The ‘Problem’ of Creative Writing: Using Grading Rubrics Based On Narrative Theory as Solution

Abstract The question of grading creative work is one that troubles creative writing professors and their students, as well as other English Literature faculty who may have to evaluate student creative work (e.g., in senior theses). Professors and students often confuse the merit of the authors’ intentions with that of the finished product. If we continue to believe that creative writers work automatically – that fiction is a byproduct of subconscious inspiration – then we cannot adequately assess the quality of creative writing. The myth of automatic writing must be broken: there must be a paradigm shift in how we view the creative process. Narrative theory is key in teaching and grading creative writing; it can be used effectively to establish grading rubrics that clarify the evaluation process. In particular, this article focuses on grading short stories at the undergraduate level by using rubrics designed in conjunction with various theoretical texts, including Seymour Chatman's Reading Narrative Fiction (1993, Prentice Hall: New Jersey). Breaking down narrative elements such as plot, discourse-time, character, setting, narration, and filter delineates the tools authors use to effectively write fiction. The rubric, then, serves two purposes; it helps creative writing students plan their stories and professors evaluate student work.