Summative Assessment: A Class Full of Authors

To wrap up our creative writing unit, our class is going to write its own book full of
short stories! Each of the stories that are written for this project will be gathered and turned
into a classroom short story collection. Every member of our class will get their own copy
of our book to take home and share with their families, and a copy will also go in our
school library.

For each of your stories, you can use your short story introduction inspired by the
picture you chose, that you drafted at the beginning of this unit. You can use this to
continue developing the material we learned about in this unit: effective introductions,
organizing plot structures, building dynamic characters, and literary devices. However, if
you really don’t want to continue that story and want to start something fresh, come talk to
me and we will figure something out! I want this assignment to really show off your
imaginations, in the way that works best for you. Remember, this is supposed to be a
work of fiction, so you shouldn’t just retell a story that has actually happened to you or
someone you know in real life.

Remember to hand in your planning sheet(s)/organizer alongside your final story! To

be sure you aren’t missing any information, double check with the checklist before turning
your assignment in:

Checklist:
Planning sheet & Organization
○ Who are my characters?
○ What is the setting of my story?
○ What is the plot?
○ How is the central conflict going to be resolved?
○ Does my story have a clear beginning, middle and end?
Dialogue between characters
○ Remember, what you say is more important than how much you say!
Have I included literary devices?
○ Literary devices include fun stuff like: Similes, metaphors, personification, alliteration,
hyperbole, imagery, foreshadowing, flashbacks, etc.
Attention to writing mechanics
○ This is all of the nit-picky details: grammar, spelling, punctuation, adding
paragraphs.
Use the rubric for reference and reflection: what would you grade yourself?
 A Class Full of Authors: Short Story Rubric

Areas of Excellent Accomplished Developing Beginning

Assessment

Content: • Significant, • Most details are • More details and • Details and
descriptive details relevant in revealing examples are examples are
What information reveal the setting and the setting and needed. irrelevant or are
is being included? characters. characters. missing.
• The writer uses • The writer often • The writer • The writer has
Is there a dialogue powerfully to uses dialogue to occasionally uses limited, or does not
development of create strong develop characters. dialogue. use dialogue.
personal style? characters.
• The author’s voice is • The author’s voice is • The author’s voice is • The author’s voice
highly individual and individual and clear. not always clear or fits lacks individuality.
Is dialogue used to
emphasizes storytelling. the text.
build characters? • The point of view is • The point of view is • The point of view has • The point of view is
consistent throughout. generally consistent. some inconsistencies. inconsistent.
Are literary devices • Literary devices are • Literary devices are • Use of literary devices • Use of literary devices
(explained in used to create exciting capable of describing are present in the text. is limited and/or
checklist) explored pictures of text themes text themes and events. confuses the text.
in writing? and events.

Organization: • The introduction • The introduction • The introduction • The introduction

paints an exciting clearly presents the vaguely presents the does not set up what
picture of the characters, setting, characters, setting, the story is about.
Does the
characters, setting, and plot. and plot.
introduction
and plot.
establish the
• The sequence of • The sequence of • The sequence of • The sequence of
story?
events is clear and events is mostly clear. events is sometimes events is challenging
engaging. confusing. to follow.
Is there a clear
• The story has a • The story has a • The story has • The story does not
sequence of
clear beginning, beginning, middle, elements of a have beginning,
events?
middle, and ending. and end, but is beginning, middle, middle, or ending
sometimes confusing. and end, but is hard structures
Does the story
to follow.
follow a clear
• Evidence of planning • Evidence of planning is • Evidence of planning • No evidence of the
structure? is clear and thoughtful is insufficient or unclear planning process
proficient.

Is there evidence
of planning?

Writing • Little to no spelling, • Occasional spelling, • Frequent spelling, • Writing is blocked by

capitalization, and capitalization, and capitalization, and spelling, capitalization,
Mechanics: punctuation errors punctuation errors. punctuation errors. and punctuation errors.
• Grammar is excellent. • Grammar is generally • Grammar errors are • Grammar errors are
Are there errors in correct distracting. frequent and distort
spelling, meaning.
• Paragraphing is • Paragraphing is • Paragraphing is • Paragraphing is
punctuation, or
present and aids the present, but occasionally irregular or too missing.
grammar? function of the text. interrupts flow. frequent.
• Sentences are • Sentences are • Some sentences do • Writing is interrupted
Do the sentences deliberately chosen and thoughtful and show not function well or lack by sentence
and paragraphs show a variety of some variety. variety. construction.
chosen enhance structures.
the story?
Additional
Comments