Name: _________________________ Story Title: _____________________________

RUBRIC FOR SCORING THE SHORT STORY

	Distinguished (or "WOW!") A-A+	Proficient (or "Pretty Decent") B-B+	Satisfactory (or "Fair") C-C+	Unsatisfactory (or "Needs A Lot of Work") D and below
Title	Title is creative, sparks interest and is related to the story and topic.	Title is related to the story and topic.	Title is present, but does not appear to be related to the story and topic.	Missing.
Exposition and Resolution	Creative exposition and conclusion; conflict is clearly introduced and resolved. It is very easy for the reader to understand the problem the main characters face and why it is a problem. Compelling introduction and profound conclusion.	Solid exposition that has a "catchy" intro and solid resolution; conflict is clearly introduced and resolved. Narrative provides insight about the theme for the reader. It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.	Basic needs of exposition and resolution are met though intent may not be totally clear; clear topic sentences. The reader may have learned something about the theme from the story. It is fairly easy to understand the problem the character(s) face but it is not clear why this is a problem	Exposition and/or resolution is either too short, missing, or confusing. Neither the author nor the reader has learned anything about the theme. It is not clear what the problem or conflict is.
Characters	The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. The character seems like a real person.	The main characters are named and described. Most readers would have some idea of what the characters looked like. Characters are believable.	The main characters are named. The reader knows very little about the characters. Characters seem flat, undeveloped.	It is hard to tell who the main characters are.
Dialogue	There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking. The format and punctuation are clear and error-free. The characters actions have been incorporated into the dialogue.	There is dialogue in this story, but it is always clear which character is speaking. The format and punctuation are mostly correct. Some action has been incorporated into the dialogue.	There is not quite enough dialogue in this story, but it is always clear which character is speaking. There are errors in the format and punctuation, but it is still readable. There is not enough action described to bring the dialogue to life.	It is not clear which character is speaking.
Conflict	There is real action in this story. Action verbs (active voice) are used to describe what is happening in the story. The story is exciting!	There is action in the story. Several action verbs are used to describe what is happening in the story, but the word choice doesn't make the story as exciting as it could be.	A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way.	Little variety seen in the verbs that are used. The story seems a little boring.
Setting	Many vivid, descriptive words are used to tell when and where the story took place	Some vivid, descriptive words are used to tell the audience when and where the story took place.	The reader can figure out when and where the story took place, but the author didn't supply much detail.	The reader has trouble figuring out when and where the story took place.
Grammar, Mechanics, Punctuation	Stylistically sophisticated, using high level words with a notable awareness of audience, varies sentence structure. Demonstrates control over conventions with almost no errors. Excellent paragraphs.	Takes risks with vocabulary, demonstrates awareness of audience, varies sentence structure, Demonstrates control over conventions with few errors. Good paragraphs.	Uses appropriate language, with some awareness of audience, occasionally makes effective use of sentence structure Demonstrates partial control over conventions, errors do not hinder comprehension. Paragraphs need work.	Relies on basic vocabulary, with little awareness of audience. Shows some attempt to vary sentence structure or length for effect, but with uneven success. Demonstrates some control over conventions, some errors may hinder comprehension. Information is unfocused or confusing; paragraphs too long, too short, or indented
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. Gives reader dynamic impression; aptly uses dialogue and description to show; creative transitions; uses similes/metaphors; explores inner qualities of characters; narrates adeptly; weaves essential facts and elements into narrative artfully.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. Gives reader vivid picture and deep understanding of theme; sophisticated transitions; uses dialogue and description to illustrate plot; creative presentation.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. Recounts event but does so in a basic, predictable and/or awkward way; little or no similes/metaphors; awkward transitions; too much telling and not enough dialogue and description.	There is little evidence of creativity in the story. The author does not seem to have used much imagination. Uses sweeping generalizations with no supporting details; little or no dialogue or description; missing or confusing transitions.
Requirements	All of the requirements were met.	Almost all (about 90%) the requirements were met.	Most (about 75%) of the requirements were met.	Many requirements were not met.
Effort & Improvement/Revision	Evidence of substantial time; student is working at highest potential. Student sought help in or out of class from teacher and students. Revisions obvious. Professional. Sophisticated. High level, active words are selected deliberately. There is no more than one mechanical error in the entire story. Sentence structure is varied.	Evidence of time. Student is working near highest potential; some improvement; polished presentation. Student sought help in or out of class. Revisions made. Most vocabulary is sophisticated and used properly. There are no more than 3 mechanical errors.	Adequate amount of time is evident; similar errors in previous stories; little or no improvement; neat presentation. Some revisions made. Uses simple words and takes few risks. Vocabulary is somewhat dull and/or repetitive. Narrative is legible but contains multiple errors.	Repeated errors; class-time was not used productively; little or no time or care; sloppy; little or no revision evident. Misuses basic vocabulary. Difficult to read because of a number of distracting errors.