Creative Writing Rubrics: Short Stories/Narrative
Level 1 = Beginning Narrative Skills, Level 5 = Advanced Narrative Skills
Episodic Elaboration (Plot, event, character construction)
Level 1
Ø The piece presents a series of actions, with no specific goals, no consequences, and therefore no responses to the consequences.
Ø There may be a real story hidden in the piece, but we cannot infer what it is from the text provided.
Ø The setting is virtually non-existent.
Level 2
Ø Settings and episodes are presented in skeletal form with nothing elaborated beyond the bare statement of what happened.
Ø Often the skeletal episode appears only after considerable preliminary material that is not directly related to either the setting or the main episode.
Ø There is a fairly clear line of events both in the preliminary material and in the episode.
Ø The narrative has a very expository ring.
Level 3
Ø The setting and episode are both present with some elaboration of mostly parts so that some emotion is conveyed beyond the exposition of level 2.
Ø An initiating event indicates a change in the protagonist’s environment and usually evokes some goal or reaction on the part of the protagonist.
Ø There is an internal response, which may be implied and which may include an emotional response to the change and the formation of a goal.
Ø The protagonist makes some attempt to achieve the goal.
Ø A consequence is indicated in some form.
Ø The protagonist’s response to the consequence is usually indicated.
Ø One or more parts of the episode may be missing or skeletal (e.g., the response to a consequence), but most are present.
Level 4
Ø An initiating event indicates a change in the protagonist’s environment and usually evokes some goal or reaction on the part of the protagonist.
Ø There is an internal response, which may be implied and which may include an emotional response to the change and the formation of a goal.
Ø The protagonist makes one or more attempts to achieve the goal.
Ø A consequence indicates whether the goal was achieved.
Ø There is a reaction to the consequence, which may include the character’s emotional response to the events that have gone on before, the formation of a new goal or a statement of what the character has learned.
Ø The formation of a new goal or the restatement of the first goal may lead to the development of a second episode.
Level 5
Ø All of the characteristic for Level 4.
Ø There are at least two interacting episodes, one for each of two interacting characters.
Specificity of Detail (Concrete detail, imagery, vivid description)
Level 1
Ø The writing contains almost no specific detail. It simply uses the barest language to tell what happens.
Ø It deals in general abstractions.
Ø There is no evocative detail.
Level 2
Ø The writing contains few highly specific images and little dialogue but is more concrete with regard to actions, context, and bits of specific information.
Ø It is a general account of broad actions, especially when the writing is about a trip. However, specificity tends to be confined to naming places and times rather than evocative detail.
Level 3
Ø Includes details of various kinds, but they tend to be sporadic and thin.
Ø Lines of dialogue, sensory detail, and so on may be included but they are not consistent or chosen for effect.
Ø Some of the details may be clichés. Others may stand alone.
Ø The writer manages to capture some details of the action; however, the details remain unfocused and imprecise.
Level 4
Ø Details are consistent across much of the writing.
Ø Some details are elaborated to provide a very close look at the object of the description.
Ø Many details are chosen for effect.
Level 5
Ø Writing is highly specific and details are chosen for effect.
Ø The level of detail is consistent over a considerable amount of the writing.
Ø Nearly all details contribute to a central focus or effect.
Style (Word Choice, syntax, tone, sensitivity to reader/audience)
Level 1
Ø The style conveys little awareness that a person will read the writing. It is flat and unconcerned with affecting the reader.
Ø The content and syntax may be unclear and word choice may be awkward or inappropriate.
Ø There is no indication of a writer’s voice coming through.
Level 2
Ø The content and syntax are relatively clear, suggesting the writer’s awareness of a possible reader.
Ø The content is more specific, but tends to consist of a list of events, sights, and so forth, without providing much detail about them.
Ø The net effect is matter-of-fact, with little apparent attempt to engage an audience in the experience recounted.
Level 3
Ø Composition shows clear signs of attempts to engage a reader. These may show up as interesting syntax or vocabulary or in devices such as an en media res opening, humor, irony, and figurative language. However, these attempts are sporadic and may misfire.
Ø Attempts at figurative language may be little more than clichés.
Level 4
Ø Composition shows relatively consistent awareness of readers and includes attempts to surprise or impress.
Ø The paper attempts to use foreshadowing, develop suspense, or use an en media res opening or other major devices.
Ø Inconsistencies and clichés may still be present, but they are not overwhelming.
Level 5
Ø The voice of the writer is strong and very consistent. The overall impression of a strong voice is clear.
Ø Pieces at this level maintain the emotional character of the piece consistently.
Ø Special devices such as an en media res opening are used effectively.
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