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iRubric: Writing a Dystopian Short Story rubric

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Writing a Dystopian Short Story Writing a Odyssey Short Story Students are to write a short story that demonstrates their understanding of the stages of plot and the characteristics of a short story and the elements of dystopian fiction. Rubric Code: UC69BX By lynfishwick Ready to use Public Rubric Subject: English Type: Writing Grade Levels: 9-12

Writing a Short Story Students will write a short story that demonstrates their understanding of the stages of plot and the characteristics of a short story and the elements of dystopian fiction.
	Excellent Exceeds standards 9 pts	Good Meets standards 7 pts	Fair Almost Meets standards 5 pts	Poor Fails to meet standards 3 pts
Hook/exposition Student uses a hook or thorough exposition to grasp the reader's interest.	Excellent Exposition is well developed and provides background information about the character(s) or setting. In addition, the hook grasps the reader's interest.	Good Exposition is developed and provides background information about the character(s) or setting.	Fair Provides an exposition that provides some background information about the character(s) or setting. The hook somewhat grasps the reader's interest.	Poor Fails to provide an exposition that provides some background information about the character(s) or setting or a hook to grasp the reader's interest.
Characterisation Student uses a range of techniques to reveal the personality of characters.	Excellent Student firmly establishes all characters in the narrative with a mix of dialogue, inner monologue, physical description and/or actions taken in the story. There is a clear protagonist and antagonist. The antagonist also drives the conflict.	Good Student establishes most characters in the narrative with a mix of dialogue, inner monologue, physical description, and/or actions taken in the story. There is a clear protagonist and/or antagonist. The antagonist is somewhat connected with the conflict of the story.	Fair Student attempts to establish some characters by trying to use dialogue, physical description, inner monologue, and/or actions taken in the story, but there is a lot of confusion some of the characters’ traits. There may not be a clear protagonist and/or antagonist. The antagonist could be connected to the conflict, but it isn’t clear.	Poor Student shows no attempt to develop the characters in the narrative by any means. The characters seem to be simply planted into the narrative with no cause or purpose. The conflict is muddled and is not connected to the antagonist. There is no recognizable protagonist or antagonist.
Setting Student effectively established setting.	Excellent Setting is appropriate to a Dystopian story. Many vivid, descriptive words are used to tell when and where the story took place. The story includes an abundance of sensory images.	Good Setting is appropriately Dystopian. Some vivid, descriptive words are used to tell the audience when and where the story took place. The story includes enough sensory images.	Fair Setting is underdeveloped and difficult for the reader to picture in his or her mind. The reader can figure out when and where the story took place, but the author didn't supply much detail. The story includes some sensory images.	Poor Setting is vague or inappropriate to a Dystopian story. The reader has trouble figuring out when and where the story took place. The story includes few sensory images.
Problem/conflict Student uses conflict advance the plot of the story.	Excellent It is very easy for the reader to understand the problem the main characters face and why it is a problem. Plot focuses on the character's conflict with dystopian elements.	Good It is easy for the reader to understand the problem the main characters face and why it is a problem. Plot partly focuses on the character's conflict with dystopian elements.	Fair It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem. Conflict is largely unrelated to the dystopian nature of the story.	Poor It is not clear what problem the main characters face. Conflict is unrelated to the dystopian nature of the story.
Solution/resolution Student effectively resolves conflicts and brings story to a satisfactory closure.	Excellent The solution to the character's problem is easy to understand and is logical. There are no loose ends.	Good The solution to the character's problem is easy to understand and is somewhat logical.	Fair The solution to the character's problem is a little hard to understand and not very logical.	Poor The solution is illogical and difficult to understand.
Dialogue Student uses dialogue to build character and plot.	Excellent The story includes a sufficient amount of dialogue that is correctly written and easily read. Dialogue establishes strong characterization and heightens conflict. Dialogue is correctly formatted and punctuated.	Good Includes some dialogue that is correctly written and easily read. Dialogue used to show characters in conflict, but may be ineffective at establishing characterization. Mostly correctly formatted and punctuated.	Fair Some dialogue included. Dialogue is stilted, or out of place in the story. Some dialogue is correctly formatted and punctuated.	Poor Little or no use of dialogue. Most dialogue is not correctly formatted or punctuated.
Dystopian Elements Student uses elements of dystopias in their story	Excellent Student provides a vivid depiction of the dystopia they have created. The narrative of the origins of the dystopia and its functionality aids the reader in understanding what a dystopia really is.	Good The student’s short story has a mostly clear beginning, Student provides details that create an interesting dystopia. Student acknowledges how their dystopia came to be and how it functions as a society. The narrative behind this description might sound mechanical at times.	Fair Student attempts to describe the dystopia they have created, but only provide some details behind its origins. The description sounds more like a list of details rather than being part of the narrative.	Poor Student provides no details relating to the world they have created in connection to it being a dystopia. There are no descriptive details in relation to it being a dystopia.
Sentence Fluency & literary devices The rhythm and flow of the language	Excellent Sentences are skillfully written, original, and interesting, showing variety and building understanding. The writer effectively uses many different literary devices (symbols, flashbacks, foreshadowing, etc.)	Good Sentences are varied, but some should flow more smoothly. The writer uses many different literary devices (symbols, flashbacks, foreshadowing, etc.)	Fair A better variety of sentences is needed; many sentences do not read smoothly. Some run-on sentences. The writer uses some literary devices (symbols, flashbacks, foreshadowing, etc.)	Poor Many short or incomplete sentences should be combined to keep the writing from being choppy;or, run-on sentences. Most sentences need to be rewritten. The writer uses few literary devices (symbols, flashbacks, foreshadowing, etc.)
Evidence of Proofreading Student demonstrates careful attention to rules of grammar, punctuation, and spelling	Excellent Student demonstrates significant evidence of proofreading. Story contains few errors in spelling, punctuation, and/or grammar. Student uses a variety of writing skills to enhance the quality of the writing.	Good Student demonstrates significant evidence of proofreading. Story contains a few errors in spelling, punctuation, and/or grammar that don't interfere with the clarity of the story.	Fair Student demonstrates some evidence of proofreading. Story contains some errors in spelling, punctuation, and/or grammar that may interfere with the intended meaning of certain parts of the story.	Poor Student demonstrates little evidence of proofreading. Story contains many errors in spelling, punctuation, and/or grammar. The intended meaning of certain parts of the story is incoherent or unclear.

Keywords:

short story, dystopian

Subjects:

English

Types:

Writing

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