Literary Studies Paper Rubric
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Excellent |
Good |
Satisfactory |
Needs Work |
Unacceptable |
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Ideas and level of analysis |
Greatly exceeds expectations and develops ideas
in a consistently excellent manner. Readers
will learn something from this piece of writing. |
Exceeds expectations and develops in a good
but perhaps predictable fashion. Ideas may be good but perhaps not as insightful
or well developed. |
Meets expectations but does not go beyond
them. May respond to the assignment in a satisfactory but predictable or
superficial way. May have more plot summary than analysis. |
Limited ideas and cursory development; does not meet
expectations or the terms of the assignment on one or more dimensions. |
Fails to meet expectations for ideas and analysis. May
include too much plot summary or so many quotations that analysis is missing.
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30 |
27-30 |
24-26 |
21-23 |
18-20 |
0-17 |
|
Organization |
Organizational plan is clear, as is the thesis
and purpose of the piece. Thesis is original and interesting. |
Organization and thesis are logical but could be clearer.
Thesis is solid but less innovative than in an exceptional paper. Some transitions
may be missing. |
Exhibits a discernable organization but may not provide a
clear connection to the thesis. Thesis may be obvious or too general. Paragraphs
may not follow the most logical order. |
Focus may be unclear or the essay may lack an arguable
thesis. Paragraph order may be confusing. May lack adequate organization or
sufficient support for its argument. |
Focus many be diffuse or unclear. Sentences and paragraphs
do not follow a logical order. |
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20 |
18-20 |
16-17 |
14-15 |
12-13 |
0-11 |
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Development and support |
Develops its points effectively, logically,
and in an original fashion. Assertions are supported by evidence. Paragraphs
are unified, coherent, and complete.
|
Includes a thesis idea that is generally
supported by evidence and a logical order of paragraphs. Some unsupported
generalizations may occur, or some paragraphs may lack unity or support. |
Development may consist of obvious generalizations that
only tell readers what they already know with limited support from the text. |
Relies strongly on generalizations rather than support and
may lack specific references to the text. Paragraphs may lack unity, coherence,
and completeness. Paragraphs may be insufficiently developed. |
Thesis may be missing. Generalizations may be used in place
of analysis. Insufficient development for the requirements of the assignment. |
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20 |
18-20 |
16-17 |
14-15 |
12-13 |
0-11 |
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Style |
Sentences are fluent, graceful, and a pleasure
to read. They are generally free from errors, although there may be a minor
error in the piece. |
Demonstrates correct sentence construction for the most
part, although some sentences may be awkward or unclear. Papers will
generally have few (1-2) or no comma splices, fragments, fused sentences,
tense and agreement errors, or other major grammatical problems. Minor errors
in grammar may occur. |
May demonstrate little sentence variety. Note: Grammatical
errors such as comma splices, fragments, agreement errors, vague or awkward
phrasing may obscure the meaning of an otherwise good paper. |
Contains many errors in sentence construction, including
comma splices, fragments, fused sentences, agreement problems, and awkward
sentences. Some parts may be difficult to read and interpret. |
Serious errors such as comma splices, fragments, fused
sentences, and agreement problems obscure meaning and make this paper
inconsistent with college-level writing standards. A paper at this level may
be difficult, frustrating, or confusing to read. |
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15 |
14-15 |
13 |
12 |
11 |
0-10 |
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Mechanics |
Mechanics (spelling, usage, and punctuation
such as commas, semicolons, and possessive apostrophes, quotation marks, and
title punctuation). Papers will be almost entirely free from mechanical
errors. |
One or two instances of an incorrect
use of words, spelling errors, or punctuation errors such as missing
possessive apostrophes may occur. |
May contain odd word choices, consistent
errors in punctuation, or
problems with usage. |
May demonstrate significant deficiencies in punctuation,
word choice, and spelling. |
Contains numerous errors in grammar, spelling, and
punctuation. |
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10 |
9-10 |
8 |
7 |
6 |
0-5 |
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Audience |
Has a clear understanding of audience as
demonstrated by the paper's use of tone and an appropriate level of diction. |
Clear sense of individual voice and awareness
of audience expectations. Level of diction may occasionally be uneven or
somewhat inappropriate for the assignment. |
Voice and diction may be significantly inconsistent with
audience expectations or the requirements of the assignment. |
Paper may demonstrate a consistently insufficient
awareness of audience. |
Serious problems with tone, diction, and sense of
audience. Note: A paper will receive an "F" if it is plagiarized in
whole or in part. |
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5 |
5 |
4 |
3 |
2 |
1 |
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Total |
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For explanations of terms, go to the "Key to
Comments" page at http://www.wsu.edu/~campbelld/keyto.htm.
Comments: