This rubric evaluates analytical essays responding to poetry based on four criteria: organization, analysis, format, and writing. For each criterion, the rubric describes the characteristics of submissions that would be considered highly proficient, proficient, developing, or beginning. For organization, the highest level introduces the topic clearly, includes a thesis statement, uses effective transitions, and has a memorable conclusion. For analysis, a highly proficient essay interprets poetic devices insightfully and effectively supports the central theme. The format criterion addresses length and proper use of MLA style. Finally, writing is judged on clarity and freedom from errors.

1. EWRT 1C Analytical Response to Poetry Essay - Rubric
Quality
Criteria 4 - Highly Proficient 3 - Proficient 2 - Developing 1 - Beginning
Organization The introduction is strong and
grabs the reader’s attention, and
there is a clear thesis statement.
Strong transitions are used
throughout paper. The conclusion
is effective and leaves a memorable
impression.
The introduction is good, but not
particularly interesting; there is a
clear thesis statement. Transitions
are satisfactory. The conclusion
brings the analysis to a satisfactory
close but is not compelling.
The introduction and thesis
statement are weak. Transitions
are present, but weak. Conclusion
is present, but ineffective.
The introduction is weak and
there is no thesis statement.
Transitions are absent.
Conclusion is missing.
Analysis The analysis shows a clear ability
to interpret poetry and explain
meaning. Most or all poetic devices
are identified and explained with
insight. The essay clearly and
effectively supports the central
theme of the chosen poems. Quotes
and/or paraphrasing are used
correctly to prove the student’s
analysis.
The analysis shows an ability to
interpret poetry and explain most
of the meaning. Most poetic
devices are identified and
explained. The essay supports the
central theme of the chosen poems.
Quotes and/or paraphrasing are
used, but not effectively.
The analysis shows some ability to
interpret the poetry, though
meaning is pointed out with little
support or explanation. The essay
is missing several key points and
poetic devices. The central theme
of the chosen poems is evident, but
not supported by the essay.
Quotes or paraphrasing is rarely
used to prove the analysis.
The analysis shows little or
no understanding of the
poetry; there is little support
or explanation of the
meaning. The essay is
missing most of the key
points and poetic devices.
The essay does not show
evidence of a central theme
for the poems selected. No
quotes or paraphrasing were
used.
Format The essay is at least three full
pages long; there are no MLA
formatting errors.
The essay is at least three full
pages long; there are very few
MLA formatting errors.
The essay is under the minimum
page count and/or contains many
MLA formatting errors in-text
and/or in the Works Cited list.
The essay is under the
minimum word count and
does not use MLA
formatting or a Works Cited
list.
Writing The content is clearly written, with
no spelling, grammar, or
punctuation errors.
The content is clearly written, with
a few spelling, grammar, and/or
punctuation errors.
The content is generally clear, with
some spelling, grammar, and/or
punctuation errors.
The content is unclearly
written, with numerous
spelling, grammar, and/or
punctuation errors.