Early American Fiction Writing

 

STEP ONE: Creating a Fictional Account.

 

STEP TWO: Writing, Editing, and Proofreading

  • Once you are ready to write your creative fictional account, follow the drafting process.
  • After completing a rough draft, edit your narrative to be sure that you include all aspects of a narrative essay:
    • Setting
    • Characters
    • Descriptive language
    • Dialogue
  • Additionally, edit with an eye for organization and effective use of transitions.
  • When you have finished editing, be sure to proofread for grammatical and spelling errors.
  • Your final product should be two to three pages in length.

 

  • Type your creative fictional account here:

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Evaluation

Your teacher will use this rubric to evaluate the completeness of your work as well as your clarity of thought.

 

Task: Literary Analysis

 

Concepts

Distinguished
 (4 points)

·     The student has completed multiple thoughtful and in-depth outlining, drafting, editing, proofreading, and revision stages to improve the final draft.

·       The student has expertly incorporated the information provided in “How the Spaniards Came to Shung-opovi, How They Built a Mission, and How the Hopi Destroyed the Mission” and created a thorough fictional account of a Hopi involved in the situation.

Proficient
(3 points)

·     The student has completed a few outlining, drafting, editing, proofreading, and revision stages to improve the final draft.

·     The student has thoroughly incorporated the information provided in “How the Spaniards Came to Shung-opovi, How They Built a Mission, and How the Hopi Destroyed the Mission” and created an adequate fictional account of a Hopi involved in the situation.

Developing
(2 points)

·     The student has completed limited outlining, drafting, editing, proofreading, and revision stages. The final product needs additional revision to fix errors in grammar, structure, and/or clarity.

·       . The student has somewhat incorporated the information provided in “How the Spaniards Came to Shung-opovi, How They Built a Mission, and How the Hopi Destroyed the Mission” and created a limited fictional account of a Hopi involved in the situation.

Beginning
(1 point)

·     The student has not completed outlining, drafting, editing, proofreading, and revision stages. The final product needs significant revision to fix errors in grammar, structure, and clarity.

·     The student has barely incorporated the information provided in “How the Spaniards Came to Shung-opovi, How They Built a Mission, and How the Hopi Destroyed the Mission” and created an extremely limited fictional account of a Hopi involved in the situation.

 

 

 

 

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