EVALUATION RUBRIC

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Not Applicable

Responds with a defensible thesis

Poetry Analysis Rubric

Not Applicable

Not Applicable

Sophistication of thought and a complex argument

Does not meet criteria

Sophistication

Not Applicable

Not Applicable

Not Applicable

No defensible thesis (Hover for more info)

Thesis

Specific evidence that support line of reasoning and commentary that supports evidence.

Relevant evidence and somewhat explains the line of reasoning

Some, relevant evidence and faulty line of reasoning

Very little specific evidence and no line of reasoning

Repeated Information

Evidence and Commentary

Points 4

Points 3

Points 2

Points 1

Points 0

Reporting Category

Scoring Notes

Responses that earn this point may demonstrate a sophistication of thought or develop a complex literary argument by doing any of the following: 1. Identifying and exploring complexities or tensions within the poem. 2. Illuminating the student’s interpretation by situating it within a broader context. 3. Accounting for alternative interpretations of the poem. 4. Employing a style that is consistently vivid and persuasive.

Scoring Notes

• Consist of a mix of specific evidence and broad generalities. • May contain some simplistic, inaccurate, or repetitive explanations that don’t strengthen the argument. • May make one point well but either do not make multiple supporting claims or do not adequately support more than one claim. • Do not explain the connections or progression between the student’s claims, so a line of reasoning is not clearly established.

Scoring Notes

Uniformly offer evidence to support claims. Focus on the importance of specific words and details from the poem to build an interpretation. Organize and support an argument as a line of reasoning composed of multiple supporting claims, each with adequate evidence that is clearly explained. Explain how the writer’s use of multiple literary techniques contributes to the student’s interpretation of the poem.

Scoring Notes

• Consist of a mix of specific evidence and broad generalities. • May contain some simplistic, inaccurate, or repetitive explanations that don’t strengthen the argument. • May make one point well but either do not make multiple supporting claims or do not adequately support more than one claim. • Do not explain the connections or progression between the student’s claims, so a line of reasoning is not clearly established.

Scoring Notes

• Tend to focus on summary or description of a poem rather than specific details or techniques.
• Mention literary elements, devices, or techniques with little or no explanation.

Scoring Notes

• Uniformly offer evidence to support claims. • Focus on the importance of specific words and details from the poem to build an interpretation. • Organize an argument as a line of reasoning composed of multiple supporting claims. • Commentary may fail to integrate some evidence or fail to support a key claim.

Scoring Notes

• Attempt to contextualize their interpretation, but such attempts consist predominantly of sweeping generalizations. • Only hint at or suggest other possible interpretations. • Make a single statement about how an interpretation of the poem comments on something thematic without consistently maintaining that thematic interpretation. • Oversimplify complexities in the poem. • Use complicated or complex sentences or language that is ineffective because it does not enhance the student's argument.

Scoring Notes

• Only restate the prompt. • Make a generalized comment about the poem that doesn’t respond to the prompt. • Describe the poem or features of the poem rather than making a claim that requires a defense.

Scoring Notes

Provide a defensible interpretation in response to the prompt.

Additional Info

• This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase or reference.

Additional Info

• Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row. • To earn the fourth point in this row, the response may observe multiple instances of the same literary element or technique if each instance further contributes to the meaning of the poem.

Additional Info

• The thesis may be more than one sentence, provided the sentences are in close proximity. • The thesis may be anywhere within the response. • For a thesis to be defensible, the poem must include at least minimal evidence that could be used to support that thesis; however, the student need not cite that evidence to earn the thesis point. • The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the thesis point. • A thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that line of reasoning. claim that requires a defense.

Scoring Notes

• Only restate the prompt. • Make a generalized comment about the poem that doesn’t respond to the prompt. • Describe the poem or features of the poem rather than making a claim that requires a defense.