CATEGORY

Excellent

Good

Fair

Poor

Organization

The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.

The story is a little hard to follow. The transitions are sometimes not clear.

Ideas and scenes seem to be randomly arranged.

Focus on Assigned Topic

The entire story is related to the assigned textbook section and allows the 6th grade students to understand the topic in storyform.

Most of the story is related to the assigned textbook section. The story wanders off at one point, but the 6th grade students can still learn something about the topic.

Some of the story is related to the assigned textbook section, but the 6th grade student does not learn much about the topic.

No attempt has been made to relate the story to the assigned textbook section.

Writing Process

Team devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.

Team devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.

Team devotes some time and effort to the writing process but was not very thorough. Does enough to get by.

Team devotes little time and effort to the writing process. Doesn't seem to care.

Point of View - Awareness of Audience

Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, writing and graphics chosen fit the sixth grade, predominantly Hispanic audience.

Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, writing and graphics chosen fit the sixth grade, predominantly Hispanic audience.

Some awareness of audience in the design. Students find it difficult to explain how they felt the vocabulary, writing and graphics chosen fit the sixth grade, predominantly Hispanic audience.

Limited awareness of the needs and interests of the sixth grade, predominantly Hispanic audience.

Images

Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors, as the "Thing" did in Fall 2011 examples.

Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.

An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.

Little or no attempt to use images to create an appropriate atmosphere/tone.

Problem

It is very easy for the audience to understand what problem the main character(s) face and why it is a problem.

It is fairly easy for the audience to understand what problem the main character(s) face and why it is a problem.

It is fairly easy for the audience to understand what problem the main character(s) face and but it is not clear why it is a problem.

It is not clear what problem the main character(s) face.

Solution to Problem in Story

The solution to the problem is easy-to-understand and is logical. There are no loose ends.

The solution to the problem is easy-to-understand and is somewhat logical.

The solution to the problem was a little hard to understand.

No solution was attempted or it was impossible to understand.

Connections/Transitions

Connections between events, ideas, and feelings in the story are creative, clearly expressed and appropriate.

Connections between events, ideas, and feelings in the story are clearly expressed and appropriate.

Connections between events, ideas, and feelings in the story are sometimes hard to figure out. More detail or better transitions are needed.

The story seems very disconnected and it is very difficult to figure out the story.

Emotional Content

Audience is deeply and emotionally engaged.

Audience is emotionally engaged.

Audience lapses in emotional engagement.

Audience has little to no emotional engagement.