When critiquing literature,
I've found that I have to go into the project with a set list of
objective points, otherwise I end up getting lost in noting every minute
detail like I do with my own works until I end up editing rather
than giving in-depth feedback. Websites like deviantART give you some
basic groups to rate, such as vision, originality, technique, and
impact, but I feel that the literature category (as opposed to the
visual art forms) needs more specification in how it's broken down for
reviewing. However, I haven't been able to find a layout that covers all
the areas I want and that I feel good about in general, so I ended up
creating one of my own to share with others.
This rubric applies specifically to fiction writing, so it may not
conform as well for use with, say, poetry, as it would with short
stories or chaptered works like novels. It is also intended to be
versatile, so it can be simplified or extended to the user's preferences
or situation, and/or based on how complex/thorough one wants to be with
his critique. A Printable/Downloadable Document Version is also available.
I.
Category/Genre/Audience
a.
What are the
set standards for the genre and category?
i.
Compare the
piece to these standards. Make note of elements that align correctly, and what
elements stand out as being out of place for the genre and category.
b.
Based on the
tone, genre, and general story, what audience and age group is the piece
focused at?
i.
Knowing this,
ask: is the piece appropriate for the audience or has it missed the mark?
II.
Originality/Plot/Characters
a.
Working in
conjunction with the previous area, for the genre, how original is the story
and characters?
i.
Is it
repetitive in comparison to others of its type or does it offer something new
for its genre?
ii.
Are characters
fresh and interesting, or just flat and stereotypical of said category?
III.
Imagery/Vividness/Visual
Impact
a.
Setting (Time
and Place)
i.
Do you get a
sense of the surroundings and era easily or do you have to struggle to pick up
details of the surroundings/to visualize the scene?
b.
Mood
i.
How does the
mood help set up the story, if at all?
1.
Does the
atmosphere help or harm the events happening in the story?
c.
Tone
i.
What is the
author’s attitude in telling the story and how does it affect the reader’s
impression of details in events, scene, and character, if at all?
1.
What stance
does it take (neg., pos., neu.)?
2.
Does it
interfere with the story’s flow?
IV.
Spelling/Grammar/Punctuation
a.
Does the
author have the basics covered (capitalization, punctuation, etc.)?
b.
Coherency: do
the errors in this area, if any, impede the reader’s understanding of the
piece?
c.
Overall
impression: based on the types and amounts of errors (if any), keeping in mind
factors such as age and skill level of the writer, how much effort does the
author appear to have put into the piece.
i.
If very
little, does it reflect in the overall piece? Check factors such as mood and
tone.
V.
Technique/Effectiveness/Overall
Impact
a.
Reader/Character
Connection
i.
Through
point-of-view
1.
From which
point of view is the story narrated? Does it successfully connect the reader
with the narrator/protagonist or would a different perspective work better?
a.
Take note of
any techniques applied (POV switches between sections, chapters, etc.).
ii.
Through word
choice.
1.
Draw on
specific examples from the text that either make or break a moment. If the
latter, identify if it is a spelling/grammatical error or if it is simply the
phrasing that makes it stick out. Offer suggestive corrections and/or ways to
reinforce weaker links.
2.
Take note of
important connections between the reader and the main character or
narrator—both ones that are there and missing ones that need be established.
b.
Setting the
scene (in conjunction with Section III.)
i.
Through mood
1.
Cite examples
of how mood sets up the scene, if any.
ii.
Through tone
1.
Cite examples
of how tone aids in creating an atmosphere, if at all.
iii.
Through Setting—what
is the setting? Is it genre-specific?
VI.
Cultivating
a Response
a.
Form a general
opinion of the writer’s prediction reaction to a critique, based upon his/her
age, skill level, and personal comments that may accompany the piece, or be
left in correspondence.
i.
Do they
genuinely want advice/want to improve their skills and/or piece?
ii.
Are they
asking for help solely because their desire for praise?
iii.
For their age
and amount of time they’ve been in this practice, are their writing skills
below average, average, or above average? Do they need to revisit basic writing
skills?
b.
Balance your
feedback around these elements to form a critique that:
i.
Addresses the
problems.
ii.
Highlights the
successes.
iii.
Uses specific
examples
iv.
Is clear and
concise, not confusing and difficult to understand.
v.
Is helpful,
not hurtful, without solely sugar-coating.
vi.
Is not
overwhelming for a younger, beginning writer; is not demeaning to an older,
experienced writer.
Have your own steps for critique that you'd like to see here? Comment below!
Another helpful resource: A Quick Guide to Beta Reader Etiquette
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