LMCHS Analytical Writing Rubric

LMCHS Analytical Writing Prompt: “After reading TEXT, write an analytical response where you cite
strong and thorough textual evidence to support an inference/argument drawn from the text. Analyze
how the evidence you’ve chosen supports your claim. You may also need to note where the text leaves
matters uncertain, and explain the impact of this.”

Rubric
105% - Exceeds 100% - Mastery 85% - Emerging 70% - Developing

Content

Focus & Logical The student focuses on an The student has a topic The student uses limited
Organization interesting topic that that informs the reader words, phrases, and
Extension Goal (Exceeds): informs the reader with with ideas, concepts, and clauses to link the major
The student clearly focuses ideas, concepts, and information that creates a ideas. The student attempts
on a compelling topic that information that creates a unified whole. to connect the topic and
informs the reader with unified whole. the examples and/or facts.
ideas, concepts, and
information that creates a
unified whole.

Claims The student introduces a The student introduces a The student’s claim is
Extension Goal (Exceeds): precise claim that takes an claim and takes a position. either unclear or emerging
The student introduces a identifiable position. The The student has a structure and suggests a vague
precise claim and takes a student has an effective and organization that is position. The student
purposeful position on a structure and organization aligned with the claim. attempts a structure and
topic, issue, or idea. The that is aligned with the organization to support the
student has a structure and claim. position.
organization that is
carefully crafted to support
the claim.

Topic Sentence Resources:

Resource
Resource
Resource (video)

Thorough Development Student provides relevant The student provides facts, The student provides facts,
With Evidence facts, extended definitions, extended definitions, definitions, details,
Extension Goal (Exceeds): concrete details, concrete details, quotations, and/or
Students provide quotations, and/or quotations, and/or examples that attempt to
significant and relevant examples that sufficiently examples that develop the develop and explain the
facts, extended definitions, develop and explain the topic. The student provides topic. The student may
concrete details, quotations topic. The student provides a conclusion that supports provide a conclusion that
and/or examples to a competent conclusion the topic and examines its supports the topic.
thoroughly develop and that supports the topic and implications and
explain the topic. Students examines its implications significance.
provide an engaging and significance.
conclusion that supports
the topic and examines its
implications and
significance.

Clarity & Cohesion The student skillfully uses The student uses words, The student uses limited
Extension Goal (Exceeds): words, phrases, and phrases, and clauses to link words, phrases, and
The student strategically clauses to link ideas. The the major ideas. The clauses to link the major
uses words, phrases, and student identifies the student connects the topic ideas. The student attempts
clauses to link ideas. The relationship between the and the examples and/or to connect the topic and
student explains the topic and the examples facts. the examples and/or facts.
relationships between the and/or facts.
topic and the examples
and/or facts.

Academic Vocabulary The student presents a The student presents a The student illustrates a
Extension Goal (Exceeds): formal, objective tone. The formal, objective tone. The limited awareness of
The student presents an student uses precise student uses relevant formal tone. The student
engaging, formal, and language and academic language and academic attempts to use appropriate
objective tone. The student vocabulary to manage the vocabulary to manage the language and vocabulary.
uses sophisticated complexity of the topic. complexity of the topic.
language and appropriate
vocabulary to manage the
complexity of the topic.

Argumentation Value: Argument presents Loose connections to the The concepts do not
Extension Goal (Exceeds): meaning. Logical ideas subject or the thesis. The coordinate or align with
Argument presents contribute to the thinking logical sequence is the thesis. The topic or
meaningful value and is of the audience. sporadic. Unoriginal or content is not school
able to connect relevance duplicated design. appropriate.
through style and content.

100% - Mastery 85% - Emerging 70% - Developing

Paragraph Structure

Topic Sentence/Argument A clear, impactful sentence An argument is framed and The paragraph focuses on
Resource at the beginning of the conveyed somewhere in the summary or
Resource paragraph makes the paragraph. comprehension rather than
Resource (video) argument clear. analysis or argumentation,
or does not have a focus.

