CRW 2002 – Major Assignments
Personal Project –
Students will write a major piece of fiction, poetry, or
drama:
 Poetry is at least a chapbook of 15 poems of several
stanzas or more.
 Drama is a play with a run length of at least thirty minutes.
 Fiction is a chapter or two of a novel – at least 25 pages.
Students will participate in a group writing project, a research
project, and various mentoring assignments. In class work
may include:
 Reading or acting original work, completed and in
progress.
 Assisting in editing or reviewing work for CRW200
students.
 Sharing daily writings.
 Reporting on one book or website about the writer's craft.
Grading rubrics for these assignments will be provided.
Written project materials must be in proper formats and fonts
as per accepted publication guidelines for the particular genre.
Group ProjectThis is meant to be a fun project, maybe a drama, but it can also
be a reader-theater or other format, in which all the students
contribute to the writing and take part to present the work on
the final class day. A final written version will be turned in.
Group participants will grade each other based on a provided
rubric.
Poetry Rubric
Poetry
Ability to
captivate the
reader
Sensory
Images
Use of
Language
Punctuation
Novice
Apprentice
Unfocused;
author seems
unsure of
direction
(1-2 pts.)
Some focus,
but lacks
continuity
(3-4 pts.)
Well focused
and interests
reader
throughout.
(5-6 pts)
Captivates and
involves reader
deeply.
(7-8 pts)
(1-3 pts)
Some use of
image, idea,
or emotion
(4-6 pts)
Clear use of
sensory images
to portray ideas
or emotions
(7-9 pts)
Vivid, detailed
images and
intensely felt
emotion
10-12 pts)
Imprecise or
inappropriate
choice of words
(1-2 pts)
Expresses
thoughts
marginally
(3-4 pts)
Appropriate
choice of
language
Uses rich and
imaginative
language
(7-8 pts)
Arbitrary
punctuation
(1-2 pts)
Some
meaningful
punctuation
(3-4 pts)
Punctuation
meaningful
throughout
(4-5 pts)
Difficult to
visualize image
or emotion
Veteran
(5-6 pts)
Master
Punctuation
enhances
conveyance of
thoughts and
images
(5-6 pts)
Score
Fiction Rubric
Short Story Rubric
4
3
Exceptional Acceptable
7-8
5-6
2
Needs
Improvement
3-4
1
Not present
1-2
Organization
x2
The story has a
clear
beginning,
middle and
end. Follows a
logical
sequence.
The story has a
beginning, middle
and end. Events
are in logical
order.
The story does not
have a clear
beginning, middle
and end. The
sequence of
events is
confusing.
The story is
missing either a
beginning or
ending. The
relationship
between events is
often confusing.
Plot
x3
Plot is
interesting and
has conflict
which is
established,
developed and
resolved after a
gripping
climax.
The plot makes
sense and the
conflict is
established,
developed and
resolved after a
climax.
The plot may be
hard to follow.
The conflict is
established and
resolved, but lacks
proper
development.
The plot is hard to
follow. The
conflict is not
developed and it
may not be
resolved in a
logical way.
Characters
x2
Setting
x2
Setting
(content)
x3
The characters
may not be fully
Characters are Some characters
The characters are described, even
well-developed are welldescribed rather
through
through
developed
than established
description.
dialogue,
through dialogue,
through dialogue, Some characters
action or
actions and
action or thought. are revealed
thoughts.
thoughts.
through dialogue,
action or thought.
The setting is
described
through vivid
sensory
language.
The description
of the setting
has specific
ideas from
research. The
little things
about the time
period and
setting are
The setting is
clear and some
The setting is
sensory language identified but not
is used to
clearly described.
describe it.
The setting may
be vague.
The description
of the setting has
some ideas from
research,
although it
focuses just on
the big things.
Obvious research
was done.
The description of
the setting is
weak. Elements
from the research
are not used
effectively.
The description of
the setting has
very few ideas
from the research.
There are only big
events described.
Research was not
effective.
SCORE
shown. Very
obvious you
have done
research.
Point of
View
One point of
view was used
Point of view is
consistently
fairly consistent.
throughout the
story.
There are few
or no errors in
mechanics,
Grammar usage,
and
grammar, or
Mechanics spelling.
x2
Dialogue is
punctuated
and formatted
correctly.
TOTALS
Point of view
changes several
times throughout
the story.
What is the point
of view? I can't
tell.
Numerous errors
in mechanics,
There are many
usage, grammar,
errors in
There are some
and spelling
mechanics, usage,
errors in
which interfere
grammar, or
mechanics,
with meaning.
spelling. These
usage, grammar
Dialogue may be
sometimes make
or spelling.
hard to tell from
the story hard to
Dialogue may
narrative, or it
understand.
have minor errors
may lack
Dialogue is
in punctuation or
essential
punctuated and
format.
elements, such
formatted
as quotation
inconsistently.
marks or end
punctuation.
