4

FOCUS: The story has a sharp, distinct, controlling message or theme with evident awareness of the narrative.

CONTENT DEVELOPMENT: There is a strong story line, reflecting thorough knowledge of plot structure, that addresses a complex idea or examines a complex experience. The student shows thorough understanding of the concept of showing, not telling by clearly developing characters, conflict, and setting with elaborate detail.

ORGANIZATION: The story demonstrates a skillful narrative pattern with clear and consistent sequencing of events, employing a clear beginning, middle, and end.

STYLE: The story demonstrates precise control of language, literary devices, and sentence structures that creates a consistent and effective point of view and tone.

3

FOCUS: The story has a clear controlling point or theme with general awareness of the narrative.

CONTENT DEVELOPMENT: There is a clear story line, reflecting basic knowledge of plot structure, that addresses an idea or examines an experience. The student shows some understanding of the concept of showing, not telling by developing characters, conflict, and setting in some detail.

ORGANIZATION: The story demonstrates a narrative pattern with generally consistent sequencing of events, employing a beginning, middle, and end. Interruptions to the sequence may occur.

STYLE: The story demonstrates appropriate control of language, literary devices, and sentence structures that creates a consistent point of view and tone.

2

FOCUS: The story reflects vague evidence of a controlling point or theme with inconsistent awareness of the narrative.

CONTENT DEVELOPMENT: The story line is inconsistent, reflecting minimal knowledge of plot structure that inadequately addresses an idea or examines an experience. The student shows little understanding of the concept of showing, not telling by insufficiently developing characters, conflict, and setting.

ORGANIZATION: The story demonstrates a narrative pattern with generally inconsistent sequencing of events that may employ a beginning, middle, and end. Interruptions to the sequence may interfere with meaning.

STYLE: The story demonstrates limited control of language, literary devices, and sentence structures, which creates interference with point of view and tone.

1

FOCUS: The story shows vague evidence of a controlling point or theme with inconsistent awareness of the narrative.

CONTENT DEVELOPMENT: The storyline is inconsistent, lacking understanding of plot structure, and inadequately addresses an idea or examines an experience. The student shows no understanding of the concept of showing, not telling by not developing characters, plot, and setting with relevant details.

ORGANIZATION: The story demonstrates a narrative pattern with generally inconsistent sequencing of events that does not employ a clear beginning, middle, and end. Interruptions to the sequence interfere with meaning.

STYLE: The story shows limited control of language, literary devices, and sentence structures, which creates interference with point of view and tone.

0

The student did not attempt to write a short story.