Introduction to Evidence Evidence is introduced in Evidence is introduced in Evidence is just dropped in,
Resource terms of grammar and terms of content (but not feeling disconnected from
Resource content, connecting the grammar), connecting the the paragraph.
Resource evidence to the argument evidence to the argument
Resource (video) or analysis under or analysis under
Resource (video) consideration. consideration.
Resource (video) *includes
the next 2 categories as well

Evidence Text evidence is enclosed Text evidence helps to Text evidence is not
Resource in quotation marks (for support your argument, present or is entirely
Resource direct words from the but may not be a direct disconnected from the
Resource (video) quote) and helps to support quote, or may not be argument.
your argument. marked as such.

Analysis of Evidence Deftly explain how Imply how evidence Leave evidence mostly
Resource evidence supports supports argument, using without explanation, or
Resource argument, using internal brief or overarching choose evidence that is
Resource (video) transitions to connect parts statements to explain. entirely disconnected from
Resource (video)’ of the paragraph. the argument.

Summary Sentence(s) Close out the paragraph Close out the paragraph Just stop the paragraph;
Resource with a memorable sentence with a sentence that refers don’t close out in any way.
Resource that refers back to the back to the thesis/topic
Resource (video) thesis/topic sentence—end sentence.
with a “bang.”

Style

Academic Language ❏ Transition and ❏ Evidence of transition ❏ Lacking any

Resource: transitions transitional phrases words, perhaps lacking transitions.
Resource: avoiding ❏ Appropriate and phrases or real ❏ Overuse of
personal pronouns | limited use of personal connection of ideas. personal pronouns.
resource #2 (pronouns) pronouns. ❏ Limited use of Pronoun
Academic language tips ❏ Accurate and correct pronouns (especially antecedent is not
Short video use of terms (e.g. personal pronouns). obvious when
Longer video literary devices, ❏ Effort to use terms pronouns are used.
identifying text type correctly; occasional ❏ No effort to use
[poem, story, etc]) missteps. terms or misuse of
terms.

Syntax ❏ Avoiding or eliminating ❏ Some awkward ❏ Awkward phrasing

Resource (awkward “bad phrases” (unclear language, though makes substantial
sentences) language, awkward readable. portions of the writing
Resource (awkward phrasing, etc.; ❏ Passive voice used in difficult to understand.
sentences) misplaced/dangling some areas where ❏ Passive voice impedes
Resource (dangling & modifiers, incorrect active voice would be understanding (e.g.
misplaced modifiers) subject/verb more appropriate. leaving out the
Resource (parallelism) agreement, missing ❏ Some cliches or grammatical subject in
Resource (parallelism) words, general language, but a spot where the reader
Resource (parallelism) difficult-to-read meaning is not needs to know the
Resource (active/passive sentences, etc). obstructed. Writing still subject for
voice) ❏ Knowing when to use makes a strong claim understanding) or
Resource (silly video on active vs. passive; and develops it well overwhelms the
active/passive voice) avoiding passive for the despite the cliches. writing.
most part ❏ Cliches make it difficult
❏ Avoiding cliches when to understand the
not appropriate or content of the writing
effective or take away from
specificity of ideas.

Grammar and Mechanics ❏ Periods and end ❏ Periods and end Work does not seem to be
[Link] punctuation used punctuation used proofread or edited;
Grammarly appropriately appropriately additional editing required
HemingwayApp ❏ Capitalization used ❏ Capitalization used to meet grade-level
appropriately appropriately standards. Quotes may not
❏ Commas used ❏ Commas used be clearly marked.
appropriately appropriately
❏ Quotation marks used ❏ Quotation marks
effectively and around quotes, but
punctuated correctly punctuation may not
❏ Semicolons, dashes, be accurate
and colons
incorporated where
effective and used
appropriately
❏ Apostrophes used
appropriately

Citations Flawless academic in-text Attempted in-text citations Required citation

Purdue OWL MLA citations in chosen or which include required information (author, title of
BibMe MLA assigned format (MLA, APA, elements of an MLA or APA text, relevant page number)
EasyBib MLA etc). citation, but may not match missing or not included.
CitationMachine MLA an academic style.

OR

Author, text, and relevant

page number referenced
within the text, but not
included as a parenthetical
citation.