CREATIVE WRITING FESTIVAL JUDGE S PACKET Student...Thank you for accepting this judging assignment for the ACSI Mid-America Region Creative Writing Festival. If you have questions,

Thank you for accepting this judging assignment for the ACSI Mid-America Region Creative Writing Festival. If you have questions, please contact the chairperson for this event.

1. Make sure you have _______ entries to judge. Each entry should have its own Student Participation/Judges Evaluation form.

2. Study all information contained in this packet and study the Student Participation/Judges Evaluation form. This festival is not a competition; students are rated against the evaluation form criteria and not against each other.

3. Carefully read then evaluate each entry, keeping in mind the student’s grade level. Check to see if the total points you gave reflects the level of quality that you intended to give. If not, make needed adjustments to your scoring. After you have judged all entries, glance over each entry and your evaluation of each one last time. Make sure you scored fairly. It’s normal to judge the first entries a bit tougher than the last entries, or vice versa. If you did this, adjust the score.

4. Please fill out your name and contact information below so we know how to communicate with you during the festival and send your honorarium in appreciation for your help after the festival.

5. Return the entries with completed Student Participation/Judges Evaluation forms and this sheet to the chairperson.

6. If you need to ship the packet of entries back to the chairperson, please ship using UPS if at all possible, which makes the packet traceable if lost.

7. To be reimbursed for the cost of shipping, email a copy of this form with your scanned receipt to your chairperson. A receipt is REQUIRED for reimbursement.

Judge’s Name______________________________________________ Phone Number _______________________

Address___________________________________________________________________

City ______________________________________ State_________ Zip _______________

Shipping Expense $______________

CREATIVE WRITING FESTIVAL JUDGE’S PACKET

Creative Writing Coordinator 2017/18 3

© 2017, Association of Christian Schools International

Important Information

THANK YOU for your willingness to serve as event coordinator! Your labor of love in Christ’s name is truly appreciated. The ACSI regional office is here to help you in every way possible. Please don’t hesitate to call for assistance. ACSI Student Activities enhance learning beyond the classroom by equipping Christian schools and educators while challenging students toward God-honoring applications of their leadership skills, fine arts talents, and academic abilities.

ChangesAll of the changes for this event are indicated in RED font.

Pg. 9: Essay Criteria Rubric

Subpoint #7—Arguments was changed to Technique and its criteria.

Pg.15: Student Participation/Judge's Evaluation Form

Under Essay section, Arguments was changed to Technique

Submission of FeesThe Student Activities School Registration Form will be available online for member schools. This form and payment must be submitted by the deadline determined by each regional office. (Late fees may apply.) Acceptable forms of payment include credit card or checks payable to ACSI.

Staff & Volunteer AffirmationIn an effort to protect students participating in an ACSI sponsored student activities event, school administration must affirm that "All staff and volunteers the school is providing meet the school’s internal policies and standards as well as state requirements for working with children in a K–12 private school setting."

© 2017 by ACSI. All rights reserved.No portion of this handbook may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means—mechanical, photocopying, recording, or otherwise—without the permission of ACSI.

For the purpose of preparing students for their event, ACSI grants permission to ACSI member schools who are registered through an ACSI regional office to participate in this event to reproduce the materials contained in this document, as necessary, to prepare for the aforementioned event. These pages are marked with "Permission granted to reproduce," and are limited to one copy per student or volunteer.

THESE FILES MAY NOT BE POSTED TO ANY SCHOOL WEBSITE. Member schools should contact their regional office for instructions regarding supplying study materials to parents or students.



