EVALUATION RUBRIC

Reporting Category

What do we want to evaluate?

Points 0

Level of achievement reached in each evaluation indicator.

Points 1

Level of achievement reached in each evaluation indicator.

Points 2

Level of achievement reached in each evaluation indicator.

Points 3

Level of achievement reached in each evaluation indicator.

Points 4

The score is the value achieved for each indicator (from 1 to 4).

Evidence and Commentary

Repeated Information

Simply restates thesis (if present), repeats provided information, or offers information irrelevant to the prompt.

Very little specific evidence and no line of reasoning

2 points EVIDENCE: Provides some specific, relevant evidence. AND COMMENTARY: Explains how some of the evidence relates to the student’s argument, but no line of reasoning is established, or the line of reasoning is faulty.

Some, relevant evidence and faulty line of reasoning

EVIDENCE: Provides some specific, relevant evidence. AND COMMENTARY: Explains how some of the evidence relates to the student’s argument, but no line of reasoning is established, or the line of reasoning is faulty.

Relevant evidence and somewhat explains the line of reasoning

EVIDENCE: Provides specific evidence to support all claims in a line of reasoning. AND COMMENTARY: Explains how some of the evidence supports a line of reasoning. AND Explains how at least one literary element or technique in the poem contributes to its meaning.

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

EVIDENCE: Provides specific evidence to support all claims in a line of reasoning. AND COMMENTARY: Consistently explains how the evidence supports a line of reasoning. AND Explains how multiple literary elements or techniques in the poem contribute to its meaning.

Thesis

No defensible thesis(Hover for more info)

For any of the following: • There is no defensible thesis. • The intended thesis only restates the prompt. • The intended thesis provides a summary of the issue with no apparent or coherent claim. • There is a thesis, but it does not respond to the prompt.

Not Applicable

Not Applicable

Not Applicable

Sophistication

Does not meet criteria

Sophistication of thought and a complex argument

Not Applicable

Not Applicable

Poetry Analysis Rubric

Responds with a defensible thesis

1 point Responds to the prompt with

Not Applicable

Click on the for Scoring Notes

For any of the following: • There is no defensible thesis. • The intended thesis only restates the prompt. • The intended thesis provides a summary of the issue with no apparent or coherent claim. • There is a thesis, but it does not respond to the prompt.

Hover over Categories for more information!

For any of the following: • There is no defensible thesis. • The intended thesis only restates the prompt. • The intended thesis provides a summary of the issue with no apparent or coherent claim. • There is a thesis, but it does not respond to the prompt.

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 isineffective because it does not enhance the student's argument.

Scoring Notes

• Only restate the prompt.• Make a generalized comment about the poem that doesn’trespond 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.

Scoring Notes

• 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 notcite 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.

Additional Info

• Only restate the prompt.• Make a generalized comment about the poem that doesn’trespond to the prompt.• Describe the poem or features of the poem rather than making a claim that requires a defense.

Scoring Notes