How To Write a Good Story: A Literary Analysis Essay Rubric

Li American Literature Spring 2015 (last updated 2/10)

Criteria/Grade

A range essay

B range essay

C/D range essay

Analysis and Textual Support

The students interpretation is clearly

supported by a close and careful reading of
the text. Evidence--including quotes,
observations, external sources--are
incorporated abundantly and appropriately.

Evidence from the text is deployed with

reasonable efficacy: for example, some quotes
are used, though they may not be analyzed
fully in-depth. For the most part, the student
accurately captures the intention, perspective,
and tone of the writer.

Support from the text is largely missing or

minimal (problematic even if the analysis is
mostly on point). Alternately, the student may
jump to conclusions too hastily or
speculatively, without adequate support
derived from the text, which may lead to a
misreading of the writers tone or intention.

A clear, explicitly stated central thesis guides

the essay. The thesis reflects an interpretive,
argumentative stance about the writers
intention for the meaning of the overall work,
rather than a merely observational position.
Furthermore, the argument is original and
thought-provoking, and has the potential to
engage broader implications, e.g. the SO
WHAT (see notes on the Conclusion).

A clear thesis guides the essay, but may be

more descriptive than argumentative (grey
area). Alternately, the thesis may be
compelling and argumentative, but
communicated in confusing or convoluted
language.

The thesis merely describes the plot rather

than arguing for an overall intention or
meaning. Alternately, it may resort to an
overly simplistic reading (cliche), rather than
synthesizing deeper nuance and meaning in
the text.

Topic sentences outline the scope of each

paragraph and tie back into the overarching
thesis. The content of each paragraph reflects
thoughtful organization, in-depth analysis,
and appropriate use of textual support.

Topic sentences may be relatively weak, but

the essay as a whole flows well and contains
adequate textual support throughout.

The organization of the essay is problematic

to the point that it inhibits the teachers
understanding of the students main ideas.
Topic sentences are non-existent, and there is
no clear sense of flow. Alternately, the essay is
comprised largely of plot summary.

The conclusion provides a satisfactory end to

the essay by engaging--whether implicitly or
explicitly--with the SO WHAT, perhaps by
raising further related questions for inquiry.

The conclusion recapitulates the introduction

and thesis in slightly different terminology.
Perhaps it attempts to engage further
implications, with some degree of success.

The conclusion is missing entirely, or

devolves into plot summary.

Language is clear yet sophisticated, and

follows conventional rules of grammar and
mechanics. The essay exhibits fluidity:
sentences tie well into one another, and each
paragraph transitions into the next.

Basic mechanics and grammar skills are

evident, although language and sentence
structure may not be very complex. A few
minor errors in copy-editing
(capitalization/punctuation/citations/etc.)
may appear, but do not detract from the
teachers understanding of the overall piece.
Evidence of proofreading is clear.

A number of minor errors, or a few major

errors, in mechanics and grammar
significantly impact the teachers ability to
understand the students ideas. Evidence of
careful proofreading is absent, and overall the
work is unprofessional.

--As a literature analysis essay, writing must

be fully grounded in evidence that can be
found in the text. Do not get carried away by
your own beliefs or opinions on a topic.

Thesis and Argument

--A good thesis explicates the writers overall
intention, message, and meaning for the
work as a whole. Think moral, if that is
helpful.
--Recall our class exercises with argument or
observation? and clear or unclear?
--A truly excellent thesis pushes toward
deeper analytical argument, displaying both
originality and sophistication.

Content and Development

--Topic sentences should function as minitheses for the paragraph.
--Material should be well-organized and flow
smoothly within the essay.

Conclusion
--A summary of the essay--or a recapitulation
of the intro--is not sufficient.
--Explicate the new discoveries you have
made in the course of your essay (related to
but different from your thesis).
--Perhaps broaden the scope of your essay by
discussing further implications or questions
for inquiry.

Writing Conventions
--Most fundamentally, good writing involves
basic mechanics: full sentences, commas used
appropriately (no comma splices), grammar
intact.
--Mastery of language involves further
sophistication: varied sentence structure and
vocabulary, complex yet clear language,
fluidity in writing.