“Ruthless” Diction Writing 

Use the lines provided below to write one well-structured paragraph analyzing one specific word that the author
uses in his story to create the mood. Remember that the mood is the way you feel as a reader, so why is the
author using your word to create that mood? Successful paragraphs will name a specific mood, choose one
specific diction word, and explain how and why the author uses it to establish the mood.
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4 3 2 1
Use textual evidence to Student can identify and Student can ind and Student inds some Student inds little to no
ind details and support explain textual evidence explain text details which details to offer an analysis evidence and offers no
analysis of a text, which clearly supports an mostly supports an of the text. Inferences or support for analysis of a
including how & why analysis. Can reason, infer, analysis. Can ind connections are not clear, text. Little to no
individuals, events, ideas and connect the event some/most inferences but are somewhat inferences or connections
develop over a text. details and its impact on and connections and identi ied, if unknowingly made or they are surface
the text. reason some impact on done. level.
the text.

Analyze structure of a Student can easily
text, P.O.V. and identify all points of
techniques/devices used structure, devices, POV
to determine its in luence and its in luence clearly,
on a text. coherently, and of the
highest level while
showing in depth analysis
Student can identify
most points of structure,
devices, POV. In luences
are understood and
analyzed, but lacking
coherency, clarity, or some
skill.
Student struggles to
identify structure, devices,
and POV. In luences and
analysis are shown, but
weak with skill lacking.
Student shows little
ability to identify and
analyze structure, devices,
and POV. Offers little to no
analysis or in luence.

Produce clear and Student masterfully
coherent writing that produces clear and
adheres to organization, coherent writing, showing
style, and conventions. a high level of skill above
and beyond the required
style. Errors are minimal
to none.
Student pro iciently
produces clear and
coherent writing, showing
a solid grasp of the skills
required. A few errors are
present, but errors are
not distracting to
understanding.
Student somewhat
produces clear and
coherent writing, with
some grasp of the skills
required. Multiple errors
are distracting, but overall
topic is likely understood
by the reader.
Student shows little to
no ability to clearly and
coherently write. Errors
causing distraction are
throughout the paper and
cause little
comprehension of the
reader