Checklist/Rubric for Creative Nonfiction

Checklist for Creative Nonfiction (Personal Essay)

Main Goals of Assignment:

Essay discusses a specific event or experience in writer’s life and reflects on the impact the event had on him/her, what he/she learned

Discourse (overall structure of essay)

            Unity (all ideas related to topic)

            Coherence/order (essay is developed in a logical sequential way)

            Structure clues guide the reader

Author’s original insight is clearly articulated within the work

Specific examples, language, dialogue used to paint a picture of the experience for the reader

Essay is approximately 750 – 1000 words

Other Considerations:

Name, date, class aligned left.  Creative title of your paper in center.

Plot/topic is developed logically over the course of the work

            Beginning draws reader in to the piece, captures readers interest

There is a clear beginning, middle, and end to the piece

Reader’s questions are answered when appropriate throughout the piece so that no surface questions remain after reading

Insightful reflection on what learned from the experience seamlessly integrated into essay

Conclusion ties up loose ends

Specific details are used to develop an image of the experience in the reader’s mind

            Employs dialogue when appropriate to show rather than tell what happened

            Describes specifically what happened rather than focusing on generalizations

            Uses literary devices such as irony, metaphor, and imagery

            Author’s voice is developed through honest, passionate treatment of the topic

Stylistics

            Weak verbs (come, get, give, have, be, etc.), contractions, or passive voice

            Incorrect or infelicitous word choice

Sentence Errors

            Spelling, sentence fragments, run-on sentences

            Punctuation: commas, possessives, etc.

            Inconsistent verb tenses

All brainstorming, drafts, and workshop sheets attached.  Suggestions on draft incorporated, or reasons for not doing so noted on draft.

As professional a job on the final copy as I can manage.

 Signed __________________________

Creative Nonfiction Rubric             

Criteria	Content	Organization	Style and Fluency	Conventions
	How do I express the meaning of my experience?	How well do I organize and present my thoughts?	How do I express myself in an original and clear manner?	Have I edited and polished my paper?
Advanced	Thoughts are clearly expressed and create a vivid impression of an important experience. Significant detail, including relevant dialogue, enhances the meaning of the experience. The writer’s reflection reveals a new understanding of him or herself or world.	The organization of the essay guides reader purposefully. Details seem to fit right where they are placed. An inviting introduction establishes the importance of time and place. A satisfying conclusion ties up loose ends. The entire piece has a strong sense of direction and balance.	Precise, vivid, and natural language contributes to the originality and clarity of the paper. The message is clear and easy to interpret. Colorful and/or figurative language breathes life into the writing. The writer’s connection to the piece is evident. The paper is open, honest, and thought provoking.	Errors (in spelling, punctuation, quotation marks, capitalization, sentence structure, etc.) are few and minor, and don’t interfere with the meaning of the paper. The paper is clean, edited and polished. The narrative is of sufficient length and complexity to demonstrate appropriate control of conventions.
Proficient	Thoughts about an important experience are clearly expressed. Detail and dialogue are used to convey the meaning of the experience. The writer’s reflection reveals a new understanding.	The organization guides reader through the essay. A clear introduction establishes time and place. A clear conclusion satisfies the reader. Overall, details fit and the piece is held together with workable transitions.	The writer uses precise language that conveys the message clearly. Use of colorful and/or figurative language adds flavor to the piece. Moments here and there amuse, surprise or move the reader. The writer cares about the piece.	Errors (in spelling, punctuation, quotation marks, capitalization, sentence structure, etc.) are few enough not to interfere with the overall meaning of the paper. The paper is of sufficient length to demonstrate proficiency.
Partially Proficient	Thoughts about an experience are still being developed. Further attention to details, dialogue or description would breathe life into the writing. General observations outweigh specifics.	The organization guides the reader through the essay without too much confusion. The introduction and conclusion are recognizable and functional. Placement of details seems workable though not always deft.	The writer occasionally uses precise language, but often relies on “ordinary” words rather than figurative or colorful language. Language is adequate but not striking. The writer seems distanced from the topic.	Errors (in spelling, punctuation, quotation marks, capitalization, sentence structure, etc.) occasionally distract from the meaning of the paper. The writing reads more like a rough draft than a final copy. Some revision is needed.
Unsatisfactory	Thoughts are unclear or loosely focused. Information is limited, unclear or a random collection of details that don’t add up to a coherent whole. It is hard to identify the meaning of the experience. Reflection is limited or missing.	The writer strings ideas, details or events together with no identifiable structure. No real lead sets up what follows. No real conclusion wraps up narrative. Missing or unclear transitions force the reader to make inferences.	The writer struggles with a limited vocabulary. Vague words and phrases distract the reader and prevent a connection with the writer. Though it may communicate on a functional level, the writing does not involve or move the reader.	Frequent and/or serious errors (in spelling, grammar, etc.) distract the reader’s focus from the message. The reader may need to read once to decode, then again to interpret the text. Extensive editing would be required to prepare the text for publication.

Adapted from a rubric created by the Palmer High School English Department