A Rubric for
Style
Objective: Analyze the Style of either O’Conner, Hawthorne, or Gilman by creating a Style Rubric.
Task: After reading the three stories, select one author whose style you would like to analyze. Consider the categories of style. How might
someone looking to duplicate an author’s style. Describe the Author’s
Once you’ve decided on your four category requirements, you’ll begin composing your “Rubric.”
1. Review the PSSA rubric attached; use it as a model for your rubric.
2. Create at least 5 categories, and under each compose descriptions. Remember, this a rubric based on an analysis of style; you will use
it for a writing assignment
Checklist Requirements:
_______ at least five categories represented ( should be reasonable)
________ descriptions should explain categories.
________ spelling, grammar, etc.
Additional points for illustrating your rubric in some way.
PSSA PERSUASIVE PROMPT SCORING RUBRIC
STUDENT______________________________________SCORE_____
Characterization
+
-
Figurative Language
ORGANIZATION
Themes/ Motifs
Diction/ Syntax
Direct Characterization:
Author uses a 1st person
voice to make direct
observations; relies on
descriptive details, such
as “silken tie” to
describe characters
visually. Some dialogue,
though other dialogue is
summarized. The
speaker is sometimes
characterized indirectly
through Irony.
Figurative Language:
Heavy use of Simile,
Metaphor and
Alliteration, such as
“nodded, nearly,
napping.” The Author
uses classical allusions
to Greek mythology.
Imagery is generally
dark, foreboding.
Generally linear,
chronological; however,
sometimes we have a
retrospective narrator
who looks backs on
events. Narrator can
often be “unreliable” due
to insanity.
Death, regret, and
insanity often recur in
these works, which also
emphasize the power of
subjectivity and emotion
in characterizing events.
Revenge, too, is a
common theme. Works
are dominated by a
prevailing sense of
doom.
Longer, compound,
complex sentences
dominate works.
Sometimes, sentence
fragements give a
“stream of
consciousness” feel to
the narration – but not
always. Diction is
advanced with some
antiquated vocabularly,
such as “surcease”
contributing to the grim
mood of the pieces.
Indirect characterization:
dominated mostly by
dialogue, third person
narration, with an
emphasis on direct
action.
Sparse use of figurative
language; short
sentences create bold
imagery.
Non-linear story telling;
narrative may be
fragmented or told from
multiple points of view.
Optimistic narrative
generally provide a
sense of hope;
consummation of love,
etc.
Short, clipped sentences
give piece a
contemporary feel; little
repetition.
NON-SCORABLE

Is illegible, i.e., includes so many indecipherable words that no sense can be made of the response

Is incoherent, i.e., words are legible but syntax is so garbled that response makes no sense

Is insufficient, i.e., does not include enough to assess domains adequately

Is a blank paper
September 2006
In effect for 11th grade writing assessment for February 2006
OFF-PROMPT

Is readable but did not respond to prompt
_________________________SCORING RUBRIC
STUDENT______________________________________SCORE_____
+
-
NON-SCORABLE

Is illegible, i.e., includes so many indecipherable words that no sense can be made of the response

Is incoherent, i.e., words are legible but syntax is so garbled that response makes no sense

Is insufficient, i.e., does not include enough to assess domains adequately

Is a blank paper
September 2006
In effect for 11th grade writing assessment for February 20
OFF-PROMPT

Is readable but did not respond to prompt