iRubric: Writing a Short Story rubric

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Writing a Short Story

Students will create a short story that demonstrates their understanding of the stages of plot, characteristics of a short story, and author's craft.

Rubric Code: GXX5AA6

By ECassata

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: 6-8

Writing a Short Story
	Exceeds standards 10 pts	Meets standards 8 pts	Almost Meets standards 6 pts	Fails to meet standards 4 pts
Setting	10 Setting is an intricate part of the story. Student uses sufficient sensory details to describe the setting well and make the reading "feel" like they are there.	8 Setting is part of the story. Student uses some sensory details to describe the setting.	6 Setting is described generally. Few sensory details are included.	4 Setting lacks detail.
Plot	10 Plot is clearly depicted in the story and the story is developed around three key events that lead to a climax and one key event before the resolution. Plot has a keen, well-developed focus.	8 Plot is depicted in the story and the story is developed around key events that lead to a climax and one key event before the resolution. Plot has focus.	6 Plot is depicted in the story and the story is somewhat developed around a few key events that lead to a climax followed by one key event before the resolution. Plot has a loose focus.	4 Plot is vague or unclear. The story fails to include key events that lead to a climax and/or one key event before the resolution. Plot lacks focus.
Point of View	10 The point-of-view is clearly defined. The student uses the narration to help develop characters and themes in the story. The POV is consistent throughout the entire story.	8 The point-of-view is defined. The student uses the narration to help develop characters and themes in the story. The POV is consistent throughout the entire story.	6 The point-of-view is defined. The student uses the narration to somewhat develop characters and themes in the story. The POV waivers throughout the story.	4 The point-of-view is not clearly defined. The student fails to use the narration to develop characters and themes in the story. The POV waivers throughout the story.
Resolution of conflict	10 The story depicts a clear and logical resolution of the conflict.	8 The story depicts a resolution of the conflict.	6 The story depicts a resolution of the conflict, but it is somewhat vague.	4 The story fails to depict a resolution of the conflict.
Characterization	10 Student uses all four strategies of indirect characterization (WATO) well to describe the character.	8 Student uses three of the four strategies of indirect characterization (WATO) to describe the character.	6 Student uses two of four strategies of indirect characterization (WATO) to describe the character.	4 Student uses allone strategy of indirect characterization (WATO) to describe the character.
Dialogue	10 The story includes a sufficient amount of dialogue that is correctly written and serves to keep the story 'moving along'. Dialogue is correctly punctuated.	8 The story includes a dialogue that is correctly written and easily read. Dialogue is correctly punctuated. It is adequate in helping the story to 'move along'.	6 The story includes dialogue . Most dialogue is correctly punctuated and easy to read.	4 The story does not include a sufficient amount of dialogue that is correctly written and easily read. Dialogue is not correctly punctuated.
Author's craft	10 Student uses three types of author's craft well to add depth to the story. Irony, imagery, juxtaposition are used throughout the story.	8 Student uses two types of author's craft adequately to add depth to the story. Two of the three :irony, imagery, juxtaposition are used throughout the story.	6 Student attempts to use one type of author's craft to add depth to the story	4 Student does not uses any type of author's craft adequately to add depth to the story.
Mood	10 Student creates a distinct mood through word choice, sentence structure, and imagery throughout the story.	8 Student creates mood through word choice, sentence structure, and imagery in most of the story.	6 Student somewhat creates mood through word choice, sentence structure, and imagery in one section of the story.	4 Student does not create mood in the story.
Figurative language	10 Student uses two different types of figurative language to add depth to the story.	8 Student uses two different types of figurative language adequatley to add depth to the story.	6 Student uses one type of figurative language to add depth to the story.	4 Student does not include figurative language to add depth to the story.
Evidence of Proofreading	10 Student demonstrates significant evidence of proofreading. Story contains no errors in spelling, punctuation, and/or grammar.	8 Student demonstrates evidence of proofreading. Story contains 1-3 errors in spelling, punctuation, and/or grammar.	6 Student demonstrates some evidence of proofreading. Story contains 4-6 errors in spelling, punctuation, and/or grammar.	4 Student demonstrates little evidence of proofreading. Story contains more than 6 errors in spelling, punctuation, and/or grammar.

Keywords:

short story

Subjects:

English

Types:

Writing

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