Name Literary Essay Rubric (Holistic Rubric) A (50/50) A- (45/50) B (40/40) C (35/50) D (30/50) F (25/50) LEVEL OF COMPREHENSION & FOCUS a sophisticated thesis reveals an in-depth analysis of the text a sound thesis demonstrates a plausible interpretation of the text a clear thesis demonstrates some interpretive comprehension of the text a thesis demonstrates a basic understanding of the text the thesis is so general/simple it does not need development ; an obvious fact no evidence of a thesis OR the thesis does not demonstrate a reading of the text ORGANIZATION exhibits a sophisticated and coherent structure through skillful placement of ideas and effective transitioning exhibits a coherent structure with logical placement of ideas and smooth transitions exhibits a logical structure and has relatively smooth transitions exhibits a rudimentary structure that has fairly smooth transitions combined with some choppy ones much of the essay seems out of order, illogical and has very few transitions essay has little to no sense of logical order SUPPORT & FOCUS ideas are original, clearly developed and supported with effective, relevant, and specific references in order to analyze the text 4 Citations, correctly placed and used ideas are developed, making use of relevant and specific references in order to interpret the text 4 Citations, perhaps some error in use most ideas are developed, with interpretation of the text, making use of relevant and specific references from the text 3 Citations ideas are briefly developed, using some relevant and specific references from the text combined with paraphrasing/summary 3 Citations, perhaps some error in use most ideas are undeveloped, repetitive, or supported only with summary of text 2 - 3 Citations, perhaps some error in use ideas are undeveloped, unsupported, or supported with irrelevant text or summary 1-2 citations LEAD/ INTRO. innovative, original introduction that indicates writer’s grasp of topic, purpose and audience pulls the reader into the piece, introduces the text and thesis standard lead and introduction to thesis – (it works) lead is attempted, introducing the text and thesis Lead is attempted, but does little to introduce essay too short, non- existent, or unfitting for the essay CONCLUSION writer “comes to a conclusion”, leaving reader satisfied and thinking writer “comes to a conclusion” about thesis/text, leaving reader satisfied writer “comes to a conclusion”, ties essay together restates thesis, may be superficial short or superficial, just tacked on the end non-existent or does not make a point VOICE Diction Syntax Imagery Tone utilizes terminology appropriate to genre, chooses distinct words, and varies sentence length and grammatical structure to create an o.

1. Name Literary Essay Rubric (Holistic Rubric)
A (50/50) A- (45/50) B (40/40) C (35/50) D (30/50) F (25/50)
LEVEL OF
COMPREHENSION
& FOCUS
a sophisticated thesis
reveals an in-depth
analysis of the text
a sound thesis
demonstrates a
plausible interpretation
of the text
a clear thesis
demonstrates some
interpretive
comprehension of the
text
a thesis demonstrates a
basic understanding of
the text
the thesis is so
general/simple it
does not need
development ; an
obvious fact

2. no evidence of a
thesis OR the thesis
does not
demonstrate a
reading of the text
ORGANIZATION
exhibits a sophisticated
and coherent structure
through skillful placement
of ideas and effective
transitioning
exhibits a coherent
structure with logical
placement of ideas and
smooth transitions
exhibits a logical
structure and has
relatively smooth
transitions
exhibits a rudimentary
structure that has fairly
smooth transitions
combined with some
choppy ones
much of the essay
seems out of order,
illogical and has
very few transitions

3. essay has little to no
sense of logical
order
SUPPORT &
FOCUS
ideas are original, clearly
developed and supported
with effective, relevant,
and specific references in
order to analyze the text
4 Citations, correctly
placed and used
ideas are developed,
making use of relevant
and specific references
in order to interpret the
text
4 Citations, perhaps
some error in use
most ideas are
developed, with
interpretation of the
text, making use of
relevant and specific
references from the
text
3 Citations
ideas are briefly developed,

4. using some relevant and
specific references from the
text combined with
paraphrasing/summary
3 Citations, perhaps some
error in use
most ideas are
undeveloped,
repetitive, or
supported only with
summary of text 2 -
3 Citations,
perhaps some
error in use
ideas are
undeveloped,
unsupported, or
supported with
irrelevant text or
summary
1-2 citations
LEAD/
INTRO.
innovative, original
introduction that indicates
writer’s grasp of topic,
purpose and audience
pulls the reader into the
piece, introduces the

5. text and thesis
standard lead and
introduction to thesis
– (it works)
lead is attempted,
introducing the text and
thesis
Lead is attempted,
but does little to
introduce essay
too short, non-
existent, or unfitting
for the essay
CONCLUSION
writer “comes to a
conclusion”, leaving
reader satisfied and
thinking
writer “comes to a
conclusion” about
thesis/text, leaving
reader satisfied
writer “comes to a
conclusion”, ties
essay together

6. restates thesis, may be
superficial
short or superficial,
just tacked on the
end
non-existent or does
not make a point
VOICE
Diction
Syntax
Imagery
Tone
utilizes terminology
appropriate to genre,
chooses distinct words,
and varies sentence
length and grammatical
structure to create an
original and confident
voice both fitting to the
purpose of the essay and
intended audience
utilizes terminology
appropriate to genre,
makes conscious word
choice, and varies some
sentence length and
grammatical structure to
create a convincing
voice

7. utilizes terminology
appropriate to genre,
and varies some
sentence length and
grammatical
structure; voice is
stronger in some
parts of essay
attempts to utilize
terminology appropriate to
genre, experiments with
varied sentence length and
grammatical structure; a
hint of voice is present in
essay
writing shows little
awareness of
varying
grammatical
structures or word
choice to fit
purpose of essay;
voice may only be
present in lead and
conclusion
no voice and no
awareness of
audience
demonstrated ;
sentences are
awkward, rambling,
fragmented and/or

8. confusing
CONVENTIONS
mastery of conventions:
no spelling, punctuation or
format errors (including
MLA format & citing text)
strong conventions:
correct format; one or
two reasonable errors
in punctuation, verb
tense, spelling, and/or
MLA format
a few grade-
appropriate errors in
format, spelling,
punctuation, verb
tense, or MLA format
some grade-appropriate
errors combined with
careless errors in spelling,
conventions, editing or MLA
format
frequent
spelling/editing
typing and MLA
format errors
Too many errors in

9. spelling,
conventions, or MLA
format to be
considered a final
draft
• Conventions must earn at least a “4” in order for the overall
essay to earn anything higher than a “4”.
• All prewriting, notes, peer responses, and drafts/with obvious
revision must be included for full credit for Essay.
Love Poem by John Fredrick Nims
My clumsiest dear, whose hands shipwreck vases,
At whose quick touch all glasses chip and ring,
Whose palms are bulls in china, burs in linen,
And have no cunning with any soft thing
Except all ill-at-ease fidgeting people:
The refugee uncertain at the door
You make at home; deftly you steady
The drunk clambering on his undulant floor.
Unpredictable dear, the taxi drivers' terror,
Shrinking from far headlights pale as a dime
Yet leaping before apopleptic streetcars—
Misfit in any space. And never on time.
A wrench in clocks and the solar system. Only
With words and people and love you move at ease;
In traffic of wit expertly maneuver
And keep us, all devotion, at your knees.

10. Forgetting your coffee spreading on our flannel,
Your lipstick grinning on our coat,
So gaily in love's unbreakable heaven
Our souls on glory of spilt bourbon float.
Be with me, darling, early and late. Smash glasses—
I will study wry music for your sake.
For should your hands drop white and empty
All the toys of the world would break.
https://allpoetry.com/poem/8530385-Love-Poem-by-John-
Frederick-Nims