tc literary essay rubric

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Common-Core-Aligned Performance Assessments

These performance assessments were created by the Teachers College Reading and Writing Project for NYC Department of Education and some are owned by NYC Department of Education. The NYC Department of Education has agreed to allow Teachers College Reading and Writing Project to post the performance assessments online to support your students' academic progress. You must obtain permission from the NYC Department of Education for any other use of the assessments.

Performance Assessments engage students in authentic, high-level work that is aligned to curricular standards so that teachers can more carefully plan for instruction that meets students where they are and moves them forward. The performance assessments you will find here were designed to align to particular Common Core State Standards in reading and writing, and to anchor specific units of study in data collection and close observation of student work. We recommend viewing these as both pre- and post-assessments: you may (and we suggest doing so) conduct the assessment in whole or in part before teaching the relevant units, as a measure of what students are capable of prior to your instruction; you will then use the data from this assessment to tailor your units to students’ specific strengths and needs, and then conduct the same assessment again at the end of the unit, to determine students' growth and to reflect on your instruction.

The overarching goal of assessing students is to provide a clear sense of what students have internalized and what still needs support in regards to the standards-based skills at hand. You will find teacher instructions as well as student-facing instructions and supports; you will also find rubrics that clearly connect the task to the CCSS, and annotated and graded examples of student work. The texts for these tasks are included where we have obtained permissions; in some cases you will need to purchase the relevant texts.

In the case of the second grade assessment, children will study nonfiction reading and informational book writing as two separate but related units. The assessment you’ll find here is designed to help you determine students’ proficiency levels in reading nonfiction and summarizing the information therein and in writing an informational text based in part on information they have read themselves, heard read aloud, or viewed in video form.

In the fifth and eighth grade assessments, students will study nonfiction research methods in reading workshop and research-based argument essay writing in writing workshop. The assessments here are designed to gauge students' abilities to: 1. read nonfiction texts, determining their main ideas and supporting details, 2. plan, draft and revise an essay in which they take a stance on a complex issue and support that stance with information derived from readings of printed text and/or viewings of relevant video clips.

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Writing Resources

Grading rubric for an essay in a literature class.

The A Essay makes an interesting, complex—even surprising—argument and is thoroughly well-executed.   It both engages the text closely and sheds light on relevant contexts (historical, theoretical, or critical).

• Thesis and Motive . The major claim of the essay is complex, insightful, and unexpected.   The thesis responds to a true question, tension or problem.   It is stated clearly at the outset and evolves throughout the paper.   The introduction has a clear motive that outlines the stakes of the argument and demonstrates a meaningful context for the author’s claims. Ideally demonstrates familiarity with current critical conversation on relevant issues.
• Evidence & Analysis . The best available evidence is introduced not only to support but also to challenge and complicate the claims and stakes of the essay. It is often drawn from unexpected places, and its nuances are insightfully explored. The argument is sufficiently complex to require an explanation of how the evidence supports the essay’s claims, and evidence, drawn both from close reading and from contextual research, is used to develop new claims.
• Structure . Ideas develop over the course of the essay so that the foundations established early on push the argument toward a more complex conclusion.   The possibility of other ways of approaching the material is explored, and the validity of other arguments about the material is discussed.

Style . The writing is clear and concise, yet sophisticated, demonstrating sentence variety and appropriate vocabulary.   The essay is a pleasure to read.

Revision . The essay does not simply address the comments of the instructor and peer reviewers, but altogether transforms its ideas or use of evidence from the draft.   It is meticulously proofread.

The high B Essay falls into two categories: 1. aims at making an engaging, complex argument but is hindered by a few local problems with structure, analysis, or style (e.g. wide-ranging but not deep; contextual but not textual); 2. has a simpler argument that is thoroughly well-executed (e.g. close reading is present but contexts are lacking, or alternative viewpoints are not engaged). 

Thesis &  Motive . Either the major claim is clear, arguable, and complex but misses opportunities for nuance or subtlety, or else it set out to explore an ambitious idea whose complexity leads to minor errors in articulation.   The introduction suggests some context or stakes for the argument but does not offer strong motivation, or a convincing motive is gestured at but remains implicit. There is limited or no engagement with current scholarship

Evidence & Analysis . All claims are supported with evidence that is integral to the development of the argument, but the link between claim and evidence may be at times unconvincing, unnuanced, or insufficiently explained. The analysis demonstrates several moments of keen insight but also includes arguments that lack subtlety or are insufficiently explained elsewhere in the essay. Only one possible way of approaching the material is fully explored; other perspectives receive limited attention.

