect, and personal temperament

· appropriate to the writing task

Level 7

Thesis statement

· purpose clearly evident and arguable

· thesis statement focuses on a specific argument

· thesis statement complex enough to break into parts that will be used to develop mapping statements

Organization/Structure

· a clear introduction, body, and conclusion

· sophisticated and subtle transitions that help ideas relate logically

· ideas drive organization; each mapping statement subtly and logically develops thesis statement

Support/Elaboration

· examples and quotations are significant and relevant to thesis statement

· numerous examples and references to events in the story artfully support thesis statement and each mapping statement

· well-chosen quotations support thesis statement and/or mapping statements; quotations insightfully introduced, given and explained

Insight/Abstraction

· thesis statement, as well as other ideas, go far beyond the obvious; displays a great deal of independent thinking and knowledge

· displays much sensitivity to the subtleties of character, language, and plot

· displays an excellent understanding and discussion of abstract ideas and figurative language; displays ability to tie separate abstract ideas into a larger whole

Grammar/Mechanics

· very few major and minor errors; errors limited to those which reflect a first, in-class draft

· shows evidence of careful editing

Voice

· displays a sense of the student-writer’s unique style, intellect, and personal temperament

· appropriate to writing task