____________________

Name
Text-Analysis Outline
The central idea of Erich Maria Remarques novel, All Quiet on the Western front, is.

YOUR CHOICE!
The (ONE) writing strategy (literary element, literary technique or rhetorical strategy) that
develops this central idea is...

Provide two or three explanations as to why and/or how your chosen writing strategy
conveys the authors message:
Exptuiatk#1

Write the quote(s) that support your explanation: (Record page numbers)

Now explain how the quote demonstrates the central idea

pick out specific diction that

represents your writing strategy and explain to the reader how it specifically supports your
point (Spell it out for the reader).

Transition...
Explanation#3:

Text-Analysis Response

Your Task: Having read All Quiet on the Western Front by Erich Maria Remarque, write a welldeveloped, text-based response of two to three paragraphs. In your response, identify a central
idea in the text and analyze how the authors use of one writing strategy (literary element or
literary technique or rhetorical device) develops this central idea. Use strong and thorough
evidence from the text to support your analysis. Do not simply summarize the text.
Guidelines: Be sure to
Identify a central idea in the text
Analyze how the authors use of one writing strategy (literary element or literary technique or
rhetorical device) develops this central idea.
Examples include: characterization, conflict, denotationlconnotation, metaphor, simile, irony,
language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
Use strong and thorough evidence from the text to support your analysis
Organize your ideas in a cohesive and coherent manner
Maintain a fonnal style of writing
Follow the conventions of standard written English

-demonstrate partial control of

conventions with occasional errors that
do not hinder comprehension

-establish and maintain a formal style,

using appropriate language and
structure

-exhibit acceptable organization of ideas

and information to create a coherent
response

-demonstrate emerging control of

conventions with some errors that
hinder comprehension

lack a formal style, using language that

is basic, inappropriate, or imprecise

-exhibit inconsistent organization of

ideas and information, failing to create a
coherent response

-present ideas inconsistently,

inadequately, and/or inaccurately in an
attempt to support analysis, making use
of some evidence that may be
irrelevant

-demonstrate a superficial analysis of

the authors use of the writing strategy
to develop the central idea

-introduce a central idea and/or a

writing strategy

2
Responses at this Level:

Responses at this Level:

10/01/2013

-are minimal, making assessment of

conventions unreliable

-are minimal, making assessment

unreliable
demonstrate a lack of control of
conventions with frequent errors that
make comprehension difficult

use language that is predominantly

incoherent, inappropriate, or copied
directly from the task or text

-exhibit little organization of ideas and

information

-present little or no evidence from the

text

-demonstrate a minimal analysis of the

author s use of the writing strategy to
develop the central idea

and/or

-introduce a confused or incomplete

central idea or writing strategy

A response that is a personal response and makes little

or no reference to the task or text can be scored no higher than a 1.
A response that is totally copied from the text with no original writing
must be given a 0.
A response that is totally unrelated to the task, illegible, incoherent,
blank, or unrecognizable as English must be scored as a 0.

Control of Conventions:
dersonstrate control of the convections
the extent to which the
with infrequent errors
response demonstrates
command of conventions of
standard English grammar,
usage, capitalization,
punctuation,andspelling

establish and maintain a formal style

1
usin precise language and sound
structure

exhibit logical organization of idetsartd

information to create a cohesive and
Coherent response

Coherence, Organization,
and Style: the extent to
which the response logically
organizes complex ideas,
concepts, and information
using formal style and precise
language

-present ideas sufficiently, making

adequate use of relevant evidence to
support analysis

demonstrate a thoughtful analysis of

the authors use of the writirsg strategy
to develop the central idea
prtser t ideas clearly and cotssistently,
making effective use of specific and
relevant evidence to support analysis

-demonstrate an approprite analysis of

the authors use of the wliting strategy
tp develop the centrat idea

introdu e a well reasoned central idea

and a writ:ng strategy that clearly
establish the criteria for analysis

Content and Analysis: the

extent to which the response
conveys complex ideas and
information clearly and
accurately in order to
respond to the task and
support an analysis of the
text

Command of Evidence: the

extent to which the response
presents evidence from the
provided text to support
analysis

-htroduce a clear ce?lttal idea and a

writing strategy thatstablish the
criteria for analysis

Responses at this Level:

Criteria

3
Responses at this Level:

New York State Regents Examination in English Language Arts (Common

Core)
Part 3 Rubric Text Analysis

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW

YORK / ALBANY, NY 12234