Structure . The argument follows a clear logical arc, but small gaps, digressions, or a lack of transitional language interrupt the flow of ideas in a few places.

Style . The writing is mostly clear but may contain a few confusing sentences or mechanical problems. It is mostly engaging.

Revision . The essay has mostly resolved the major concerns of the reviewers, though a few minor issues remain. It has clearly been proofread.

The B Essay addresses the assignment and demonstrates effort to produce a complex argument. However, the essay is hindered by either a lack of nuance in the thesis or by structural, analytical, or stylistic problems in the execution of its ideas.

Thesis & Motive . Either the major claim is clear and arguable but lacks complexity or else sets out to explore an intriguing idea that has not developed into a specific claim. The introduction either unsuccessfully motivates an unexpected claim or weakly and artificially motivates a claim that does not constitute a significant revision of the status quo . No attention is given to alternative ways to approach the material

Evidence & Analysis . Most ideas are supported with well-chosen evidence that is sometimes explored in an insightful way, although nuances are often neglected. The text is treated as a set of unproblematic statements or observations, rather than grappled with as an aesthetic object.   The evidence is often integral to the development of the argument, although there may be gaps in the explanation of how the evidence supports the essay’s claims.

Structure . The argument is interesting and logical, but the structure of the essay is, at times, confusing. The essay’s claims, while complex, are executed in a confusing sequence, or they seem related to the thesis but have a confusing relationship to one another. Transitional language may be present but is unsuccessful or inconsistent. No evidence of engagement with possible alternative ways of approaching material.

Style . The writing is straightforward, mostly clear, and often engaging, but it contains occasional mechanical problems, confusing sentences, or moments of vagueness.

Revision . The essay attempts to address reviewers concerns but only does so in parts of the essay. The changes in the essay are improvements but may not be global changes. There may be a few lapses in proofreading.

The low B Essay demonstrates an effort to address the assignment, but the argument is ultimately too obvious, undeveloped, or obscured by significant structural, analytical, or stylistic problems.

Thesis & Motive . The major claim is logical and would require some evidence to prove, but the stakes are not as high as they should be. The essay’s major claims are somewhat unclear, unspecific or uninteresting. The introduction lacks a clear motive or contains an unspecific or weak motive; it evidences no encounters with any sort of critical interlocutors.

Evidence & Analysis .  Evidence is usually relevant, but the essay often does not consider the most important evidence or will present multiple examples to demonstrate the same idea. The essay makes some effort to explore the subtleties of the evidence and may be occasionally insightful, but it rarely uses evidence to complicate the argument and develop new claims.

Structure .  The argument mostly makes logical sense, but the structure of the essay is confusing—jumping around, missing transitions, or taking on too many ideas at once. Or, the argument itself may be presented simplistically and repetitively, leading to a predictable structure and unnecessary transitional language.

Style .  Though the writing generally makes sense and there may be moments where the diction is appropriate and elegant, it is weak enough in places to obscure the author’s ideas, often as a result of vagueness, verbosity, awkwardness, or a recurrent mechanical problem.

Revision . The essay is either a C paper (or lower) that has been revised to a low B, or it shows no significant revision.

The C Essay has significant problems with argumentation and/or presentation. 

Thesis & Motive . The major claim of the essay is weak—vague, simple, or obvious.   The essay does not respond to a true question, tension, or problem. The introduction usually has no motive.

Evidence & Analysis . Evidence may be lacking or irrelevant.   Instead of using evidence to develop the argument, examples remain undigested and unexplored. The author may simply summarize and simplify evidence, or present it in a confusing or unhelpful way.

Structure . The argument may be too simple and so does not develop over the course of the essay. Or the argument may be incoherent or too broad, without any clear organization or transitions. There is no sense of encounter with other minds and other perspectives to give relevance and engagement to the writing.

Style . The writing is generally confusing, awkward, or too verbose, and probably exhibits numerous mechanical problems.   Its diction may be inappropriate.

Revision . The essay did not change significantly from the first draft to the final draft.   Either the essay does not adequately address the criticism of peers and instructor, or the author missed opportunities for response.

