Essay Scoring Rubric 1 2 3 4 Knowledge of the Historical context, Historical context, literary major historical and literary periods or No mention of historical literary period, and/or period, and/or genre are context, the literary Historical context, literary genre are addressed, but sufficiently addressed, genres, and representative period, and/or genre of the period, and/or genre are not meaningfully accurately described, and text(s). Lack of familiarity vaguely referenced. connected to the adequately inform the authors or works in British, American, or with the author(s) or General familiarity with discussion of text(s) or discussion of the text(s) or work(s) in question. the author(s) and text(s). author(s). author(s). World literature Ability to analyze Appropriate textual details literature and showing clear Simplistic reading of the Productive and are brought to bear in text(s) and/or fragmented interesting textual service of the thesis. engagement with the primary text(s) and arguments. Little to no analysis but weak use of Arguments unfold Response summarizes supporting textual evidence. Analyses may logically. Excellent close in-depth textual rather than analyzes. evidence. not relate to the claim. readings of the text(s). analysis Ability to use appropriate theoretical, historical, Relevant scholarship is used, although the Relevant scholarship is and cultural apparatus showing analysis may be cogently applied and Scholarship is mentioned simplistic or remain yields productive clear engagement with secondary but not used, or not used disconnected from the interpretations of the No scholarship is used. correctly. argument. text(s). sources The thesis is adequate, but the argument may be The thesis makes a clear Ability to write a thesis-driven simple or insufficient. argument that culminates Thesis is not identifiable. Thesis is weak, lacking an Style is adequate but into a significant argument using clear, focused, persuasive Significant writing or argument or an original language may be vague conclusion. Style is structural errors that claim. Frequent writing or or may contain errors in professional and prose. impede meaning. structural errors clarity, or repetitions. engaging. ID Scoring Rubric 1 2 3 4
Essay Scoring Rubric 1 2 3 4 Knowledge of the major historical and literary periods or genres, and representative authors or works in British, American, or World literature No mention of historical context, the literary period, and/or genre of the text(s). Lack of familiarity with the author(s) or work(s) in question. Historical context, literary period, and/or genre are vaguely referenced. General familiarity with the author(s) and text(s). Historical context, literary period, and/or genre are addressed, but not meaningfully connected to the discussion of text(s) or author(s). Historical context, literary period, and/or genre are sufficiently addressed, accurately described, and adequately inform the discussion of the text(s) or author(s). Ability to analyze literature and showing clear engagement with the primary text(s) and in-depth textual analysis Response summarizes rather than analyzes. Simplistic reading of the text(s) and/or fragmented arguments. Little to no supporting textual evidence. Productive and interesting textual analysis but weak use of evidence. Analyses may not relate to the claim. Appropriate textual details are brought to bear in service of the thesis. Arguments unfold logically. Excellent close readings of the text(s). Ability to use appropriate theoretical, historical, and cultural apparatus showing clear engagement with secondary sources No scholarship is used. Scholarship is mentioned but not used, or not used correctly. Relevant scholarship is used, although the analysis may be simplistic or remain disconnected from the argument. Relevant scholarship is cogently applied and yields productive interpretations of the text(s). Ability to write a thesis-driven argument using clear, focused, persuasive prose. Thesis is not identifiable. Significant writing or structural errors that impede meaning. Thesis is weak, lacking an argument or an original claim. Frequent writing or structural errors The thesis is adequate, but the argument may be simple or insufficient. Style is adequate but language may be vague or may contain errors in clarity, or repetitions. The thesis makes a clear argument that culminates into a significant conclusion. Style is professional and engaging. ID Scoring Rubric 1 2 3 4