Skolbanken – inspiration och utveckling från hela landet

The Short Story

Skapad 2019-03-20 12:23 i Rödabergsskolan Stockholm Grundskolor
Grundskola 7 – 9
Minimum goals not yet attained
Minimum goals attained
Minimum goals surpassed
Higher goals attained and full expectations met
Storyline, information, description.
The story is unclear e.g. because pieces of information are lacking or given too late, and/or characters and places are not described enough.
Storyline mostly clear. No major points of information missing. Setting and characterisation present on a basic level.
Storyline clear and easy to follow. Necessary information revealed appropriately. Setting and characterisation intertwined.
Clear storyline that may also have multiple layers. Just the right amount and timing of information enhances interest - the reader still has to infer a little. Multi-level descriptions of setting and character.
Composition, structure.
Structure is unclear or unsuccessful, e.g. because shifts in time are not signalled, paragraphing needs significant improvement, or beginning-middle-end feel too abrupt or unbalanced.
The text has identifiable exposition, rise, climax and resolution.
Circular composition used. Paragraphing is functional. Clear set-up, build-up, climax, resolution.
Circular composition used. Sectioning aids legibility. Clear set-up, build-up, climax, resolution. Variations from the standard plot diagram have been justified.
Use of literary devices (that we have studied)
Not enough devices attempted or used correctly.
Mostly correct use of dialogue, sensory words, metaphor, simile, foreshadowing.
Use of all studied literary devices in a mostly efficient manner.
Efficient and appropriate use of literary devices throughout the text.
Correctness, fluency, level, variation, richness.
Too many disturbing errors of grammar (e.g. subject/verb agreement or verb tense consistency) or vocabulary (e.g. Swenglish, false friends, formality problems, wrong word).
Mostly correct grammar and vocabulary. Attempts at variation, such as avoiding repetition and using sentences of different lengths.
Fluent, rich and varied. Some evidence of native English language expression, such as idioms and other word or style choices that are commonly used by native speakers.
Uses, with accuracy, efficiency and fluency, a varied and appropriately advanced vocabulary and sentence structure, style-shifting to character and situation.
Giving and receiving language feedback. Using correction tools. Evaluating and making use of feedback.
No changes made or justifications given. Insufficient feedback participation and/or evaluation (process tasks).
Your work process shows some evidence of at least two of the following: considering suggestions, using correction tools, reading/listening and adjusting text. Your editing of peers includes comments for improvement, and identification and/or questioning of some key elements and devices.
Your work process shows evidence of considered post-feedback work, including assessing the validity of feedback comments. Your editing of peers shows evidence of identifying the key elements and devices, and some suggestions for improvement.
In addition to having shown a methodical and efficient approach to feedback work, you have shown initiative and engaged in editing discussion, considering responses and asking questions and/or making comments that push the process forward.
Clarity, variation, drama, adaptation to purpose and audience.
Monotonous and contains too many pronunciation mistakes, making it hard to follow.
Clear, mainly correct pronunciation, attempts to avoid monotony.
Clear and correct. Some added drama. Dialogue parts enhanced.
Dramatic, varied, adapted to purpose and audience.
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