Christian Philosophy of WritingOur God is a communicating God. He has communicated with humankind throughout history, with individuals in relation to His will for them and with messengers who were to convey His message to others. God speaks to humankind through His creation, by the actions He performs, in written form (the Bible), and through His Son, Jesus Christ.The Bible has a surprising amount to say about writing and its value. In addition, the Word itself demonstrates a variety of techniques, subjects, and styles of writing, all of which can serve as legitimate patterns for us.God recognizes writing as a powerful tool to influence people because He wrote (Exodus 32:16), He instructed others to write (Deuteronomy 17:18–20), and He has kept records (Revelation 20:12). He has used writers throughout history to accomplish His purposes and to communicate His love and principles. Many were writers of the books of the Bible, church fathers who gave detailed accounts of the early church, and Reformation writers who spread the message of the Bible as the authority for Christian life and church practice. Writing is also an opportunity for humans to use their imaginations to reflect the creativity of God.God uses many kinds of writing for His purposes. He gave us historical writings, lists, genealogies, land distribution records, poetry, proverbs, letters, and sermons. The Bible deals not only with our vertical relationship but also with all areas of life—physical, mental, moral, emotional, social, spiritual, family, and so on. Writing that follows God’s plan makes use of numerous techniques (such as similes, metaphors, contrasts, quotations, allusions, rhetorical questions, parables).There are times when writing is better than speaking. To be effective, writing demands careful research, documentation, and wise expression (Ecclesiastes 12:9–12). In its presentation, writing should be clear and legible (Deuteronomy 27:8). Writing is closely tied to not only the language arts program but the entire curriculum.The use of written materials in teaching make it possible for learners to review what has been presented in other ways and to study it more deeply. Helping our students to think critically and constructively from a Bible-based, Christian worldview should be one of our major concerns. It is also imperative to acknowledge the value of human imagination and the power of shared stories. Ultimately writing is a form of communication. Students and teachers must be engaged in both the study of writing and the study of the Bible in order for this kind of integration to take place. The Christian teacher must continually search for ways to involve students in learning writing from a biblical world and life view. It is our prayer that the instruction preceding the Creative Writing Festival, as well as the Creative Writing Festival itself, will enhance the writing skills of each student.



JudgingThe festival is not a competition; students are rated against the evaluation form criteria, not against each other. At the district level, three judges will evaluate each entry. It is suggested that each school have a festival of its own and send the best works to the district festival. Each paper that receives a superior rating at the district level will be forwarded to the regional office for participation at the regional level. However, some regions do not have festivals at the regional level. 1. The judges will deduct points for grammar, punctuation, and spelling errors (zero to five points). Papers with

excessive errors will be rejected. 2. Works that are under the minimum word requirement or over the maximum word requirement will not be accepted.

Such works will be rejected and returned to the school and will not be judged. See the category requirements. 3. Each judge will assign scores for the overall impact of the work. The overall impact score will be based on the

following considerations: a. The work touches or stirs the reader’s emotions such as anger, sorrow, and joy. b. The work captures the reader’s attention, making him or her want to read it. c. The work stimulates the reader’s thinking by sparking imagination, provoking thought, or recognizing truth.

Regional FestivalAt the regional festival, works will be evaluated using the same procedures and criteria used in the district level event. Selected superior works will be published in a booklet that will be mailed to each participating school. Additional copies may be available for purchase from the ACSI regional office.



Short Story CriteriaStudents are registered by categories and levels. It is easy to make the distinction between categories since they are so different (Short Story, Essay, Rhymed Poetry, and Free Verse Poetry). However, it is more difficult to make distinctions between the levels (Grades 4–5, Grades 6–8, and Grades 9–12). The quality of work for a fourth grader should be different from that of a twelfth grader. A brief description is provided to help students, teachers, and judges understand the different expectations for each level.

Level 1 (Grades 4–5) Level 2 (Grades 6–8) Level 3 (Grades 9–12)

Word Count 300–800 words 600–1600 words 900–2400 words

OrginalityDoes the story go beyond being predictable and trite at any point?

Is the story creative in its introduction of characters and themes? Does the story go beyond being predictable and trite in general?

Is it true to life and to the experience of the writer, or has there been enough research for it to be true to life?

Development Does the story “go anywhere” with the conflict?

Does the conflict become inten-sified by complications before being resolved?

Does the conflict become intensified by complications before being resolved? Does the story flow together in such a way that the reader can follow the development? Can the theme be seen, and is it developed in such a way that the reader knows that there is one but that it’s not obtrusive?

Logical, believable plot

Although there may be many elements of fantasy or unlikely coincidence, does the essence of the action seem plausible?

Although there may be many elements of fantasy or unlikely coincidence, does the essence of the action and characters’ motivations seem plausible? Are primary concepts communicated through the characters’ thoughts, speech and actions rather than through exposition?

The same as for Grades 6–8. Stories should communicate their main ideas by showing rather than telling.

Character Development

Does any character stand out as an individual in any way?

For any character, do clearly developed character traits affect the person’s actions and conversation? Are the characters dynamic? Does each character stand out as an individual? Strive to use round characters instead of flat characters.

The same as for Grades 6–8. Plus: Are the subcharacters developed in such a way that they have individuality as well as support the main characters?

