Creative Writing Rubric
4 = Exemplary 3= Accomplished 2= Promising 1=Beginning 0=Failing
Exemplary: Thoroughly and artistically developed characters, plot, structure, conflict, theme, and setting. Uses vivid description, effective diction and word choice, tone or voice, POV, imagery, and compelling dialogue throughout portfolio. Uses a variety of effective literary devices. Writing can be considered “art,” effectively communicating issues central to the human condition in a compelling way. Has few errors in spelling punctuation, syntax, and usage. Sentence structure and overall effect of the work is artistic. Work includes evidence of several revised drafts that improve on earlier drafts. Work included in portfolio reflects a wide range of styles and genres. There is more than Twelve full typed pages of new work. Uses lab and class time to full extent; always on task when given an assignment. Participates consistently and insightfully in class discussions; an exemplar for other students. Student acts as a leader among peers, encouraging critical thinking and inspires others by modeling exemplary behavior, attitude, skills, or artistic integrity.
Accomplished: Well developed characters, plot, conflict, theme, structure, and setting. Uses good description, diction, dialogue, voice, POV, imagery, etc. but work may not be as insightful or artfully constructed, but remains a solid piece of writing. Uses some literary devices, but with uneven success. Has some errors in spelling, punctuation, and usage but nothing that gets in the way of the reader’s ability to discern meaning. Work includes evidence of some revision. Work included in portfolio reflects a range of styles and genres. There is between 10 and 12 pages of typed pages of new work. Uses lab and class time to some extent, often giving their best most days. Participates in class (occasionally contributes positively to discussions, volunteers, models effective leadership, etc.) but not as insightful or as often as exemplary students. Mostly on task when given an assignment.
Developing: Fairly well developed characters, plot and setting, but pieces in portfolio may have gaps. Uses some description, imagery, dialogue, voice, but with uneven success. Work suggests craft or insight into the human condition, but falls short of this goal. May use an occasional literary device, but work is abstract, too personal, clichéd. Work does not necessarily lack meaning, but lack of logic, gaps in plausibility, or work is too predictable causes weaknesses that need to be addressed in future drafts. Has errors in spelling punctuation and usage that distracts the reader. Work may be accomplished, but portfolio was late. Work includes some evidence of revision, but revision is largely in grammar and syntax, rather than restructuring. Work included in portfolio focuses on one type of style or genre. There is between 6 and 9 pages of new work (or work has been borrowed from other CW courses). Uses lab and class time sometimes, but often is off topic or surfing the internet for unrelated materials. Participates sometimes in class, but often remains silent or comments are not as insightful as accomplished or exemplary students; student may disrupt other students occasionally or need to be reminded to stay on task. May need prompting or reminders from the teacher to work on assigned task(s). Student coasts without proving that required work has been done, but occasionally makes an attempt. Student shows little interest in quality work.
Beginning: Development of character, plot and setting is on a very basic level, although these elements are present, but at a limited or basic level. Uses limited description, imagery, dialogue. Work is hastily done or lacks artistic style. Does not use literary devices, or work is largely abstract, or lacks meaning. Has careless errors in spelling, punctuation, and usage. Work includes little or no evidence of revision. Work may be developing, but portfolio was turned in late. Work included in portfolio is largely incomplete or undeveloped. There is fewer than 6 pages of new work (or work has been borrowed solely from other CW courses). Does not use lab or class time effectively, often off task. Hardly participates in class discussions or volunteers; rarely has anything to contribute, sleeps or disrupts other students consistently. Does not add positively to classroom environment. Student does not pay attention, refuses to follow school or classroom rules. Student is off-task when working on an assignment. Student is late or tardy to class consistently. Student often does not come to class prepared. Student shows no interest in the purpose or design of this class or its subject matter.
Fail: As beginning, but portfolio is late or portfolio is not up to 12th grade creative writing standards. A portfolio not turned in by the deadline is considered a "failing" grade.
Exemplary: Thoroughly and artistically developed characters, plot, structure, conflict, theme, and setting. Uses vivid description, effective diction and word choice, tone or voice, POV, imagery, and compelling dialogue throughout portfolio. Uses a variety of effective literary devices. Writing can be considered “art,” effectively communicating issues central to the human condition in a compelling way. Has few errors in spelling punctuation, syntax, and usage. Sentence structure and overall effect of the work is artistic. Work includes evidence of several revised drafts that improve on earlier drafts. Work included in portfolio reflects a wide range of styles and genres. There is more than Twelve full typed pages of new work. Uses lab and class time to full extent; always on task when given an assignment. Participates consistently and insightfully in class discussions; an exemplar for other students. Student acts as a leader among peers, encouraging critical thinking and inspires others by modeling exemplary behavior, attitude, skills, or artistic integrity.
Accomplished: Well developed characters, plot, conflict, theme, structure, and setting. Uses good description, diction, dialogue, voice, POV, imagery, etc. but work may not be as insightful or artfully constructed, but remains a solid piece of writing. Uses some literary devices, but with uneven success. Has some errors in spelling, punctuation, and usage but nothing that gets in the way of the reader’s ability to discern meaning. Work includes evidence of some revision. Work included in portfolio reflects a range of styles and genres. There is between 10 and 12 pages of typed pages of new work. Uses lab and class time to some extent, often giving their best most days. Participates in class (occasionally contributes positively to discussions, volunteers, models effective leadership, etc.) but not as insightful or as often as exemplary students. Mostly on task when given an assignment.
Developing: Fairly well developed characters, plot and setting, but pieces in portfolio may have gaps. Uses some description, imagery, dialogue, voice, but with uneven success. Work suggests craft or insight into the human condition, but falls short of this goal. May use an occasional literary device, but work is abstract, too personal, clichéd. Work does not necessarily lack meaning, but lack of logic, gaps in plausibility, or work is too predictable causes weaknesses that need to be addressed in future drafts. Has errors in spelling punctuation and usage that distracts the reader. Work may be accomplished, but portfolio was late. Work includes some evidence of revision, but revision is largely in grammar and syntax, rather than restructuring. Work included in portfolio focuses on one type of style or genre. There is between 6 and 9 pages of new work (or work has been borrowed from other CW courses). Uses lab and class time sometimes, but often is off topic or surfing the internet for unrelated materials. Participates sometimes in class, but often remains silent or comments are not as insightful as accomplished or exemplary students; student may disrupt other students occasionally or need to be reminded to stay on task. May need prompting or reminders from the teacher to work on assigned task(s). Student coasts without proving that required work has been done, but occasionally makes an attempt. Student shows little interest in quality work.
Beginning: Development of character, plot and setting is on a very basic level, although these elements are present, but at a limited or basic level. Uses limited description, imagery, dialogue. Work is hastily done or lacks artistic style. Does not use literary devices, or work is largely abstract, or lacks meaning. Has careless errors in spelling, punctuation, and usage. Work includes little or no evidence of revision. Work may be developing, but portfolio was turned in late. Work included in portfolio is largely incomplete or undeveloped. There is fewer than 6 pages of new work (or work has been borrowed solely from other CW courses). Does not use lab or class time effectively, often off task. Hardly participates in class discussions or volunteers; rarely has anything to contribute, sleeps or disrupts other students consistently. Does not add positively to classroom environment. Student does not pay attention, refuses to follow school or classroom rules. Student is off-task when working on an assignment. Student is late or tardy to class consistently. Student often does not come to class prepared. Student shows no interest in the purpose or design of this class or its subject matter.
Fail: As beginning, but portfolio is late or portfolio is not up to 12th grade creative writing standards. A portfolio not turned in by the deadline is considered a "failing" grade.
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