ASCC Languages and Literature Department
Literary Analysis Rubric
Category 4-Advanced (32-28) 3-Proficient (27-24)
(100% - 88%)
Assignment All assignment
Fulfillment requirements are met.
Introduction Introduction thoroughly
engages reader.
Thesis Thesis identifies the work
by title, author and genre
and succinctly states the
meaning of the whole
work or some part of it.
Body (Literary Well-developed main
Analysis) points directly relate to the
thesis. Analysis is original,
thought provoking and
explores themes and
literary techniques. Cited
text is relevant and helps to
develop writer’s claim.
Conclusion The conclusion is strong
and leaves the reader
solidly understanding the
writer’s position. It
effectively summarizes the
main ideas.
Organization Logical progression of
Structure ideas with a clear structure
Transitions that enhances the thesis.
Transitions are smooth and
clearly show a connection
between ideas.
Grammar, There are few or no errors
Usage, in mechanics, usage,
grammar, or spelling. The
Mechanics, title of the work and
and Spelling evidence from the work
are correctly capitalized
and punctuated throughout.
Documentation Sources are properly cited Sources are cited using
Skills using MLA or APA format MLA or APA format with
correctly.
English 150
2-Developing (23-20) 1-Beginning (19-0)
(84% - 75%)
Most assignment
requirements are met.
Introduction provides
some interest.
Thesis identifies the work
by title, author and genre
and states the meaning or
the whole work or some
part of it.
Main points are related to
the thesis, but may lack
supporting details.
Analysis is not original; it
relies on commonly
referenced themes. Cited
text is used, but is
sometimes irrelevant.
The conclusion is
recognizable and
effectively summarizes the
main ideas. Author’s
position is restated.
Logical progression of
ideas. Transitions are
present consistently
throughout the essay.
There are some errors in
mechanics, usage,
grammar or spelling. Most
conventions related to
capitalizating and
punctuating the title of the
work and supplying
evidence from the work
are followed.
very few lapses in usage.
(72% - 63%)
Several assignment
requirements are missing.
Introduction is present, but
not fully developed.
Thesis identifies the work
by title and author, but the
meaning of the whole
work or some part of it is
unclear.
Not all main points are
present. The writer’s
stance is not clear and
lacks supporting evidence.
Text is referenced, but is
not relevant to writer’s
claim.
The conclusion is
recognizable and ties up
almost all loose ends.
Organization is vague.
Transitions are present.
There are several errors in
mechanics, usage,
grammar, or spelling. Only
some of the conventions
related to capitalizing and
punctuating the title of the
work and supplying
evidence from the work
are followed.
Sources are cited using
MLA or APA format with
occasional lapses in usage.
(59% - 0%)
Many of the assigned
requirements are missing.
There is no real
introduction.
Analysis does not begin
with a thesis statement,
and the writer fails to
identify the work by title,
author and genre.
Poor development of
ideas. Supporting
evidence is
missing.
The conclusion does not
summarize the main
points or there is no
conclusion.
No discernable
organization. Transitions
are not present.
There are many serious
errors in mechanics,
usage, grammar, and
spelling. Few or none of
the conventions related to
capitalizing and
punctuating the title of
the work and supplying
evidence from the work
are followed.
Sources are not properly
cited using MLA or APA
format.