Skip to main content
iRubric: My Own Dystopian Story rubric

iRubric: My Own Dystopian Story rubric

find rubric

edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
My Own Dystopian Story 
Writing a Dystopian Short Story
Students are to write a short story that demonstrates their understanding of the stages of plot and the characteristics of a short story and the elements of dystopian fiction.
Rubric Code: Z236CBB
By ecrooks
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Writing a Short Story
Students will write a short story that demonstrates their understanding of the stages of plot and the characteristics of a short story and the elements of dystopian fiction.
  Excellent

Exceeds standards

16.6 pts

Good

Meets standards

13.6 pts

Fair

Almost Meets standards

9.6 pts

Poor

Fails to meet standards

6.6 pts

Dystopian Elements

Student uses elements of dystopias in their story
Excellent

Student provides a vivid depiction of the dystopia they have created. The narrative of the origins of the dystopia and its functionality aids the reader in understanding what a dystopia really is.
Good

The student’s short story has a mostly clear beginning, Student provides details that create an interesting dystopia. Student acknowledges how their dystopia came to be and how it functions as a society. The narrative behind this description might sound mechanical at times.
Fair

Student attempts to describe the dystopia they have created, but only provide some details behind its origins. The description sounds more like a list of details rather than being part of the narrative.
Poor

Student provides no details relating to the world they have created in connection to it being a dystopia. There are no descriptive details in relation to it being a dystopia.
Problem/conflict

Student uses conflict advance the plot of the story.
Excellent

It is very easy for the
reader to understand the
problem the main
characters face and why
it is a problem. Plot focuses on the character's conflict with dystopian elements.
Good

It is easy for the reader to understand the problem the main characters face and why it is a problem. Plot partly focuses on the character's conflict with dystopian elements.
Fair

It is fairly easy for the
reader to understand
the problem the main
characters face but it is
not clear why it is a
problem. Conflict is largely unrelated to the dystopian nature of the story.
Poor

It is not clear what
problem the main
characters face. Conflict is unrelated to the dystopian nature of the story.
Setting

Student effectively established setting.
Excellent

Setting is appropriate to a Dystopian story. Many vivid, descriptive
words are used to tell
when and where the
story took place. The
story includes an
abundance of sensory
images.
Good

Setting is appropriately Dystopian. Some vivid, descriptive words are used to tell the audience when and where the story took place. The story includes enough sensory images.
Fair

Setting is underdeveloped and difficult for the reader to picture in his or her mind. The reader can figure out when and where the story took place, but the author didn't supply much detail. The story includes some sensory images.
Poor

Setting is vague or inappropriate to a Dystopian story. The reader has trouble figuring out when and where the story took place. The story includes
few sensory images.
Characterization

Student uses a range of techniques to reveal the personality of characters.
Excellent

Student firmly establishes all characters in the narrative with a mix of dialogue, inner monologue, physical description and/or actions taken in the story. There is a clear protagonist and antagonist. The antagonist also drives the conflict.
Good

Student establishes most characters in the narrative with a mix of dialogue, inner monologue, physical description, and/or actions taken in the story. There is a clear protagonist and/or antagonist. The antagonist is somewhat connected with the conflict of the story.
Fair

Student attempts to establish some characters by trying to use dialogue, physical description, inner monologue, and/or actions taken in the story, but there is a lot of confusion some of the characters’ traits. There may not be a clear protagonist and/or antagonist. The antagonist could be connected to the conflict, but it isn’t clear.
Poor

Student shows no attempt to develop the characters in the narrative by any means. The characters seem to be simply planted into the narrative with no cause or purpose. The conflict is muddled and is not connected to the antagonist. There is no recognizable protagonist or antagonist.
Dialogue

Student uses dialogue to build character and plot.
Excellent

The story includes a sufficient amount of dialogue that is correctly written and easily read. Dialogue establishes strong characterization and heightens conflict. Dialogue is correctly formatted and punctuated.
Good

Includes some dialogue that is correctly written and easily read. Dialogue used to show characters in conflict, but may be ineffective at establishing characterization. Mostly correctly formatted and punctuated.
Fair

Some dialogue included. Dialogue is stilted, or out of place in the story. Some dialogue is correctly formatted and punctuated.
Poor

Little or no use of dialogue. Most dialogue is not correctly formatted or punctuated.
Plot development/Fluidity

The rhythm and flow of the language
Excellent

Sentences are skillfully written, original, and interesting, showing variety and building understanding. The writer effectively
uses many different
literary devices
(symbols, flashbacks,
foreshadowing, etc.)
Good

Sentences are varied, but some should flow more smoothly. The writer uses many different literary devices
(symbols, flashbacks,
foreshadowing, etc.)
Fair

A better variety of sentences is needed; many sentences do not read smoothly. Some run-on sentences. The writer uses some
literary devices
(symbols, flashbacks,
foreshadowing, etc.)
Poor

Many short or incomplete sentences should be combined to keep the writing from being choppy;or, run-on sentences. Most sentences need to be rewritten. The writer uses few literary devices (symbols, flashbacks, foreshadowing, etc.)



Keywords:
  • short story, dystopian

Subjects:

Types:

Discuss this rubric




Do more with this rubric:
Preview

Preview

Preview this rubric.
Edit

Edit

Modify this rubric.
Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.
Categorize

Categorize

Add this rubric to multiple categories.
Bookmark

Bookmark

Bookmark this rubric for future reference.
Assess
Test run

Test run

Test this rubric or perform an ad-hoc assessment.
Grade

Grade

Build a gradebook to assess students.
Collaborate

Collaborate

Apply this rubric to any object and invite others to assess.
Share
Publish

Publish

Link, embed, and showcase your rubrics on your website.
Email

Email

Email this rubric to a friend.
Discuss

Discuss

Discuss this rubric with other members.
 

Do more with rubrics than ever imagined possible.

Only with iRubrictm.


Copyright © 2024 Reazon Systems, Inc.  All rights reserved.
n98