LITERARY ANALYSIS

In other words, read the rubric!

STEPS When turning in your final essay on

10/25, you will need to turn in:All drafts Rubric that you scoredClean rubric

We will:Look at what it takes to make an across-the-

board 5 in every category.Evaluate our own essays, scoring them as

we go. Take a short amount of time to revise/help

others revise/give feedback to each other.

CONTENTExemplary (5) The essay offers a clear overall

interpretation of the essay topic. Title of work is appropriately punctuated

and referenced, and author of work is appropriately referenced.

Insightful and focused thesis/claim statement or main idea that connects to the prompt.

The essay offers complexity and originality in analyzing the prompt.

CLEAR OVERALL INTERPRETATION The essay offers a clear overall

interpretation of the essay topic. In other words, do you fully address the

actual claim in a clear and concise way?

TITLE AND AUTHOR Title of work is appropriately punctuated

and referenced, and the author of the work is appropriately referenced. Is the author’s name and the title of the

literary work in the intro? Is the title of the work accurately

punctuated (italics for long works, quotation marks for short works)?

Is the author’s name appropriately referenced every time? In other words, is he/she ever referred to by first name?

What score would you have received? Fix it!

STOP

CLAIM Insightful and focused thesis/claim statement

or main idea that connects to the prompt. Does the paper have a clear claim that fully

addresses the prompt? In other words, would the reader be able to determine the focus of your entire essay, and would that focus answer the prompt?

Is it insightful? Is the claim the LAST sentence in the introduction?

Look at your claim. Does it meet the above criteria? What score would you have received? Revise.

Even Better Thesis Statements

STOP

COMPLEXITY AND ORIGINALITY The essay offers complexity and

originality in analyzing the prompt. In other words, does it offer ORIGINAL

thought overall, or just what we talked about in class?

Is the analysis complex overall, or does it represent juvenile or basic thought process?

ORGANIZATIONExemplary (5) Engaging opening, introduces the essay’s general

topic, and inspires thinking about the topic; logically proceeds to thesis/claim, thesis/claim is easily identifiable

Insightful and focused topic sentences that control body paragraphs and support theses/claim

Effectively arranges and transitions all information in and among paragraphs

All information in paragraphs-relevant with a constant focus on prompt claim/thesis

Exemplary conclusion. Answers the “so what” question, has final thought

INTRODUCTION Engaging opening that introduces the essay’s general

topic and inspires thinking about the topic; logically proceeds to thesis/claim; thesis/claim is easily identifiable Is there a hook that includes author/work background? Is the hook followed by a transition that leads to the

claim? Usually, a 1-2 sentence summary is needed (NOT a 3-4 sentence summary).

Is the claim the LAST sentence in the introduction?

Look at your claim. Does it meet the above criteria? What score would you have received? Revise.

Even Better Hooks - look at Section 5

STOP

TOPIC STATEMENTS Insightful and focused topic sentences

that control body paragraphs and support theses/claimDoes each body paragraph have a clear

topic statement that relates to the thesis? Are your topic statements the first sentences in your body paragraphs?

Read yours. Do they meet the above criteria? What score would you have received? Revise.

STOP

TRANSITIONS Effectively arranges and transitions all

information in and among paragraphsAre there transitions between paragraphs?Are there transitions between ideas within

the paragraphs?

Mark any place in your paper where there is a shift to a new idea. Is there a transition there? What score would you have received? Revise.

STOP

RELEVANCE All information in paragraphs-relevant

with a constant focus on prompt claim/thesis Is all evidence relevant? Does it actually

prove your topic statement?Do all of your ideas within a paragraph

support the topic statement?STOP

CONCLUSION Exemplary conclusion. Answers the “so

what” question, has a final thoughtDoes the conclusion offer more than just a

restatement of the main points?

Read and evaluate your conclusion. What score would you receive? Revise.

STOP

SUPPORT AND ELABORATION Exceptional selection of evidence-specific quotes and

paraphrased information from the sources-that clearly relate to the claim/thesis

Exceptional integration of evidence. Writer skillfully integrates chosen evidence into his/her own writing.

