Resources

Resources for things we are working on in class are located on this page.

 

A Christmas Carol

To access Charles Dickens' A Christmas Carol (full text), click on one of the links below.  You should be through Stave 1 by Friday, December 8th, to be on pace with your class.

Para acceder a A Christmas Carol de Charles Dickens (texto completo), haga clic en uno de los enlaces a continuación.   Debería pasar por Stave 1 antes del viernes 8 de diciembre para estar al ritmo de su clase.

Dickens' A Christmas Carol-English

A Christmas Carol-Spanish

 

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Short Story Grading Rubric - Use this rubric as your guide when you're writing your short story involving your original character.  Make sure the elements of your plot are very clear since we have been working hard on understanding them.  See Mrs. Croft with any questions!

 

CATEGORY

Exceptional (5)

Good (4)

Fair (3)

Poor (1-2)

Setting

Many vivid, descriptive words are used to tell when and where the story takes place.

Some vivid, descriptive words are used to tell the audience when and where the story took place.

The reader can figure out when and where the story took place, but the author didn't supply much detail.

The reader has trouble figuring out when and where the story took place.

Characters

The main characters are named and clearly described. Most readers could describe the characters accurately.

The main characters are named and described. Most readers would have some idea of what the characters looked like.

The main characters are named. The reader knows very little about the characters.

It is hard to tell who the main characters are.

Problem/Conflict

It is very easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.

It is not clear what problem the main characters face.

Solution/Resolution

The solution to the character's problem is easy to understand, and is logical. There are no loose ends.

The solution to the character's problem is easy to understand, and is somewhat logical.

The solution to the character's problem is a little hard to understand.

No solution is attempted or it is impossible to understand.

Dialogue

There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking.

There is too much dialogue in this story, but it is always clear which character is speaking.

There is not quite enough dialogue in this story, but it is always clear which character is speaking.

It is not clear which character is speaking or the dialogue is not appropriate to the story line.

Organization

The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. A clear exposition, rising action, climax, falling action & resolution are present.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. Exposition, rising action, climax, falling action & resolution are mostly present.

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

Ideas and scenes seem to be randomly arranged.

Creativity

The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his/her imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his/her imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Mechanics

The story contains no errors in grammar, word usage, or mechanics.

The story contains few minor errors in grammar, usage, or mechanics.

The story contains many and/or serious errors in grammar, usage, or mechanics; may interfere with reading.

The story contains so many errors in grammar, usage, and mechanics that errors block reading.

 

A List of Proofreading "Look-Fors" is below.  Use this any time you need to proofread!

Proofreading “Look-Fors” Guide

In Traits of Writing: The Complete Guide for Middle School (Culham, 2010), the author gives information on specific areas to look at to ensure that our writing is fantastic.  There are seven areas to review when you proofread (“look-fors”).  They are:

  1. Ideas & Content
  2. Word Choice
  3. Organization
  4. Conventions
  5. Voice
  6. Fluency
  7. Presentation

In order to produce a piece of writing you can be proud of, it’s important to look for specific things in all of these areas.  Things to look for include:

  1. Ideas & Content:
    1. Have you gathered and organized your ideas before starting to write?
    2. Have you explored your topic thoroughly and tried to connect the writing to your experiences?
    3. Have you used interesting and important details and included examples when possible?
    4. Have you developed your story so that every part adds to the whole?

 

  1. Word Choice:
    1. Have you listened to how words sound and asked yourself if they make sense to the writing?
    2. Have you used descriptive words that help the reader “see” what is written (Imagery/figurative language, remember?)?
    3. Have you chosen words that sound natural to the piece you are writing and that are not “over your readers’ heads”?

 

  1. Organization:
    1. Have you planned your writing so that ideas are in a logical order?
    2. Have you written so that readers know your direction and purpose?
    3. Have you included an attention-getting introduction and a conclusion that makes the reader think?
    4. Have you included a variety of sequence words (such as later, then, and meanwhile) and transition words (such as however, also, and clearly) placed strategically to guide the reader through the piece?
  1. Conventions:
    1. Did you use correct spelling, capitalization and punctuation?
    2. Did you check for correct grammar and word usage?
    3. Did you choose a good title and use appropriate paragraphs?
    4. Did you follow the editing process correctly?
  1. Voice:
    1. Have you written in a way that shows off your individual personality?
    2. Have you drawn from your thoughts and feelings?
    3. Have you written to your reader, and stayed focused on the audience?
    4. Have you used a style that brings the topic to life?

 

  1. Fluency
    1. Do your ideas begin with a purpose and flow smoothly from one idea to another?
    2. Have you used words that match the mood of the writing piece?
    3. Have you used a variety of word patterns, and have you varied the length and structure of sentences?
    4. Have you read it aloud to see if it makes sense?

 

  1. Presentation
    1. Have you checked to make sure your handwriting is clear and legible?
    2. If working on a computer, have you used a font style and size that is easy to read and a good match for the piece’s purpose?  (Remember that color enhances readability.)
    3. Have you “framed” your text with appropriately sized margins?
    4. Have you used artful spacing between letters, words, and lines to make reading a breeze for your reader?
    5. Have you removed all cross-outs, smudges, or tears on the paper?

If you follow through on proofreading for these areas, your writing will no doubt be a huge success and your grade will be higher than it would otherwise be.  Happy writing!