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    Text Analysis Rubric

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    api-244383152
    This rubric evaluates student responses to a text analysis assignment on four criteria: Content and Analysis, Command of Evidence, Coherence and Organization, and Control of Conventions. For each criterion, performance is rated on a scale from A to D, with A being "mind-blowing" and demonstrating thorough analysis, clear ideas, and mastery of conventions, while D responses show little or no analysis, organization, or control of English.

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    Text Analysis Rubric

    Uploaded by

    api-244383152
    566 views1 page
    This rubric evaluates student responses to a text analysis assignment on four criteria: Content and Analysis, Command of Evidence, Coherence and Organization, and Control of Conventions. For each criterion, performance is rated on a scale from A to D, with A being "mind-blowing" and demonstrating thorough analysis, clear ideas, and mastery of conventions, while D responses show little or no analysis, organization, or control of English.

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    This rubric evaluates student responses to a text analysis assignment on four criteria: Content and Analysis, Command of Evidence, Coherence and Organization, and Control of Conventions. For each criterion, performance is rated on a scale from A to D, with A being "mind-blowing" and demonstrating thorough analysis, clear ideas, and mastery of conventions, while D responses show little or no analysis, organization, or control of English.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    566 views1 page

    Text Analysis Rubric

    Uploaded by

    api-244383152
    This rubric evaluates student responses to a text analysis assignment on four criteria: Content and Analysis, Command of Evidence, Coherence and Organization, and Control of Conventions. For each criterion, performance is rated on a scale from A to D, with A being "mind-blowing" and demonstrating thorough analysis, clear ideas, and mastery of conventions, while D responses show little or no analysis, organization, or control of English.

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    © All Rights Reserved
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    of 1

    English Language Arts Rubric: Text Analysis

    Quality

    A / Mind-blowing
    Responses at this Level:
    -demonstrate thorough and
    accurate analysis of the text,
    clearly identifying an effect and
    a literary element or technique
    used to advance this effect

    B / Proficient
    Responses at this Level:
    -demonstrate appropriate and
    accurate analysis of the text,
    identifying an effect
    and a literary element or
    technique used to advance this
    effect

    C / Developing
    Responses at this Level:
    -demonstrate little analysis of the
    text, identifying an effect and/or
    a literary element or technique

    D / Struggling
    Responses at this Level:
    -do not demonstrate analysis of
    the text, failing to identify an
    effect and/or a literary element or
    technique

    -present ideas clearly and


    consistently, making effective
    use of specific and relevant
    evidence to support analysis

    -present ideas sufficiently,


    making adequate use of relevant
    evidence to support analysis

    -present ideas inconsistently,


    inadequately, and/or inaccurately
    in an attempt to support analysis,
    making use of some evidence
    that may be irrelevant

    -present little or no evidence


    from the text

    Coherence and Organization:


    the extent to which the response
    logically organizes complex
    ideas, concepts, and information

    -exhibit logical organization of


    ideas and information to create a
    cohesive and coherent response

    -exhibit acceptable organization


    of ideas and information to
    create a coherent response

    -exhibit inconsistent organization


    of ideas and information, failing
    to create a coherent response

    -exhibit little organization of


    ideas and information

    Control of Conventions:
    the extent to which the
    response demonstrates
    command of conventions of
    standard English grammar,
    usage, capitalization,
    punctuation, and spelling

    -demonstrate control of the


    conventions with infrequent
    errors

    -demonstrate partial control of


    conventions with occasional
    errors that do not hinder
    comprehension

    -demonstrate emerging control of


    conventions with some errors
    that hinder comprehension

    Style: the extent to


    which the response use formal
    style and precise language

    -establish and maintain a formal


    style, using precise language and
    sound structure

    -establish and maintain a formal


    style, using appropriate language
    and structure

    -lack a formal style, using


    language that is basic,
    inappropriate, or imprecise

    Content and Analysis: the


    extent to which the response
    conveys complex ideas and
    information clearly and
    accurately in order to
    respond to the task and
    support an analysis of the
    text
    Command of Evidence: the
    extent to which the response
    presents evidence from the
    provided text to support
    analysis

    -are minimal, making assessment


    unreliable
    -demonstrate a lack of control of
    conventions with frequent errors
    that make comprehension
    difficult
    -are minimal, making assessment
    of conventions unreliable
    -may be illegible or not
    recognizable as
    English
    -use language that is
    predominantly incoherent,
    inappropriate, or copied directly
    from the task or text

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