Not Passing . An essay will not pass if it does not meet the minimum page requirement, does not address the assignment, plagiarizes, or does not meet standards for academic writing or argumentation.

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7.2: Rubrics

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WHAT IS A RUBRIC?

A rubric communicates expectations and creates consistent criteria and standards by which to evaluate a performance or project. In writing, a rubric allows teachers and students to evaluate an activity which can be complex and subjective. A rubric is aimed at accurate and fair assessment, fostering understanding, and indicating a way to proceed with subsequent learning and teaching. A rubric can also provide a basis for self-evaluation, reflection, and peer review.

WHY ARE RUBRICS IMPORTANT?

Rubrics help to…

• bring objectivity to subjective scoring.
• take away the “guessing game” by providing students with consistent standards the teacher will be using to evaluate their writing.
• teach students to set learning goals and take the responsibility for their learning into their own hands by knowing what skills make up a desired performance so they can strive to achieve it.
• assist students in developing their personal ability to judge excellence, or the lack thereof, in their work and the work of others.
• assure students that there is equality in grading and standardized expectations.
• praise students’ strengths and identify their weaknesses because rubrics provide visual representations of areas of excellence and under-performance allowing easy identification of what areas to work on at a glance.
• provide a clear means for students to monitor their progress on specific criteria over a given period of instruction or time.
• ensure for teachers that they are evaluating student work fairly, clearly and thoroughly.

HOW DO I DO IT?

The English professors at Skyline College have worked together to create a shared rubric so that regardless of English class or instructor, students will be evaluated according to a consistent set of criteria based on a shared understanding of writing fundamentals. All of the materials designed to instruct, evaluate and comment on student writing in this Rhetoric are based on that departmental rubric. Contained here are three different approaches using Skyline College’s English Departmental rubric to evaluate and comment on writing. These rubrics can be used by students to evaluate one another, and they can be used by instructors to evaluate students. This provides further consistency and shared expectations as the students and the instructor use the same evaluating tool.

Composition Essay Rubric with Explanations

How to : Check the appropriate rubric boxes and provide explanations afterwards of the ratings. Using the information : For areas where a writer receives “needs work” or “adequate,” review that area in the Rhetoric associated with that topic and use the advice when revising.

Comments: further explanations behind the scoring choices along with revision advice (for more commenting space, insert electronically or attach additional page)

Literature Essay Rubric with Explanations

Composition essay rubric.

How to : Check the appropriate rubric boxes and provide explanations afterwards of the ratings. Using the information : For areas where a writer receives “needs work” or “adequate,” review that area in the Rhetoric associated with that topic (link below) and use the advice when revising.

Literature Essay Rubric

Composition essay rubric with integrated comments.

How to : Check the appropriate rubric box and provide an explanation of the ratings by answering the questions below. Fill out each section thoroughly to provide thoughtful and comprehensive feedback. Using the information : For areas where a writer receives “needs work” or “adequate,” review that area in the Rhetoric associated with that topic (link below) and use the advice when revising.

Literature Essay Rubric with Integrated Comments

You are viewing the first edition of this textbook. A second edition is available – please visit the latest edition for updated information.

This page contains the following rubrics:

Composing a Title Rubric

Creating a Research Question Rubric

Positing a Thesis Statement Rubric

Creating an Annotated Bibliography Rubric

Creating a Literature Review Rubric

Creating an Abstract Rubric

* Note: Titles that reference thesis statements and arguments may be OPTIONAL. Please check with your instructor.

Strategies for Conducting Literary Research Copyright © 2021 by Barry Mauer & John Venecek is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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List of Comments for Student Writing

C omments on student writing can be one of the most tedious, frustrating parts of being a teacher. You find yourself writing the same few things repeatedly, and even though there’s probably a rubric that gives substantial feedback, students and parents still expect additional comments that are more tailored to them.

Feedback on writing can be crucial for improvement, but how often do students take the input and apply it to their next piece of writing? Some don’t even read the comments; they just look at the grade, and the paper goes into the recycling bin!

One way to force students to use your feedback is to have them hold onto the last writing assignment or collect it and re-issue it the next time you give a writing assignment. Then, have them attach it to the next piece of writing and see if they have actually applied any of your feedback. Make sure to have “growth” or “applying feedback” as part of the new grade.

But what kind of comments should you be making? This article delves into the various types of constructive comments you can make on student writing.

