CRITICAL ESSAY:
Students will be asked to demonstrate their understanding of a poem by writing a critical essay. I will specify the topic of the essay. How well you write the essay depends not only on how well you analyse the poem but also on how well you understand and interpret the question. Keep in mind that your essay must be relevant, of appropriate length, and in written in good English (Tanner 1023). Word Length: 1000 words. Verb Tense: present tense, unless discussing events beyond the scope of the poem. Below is the Literary Analysis Essay Rubric used for marking your essay.
*Literary Analysis Essay Rubric
| 20-19 | 18-16 | 15-13 | 12-10 | Below 10 | |
| Introduction | The introduction is inviting, states the main topic, and previews the structure of the paper. | The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. | The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. | There is noDon't use plagiarised sources.Get your custom essay just from $11/page | There is no introduction of the main topic, and no structure of the paper. |
| Support for Topic | Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. | Supporting details and information are relevant, but one key issue or portion of the analysis is unsupported. | Supporting details and information are relevant, but several key issues or portions of the analysis are unsupported. | Supporting details and information are typically unclear or not related to the topic. | Supporting details and information are irrelevant to the topic. |
| Focus on Topic | There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. | Main idea is clear but the supporting information is general. | Main idea is somewhat clear but there is a need for more supporting information. | The main idea is not clear. There is a seemingly random collection of information. | There is no main idea, and no information. |
| Use of Literary Terms/Diction | Seamlessly weaves literary terms into analysis of the literary work. Use of terms is clear and accurate. Analysis enhances understanding of the literary work. | Analysis is relevant to the terms and the literary work. Use of terms is clear and accurate. Analysis enhances understanding of the literary work. | Some effort to use terms for analysis of the literary work, but is not logical. Use of terms is unclear or in-accurate. Analysis somewhat enhances understanding of the literary work. | Terms are merely mentioned or non-existent. Use of terms is both unclear and inaccurate. Analysis does not enhance understanding of the literary work. | Terms are not mentioned or non-existent. Use of terms is both unclear and inaccurate. Analysis does not enhance understanding of the literary work. |
| Organization | The pacing is well-controlled. The writer knows when to slow down and elaborate, and when to pick up the pace and move on. Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. | The pacing is generally well-controlled but the writer occasionally does not elaborate enough. Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. | The pacing is generally well-controlled but the writer sometimes repeats the same point over and over, or spends too much time on details that don’t matter. Some details are not in a logical or expected order, and this distracts the reader. | The pacing often feels awkward to the reader. The writer elaborates when there is no need or leaves out necessary supporting information. Many details are not in a logical or in expected order. There is little sense that the writing is organized. | The pacing feels awkward to the reader. The writer does not elaborate, or leaves supporting information. Details are not in a logical order. There is no sense that the writing is organized. |
| Language Use (Syntax) | Writer makes 4 or fewer errors in grammar or spelling that distract the reader from the content. | Writer makes 6 errors in grammar or spelling that distract the reader from the content. | Writer makes 8 errors in grammar or spelling that distract the reader from the content. | Writer makes 10 errors in grammar or spelling that distracts reader from the content. | Writer makes more than 10 errors in grammar or spelling that distracts reader from the content. |