Select four or five key goals that you want displayed in the analytical essay. This will differ, depending on the kind of analysis required. For example, a film analysis will look different than a business strategy analysis. Typical analytical skills are attention to and interpretation of details, accurate summary and logical conclusions. Most writing rubrics add focus, organization and editing as requirements. You can have as many goals as you want. Too many, however, will confuse the student; too few leave out key goals.
Set up a grid or chart, listing the requirements down the left-hand row; in the upper column, list three or four skill levels associated with each requirement. A student looking at the left row might pick out “focus” and, reading across the column, see descriptions for excellent, very good, good and poor focus.
Fill in the chart with detailed yet concise descriptions of each skill level. Most rubrics do this in one sentence. The same sentence is often used in each box, with different qualifying words or phrases changed to reflect the skill level. For example, good focus might be described as “usually but not always provides details related to the thesis,” and a very good focus might be described as “almost always provides details related to the thesis.” Poor might be described as “frequently provides details not related to the thesis.”
Explain how the rubric relates to letter grades. If an essay fits the good row in most categories, for example, it might be a "C," or the excellent row might correspond to an "A."
Provide samples of writing in each skill level, in a supplement or in related handouts. This will allow you to discuss in more detail just what the difference is between good and very good, or very good and excellent. While higher-level writers will be able to read the rubric itself and gauge what it asks for, lower- or medium-level students will need some explanation.