Assessment and Sample Rubric for Creative Writing 2100
This is an introductory creative writing class. Two stated objectives of the course are:
- Write using core techniques of prose and poetry (images, energy, tension, pattern, insight, shape, etc.)
- write in various forms (scene, micro, flash, sestina, sonnet, etc.)
After a lesson on writing scenes, students will be able to identify components of a scene. This is Bloom’s Remembering level. To assess learning I’ll use a timed in class quiz with multiple choice options, including this:
Which of the following is NOT an example of scene-writing.
A dialogue
B narration
C analysis
D description
After a lesson on Insight, students will read a selected story “Control” by Dana Spiotta, and diagram the framework of insights she uses to structure the piece. This is Bloom’s Analyzing level. I will print this story and students will use various colored markers to identify passages, which I will collect at the end of class for a possible five points, one for each passage creating the frame.
For my final assessment,
Students will be able to write a flash fiction story using the techniques of images, tension, pattern/shape and insight by the end of this course. This is Bloom’s Creating level.
A total of 20 points possible.
Rubric:
| Criteria | 5 –Sophisticated | 4 – Highly comp. | 3 – Fairly comp. | 2 – Needs work | 1 – Unacceptable |
| Imagery | Maximal use of rich sensory details. There is no or just 1 abstraction, generalization/ judgment | More sensory details than abstractions, generalizations/ judgments | Sensory details are equal to abstractions, generalizations/ judgments | Minimal sensory details, less than abstractions, generalizations and judgments | No sensory details. Writing is abstractions, generalizations and judgements |
| Tension | Protagonist has an identifiable yearning and identifiable obstacles to reaching this goal. | Protagonist has an identifiable yearning and an identifiable obstacle, needs multiple obstacles | Protagonist has an identifiable yearning but no identifiable obstacles. | Protagonist has no identifiable yearning but does have identifiable obstacles | Protagonist has no identifiable yearning and no obstacles |
| Pattern/shape | Maintains a clear focus; exhibits a logical, coherent structure through appropriate transitions and variety of sentence length. | Maintains a clear focus; exhibits a logical sequence of ideas through appropriate transitions or variety of sentence length. | Establishes but does not always maintain an appropriate focus; some inconsistencies in sequence of ideas | Lacks an appropriate focus, but suggests some organization | Lacks organization, appropriate transitions |
| Insight | Develops complex characters through dialogue, narration and action which reveal insights | Develops characters through dialogue, narration, and action, approaching insights | Develops characters through one or two techniques, hinting at insights | Some character development, but unsure of insights | Characters are not developed and insight is not apparent |
Elisabeth Parker 