Writer correctly utilizes MLA or other accepted citation method and cites ALL specific quotes and paraphrased information correctly within his/her paper (in-text citation)

Exceptional (in depth) analysis of how evidence proves and support(s) prompt, claim, and related ideas. Incorporates exceptional discussion of appropriate literary

devices or other pieces of evidence Explanations and commentary address the how/why

questions beyond the literal meaning of the text.

SELECTION OF EVIDENCE Exceptional selection of evidence-specific

quotes and paraphrased information from the sources-that clearly relates to the claim/thesis Is your evidence the BEST evidence to prove

your point? Don’t use obscure evidence. It should be significant to the overall work.

Are there at least 2 direct quotes to support your main ideas?

Read and evaluate your evidence. What score would you receive? Revise.

STOP

INTEGRATION OF EVIDENCE Exceptional integration of evidence.

Writer skillfully integrates chosen evidence into his/her own writing. INCORRECT:

“I used to fantasize about having a pilgrim friend” (Schwegler 372).

CORRECT: Carina Chocana writes, “I used to fantasize about

having a pilgrim friend” (Schwegler 372).

Look at all quotes. Are they integrated?What score would you receive? Revise.

STOP

CITATIONS Writer correctly cites ALL specific quotes

and paraphrased information (in-text citation) in MLA format INCORRECT:

“I used to fantasize about having a pilgrim friend.” (Schwegler pg. 372).

CORRECT: Carina Chocana writes, “I used to fantasize about

having a pilgrim friend” (Schwegler 372).

Are all quotes cited correctly? What score would you have received? Fix!

STOP

ANALYSIS Exceptional (in-depth) analysis of how

evidence proves and support(s) prompt, claim, and related ideas. Incorporates exceptional discussion of

appropriate literary devices or other pieces of evidence

Explanations and commentary address the how/why questions beyond the literal meaning of the text.

ANALYSIS Does your analysis take up most of the

paragraph? Does your analysis answer how/why, or is

it just a restatement or literal explanation of the evidence?

Does your analysis explain your topic statement and support the claim?

Read your analysis. Does it meet the criteria above? What score would you receive? Revise.

STOP

STYLE AND DICTIONExemplary (5) Exceptional use of language, including effective

word choice and no vague words Purposeful passive voice when necessary Consistent voice appropriate for addressing the

prompt, genre, audience, and purpose. Consistent tense appropriate for addressing the

prompt, genre, audience, and purpose. Exceptional fluency through varied sentence

structure. Exceptional Syntax-sentence structure does not

disrupt the flow of the essay. No confusing or awkwardly worded sentences

 

USE OF LANGUAGEExceptional use of language, includingeffective word choice and no vague words

Upper-level and accurate vocabulary Vague words

any infinitive (to walk), about, all, almost, always, anxiously, believe, eagerly, every, feel, finally, frequently, got, just, merely, nearly, need, never, not, often, only, so, stuff, that, things, this, “the public,” then, went, very, “to be” verbs

STOP

Mark these words on your paper. Do you have any upper-level vocab? Misused words? Does your essay use precise vocabulary that is not redundant or confusing? Look for vague words or phrases. What score would you have received on the rubric? Now fix them.

PASSIVE VOICEPurposeful passive voice when necessary

Passive voice:The road was crossed by the chicken.Active Voice:The chicken crossed the road.

In active voice, the actor is the SUBJECT of the sentence.

PASSIVE VOICEIt is argued that…INSTEADAnderson argues…

Tom and Huck are portrayed as…INSTEADTwain portrays Tom and Huck as…

Is the essay written in mostly active voice? Underline every “to be” verb in the essay. Are they purposeful? What score would you have received on the rubric? Change them to active.

STOP

CONSISTENT VOICE

STOP

Consistent voice appropriate for addressing the prompt, genre, audience, and purposeNo contractionsNo slangNo informal language

Underline contractions, slang, or other informal language. What score would you have received? Fix them.

CONSISTENT TENSE Consistent tense appropriate for addressing

the prompt, genre, audience, and purpose. Write about literature in present tense.

Have you written about literature in present tense? Look at every verb. What score would you have received? Fix it!

