English Language Arts 7 Li (2015 – 2016)
Name: ___________________
RUBRIC FOR SHORT STORY
CATEGORY
5
4
3
2
1
Excellent
Proficient
Satisfactory
Limited
•Skilfully develops plot line
with complex major and minor
characters and a definite
setting
• A range of devices such as
suspense, dialogue and
action (a hook) skilfully
advances the plot, gives
insight into characters, and
keeps the reader continually
informed/entertained
•Completely established point
of view
• Develops a standard plot
line with complex major and
minor characters and a
definite setting
• A range of devices such as
suspense, dialogue and
action (a hook) purposefully
advances the plot, gives
insight into characters, and
keeps the reader informed/
entertained
• Consistent point of view
• Develops a purposeful plot
line with complex major and
minor characters and a
general setting
• A range of devices such as
suspense, dialogue and
action (a hook) generally
advances the plot, gives
insight into characters, and
keeps the reader informed/
entertained
• Generally consistent point of
view
• Provides a minimally
developed plot line and
setting
• Attempts to use
details and/or
anecdotes, suspense,
dialogue, and action (hook)
but with minimal
effectiveness
• Inconsistent point of view
• Lacks a developed
plot line and setting
• Fails to use details,
anecdotes, dialogue,
suspense, and/or
action (hook)
• Completely
inconsistent point of
view
Skilful Structure:
•Engaging exposition
•Effective sequencing of ideas
based on purpose and
skillfully linked to theme
Record Information
3.3 compare, contrast and combine •Resolution and denouement
ideas and information from several reinforce theme and give
closure
sources
Effective structure:
• Strong exposition
• Clear sequencing of ideas
based on purpose and
linked to theme
•Resolution and
denouement reinforce theme
and give closure
Appropriate structure:
• Sufficient exposition
• Logical sequencing of ideas
based on purpose and linked
to theme
• Resolution and denouement
reinforce theme and give
closure
Weak structure:
• Exposition, sequencing of
ideas in body and/or
resolution/denouement
need some revision
• May be isolated events
with weak sequencing
Little to no structure:
• Exposition, conflict
and/or resolution/
denouement
may not exist
•Writer's voice is authentic,
clever and entertaining to the
reader
• Academic language,
imbedded throughout the text,
enhances story
• Skilfully combines all story
elements around a controlling
idea to reveal a thought
provoking theme
•Writer’s voice is confident,
authentic and mostly
entertaining to the reader
•Uses academic language to
enhance story
• Combines story elements
around a controlling idea to
reveal a thought-provoking
theme
•Writer’s voice is present and
sometimes holds the readers’
interest.
• Includes sufficient and
predictable language in the
story
• Combines story elements
around a controlling idea that
generally reveals a theme
•Writer’s voice is
detached from the
story and rarely holds the
readers’ interest
•More precise and
accurate words are needed
to convey a clear message
•Story elements may or
may not reveal a
controlling idea/theme
•Unclear or no sense
of voice, purpose
and/or audience
•Limited vocabulary;
words may be used
inappropriately or
unnecessarily repeated
•Overly simplistic No
clear controlling idea
and/or theme
Attend to Conventions • Any errors that are present
do not reduce clarity and/or
4.2 attend to capitalization,
punctuation, spelling, grammar and do not interrupt the flow of the
response.
usage.
• Sentence type and sentence
structure are consistently
effective and varied.
• Sentence beginnings are
consistently varied.
• Any errors that are present
rarely reduce clarity and/or
seldom interrupt the flow of
the response.
• Sentence type and
sentence structure are
usually effective and varied.
• Sentence beginnings are
often varied.
• Errors occasionally reduce
clarity and/or sometimes
interrupt the flow of the
response.
• Sentence type and sentence
structure are sometimes
effective and/or varied.
• Some variety of sentence
beginnings is evident.
• Errors blur clarity and/or
interrupt the flow of the
response.
• Sentence type and
sentence structure are
seldom effective and/or
varied; syntactic structures
are frequently awkward.
• There is little variety of
sentence beginnings.
• Errors severely
reduce clarity and/or
impede the flow of the
response.
• There is essentially
no variation in
sentence type and
sentence structure is
syntactically
unintelligible.
• There is essentially
no variety of sentence
beginnings.
Create Original Text
2.4 use suspense, exaggeration,
foreshadowing, dialogue, and
description to show rising action
and developing conflict
2.4 create print texts that are
unified by point of view, carefully
developed plot and endings
consistent with previous events
Organize Information
3.3 produce print texts with welldeveloped and well-linked ideas
and sections
Enhance and Improve
4.1 experiment with (figurative)
language and illustrations to create
visual images and/or express
emotion
2.3 use connections among main
and supporting characters, main
idea and theme in print texts.
Character Development Creates a vivid picture of the
1) Explore thoughts, ideas, feelings, character, showing
character’s thoughts, actions,
and experiences
words and physical
description as well as other
characters’ words and
thoughts about him/her.
Creates a somewhat detailed
picture of the character,
showing some, but not all of
the following: character’s
thoughts, actions, words,
physical description, and
other characters’ words and
thoughts about him/her.
Total:
poor
Does not create a
strong description of
the character. Uses
one or none of the
elements for creating
character.
/25 marks
%
English Language Arts 7 Li (2015 – 2016)
Name: ___________________
CHECKLIST – SHORT STORY
I have presented my introductory paragraph to Ms. Li
My short story is TYPED in 12 point font
My short story is 2 pages (or more)
My short story has a TITLE
I have ALL FIVE ELEMENTS of a short story in my assignment
o Exposition, Rising Action, Climax, Falling Action, Resolution
I have included DIALOGUES in my short story
There is a clear POINT OF VIEW in my short story
The sequence of events in my short story makes logical sense
My character is portrayed with VIVIDLY in my short story
o Physical descriptions, speech, actions, thoughts, interaction with other characters
I have embedded academic language in my short story to liven it up
There is a variety of sentence TYPES and BEGINNINGS in my writing
I checked my work for proper CAPITALIZATION
I checked my work for SPELLING
I checked my work for correct PUNCTUATION
I have asked a peer to PROOFREAD my final draft
I have made corrections according to the proofreading notes
I looked over the RUBRIC to make sure I have met all the requirements
My short story assignment has my NAME on it
My short story is HANDED IN or E-MAILED or SHARED with Ms. Li
I have completed ALL checklist items