This document appears to be a rubric for evaluating student writing. It assesses writing in two parts: pre-writing/revising/editing efforts (Part I), and key elements of the story itself like setting, characters, plot, and creativity (Part II). Students can earn up to 10 points in each part based on how fully they develop and execute those various components of the writing process and their written work.

1. Name: ____________________________________________________ Date: ___________________________________
10 7 4
I
The writer shows great effort in the The writer shows some effort in the use of pre-writing The writer shows little effort in the use of pre-
use of pre-writing strategies strategies (brainstorming/graphic organizer). writing strategies (brainstorming/graphic organ-
(brainstorming/graphic organizer). izer).
The writer shows great effort in The writer shows some effort in revising. There is The writer shows little effort in revising. There is
revising. There is evidence that the evidence that the student added, modified, and deleted . little evidence that the student added, modified,
student added, modified, and de- and deleted .
leted .
The writer shows great effort in The writer shows some effort in editing. There is evi- The writer shows little effort in editing. There is
editing. There is evidence that the dence that the student used some tools to enhance little evidence that the student used available tools
student used available tools to en- grammar, spelling, and usage. to enhance grammar, spelling, and usage.
hance grammar, spelling, and usage.
10 7 4
II
The setting is fully developed and The reader can figure out either when or where the The reader has trouble figuring out when and
clearly answers the questions, story takes place, OR the setting is complete but the where the story takes place or there is no setting.
“when” and “where”. writer doesn’t supply much detail
The main characters are strongly The main characters are clear and reasonably devel- The main characters are unclear. They may be little
drawn and appropriately developed. oped. more than a name and a description or do not
“come to life” for the reader.
It is very easy for the reader to un- The reader can not easily understand what the problem It is not clear what problem the main characters
derstand the problem the main char- is or the reader can understand what the problem is but face or there is no problem.
acters face and why it is a problem. it is not clear why this is a problem.
The solution to the problem is easy The solution leaves some questions in the reader’s The solution does not make sense or there is no
to understand and is logical. There mind. solution.
are no loose ends.
There is an appropriate amount of There is too much/too little dialogue or it is not always It is never clear who is speaking or no dialogue
dialogue and it is always clear which clear who is speaking. was used.
character is speaking.
The story contains many creative The story contains a few creative details and the writer There is little evidence of creativity in this story.
details that contribute to the reader’s has shown some imagination. The writer does not seem to have used his/her
enjoyment. The writer has really imagination.
used his/her imagination.
Total Points Part I
Total Points Part II
Total