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
Knowledge of representative authors or works in British, American, or World literature Work and Author misidentified. X X Author and work correctly identified Knowledge of the major historical and literary periods or genres No mention of historical context, the literary period, and/or genre of the text from which citation is taken. Historical context, literary period, and/or genre are vaguely referenced. Historical context, literary period, and/or genre are addressed, but they are not meaningfully connected to the discussion of the citation. Historical context, literary period, and/or genre are clearly addressed, and accurately described in the discussion of the citation. Ability to analyze literature and showing clear engagement with citation and in-depth textual analysis Response summarizes rather than analyzes. Simplistic or superficial reading of the citation. Analysis may not relate clearly to the citation. Textual analysis is adequate but lacking in nuance and/or detail. Analysis may not fully address the implications of the citation. Excellent close reading of the citation that illuminates the function and significance of the citation.