Poetry Literary Analysis Essay Rubric 602h20
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Poetry Literary Analysis Essay Assignment: You are to going to be writing a literary analysis paper regarding the theme of your song/poem. You are required to discuss how the author uses poetic devices to discuss the author’s message. Introduction Paragraph A. Attention grabbers this is something to make your essay stand out. It should provoke your reader or capture their imagination in someway. It can be a fact, statistic, metaphor, simile, comparison, or a quote. Whatever you choose, it should in some way be connected to your thesis. B. Background this is something to connected to both your attention grabber and your thesis. This is information that your reader absolutely needs to understand what you are discussing. This is usually where you guide your reading from the statement of the attention grabber to your claim. You can establish your credibility as an authority by giving facts or by providing some information about what you will be writing about.
C. Overall Claim/Thesis (Your thesis should have the author’s name, the title of the work, a theme statement, and three literary devices you will be discussing in your paper.)
Total ____ of 3=_____%
Body Paragraphs A. Claim The claim should include what the paragraph is going to be about. This includes literary devices and theme B. Introduction of Context of Evidence and/or Define your C. Evidence with Citation D. Break down of Evidence E. F.
Explanation of of Claim Explanation of of Thesis
G.
Concluding Statement
Total ____ of 21=_____%
Counter Argument 1. introduce the opposing argument -‐-‐ The writer summarizes the opposition's viewpoint openly and honestly 2. Acknowledge parts of the opposition that are valid-‐-‐ The writer acknowledges that some of the opposition's claims may be valid, but the writer still shows that his own claims are stronger. The strength of the writer's claims are more convincing than the opposing viewpoints. A writer might explain the opposition's weakest points, contrasting them with his argument's strongest points.
3. Counter the argument-‐-‐ refute the opposition's claims showing they are incorrect or inconsequential--not a real problem. This is a good time to bring evidence.
4. Introduce the Conclusion summarize why the counter argument is not sufficient. Conclusion A. Restatement of Thesis B. Summarize the main points made C. Discuss the lasting importance/consequences/take away/call to action
Total ____ of 4=_____%
Total ____ of 4=_____%
D. Connect back to Attention Grabber __________+____________+___________+_____________=_____________ __________ / 400=______ ______________ Intro+Body Paragraphs+ Counter Arguement +Conclusion= TOTAL A Total A Grade
Learning Targets: • • • • •
I can write an analysis of substantive topics or texts, using valid reasoning and sufficient evidence. I can produce clear and coherent writing appropriate to task, purpose and audience. I can use the writing process to focus on what is most significant for a specific purpose and audience. I can select evidence from literary informational texts to analysis, reflection and research. I can adjust my writing practices for different timeframes, tasks, purposes and audiences.
Standards: ELAGSE9-10W1 Write arguments to claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • a. Introduce precise claim(s) and creates an organization that establishes clear relationships among claim(s), reasons, and evidence. • c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) • d. Establish and maintain an appropriate style and objective tone. • e. Provide a concluding statement or section that follows from and s the argument presented. ELAGSE9-10W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ELAGSE9-10W9 Draw evidence from literary or informational texts to analysis, reflection, and research. • a. Apply grades 9–10 Reading Standards to literature and nonfiction ELAGSE9-10W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
C. Overall Claim/Thesis (Your thesis should have the author’s name, the title of the work, a theme statement, and three literary devices you will be discussing in your paper.)
Total ____ of 3=_____%
Body Paragraphs A. Claim The claim should include what the paragraph is going to be about. This includes literary devices and theme B. Introduction of Context of Evidence and/or Define your C. Evidence with Citation D. Break down of Evidence E. F.
Explanation of of Claim Explanation of of Thesis
G.
Concluding Statement
Total ____ of 21=_____%
Counter Argument 1. introduce the opposing argument -‐-‐ The writer summarizes the opposition's viewpoint openly and honestly 2. Acknowledge parts of the opposition that are valid-‐-‐ The writer acknowledges that some of the opposition's claims may be valid, but the writer still shows that his own claims are stronger. The strength of the writer's claims are more convincing than the opposing viewpoints. A writer might explain the opposition's weakest points, contrasting them with his argument's strongest points.
3. Counter the argument-‐-‐ refute the opposition's claims showing they are incorrect or inconsequential--not a real problem. This is a good time to bring evidence.
4. Introduce the Conclusion summarize why the counter argument is not sufficient. Conclusion A. Restatement of Thesis B. Summarize the main points made C. Discuss the lasting importance/consequences/take away/call to action
Total ____ of 4=_____%
Total ____ of 4=_____%
D. Connect back to Attention Grabber __________+____________+___________+_____________=_____________ __________ / 400=______ ______________ Intro+Body Paragraphs+ Counter Arguement +Conclusion= TOTAL A Total A Grade
Learning Targets: • • • • •
I can write an analysis of substantive topics or texts, using valid reasoning and sufficient evidence. I can produce clear and coherent writing appropriate to task, purpose and audience. I can use the writing process to focus on what is most significant for a specific purpose and audience. I can select evidence from literary informational texts to analysis, reflection and research. I can adjust my writing practices for different timeframes, tasks, purposes and audiences.
Standards: ELAGSE9-10W1 Write arguments to claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • a. Introduce precise claim(s) and creates an organization that establishes clear relationships among claim(s), reasons, and evidence. • c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) • d. Establish and maintain an appropriate style and objective tone. • e. Provide a concluding statement or section that follows from and s the argument presented. ELAGSE9-10W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ELAGSE9-10W9 Draw evidence from literary or informational texts to analysis, reflection, and research. • a. Apply grades 9–10 Reading Standards to literature and nonfiction ELAGSE9-10W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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