Literary Analysis Essay Scoring Guide (oodls) On Topic, Organization, Development, Language and Style (csee) Claim, Set-up, Evidence, Explanation



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Literary Analysis Essay Scoring Guide

(OODLS) On Topic, Organization, Development, Language and Style

(CSEE) Claim, Set-up, Evidence, Explanation


Score

On Topic

Organization

Development

Language & Style


Exemplary
6

(100-94)

Clearly demonstrates an understanding of the passage/text and recognizes its complexity. Original, insightful, well-written thesis addresses all parts of the prompt. All body paragraphs build and support thesis.

Presents arguments as organized and logical.

Upholds paragraph unity.


CSEE paragraph structure present: claim or topic sentence, set-up, evidence, and explanation. Claims or topic sentences do not summarize plot. Evidence appropriately placed. The explanations connect back to the thesis; they do NOT summarize, rather, they analyze.

The writer develops his/her ideas deeply and thoroughly to support the thesis. There is sophistication in the student’s analysis.
There are apt and specific references /quotations to support one’s claims.
Persuasive number of examples, details to prove thesis. Thought provoking.

Considers audience. Smooth transitions between and within paragraphs .The counterargument (the turn away, turn back), if present, is convincingly addressed. Makes use of literary terms and devices. Nearly perfect, the paper displays consistent control over the elements of effective writing. Follows conventions. Tone is appropriate. Sentence forms are varied and support meaning. Shows clarity, skill and sophistication. Mastery of MLA format. No passive voice.


Proficient
5

(93-86)

Sufficiently demonstrates an understanding of the passage/text. Thesis addresses all parts of the prompt.

Thesis may lack the insight or complexity of a 6. All body paragraphs build and support thesis

A 5 paper has all of the qualities of the 6 except that there are slight errors in the CSEE format such as:

(1) Set-up and evidence do not flow grammatically together.

(2) Does not display sophistication in analysis. (3)Explanation lacks nuance or attention to the details.
Upholds paragraph unity.


The 5 paper has the same qualities as the 6 in regard to apt and specific references.
An adequately convincing number of examples, quotations, details used. The 5 essay does not have the depth of the 6 essay; it is not as insightful or complex.


The 5 essay has all of the qualities of the 6 EXCEPT the diction is more simplistic; the writer uses fewer literary devices or terms.

Although there may be minor flaws, the paper displays consistent control over the elements of effective writing. Follows conventions. Tone is appropriate. Sentence forms are varied and support meaning. Adept at MLA format. No passive voice.





Developing proficiency
4

(85-78)

Attempts to explain the passage/text but does so inaccurately or ineffectively. Some elements of the thesis may be lacking; revision needed.
Some body paragraphs do not support thesis statement.



The writing is not as well conceived, organized as that in papers scoring in the upper half essays. Problems with paragraph unity.
Presents CSEE format with some errors:

(1) Claims may be fact or summary rather than a statement supporting one’s thesis.

(2) The set-up and evidence may not flow grammatically or read clearly (person and number agreement.

(3)Explanation uses too much summary rather than analysis.



The 4 paper is often characterized by superficiality. Only a moderate number of evidence. Needed improvement in the area of evidence selection.

  1. inadequate evidence

  2. ineffective quotation use

Explanation is marked by summary rather than analysis and may stray from topic.

Papers are not as thorough, precise, or aware of complexities as the top scoring papers; they lack the depth and sophistication. Typical essays earning a score of 4 are partly right, forgot part of something, went astray on part of answer, or are missing part of answer.



The 4 essay may lack literary devices and terms. It may not consider the audience, so the tone may be too informal.

There are flaws in grammar and punctuation, but it is not to the point of distraction. The writer shows inconsistent control over the elements of writing. Sentences lack variety. Diction may be too simplistic. Occasional use of passive voice. Emerging mastery of MLA format.




Developing
3

(77-70)

Attempts to explain the passage/text but does so ineffectively; all parts of the question may not be answered. Thesis statement revision needed. Thesis statement may be lacking specificity, may not be arguable (more a statement of fact), or may restate conventional wisdom. Several body paragraphs do not support thesis.

The 3 paper lacks logical organization. The writer shows some understanding of the CSEE paragraph structure. Several errors in paragraph unity. There are more errors in format than found in the 4 essays.

(1)Topic sentences tend to be summary, statements of fact.

(2) Set-up may be lacking entirely.

(3) Evidence or concrete details may “float” in the essay without context or explanation.

(4)Transitions need significant improvement.


The writer may present misguided or underdeveloped analysis and/or fail to relate them to the thesis.
Typical essays earning a score of 3 exhibit more of the problems listed above in the 4 essay. These essays rely on summary or paraphrase or omit analysis altogether.

The 3 essay has compounded problems that the 4 possesses. Flaws in grammar and punctuation detract from the meaning of the essay. Generally the prose reveals weak control over writer's elements as diction, organization, syntax or grammar.

The student attempts to use MLA format but does not understand the rules. Several instances of passive voice.




Needs improvement
2

(69-60)

Off topic. These papers compound the weaknesses of essays in the 3 range. May seriously misread the passage or fail to respond adequately to the question.

The 2 paper lacks organization and logical arguments. Parts of an introduction, body paragraphs, and a conclusion are lacking or inappropriately ordered. Lacks transitions. No paragraph unity. It is not clear the student understands the CSEE paragraph structure. The 2 essay compounds the problems listed in 3 & 4 essay.

The writer has compounded errors of a 3 essay. Although they may have attempted to answer the question, the views presented typically have little clarity or coherence. These essays are typically unacceptably brief. Misguided or undeveloped analysis. Significant misinterpretations, inadequate developments, or serious omissions. 2 papers will paraphrase from the selection.

Grammar and punctuation are distracting and detract from meaning. The paper lacks proper MLA format. Uses passive voice.


1

(59-0)

Off topic.

Lacks organization and proper paragraph structure. No CSEE paragraph structure present.

These essays are inadequately short and may indicate that the writer did not understand the text/passage or may not have read it. There may be serious errors in interpretation. 1 essays omit any reference to the text.

Grammar and punctuation detract from meaning. The paper lacks MLA format all together. Uses passive voice.



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