Conflict Resolution

Is there a central conflict? Identify type of conflict, i.e., internal vs. external conflict. Does the ending of the story bring some kind of closure to the conflict?

Is there a central conflict? Does the ending of the story bring satisfying closure to the conflict?

Is there a central conflict? Is there a clear purpose to the end of the story?

SettingIs the setting clearly established? Does the setting fit the story?

Does the setting add something to the story? Is the setting consistent in regards to general place and time?

Has the setting been clearly created so that the reader has a vivid mental picture? Is it realistic according to the characters and the time?

Dialogue Is there inclusion of dialogue? Is the dialogue realistic? Is the dialogue realistic? Plus: Is the dialogue engaging?



Essay CriteriaStudents are registered by categories and levels. It is easy to make the distinction between categories since they are so different (Short Story, Essay, Rhymed Poetry, and Free Verse Poetry). However, it is more difficult to make distinctions between the levels (Grades 4–5, Grades 6–8, and Grades 9–12). The quality of work for a fourth grader should be different from that of a twelfth grader. A brief description is provided to help students, teachers, and judges understand the different expectations for each level.

Level 1 (Grades 4–5) Level 2 (Grades 6–8) Level 3 (Grades 9–12)

Word Count 300-800 words 600-1600 words 900-2400 words

Concepts Is there one main idea that controls the essay?

Is there one main idea that each paragraph addresses and develops?

Is the main idea developed, and does it flow from paragraph to paragraph? Do each of the paragraphs pick up the main idea and use supportive statements to keep the idea going? Is it built in an organized fashion?

Creative At any point, is something fresh expressed about an idea?

Is the main idea fresh and significant?

Is the writer doing his or her own thinking? Has he or she digested it and rethought it? Is the writer giving the reader something new?

Introduction Does the essay have a clear beginning point?

Does the essay have a clear beginning point that lets the reader know the purpose and topic of the essay?

The same as Grades 6–8. Plus: Is the thesis of the essay communicated effectively and in a concise manner?

Purpose Is the writer’s purpose detectable?

Is the writer’s purpose clear and accomplished?

The Same as for Grades 6–8. Plus: Did the writer make his or her point? Does the reader begin to think in a new light because of information in the essay?

Organization Is there a detectable flow of thought?

Is there a detectable and effective flow of thought?

Is there a logical progression of ideas to support the main theme? Is each paragraph important, or is it just filling? Is the excess cut out? Are there smooth transitions from one paragraph to the next?

Conclusion Does the conclusion bring the idea to a close?

Does the conclusion enhance the essay?

Does it restate the purpose/theme? Is it similar to the introduction but rewritten with a catchy ending? Does it demand interaction with the theme? Will it encourage the reader to incorporate the writer’s intent into the reader’s world? Is there an application of the theme?

Technique

Does the essay conform to the expectations of a single essay genre: expository, descriptive, narrative, or persuasive? Does the essay use techniques appropriate to its genre?

Same as grades 4-5. Plus: Does the essay effectively use techniques appropriate to its genre?

The same as Grades 6–8. Plus: Does the essay use techniques appropriate to its genre in an effective and polished manner?



Poetry—Rhymed Verse and Free Verse CriteriaStudents are registered by categories and levels. It is easy to make the distinction between categories since they are so different (Short Story, Essay, Rhymed Poetry, and Free Verse Poetry). However, it is more difficult to make distinctions between the levels (Grades 4–5, Grades 6–8, and Grades 9–12). The quality of work for a fourth grader should be different from that of a twelfth grader. A brief description is provided to help students, teachers, and judges understand the different expectations for each level.

Level 1 (Grades 4-5) Level 2 (Grades 6-8) Level 3 (Grades 9-12)

Word Count 25-150 words 25-300 words 25-600 words

RhymeThe poem should achieve most of the rhymes with words that fit the meaning of the sentences?

Does the poem achieve consistent rhyme without forcing or sacrificing meaning?

If rhyme is used, is it an intentionally effective pattern? If it’s free verse, is it effective? Does it create an internal sense in the reader that this is poetry?

Meter Do the lines move relatively smoothly?

Do the lines flow smoothly without inappropriate awkwardness?

Is it consistently used? If free verse, is the pattern broken intentionally and not sloppily?

Literary Devices

The poem should create a word picture through vivid description, simile, metaphor, or other device?

Are simile, metaphor, or other devices used to communicate the meaning effectively?

