Rubrics for the Dramatic Writing Portfolio

Rubric for Introduction

Criteria:

Relevance and clarity of the response

Use of appropriate examples

Mechanics / Writing conventions

Relevance and clarity Use of appropriate Mechanics / Writing

of the response examples conventions
6 (93 – 100) The student has The student has used Perfect (or 1 – 2 minor
answered the strong and numerous errors)
questions with strong examples from their
and powerful ideas. own writing and the Paragraphs are of an
The points being texts studied to appropriate length, and
focus on one central
made are important support their ideas,
idea.
and insightful connecting the
reflections on their examples clearly and
work. The student has effectively to their
read, understood and main point.
followed the
instructions.
5 (89 – 92) The student has The student has used Effective punctuation
answered the apt and numerous and grammatically
questions with strong examples from their correct sentences.
ideas. The points own writing and the Occasional run-on
sentences / comma
being made show texts studied to
splices / fragments.
reflections on their support their ideas,
work. The student has connecting the Paragraphs are of an
read, understood and examples clearly to appropriate length, and
followed the their main point. focus on one central
instructions. idea.
4 (83 – 88) The student has The student has used Minor problems with
answered the some examples from coherence, grammar,
questions with ideas their own writing and spelling, punctuation,
that, although related, the texts studied to but does not interfere
with the understanding
are a little broad and support their ideas,
of the paper. Numerous
general. The points connecting the run-on sentences /
being made show examples generally to comma splices /
some reflections on their main point fragments.
their work. The (although it is not very
student has not read, clearly shown). Paragraphs are too
understood and long and deal with
followed the more than one main
instructions. idea.
3 (76 – 82) The student has The student has used Several distracting
answered the some examples from problems with spelling,
grammar, punctuation,
 questions with ideas their own writing and and coherence;
that are not directly the texts studied to numerous run-on
related and/or support their ideas. sentences.
generalizations. The The examples do not
points being made connect properly to There are no separate
show some reflections their ideas. paragraphs (i.e., the
on their work. The whole answer is just
student has not read, one paragraph).
understood and
followed the
instructions.
2 (70 – 75) The student has The student has not Major spelling,
answered the used from their own grammar, punctuation
questions with ideas writing and the texts errors; distracts and
that are not relevant. studied to support interferes with
understanding of paper;
They do not show their ideas. The
numerous run-on
significant reflections examples do not sentences.
on their work. The connect to their main
student has not read, point. There are no separate
understood and paragraphs (i.e., the
followed the whole answer is just
instructions. one paragraph).
1 (69 and below) Not suitable / not Not suitable / not Not suitable / not
submitted submitted submitted

Rubric for Dramatic Writing Pieces (Final Drafts)

Criteria: Use of dialogue / speech, Effective representation of character(s), Intended effect of the scene,
Mechanics

Total / Marks:

Use of dialogue / speech Effective representation Intended effect of Mechanics

and stage directions of character(s) the scene

6  Dialogue and stage The piece uses multiple The piece Perfect (or 1 – 2 minor
directions are clear, techniques expertly to expertly uses formatting errors)
formatted correctly and show us who the techniques we
expertly reveal character is, including studied in order
numerous character monologue(s), actions, to excellently
A traits and create looks, and the effect create the
subtexts or deeper they have on others. intended effect of
meaning in a scene or comedy or
dramatic piece. The character is multi- suspense (or
faceted and well- both).
Dialogue is natural and rounded, with a lot of
matches the character dimension and depth. The piece
description, strongly expertly applies
adding to our Character interactions knowledge from
understanding of who are used to show us the works studied
 the character is through more about each in order to
the character’s speech. character, with each achieve this
character being shown effect to the
with care and highest degree.
appropriate attention.

5  Dialogue and stage The piece uses multiple The piece Effective punctuation
directions are clear, techniques effectively effectively uses and grammatically
formatted correctly and to show us who the techniques we correct sentences.
effectively reveal character is, including studied in order Occasional run-on
numerous character monologue(s), actions, to excellently sentences / comma
A- traits and create looks, and the effect create the splices / fragments.
subtexts or deeper they have on others. intended effect of
meaning in a scene or comedy or
dramatic piece. The character is multi- suspense (or
faceted and well- both).
Dialogue is natural and rounded, with
matches the character dimension and depth. The piece
description, effectively effectively applies
adding to our Character interactions knowledge from
understanding of who are used to show us the works studied
the character is through more about each in order to
the character’s speech. character, with each achieve this
character being shown effect very well.
with care and
appropriate attention.

4  Dialogue and stage The piece uses some The piece uses Minor problems with
directions are clear, techniques well to show techniques that coherence, grammar,
formatted correctly us who the character is, we studied in spelling, punctuation,
(with minor errors) and including a monologue, order to achieve but does not interfere
B to reveal character traits actions, looks, and the the intended with the understanding
B+ and create subtexts or effect they have on effect of comedy of the paper. Numerous
deeper meaning in a others. or suspense (or
run-on sentences /
scene or dramatic piece. both).
comma splices /
The character is fairly
Dialogue is mostly multi-faceted and well- The piece (for the fragments.
natural and matches the rounded, with most part)
character description, dimension and depth. applies
adding to our knowledge from
understanding of who Character interactions the works studied
the character is through are used to show us in order to
the character’s speech. more about each achieve this
character, with most effect.
characters being shown
with care and
appropriate attention.

3  Dialogue and stage The piece uses a few The piece uses a Several distracting
directions are not always techniques to partially few techniques problems with spelling,
clear, formatted show us who the that we studied grammar, punctuation,
C to incorrectly (with major character is, such as a in order to and coherence;
B- errors) and partially monologue, actions, achieve the numerous run-on
reveal character traits looks, and the effect intended effect of sentences.
and create subtexts or they have on others. comedy or
deeper meaning in a suspense (or
 scene or dramatic piece. The character is not both).
multi-faceted and well-
Dialogue is not natural rounded, with The piece
and only partly matches dimension and depth. partially applies
the character knowledge from
description, partially Character interactions the works studied
adding to our are not effectively used in order to
understanding of who to show us more about achieve this
the character is through each character, with effect.
the character’s speech. most characters being
shown carelessly and
without enough
attention.

2  Dialogue and stage The piece uses none of The piece uses Major spelling,
directions are not used the techniques we none of the grammar, punctuation
to reveal character traits learned to show us who techniques that errors; distracts and
D to and create subtexts or the character is, such as we studied in interferes with
C-  deeper meaning in a a monologue, actions, order to achieve understanding of paper;
scene or dramatic piece. looks, and the effect the intended numerous run-on
they have on others. effect of comedy sentences.
Dialogue is not natural or suspense (or
and does not match the The character is not both).
character description, multi-faceted and well-
thereby not adding to rounded, with The piece doesn’t
our understanding of dimension and depth. apply knowledge
who the character is from the works
through the character’s Character interactions studied in order
speech. are not used to show us to achieve this
more about each effect.
character, with most
characters being shown
carelessly and without
enough attention or not
shown sufficiently.

1  Not suitable / not Not suitable / not Not suitable / not Not suitable / not
submitted submitted submitted submitted

D-
and
below