STOP

SENTENCE STRUCTURE Exceptional fluency through varied

sentence structure. Use a mix of simple, compound, complex,

and compound-complex sentences.Use varied sentence openings.

SENTENCE STRUCTURE Example: The Winslow family visited Canada and

Alaska last summer to find some native American art. In Anchorage stores they found some excellent examples of soapstone carvings. But they couldn't find a dealer selling any of the woven wall hangings they wanted. They were very disappointed when they left Anchorage empty-handed.

Revision: The Winslow family visited Canada and Alaska last summer to find some native American art, such as soapstone carvings and wall hangings. Anchorage stores had many soapstone items available. Still, they were disappointed to learn that wall hangings, which they had especially wanted, were difficult to find. Sadly, they left empty-handed.

SENTENCE STRUCTURE If too many sentences start with the same word, especially

"The," "It," "This," or "I," prose can grow tedious for readers, so changing opening words and phrases can be refreshing.

Example: The biggest coincidence that day happened when David and I ended up sitting next to each other at the Super Bowl.

Some Possible Revisions: Coincidentally, David and I ended up sitting right next to each

other at the Super Bowl. In an amazing coincidence, David and I ended up sitting next to

each other at the Super Bowl. When I sat down at the Super Bowl, I realized that, by sheer

coincidence, I was directly next to David. By sheer coincidence, I ended up sitting directly next to David at

the Super Bowl. With over 50,000 fans at the Super Bowl, it took an incredible

coincidence for me to end up sitting right next to David.

SENTENCE STRUCTURE

Is there a variety of sentence types used? There should only be a few simple sentences(one subject and verb). Mark simple sentences.

Do you repeat sentence openings? Mark them.What score would you have received?If you have a string of simple sentences, combine

them. Rewrite any repeated openings.

STOP

SYNTAX Exceptional Syntax-sentence structure

does not disrupt the flow of the essay. No confusing or awkwardly worded sentences.

Read each sentence individually (stopping after each one). Are there any confusing or awkwardly worded sentences? Mark them. What score would you have received? Fix them.

STOP

GRAMMAR AND MECHANICS

Exemplary (5) Grammar: If you have 4 or more of the

bolded and underlined errors, you receive an editing failure of 0. Comma Splices Fused Sentences/Run-On Sentences Fragments Apostrophe Errors Subject/Verb Agreement Errors Pronoun/ Antecedent Agreement Errors

  Other Errors: Pronoun usage errors, homonym errors,

spelling errors, misplaced or dangling modifiers, etc.

COMMA SPLICES AND RUN-ONSThe following sentences are comma splices or run-

ons. How do we fix them? I didn’t like the movie, it was way too long. She and Jerry are getting married in the fall, they

didn’t want a summer wedding. J.D. Salinger was a recluse and his protagonist

Holden Caulfield reflected this lifestyle.

Look for and mark comma splices/run-ons. Many of you are integrating your quotes as run-on sentences.

STOP

FRAGMENTS/INCOMPLETE SENTENCES A complete sentence must have a main

subject, a main verb, and form a complete thought. A dependent clause cannot stand alone as a sentence.Fragment: The current city policy on housing is

incomplete as it stands. Which is why we believe the proposed amendments should be passed. Possible Revision: Because the current city policy on housing is incomplete as it stands, we believe the proposed amendments should be passed. STOP

Look for and mark fragments/incomplete sentences.

APOSTROPHE ERRORS/SUBJECT-VERB ERRORS Use apostrophes to show possession,

NOT plurality. Singular subject with singular verb.

Plural subject with plural verb. Enough said.

PRONOUN/ANTECEDENT ERRORS Pronouns must agree with their antecedents. Examples:

Someone must follow the rules of grammar if they hope to get an A on their essay.

Why is this wrong? Everybody risks their health when they smoke. Why is this wrong?

Look for and mark pronoun/antecedent errors. Fix them.

STOP

GRAMMAR & MECHANICS Other Errors: Pronoun usage errors,

homonym errors, spelling errors, misplaced or dangling modifiers, etc.

What score would you have received in grammar after taking into account all possible errors?

THE END What score would you have received

overall? GO HOME! REVISE AGAIN! EDIT AGAIN!

GET AN A!

Next time…