Do they add to the quality of the poem, or are they just tricks to fill in space?

Creativity Does the poem go beyond the ordinary at any point?

Although it may be generally adolescent in topic and treatment, does the poem treat its topic in a fresh way?

Is it something coming out of the writer’s heart—something he or she is thinking about or feeling?

ThemeThe entire poem should have a theme, though the theme may be simple.

Is there an underlying idea that becomes evident but is not expressly stated?

Does the poem consistently point to the theme, or are there too many scattered images?

Poetic FeelDoes the poem do anything that could not be achieved just as well in prose?

Is there a depth to the poem that makes the reader realize that it means more than it says?

Does it reach the heart of the reader? Does it evoke a response in the reader?

Form

Is the poem intentionally arranged on the page? In rhymed verse, do line and stanza breaks help the reader follow the rhyme scheme? In free verse, do line and stanza breaks seem to serve a purpose, or are they seemingly random? Are major clauses correctly punctuated? Are words capitalized correctly?

Same as Level 1, but includes: Do stanza and line breaks help emphasize a concept or word? Are phrases and clauses correctly punctuated or is there a clear reason for using improper punctuation?

Same as Level 2, but expect greater sophistication and creativity in using form to mirror the poem's concepts, emotions, and theme.


© 2017, Association of Christian Schools International | Permission granted to reproduce

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© 2017, Association of Christian Schools International | Permission granted to reproduce

Judges’ Instructions 1. Review the information for categories. 2. Review the criteria for the category that you will be judging. 3. Review the Judge’s Evaluation Form. The festival is not a competition; students are rated against the evaluation

form criteria, not against each other. 4. Attend the judges training meeting if scheduled (optional). a. The chairperson will read a practice selection to you. b. Mark the Judge’s Evaluation Form. c. Discuss as a group the markings on the Judge’s Evaluation Form. d. The chairperson will read another practice selection to you. e. Mark the Judge’s Evaluation Form. f. Discuss the marking on the Judge’s Evaluation Form with the judges who will be judging the same set of papers

as you. g. There should not be a wide spread between the scores. One judge may need to make an adjustment. h. You may want to exchange phone numbers with the other judges in case you have questions concerning one of

the selections and wish to confer. 5. Works will be given to you to judge. 6. Read and evaluate each selection, keeping in mind the student’s grade level. 7. What to do if a title, topic, or content is of questionable nature:

Works are not required to have a spiritual nature or application. However, because we want to encourage wholesome writing, topics must stay within the bounds of moral and acceptable subject matter. Vulgar themes, sexual innuendos, and bathroom humor are not acceptable. Topics such as the occult (witchcraft, etc.) may be used if dealt with in a positive manner and from a biblical perspective. If you question the title, topic, or content of any work, please call the chairperson for a second opinion. You will be given instructions on how to proceed if it is deemed ineligible.

8. Reject works that are under the minimum or over the maximum word requirement. The title of the work should not be counted in the word count. Rejected work will be returned to the school and will not be judged. See the category requirements for minimum and maximum word requirements. Contact your chairperson if you have any questions.

9. Mark the Judge’s Evaluation Form. a. Appearance b. Readability c. Category (Short Story, Essay, Rhymed Poetry, or Free-Verse Poetry) 10. Place the numerical values in the total column.11. You will assign scores for the overall impact of the work. The overall impact score will be based on the following

considerations: a. The work touches or stirs the reader’s emotions such as anger, sorrow, and joy. b. The work captures the reader’s attention, making him or her want to read it. c. The work stimulates the reader’s thinking by sparking imagination, provoking thought, or recognizing truth. 12. Subtotal the score. 13. Check to see if this score reflects the level of quality that you intend. If not, make needed adjustments to your scoring. 14. You may make deductions for grammar, punctuation, and spelling errors (zero to five points). You may reject papers

with excessive errors. Contact your chairperson. 15. Total the score. 16. Please provide quality feedback in the comment box on the Judge’s Evaluation Form. Through your constructive,

positive feedback, we hope that students will be inspired to write and sharpen their literacy skills. 17. Print judge's full name at the bottom of the comment box. 18. Return the selections to the chairperson when completed.

Thank you for your hard work and commitment to helping young writers!

Documents

CREATIVE WRITING FESTIVAL JUDGE S PACKET Student...Thank you for accepting this judging assignment for the ACSI Mid-America Region Creative Writing Festival. If you have questions,