8th grade English

Ms. Walczak

Name:
Section:
Date:

Poe/Doyle-Inspired Flash Fiction Rubric (200 pts)

F -- Needs help.

Ideas
the meaning or
the development
of the message,
and how it is
proven with
details

Hard to understand;
much confusion and
excessive ambiguity.

D -- Getting there.

C -- Well done!

Seldom clear;
Fairly clear; some
considerable confusion confusion and
and ambiguity.
occasional ambiguity.

B -- Excellent!

Mostly clear and

Clear and easy to follow;
understandable; little
no confusion or
confusion or ambiguity. ambiguity.

No detail.

Limited or disconnected
details do not create a
Totally unbelievable. Too picture in readers mind.
many questions go
unanswered.
Significant issues with
believability and
unanswered questions.

Underdeveloped details Sufficient detail creates

are too general to create a picture in the readers
a picture in the readers mind.
mind.
For the most part, the
Lapses in the storys
story is believable and
believability. Several
most questions are
questions remain
answered.
unanswered.
Missing introduction and Introduction /conclusion *Introduction and
Effective introduction
Organization
conclusion.
may be absent or lack conclusion attempt to and conclusion are
the internal
focus.
establish focus.
clearly linked
framework of the Lack of focus.
(may be explicit or
implicit connection) and
Problematic sequencing
piece including
Lack of causality.
of details; causality
Sequencing of details is establish focus.
topic sentence,
breaks down.
limited; some issues with
clincher sentence Lack of transitions.
causality.
Sequencing of details is
logical; very few issues
Transitions
are
not
and how the rest
evident.
Transitions are limited. with causality.

of paragraph
relates to them

Voice
the way the
writer brings the
topic to life

A -- Perfect!

Rich detail and imagery

create a vivid, authentic
picture in the readers
mind.
Story is totally
believable. No questions
left in the readers mind.
Memorable introduction
and
conclusion are clearly
linked
(may be explicit or
implicit
connection) and
establish focus.

Sequencing of details is
Transitions attempt to tie effective and logical; no
issues with causality.
the ideas together.

No inner voice comes

through the writing.

Inner voice seldom

strong or clear.

Voice sometimes comes Voice clear and/or

through.
strong.

Writing evokes no
emotion.

Writing evokes minimal Writing evokes some

emotion.
emotion.

Writing evokes limited

emotion.

Transitions effectively tie

the ideas of the paper
together.
Voice very clear, strong,
and engaging; shows
personal style.
Writing evokes strong
emotion.
Reader can hear writers
voice in his/her head.

Word Choice
the specific
vocabulary the
writer uses to
convey the
meaning

Wording incorrect or
imprecise.

Sentence
Fluency
the way the
words and
phrases flow
throughout the
text

Choppy, rambling or
incomplete.

Wording often incorrect Wording sometimes

or imprecise.
incorrect or imprecise.

All nouns general and Most nouns general and A few specific nouns and
verbs passive or vague. verbs passive.
occasional active verbs. Some nouns specific
and most verbs active.
Much awkward wording. Some awkward wording.
Dialogue, if used,
Dialogue, if used, is
Dialogue, if used,
sounds appropriate.
limited.
sounds forced.

Oral reading not

possible.

Occasional use of words Sentences usually

to connect sentences to connect.
one another.
A few compound or
Oral reading difficult.
complex sentences.

Simplistic, repetitive
sentence beginnings.

Only slight variation in

sentence beginnings.

Nouns are specific and

almost all verbs are
active.
Dialogue, if used,
sounds natural.

Sentences connected
with transitions.

All sentences clearly tied

together.

Some compound or
complex sentences.

Creative use of sentence

structure.

A few parts sound good Can be read aloud with Effective, engaging
read aloud.
ease.
transitions.

Does not attempt to use Does not attempt to use Some sentences begin
sentence-composing
sentence-composing
in different ways.
tools and/or semicolons. tools and/or semicolons.
Attempts to use at least
one sentencecomposing tool and/or
semicolons but may not
be successful.

Errors in grammar,
Some major errors in
Conventions
spelling, or conventions grammar, spelling, or
the mechanical impede understanding. conventions.
correctness of
the piece

Presentation
overall
appearance

Phrases work well;

Accurate, precise, and
wording mostly correct engaging wording;
and usually precise.
interesting word choices.

Many sentences begin in Sounds great when read

different ways.
out loud.
Successfully uses at
least one sentencecomposing tool and/or
semicolons.

Numerous minor errors A few minor errors in

in grammar, spelling, or grammar, spelling, or
conventions.
conventions.

Project lacks any

creativity or originality.

Lots of sentence
variation.
Successfully uses
multiple sentencecomposing tools and/or
semicolons.
No grammar, spelling, or
conventions errors.

Project generally lacks A few parts of project are Many parts of project are Entire project is
creativity and originality. creative.
creative.
impressive in its
creativity and originality.
Unacceptable use of
Some issues with use of Although not innovative Although not innovative
technology and many technology, visual
or new, is somewhat
or new, is engaging use Innovative and engaging
issues with visual
appeal, cleanness and engaging use of
of technology.
use of technology.
appeal, cleanness and neatness, and
technology.
neatness, and
navigation.
For the most part
Visually appealing, clean
navigation.
Somewhat visually
visually appealing, clean and neat, and easy to
appealing, some issues and neat, and easy to navigate and follow.
with cleanness and
navigate and follow.
neatness, and some
issues with navigation.

Grade &
Comments

This rubric is adapted from Ms. Reimers rubric and rubric at http://www.nps.gov/mora/forteachers/upload/summiting-rubric.pdf