Drama Rubric
---Script Rubric
CHARACTER
1. Characters are clearly defined
2. Characters develop over the course of the play
3. Characters have conflicts & desires
4. Characters have plenty of interesting actions
Characters are true to life, or true
5. to their own reality
PLOT
6. Has a central conflict
7. Has fully developed scenes
8. Has a beginning, middle and end
9. Keeps ahead of the reader
10. Has momentum
11. Has suspense, surprise or plot complication
12. Includes scenes of varying emotional tone
LANGUAGE
13. Has proper syntax, spelling, sentence structure
14. Language and vocabulary are more interesting and
meaningful than daily life
AWESOME
5
GOOD FAIR TOTAL
31-2
4
ORIGINALITY/CREATIVITY
15. Idea is original (not related to TV, movies)
16. Characters or plot are/is original
17. Adds an idea to the world
18. Is emotionally engaging, entertaining or inspiring
FORMAT & MECHANICS
19. Form is correct and professional looking
20. Mechanics – grammar and punctuation are correct
Group Participation Assessment Rubric
Apprentice - D
* Rarely contributed to the
group’s project; often needed
to be begged to focus and
produce; frequently off task;
distracted group.
* Rarely completed his or her
share; almost always needed
to be prodded.
Basic - C
Learned - B
Exemplary - A
* Contributed good * Contributed great
effort to the
effort to the group’s
group’s project.
project.
* Contributed
exceptional effort to
the group’s project.
* Was helpful and
cooperative in
completing his or
her share.
* Did a fantastic job in
organizing group
efforts and keeping
people on track.
* Did a good job of
organizing group
efforts and keeping
people on track.
* Completed his or
* Went above and
her share with great beyond the call of
effort.
duty to further group’s
work
Class Participation Assessment Rubric
Below Average
* Does not attend
class on consistent
basis.
* Frequently
unprepared for class.
Evident that individual
has not completed
assignments prior to
class.
* Exhibits negative
attitudes toward
course and class
members.
* Does not contribute
to class discussions or
in-class activities.
Average
* Participation is
generally similar to one
receiving an Very Good
rating, but there are one
or two elements which
are less successful.
Very Good
Exemplary
* Participation is as good
as one receiving a
Exemplary rating, but
one or two elements are
not quite a distinguished
level.
* Attends all but
one class sessions.
* Always well
prepared for class.
* Evident that
individual has
completed all
reading
assignments prior
to class.
* Exhibits positive,
supportive attitude
toward course and
class members.
* Consistently
contributes to class
discussion.
* Consistently
contributes to inclass activities.
Group Work Rubric
Criteria
Apprentice
Basic
Learned
Exemplary
Decision
Making
One person
Some students
dominates
contribute to
decision- making. decision-making.
Most students
contribute to
decision-making.
Students contribute
to decision-making.
Social
Interaction
Students
frequently
interrupt and/or
put down the
views of others.
Students do not
ask questions or
clarification.
Body and/or verbal
responses indicate
active listening.
Most students ask
questions and
build on others
comments.
Students respect
and encourage the
views of others.
Students ask
questions or
clarification.
Students build on
others comments.
Most students
contribute
positively to the
group work.
Students
consistently
contribute in a
positive way to the
group work.
Students pay
attention to the
group discussion.
Some students ask
questions and build
on others
comments.
Contributing Students do not Some students
contribute in any contribute positively
positive way to
to the group work.
the group work.
On Task
Behavior
Students exhibit Students exhibit on- Most students
on-task behavior task behavior some exhibit on-task
inconsistently
of the time.
behavior most of
the time.
Students exhibit ontask behavior
consistently.
Group
Structure
and
Functioning
With assistance,
students have
difficulty
sequencing
steps. Task is not
completed on
time.
Students complete a
clear and logical
sequence of steps.
Complete task with
form and reflection
and revision.
Members volunteer
to take
responsibilities and
roles.
With assistance,
students are able to
sequence steps.
Rush to complete
task. Division of
tasks and
responsibilities if
inefficient and
wastes time.
Students complete
a sequence of
steps. Complete
task on time. The
leader assigns
responsibilities
and tasks.
Using the following rubric, you will be asked to evaluate your peer's contribution to the group assignment. This peer evaluation is worth 25 percent
of the total project grade. Your score will be calculated by averaging the scores provided by the members of your group. Please submit scores for
the members of your group via email to me. Your assessments will remain anonymous.
Excellent=5
Good=4
Average=3
Poor=2
EQUAL WORK
Did a full share of the work-or more
Did an equal share of the
work
Did almost as much work
as others
Did less work than
others
EQUAL WORK
Took the initiative in helping
the group get organized
Worked agreeably with
group member(s)
concerning times and
places to meet
Could be coaxed into
meeting with other group
member(s)
Did not meet group
member(s) at agreed
times and places
EQUAL WORK/
COMMUNICATION
Provided many ideas for the
development of the
presentation
Participated in discussions
about the presentation
Listened to others; on
some occasions, made
suggestions
Seemed bored with
conversations about the
presentation
Assisted other group
member(s)
Offered encouragement to
other group member(s)
Seemed preoccupied
with other assignments,
classes, work, etc.
Took little pride in own
tasks related to
presentation
Work was ready on time or
sometimes ahead of time
Work was ready very close
to the agreed time
Work was usually late
but was completed in
time to be graded
Some work never got
completed and other
group member(s)
completed the
assignment
EQUAL WORK
TIME
This rubric was adapted from a Participation Rubric for Unit Development created by Dr. Barbara Frandsen at St. Edward's University,
downloaded from http://www.stedwards.edu/cte/resources/grub.htm on January 6, 2005.