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Rubric for the Group Literary Analysis

Project
225-250 A 200-224 B 175-199 C 150-174 D 0-149 F
Presentation:
The group member is
prepared and ready to
take turns speaking about
his/her slides. The
presentation is seamless,
as if he/she has practiced
prior to his/her
presentation date.
Speaker is confident and
hits all 5 areas of
presentation skills: eye
contact, voice, posture,
content, and time.
Presentation:
The group member is
mostly prepared and
ready to take turns
speaking about his/her
slides. The presentation is
mainly seamless, as if
he/she has mostly
practiced prior to his/her
presentation date.
Speaker is primarily
confident and hits all 5
areas of presentation
skills: eye contact, voice,
posture, content, and
time.
Presentation:
The group member is
somewhat prepared and
not always ready to take
turns speaking about
his/her slides. The
presentation is somewhat
organized.
Speaker is somewhat
confident and hits many of
the 5 areas of presentation
skills: eye contact, voice,
posture, content, and time.
Presentation:
The group member is
poorly prepared and not
ready to take turns
speaking about his/her
slides. The presentation
poorly organized, as if
he/she has not practiced
prior to the presentation
date.
Speaker is not confident
and does not hit all 5 areas
of presentation skills: eye
contact, voice, posture,
content, and time.
Presentation:
The group member is not
prepared at all and fails to
present.

Slides:
All slides are well-
organized and look as if
much effort has been
made in producing them.
There is minimal text so
that the audience can
view and understand
what is being presented.
Eye-catching graphics,
transitions, and
animations enhance the
layout of each slide.
A correct MLA works
cited page for author
background accompanies
the presentation. All text
evidence is correctly
cited, MLA-style.

Slides:
Most slides are well-
organized and look as if
much effort has been
made in producing them.
There is much minimal
text so that the audience
can view and understand
what is being presented.
Many eye-catching
graphics, transitions, and
animations enhance the
layout of each slide.
A correct MLA works
cited page for author
background accompanies
the presentation. Most
text evidence is correctly
cited, MLA-style.

Slides:
Some slides are well-
organized and look as if
some effort has been made
in producing them. There
is minimal text so that the
audience can view and
understand what is being
presented, but there may
be inconsistencies in slide
quality. There are some
eye-catching graphics,
transitions, and animations
that enhance the layout of
each slide.
An MLA works cited page
for author background
accompanies the
presentation but may not
be correct, or the WC page
may be missing. Some text
evidence is correctly cited,
MLA-style.

Slides:
Few slides are well-
organized and look as if
no effort has been made in
producing them. There is
minimal text so that the
audience can view and
understand what is being
presented but there are
glaring inconsistencies in
slide quality, as if the PP
is a mishmash. Very few,
if any eye-catching
graphics, transitions, and
animations accompany the
layout of each slide.
An incorrect, or no MLA
works cited page for
author background
accompanies the
presentation. Few text
evidence is correctly cited,
MLA-style.

Slides:
No effort has been made
in creating a quality PP
presentation. No MLA
works cited page
accompanies the slides. If
the technology does not
work, no group member
has printed out slides to
be graded.
No text evidence is
correctly cited, MLA-
style, or no text evidence
is reflected on any slides.

The Literary Analysis Essay Rubric

A: 90-100 B: 80-89 C: 70-79 D: 60-69 F: 0-50
MLA Format
Correct MLA format
citations throughout.
Student incorporates three
examples of MLA-cited text
evidence as per the
instructions and clearly
connects the text examples to
his/her response to the essay
assignment.
Mostly correct. There
may be at least one
incorrectly cited example
of text evidence. Most
examples of MLA-cited
evidence are clearly
incorporated and
connected to the text.
Somewhat correct. There
may be more than one
incorrectly cited example
of text evidence. Most
examples of MLA-cited
evidence are not clearly
incorporated and
connected to the text.
The evidence does not
clearly support the
students response.
Mostly incorrect. There
may be many incorrectly
cited examples of text
evidence. The student
does not seem to
understand MLA format.
Most, if not all, examples
of MLA-cited evidence
are not clearly
incorporated and
connected to the text.
The student fails to cite
MLA-format text
evidence as directed. The
student fails to turn in
the one-pager on time, if
at all.
The evidence fails to
support the students
response.
Grammar/Mechanics
The student writes clearly,
legibly, and shows mastery of
the English language in terms
of grammar and sentence
structure (syntax).
The student writes
mostly clearly, legibly,
and shows good mastery
of the English language
in terms of grammar and
sentence structure
(syntax).
The student writes
somewhat clearly,
legibly, and shows
sufficient mastery of the
English language in
terms of grammar and
sentence structure
(syntax).
The student does not
overall write clearly and
legibly; and shows some
mastery of the English
language in terms of
grammar and sentence
structure (syntax).
The student fails to write
clearly and legibly, and
shows an overwhelming
failure of mastery of the
English language in
terms of grammar and
sentence structure
(syntax).
Clarity of Response
The student is able to show
an excellent understanding of
the chosen story, and
illustrates this knowledge
through a well-detailed
response.
The student is able to
show a good
understanding of the
chosen story, and
illustrates this knowledge
through a mainly well-
detailed response to the
assignment.
The student is able to
show some
understanding of the
chosen story, and
illustrates this knowledge
through a somewhat
detailed, but sometimes
confusing response to the
assignment.
The student is not able to
show an understanding
of the chosen story, and
fails to illustrate this
knowledge by producing
a confused response to
the assignment.
The student does not
seem to have read the
text. Details are unclear
and/or seem to have been
made up in an effort to
earn some points.
Student failed to respond
to the assignment.
Connections to Text
The student makes excellent
connections with the text and
is able to weave a well-
thought out response with
well-chosen passages from
the text to show mastery and
understanding.
The student makes many
excellent connections
with the text and is able
to weave a mainly well-
thought out response
with mainly well-chosen
passages from the text to
show much mastery and
understanding.
The student makes some
connections with the text
and is able to weave a
response with some, but
not all, well-chosen
passages from the text to
show some mastery and
understanding.
The student makes poor
connections with the text
and is unable to weave a
well-thought out
response with well-
chosen passages from the
text to show mastery and
understanding. The
student may choose
random passages that
bear no real meaning to
the response.
The student fails to make
connections with the text
and is unable to weave a
response with passages
from the text. It seems
that the student failed to
read before attempting to
write the portion of the
essay.
Following Directions
The student has a correct
MLA heading, clear
paragraph structure,
examples of text evidence
that are well-chosen, has one-
inch margins all around, and
types using Times New
Roman size 12 font.
The student has a mostly
correct MLA heading,
much clear paragraph
structure, examples of
text evidence that are
mainly well-chosen, has
one-inch margins all
around, and types using
Times New Roman size
12 font.
The student has a
somewhat correct MLA
heading, clear paragraph
structure, examples of
text evidence that are
somewhat well-chosen
and somewhat correctly
cited, has one-inch
margins all aroundbut
may not write a full
response, and types using
Times New Roman size
12 font.
The student has an
correct MLA heading
,unclear paragraph
structure, extra spacing
between paragraphs
and/or lines, few
examples of text
evidence that are not
well-chosen, has one-
inch margins all
aroundbut fails to
write a full response and
does not type using
Times New Roman size
12 font.
The student does not
follow any or most of the
specified directions.