RUBRIC Skilled Proficient Developing Below Expectations Writing reflects a critical, Writing generally reflects a Writing demonstrates basic Writing demonstrates some analytical understanding of the critical, analytical comprehension of the text but awareness of text details but text; through clear reasoning, understanding of the text but is not a critical, analytical not a critical, analytical writer draws sophisticated, uneven; inferences understanding of it, as reflected understanding of the text; insightful inferences from demonstrate interpretive ability by one or more of the following: points made are vague and concrete details to support but could be developed further lack of focused, developed idea unsubstantiated; responses lack claims; inferences are to better explain significance of guiding responses; interpretive focus; no literary analysis developed so that all claims and detail and support claims; some analysis inconsistent or present. points made are well-supported claims may be vague, unsubstantiated; frequent and persuasive; analysis generalized, or lacking in summary of plot details that Literary focuses on both thematic and support; analysis could be retell the story; writer restates Analysis stylistic elements of the text, stronger through focus on the content of cited concrete demonstrating writers ability stylistic elements that create details rather than draws to interpret the function of thematic meaning; some significant inferences about literary devices in the service imbalance of quotes and sub-textual meaning; little or no of thematic meaning; writer's analysis. analysis of how stylistic appropriate balance of quotes & elements of the text create writer's analysis; writer is meaning. Writing marked and clearly engaged with and moved weakened by frequent by his/her thinking process. generalizations, unsupported claims, assumptions, vague statements. Writing is academic in tone, Writing is generally academic in Writing tends to be mechanical Writing is mechanical in tone; demonstrating a clear sense of tone; writers voice may not be in tone; writers voice is not writers voice is not discernible purpose and audience; writer's consistently persuasive but is discernible in the responses; in responses; writing Language voice is evident -- confident and discernible; writing writing demonstrates demonstrates no awareness of Style/Voi sophisticated; vocabulary and demonstrates an awareness of inconsistent awareness of the purpose to persuade; ce phrasing are academically the purpose to persuade; purpose to persuade; vocabulary is simplistic and/or appropriate, persuasive, and vocabulary in some places may vocabulary tends to be inappropriate. sophisticated without being be simplistic or ineffective. simplistic, marked by instances pretentious. of informal or imprecise diction. The writing includes a variety of The writing has sentences that The writing has sentences that Frequent syntax, grammar, sentences marked by varying are generally effective but may lack variety (frequently misspelling errors that distract opening words and structure; lack appropriate variety (some repeated opening words and the reader. effective syntax and grammar repeated opening words and sentence structure); awkward demonstrate a mastery of structure); syntax and syntax and grammar confuse Mechanics writing conventions and serve grammar may be awkward in writers point and distract the authors purpose; absence places (but not distracting); a reader; misspellings, of misspellings, punctuation few misspellings (but not contractions, fragments, errors. distracting). referring to you diminish academic nature of the writing and distract reader.