6.4: Criterion-Referenced Skills for College Writing (Part 2)
- Page ID
- 7157
B. Analysis Essay
Assessment Matrix for Analysis (Expository) Writing Patterns
1 Basic Thesis Development (Summary; Introduction)
Does the development of a thesis statement through Summary have the following structural traits (statements)?
yes | no | N/A | note | |
---|---|---|---|---|
Title of selection, author, and 1-phrase summary of whole selection in opening statement | ||||
Each section or part of the selection is summarized with a summary statement | ||||
The point or main idea of the selection is summarized with a summary statement | ||||
One phrase, passage, sentence, or quote from the selection that best sums up this point is included in a statement | ||||
The passage(s) where the point or main idea is expressed is paraphrased | ||||
Who the point seems to be for or about is summed up in a statement | ||||
Where the point seems to apply most is summed up in a statement | ||||
When the point seems to apply best is summed up in a statement | ||||
The student’s general observations about the selection or point are summed up in a single “thesis” statement |
2 Self Evaluation
Do the Self Evaluation paragraphs have the following structural traits (statements)?
yes | no | N/A | note | |
---|---|---|---|---|
An opening statement indicating how the student feels about writing in general | ||||
A statement about the student’s experience with writing in general | ||||
A statement about the student’s earliest recollection of reading or writing in general | ||||
A statement indicating how the student’s attitudes towards writing has changed over the years | ||||
A statement indicating what attitudes the student has been encouraged to take, and by whom | ||||
A statement indicating what the student likes about writing | ||||
A statement indicating what the student dislikes about writing | ||||
A statement indicating what the student’s best experience with writing is | ||||
A statement indicating what the student’s worst experience with writing is | ||||
A statement indicating what the student thinks of spending a whole semester studying writing |
3 First Impression
Do the First Impression paragraphs have the following structural traits (statements)?
yes | no | N/A | note | |
---|---|---|---|---|
An opening statement indicating what seems to be the general subject of the selection | ||||
A statement indicating what seems to be the "gist" or main idea of the selection | ||||
A statement indicating what the author or narrator seems to be saying literally | ||||
A statement indicating what the author or narrator seems to be implying if we "read between the lines” | ||||
A statement indicating what seem to be some "meaningful" words | ||||
A statement indicating what seems to be a primary emotion evoked by the work | ||||
A statement indicating what the selection reminds the student of | ||||
A statement indicating a descriptive word that seems to describe the whole work |
4 Favorite Line(s)
Do the Favorite Line(s) paragraphs have the following structural traits (statements)?
yes | no | N/A | note | |
---|---|---|---|---|
A statement repeating what seems to be the main idea of the selection | ||||
A statement indicating by quoting a line (or group of words or phrases) from the selection that particularly strikes the student | ||||
A statement indicating the context in which these words are placed | ||||
A statement indicating situations in life of which these words remind the student | ||||
A statement indicating people in life of which these words remind the student | ||||
A statement indicating places in life of which these words remind the student | ||||
A statement indicating emotions in life of which these words remind the student | ||||
A statement indicating events in life of which these words remind the student | ||||
A statement indicating people in general for whom these words might have particular meaning | ||||
A statement indicating people in particular for whom these words might have particular meaning |
5 Different Perspectives
Do the Different Perspectives paragraphs have the following structural traits (statements)?
yes | no | N/A | note | |
---|---|---|---|---|
A statement indicating what seems to be the point to this selection (may have to be repeated from above) | ||||
A statement indicating what someone in general who disagrees with the point might say | ||||
A statement indicating what someone of a different gender who disagrees with the point might say | ||||
A statement indicating what someone of a different age who disagrees with the point might say | ||||
A statement indicating what someone of a different country or culture who disagrees with the point might say | ||||
A statement indicating what someone of a different social, political, or economic background who disagrees with the point might say | ||||
A statement indicating what conclusions the student has drawn from the selection so far, and how the student might argue against those conclusions |
6 Selective Reading
Do the Selective Reading paragraphs have the following structural traits (statements)?
yes | no | N/A | note | |
---|---|---|---|---|
A statement indicating what words, phrases, lines, images, passages, and so on, are most noticeable in the selection | ||||
A statement indicating how these words, etc., reinforce what the author/narrator is trying to say | ||||
A statement indicating what these words suggest is the general attitude of the author/narrator | ||||
A statement indicating what these words, etc., seem to be saying by themselves |
7 Text Strategies
Do the Text Strategies paragraphs have the following structural traits (statements)?
yes | no | N/A | note | |
---|---|---|---|---|
A statement indicating the major text strategies used in this selection | ||||
A series of statements indicating an example of each text strategy from the selection | ||||
A series of statements indicating the effect each text strategy seems to have on the student’s understanding of the selection |
8 Patterns
Do the Patterns paragraphs have the following structural traits (statements)?
yes | no | N/A | note | |
---|---|---|---|---|
A statement describing the way the selection is composed or divided by using Text Strategies terms | ||||
A statement indicating the reason(s) the selection is divided this way | ||||
A statement indicating how many paragraphs there are in the selection and how large or small they are by sections | ||||
A statement indicating the reason(s) for length and size variations | ||||
A statement indicating how patterns are repeated and how words or phrases are repeated in each section | ||||
A statement indicating how words, phrases, and/or patterns are repeated throughout the selection | ||||
A statement indicating what was particularly striking, unexpected, or unusual about any of the patterns in the selection |
9 Literary Perspectives
Do the Literary Perspectives paragraphs have the following structural traits (statements)?
yes | no | N/A | note | |
---|---|---|---|---|
A statement describing the archetypal images manifested in the selection | ||||
A statement indicating how these images relate to a particular culture and environment | ||||
A statement indicating themes within the selection | ||||
A statement indicating polarities within the selection | ||||
A statement indicating reoccurring situations or patterns within the selection | ||||
A statement indicating symbols within the selection | ||||
A statement indicating characters within the selection | ||||
A statement indicating whether or not the student believes these images are “real” or imaginary | ||||
A statement indicating which words in the selection give clues to when, where, how, and why the selection was written | ||||
A statement indicating what underlying messages or ideas are suggested by the construction of the words, sentences, ideas, etc. |
10 General Analysis
Do the General Analysis paragraphs have at least 3 of the following structural traits (statements)?
yes | no | N/A | note | |
---|---|---|---|---|
A statement describing how the author's childhood and family interactions affect his writing | ||||
A statement indicating what in the author's life created or contributed to the author's opinion | ||||
A statement indicating how the author's education affected his or her beliefs | ||||
A statement indicating how the author's life experiences affected his or her beliefs | ||||
A statement indicating whether or not the author practiced what he or she preached | ||||
A statement indicating how the author defines an issue | ||||
A statement indicating what was the author's background | ||||
A statement indicating who or what the author compares the central issue to | ||||
A statement indicating how the author classifies events, things, or issues | ||||
A statement indicating what the author's opinions might be on related and unrelated topics |