English II PreAP Final Exam Rubric

100 Fulfills the criteria for an “A” paper, but have either an especially full, apt, perceptive, or mature analysis/interpretation, or a particularly sophisticated voice and style.
96 These essays clearly and maturely defines their approach to a specific theme statement/question, and incorporating and clearly naming 4 to 6 works into the thesis statement for the essay. The essay utilizes an effective and mature system of organization (topic sentences that show clear and apt relationship to the thesis, transitions, etc). The essay integrates specific references to the text or specific examples to support thesis, blending smoothly into the analysis. The essay both names AND analyzes the effect of specific literary devices on the thesis. Control of grammar/spelling/mechanics/word choice is mature—not flawless, but effective
92 Fulfills the criteria for a “B” paper, but has either more elaborated analysis, or a more mature prose style.
88 These essays clearly define the theme statement/question and incorporate the required 4 to 6 works into the thesis statement for the essay, but could be more specific or more mature.
These essays utilize a clear system of organization, but it is not as mature as an “A” paper.
These essays integrate references to the text or examples to support thesis, blending textual support into the analysis, but these could be more specific at times. These essays name and analyze devices and the effect on the thesis, but the effect could be clearer or more elaborated.
The control of grammar/spelling/mechanics/word choice is present, but may lapse in places.
84 These essays attempt to define a specific approach to the chosen theme statement/question, incorporating the required 4 to 6 works as the thesis statement for the essay, but offer a simplistic reading. These essays utilize a system of organization, but it is formulaic, and uses weak transitions. These essays integrate references to the text or examples to support thesis, but these are often general, but are blended into the analysis. These essays name and analyze devices and attempt to define the effect on the thesis, but analysis is either uneven in places, or misguided a little, or superficial. Control of grammar/spelling/mechanics/word choice makes ideas clear, but essay lapses many times.
80 These essays either misrepresents the theme statement/question, incorporating the required 4 to 6 works, or doesn’t adequately define it as the thesis statement of the essay. These essays utilize an unclear or immature system of organization (lack of transitions). These essays integrate references to the text or examples to support thesis, but these are too general and references are awkwardly blended into the analysis. These essays name devices with little attempt to explain the effect on the thesis. Control of grammar/spelling/mechanics/word choice conveys ideas, but essay lapses many times.
75 These essays almost meet the criteria for a “B” paper, but are less perceptive in the thesis or less consistent in controlling grammar/spelling/mechanics/word choice and organization.
71 These essays do not clearly define an approach to a specific theme statement/question OR does not explicitly name the 4 to 6 works required for the essay, usually lacking a clear thesis. These essays lack a clear system of organization. References to the text in these essays are severely limited, with awkward or nonexistent blending. Rather than analysis, essay lists devices or summarizes the passage or story. These essays exhibit consistent weaknesses in grammar/spelling/mechanics/word choice.
65 These essays do not attempt to define an approach to a specific theme statement/question AND/OR do not explicitly name the 4 to 6 works required for the essay. These essays are unacceptably brief. Often, they exhibit an overly simplistic discussion of the works named for the essay. These essays exhibit serious weaknesses in grammar/spelling/mechanics/word choice/organization.
50 A mere repeat of the prompt
0 Off topic response.