Argumentative Writing or Debate

Use these comments when students have to write an argument that takes one side of a debate. 

• Organization and Clarity: Viewpoints and responses are clear and organized
• Use of Facts and Examples: Arguments are supported with facts and examples
• Relevance of Supporting Arguments: All supporting arguments are relevant
• Strength of Arguments: All arguments are solid and convincing

Personal Narrative

Use these comments when students have a personal narrative essay, such as the college application essay.

• Organization and Focus: Clear main ideas and supporting details, stays on topic
• Originality: Vivid details, fresh word choice, creativity, risk-taking
• Writer’s Voice: consistent throughout, engaging, conveys individual personality
• Technical Errors: Spelling, grammar, punctuation, usage
• Power overall: exciting topic, clearly developed; holds the attention of the reader

Literary Analysis

Use these comments when students have to analyze literature in any way including identifying and evaluating author’s style or purpose.

• Makes a claim: Clear and specific thesis that accurately identifies how the author used a specific element to achieve a particular purpose
• Uses support: Analysis of the techniques used is thorough and fully explains HOW and WHY the techniques are effective
• Conclusion: effectively sums up your main point and evaluates the effectiveness of the author’s techniques
• Purpose: writing is formal and purposeful, style follows proper grammatical, syntactical, and spelling rules

Fictional Narrative

Use these comments any time students have to write a piece of fiction.

• Uses proper format (font, spacing, heading, original title)
• Length: Minimum of ____words
• Proper use of dialogue
• Vivid Descriptions of characters and setting
• Conventions: The writer uses standard writing conventions effectively and purposefully
• Effect: the story has an intended effect on the reader
• Conclusion: The story feels complete, not as if it needs more details; the conflict has been resolved

Synthesis Essay

A Synthesis essay is a multi-paragraph essay that includes quotes and details for support from two or more sources. 

• Essay contains a logical organizational format with an introduction that ends with the thesis, supporting paragraphs with topic and concluding sentences, a conclusion, and transitions
• Essay incorporates valid and significant support from at least two sources that explicitly connect to add support to the thesis that is cited using the proper citation
• Essay contains sound mechanics, has been proofread, and is free of grammatical and spelling errors

Research Paper

A research paper includes quotes and citations from multiple sources.

• Content/Information: You successfully provide the history or background on the chosen topic. There is evidence that you carefully selected the information provided. All information is accurate, relevant, and engaging
• Organization: You organized the information in a logical, purposeful, and coherent way
• Research and Citations: You carefully researched the topic using reliable sources of information. You included a properly formatted works cited page that lists all sources cited in the paper
• Use of Language: Your writing has been proofread carefully and is generally free of all errors in spelling, punctuation, capitalization, grammar, and usage

General Essay Scoring Rubric

Use this rubric for any general piece of writing.

A paper in this category is outstanding, demonstrating clear and consistent mastery, although it may have occasional errors. Such a paper will:

• effectively and insightfully addresses the writing task, 
• is well organized and fully developed, using clearly appropriate examples to support ideas,
• displays consistent facility in the use of language, demonstrating variety in sentence structure and range of vocabulary.

A paper in this category is effective, demonstrating reasonably consistent mastery, although it will have occasional errors or lapses in quality. Such a paper will:

• effectively addresses the writing task,
• is generally well organized and well developed, using appropriate examples to support ideas,
• displays facility in the use of language, demonstrating some syntactic variety and range of vocabulary.

A paper in this category is competent, demonstrating adequate mastery with occasional errors and lapses in quality. Such a paper will:

• addresses the writing task,
• is organized and adequately developed, using examples to support ideas,
• displays adequate but inconsistent facility in the use of language, presenting some errors in
• grammar or diction present minimal sentence variety

A paper in this category is inadequate but demonstrates developing mastery. Such a paper may contain one or more of the following weaknesses:

• inadequate organization or development
• inappropriate or insufficient details to support ideas
• an accumulation of errors in grammar, diction, or sentence structure

A paper in this category is seriously limited, demonstrating little mastery. Such a paper is flawed by one or more of the following weaknesses:

• poor organization,
• thin development
• little or inappropriate detail to support ideas
• frequent errors in grammar, diction, and sentence structure

As much as students hate to write papers, we hate to grade them. It’s tedious and bordering on torture. But having comments at the ready can speed up the process and even make it more meaningful for those students who choose to actually read and apply the feedback. 

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