Use this rubric when students are writing a guided analysis of an unseen literary or non-literary text.
This page offers an example rubric for an IB DP-style guided analysis. It focuses on interpretation, analysis, focus, organisation, and language, while keeping the teacher's current course guide and school expectations as the authority.
TA39 drafts from the rubric you choose; you review, adapt, and decide what fits your assignment.
At a Glance
| Field | Details |
|---|---|
| Level | IB Diploma Programme / upper secondary |
| Subject Area | English Language and Literature |
| Task Type | Guided literary or non-literary analysis |
| Useful For | Paper 1-style guided analysis, unseen text analysis, literary or non-literary analytical writing |
| Framework / Curriculum Reference | IB Diploma Programme Language A: Language and Literature |
| Scoring Model | 20 marks across four 5-mark criteria |
| Reference Notes | Framework references are included for context. Teachers should adapt this example to their current curriculum, assessment policy, and assignment expectations. |
What This Rubric Covers
- Understanding and interpretation of the text
- Analysis and evaluation of textual choices
- Focus on the guiding question
- Clear organisation
- Academic language and control
Download
For easier reuse, the rubric and scoring summary are packaged as a separate Markdown file inside this zip:
Rubric
Score: ___ / 20
| Criterion | 5 marks | 4 marks | 3 marks | 1-2 marks | 0 marks |
|---|---|---|---|---|---|
| Understanding and Interpretation | In-depth, nuanced understanding of the text. Interpretations are perceptive and supported with specific examples. | Good understanding of the text. Interpretations are clear and generally supported. | Adequate understanding. Some relevant interpretation is present, but support may be partial. | Limited understanding. Interpretation is superficial or inconsistently supported. | Does not reach the described standard. |
| Analysis and Evaluation | Detailed analysis of stylistic or textual features, with clear links to meaning and strong critical judgement. | Good analysis of textual features, though some evaluation may be less developed. | Basic analysis of one or two features, with limited depth or connection to meaning. | Limited or inconsistent analysis. Examples may be rare or only described. | Does not reach the described standard. |
| Focus and Organisation | Very well structured and clearly focused on the guiding question throughout. | Clearly organised, with a mostly sustained focus and logical progression. | Some focus and organisation, though the structure may be uneven. | Weak organisation or limited response to the guiding question. | Does not reach the described standard. |
| Language | Precise, effective academic language. Vocabulary and grammar support a clear, persuasive analysis. | Clear and appropriate language, with only minor errors or lapses. | Language is sometimes clear but may be basic, repetitive, or inconsistent. | Language is frequently unclear or inaccurate enough to hinder communication. | Does not reach the described standard. |
Performance Conversion
| Raw Score | Indicative Grade |
|---|---|
| 17-20 | Grade 7 |
| 14-16 | Grade 6 |
| 11-13 | Grade 5 |
| 8-10 | Grade 4 |
| 5-7 | Grade 3 |
| 3-4 | Grade 2 |
| 0-2 | Grade 1 |
Teacher Adaptation Notes
- Check the current IB guide and school assessment policy before using this rubric.
- Adapt examples and language for literary or non-literary texts.
- If students are practising under timed conditions, include the time limit and response expectations.
- Treat the grade boundaries as indicative unless your school has provided its own boundaries.
Standards and Framework References
The framework reference below is included to help teachers understand the assessment tradition this example draws from. IB schools should check the current guide, assessment criteria, and school policy before using or adapting a rubric.
| Reference | How It Connects to This Rubric |
|---|---|
| IB Language A: language and literature | Useful context for the course, text analysis, language and literature study, and assessment model. |
Source and Attribution
This example is based on an IB DP English Language and Literature guided-analysis rubric document prepared for TA39 rubric-library work and has been formatted for teacher review and adaptation in TA39.
This page is not an official IB assessment document and does not imply endorsement by the International Baccalaureate Organization.
Teachers should check the current syllabus, guide, school policy, or mark scheme before using or adapting this example.
Want to Build or Adapt a Different Rubric?
You can adapt this structure for a different assignment by keeping the scoring model clear, naming the criteria that matter most, and replacing the descriptors with language that matches the work students will actually submit.
TA39 can help turn a rubric or reference document into a format you can review and adapt. You still review the criteria, adjust the wording, and decide whether it fits your assignment.