Ms. Solomon, Northern Secondary School

ENG1D6 RUBRIC: Creative Writing Task: Short Story Unit

Categories 50%-59% (Level 1)

60%-69% (Level 2)

70%-79% (Level 3)

80%-100% (Level 4)

Knowledge and Understanding: WRITING

/10

The student:

Knowledge of content Form: 2.1 write for different purposes and audiences using several different literary, informational, and graphic forms Identifying Topic, Purpose, and Audience

Demonstrates limited knowledge of form

Demonstrates some knowledge of form (story has a beginning, middle and end)

Demonstrates considerable knowledge of form (including exposition, rising action, climax, falling action and resolution).

Demonstrates thorough knowledge of short story format; confidently demonstrates elements of style.

/5

Understanding of content Form: 1.1 identify the topic, purpose, and audience for several different types of writing tasks

Demonstrates limited understanding of content

Demonstrates some understanding of content (including point of view, character and structure)

Demonstrates considerable understanding of content (including point of view, character and structure)

Demonstrates thorough understanding of content (including point of view, character and structure)

/5

Thinking: WRITING

/10

The student:

Use of planning skills: Organizing Ideas: 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and purpose for writing

Outline is present but incomplete; details need further developing, viewpoint and character undeveloped and/or inconsistent in relation to original text

Uses planning skills with some effectiveness. Outline contains at least 4 of: exposition, rising action, climax, falling action and resolution, some details developed, still have unanswered questions re: plot and/or characters

Uses planning skills with considerable effectiveness. Outline has all of the necessary components with appropriate notes for each; characters’ perspectives are well-developed, reflect the original accurately and few questions remain re: plot/setting, etc.

Uses planning skills with a high degree of effectiveness. Outline has all necessary components with well-thought-out and articulated notes in each; details about characters and/or plot extend and enrich the original story.

/5

Use of critical/creative thinking processes: Metacognition 4.1 describe several different strategies they used before, during, and after writing; explain which ones they found most helpful; and identify several specific steps they can take to improve as writers Metacognition form will be completed in class after handing in the assignment.

Uses critical/creative thinking processes with limited effectiveness

Uses critical/creative thinking processes with some effectiveness

Uses critical/creative thinking processes with considerable effectiveness

Uses critical/creative thinking processes with a high degree of effectiveness

/5

Ms. Solomon, Northern Secondary School

ACHIEVEMENT CHART: ENGLISH, GRADES 9 – 12

Categories 50%-59% (Level 1)

60%-69% (Level 2)

70%-79% (Level 3)

80%-100% (Level 4)

Communication: WRITING

/10

The student:

Communication for different audiences and purposes: VOICE 2.2 establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing

Communicates for different audiences and purposes with limited effectiveness

Communicates for different audiences and purposes with some effectiveness: tone may be inconsistent, characterization may be needing fuller development, diction choice is somewhat purposeful, may be unclear at times

Communicates for different audiences and purposes with considerable effectiveness: ; tone characterization, and diction (word choice) relates to Wild Life in a clear way

Communicates for different audiences and purposes with a high degree of effectiveness: tone characterization and diction (word choice) extends the original in a meaningful and creative way

/5

Use of conventions: GRAMMAR and SPELLING 3.4 use grammar conventions correctly to communicate their intended meaning clearly, 3.1 use knowledge of spelling rules and patterns, several different types of resources, and appropriate strategies to spell familiar and new words correctly

Uses conventions, vocabulary, and terminology of the discipline with limited effectiveness

Uses conventions, vocabulary, and terminology of the discipline with some effectiveness

Uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness

Uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness

/5

Application WRITING: Applying Knowledge of Conventions 3.7 produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations

/20

The student:

Application of knowledge and skills within the short story format.

Applies knowledge and skills within the short story format with limited effectiveness (story has not integrated all of the necessary components: climax, dramatic/ situational irony, symbol, point of view)

Applies knowledge and skills within the short story format with some effectiveness (story has integrated most of the necessary components: climax, dramatic/ situational irony, symbol, point of view)

Applies knowledge and skills within the short story format with considerable effectiveness (story has effectively integrated all of the necessary components)

Applies knowledge and skills within the short story format with a high degree of effectiveness (story has seamlessly and creatively integrated all of the necessary components)

/10

Making connections within and between “Wild Life” and the student’s story.

Makes connections between “Wild Life” and story with limited effectiveness

Makes connections between “Wild Life” and story with some effectiveness

Makes connections between “Wild Life” and story with considerable effectiveness

Makes connections between “Wild Life” and story with a high degree of effectiveness

/10