RUBRIC FOR ASSESSING PERSONAL NARRATIVE WRITING ...
RUBRIC FOR ASSESSING PERSONAL NARRATIVE WRITING ...
RUBRIC FOR ASSESSING PERSONAL NARRATIVE WRITING ...
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Rubric for Assessing Personal Narrative Writing<br />
Name:<br />
Date:<br />
CATEGORY<br />
Knowledge<br />
of text<br />
structure<br />
Ideas<br />
Details<br />
Lead<br />
(How does the<br />
story start)<br />
Transitions<br />
PURPOSE: WRITE A STORY THAT GRABS A READER’S ATTENTION.<br />
4<br />
Above Grade<br />
Level<br />
Uses an<br />
appropriate<br />
plan for<br />
organizing<br />
writing beyond<br />
grade level<br />
peers<br />
Ideas presented<br />
are clear,<br />
exciting, make<br />
sense, include<br />
detail and<br />
cause the<br />
reader to learn<br />
something new.<br />
Details are<br />
“juicy” and<br />
cause the<br />
reader to have<br />
a clear picture<br />
in his/her head<br />
of what is<br />
happening in<br />
the story.<br />
Lead grabs the<br />
reader’s<br />
attention and<br />
sets up the<br />
story.<br />
Uses transition<br />
words to create<br />
a smooth flow<br />
of events.<br />
3<br />
At Grade<br />
Level<br />
Uses an<br />
appropriate<br />
plan for<br />
organizing<br />
writing<br />
Ideas presented<br />
are mostly<br />
clear, exciting,<br />
make sense,<br />
include some<br />
detail, and<br />
cause the<br />
reader to learn<br />
something new.<br />
Some details<br />
are “juicy” and<br />
cause the<br />
reader to have<br />
a picture in<br />
his/her head of<br />
what is<br />
happening in<br />
the story.<br />
Lead grabs the<br />
reader’s<br />
attention.<br />
Uses transition<br />
words to create<br />
a flow of<br />
events.<br />
2<br />
Approaching<br />
Grade Level<br />
Uses an<br />
incomplete plan<br />
for organizing<br />
writing<br />
Ideas are<br />
somewhat<br />
confusing with<br />
little detail.<br />
The writing<br />
may or may not<br />
have caused the<br />
reader to learn<br />
something new.<br />
Few details<br />
that cause the<br />
reader to get an<br />
unclear picture<br />
of what is<br />
happening in<br />
the story.<br />
Lead is<br />
somewhat clear<br />
and does not<br />
grab the<br />
reader’s<br />
attention.<br />
Few transition<br />
words are used.<br />
Events in the<br />
story seem<br />
unconnected.<br />
1<br />
Below Grade<br />
Level<br />
Exhibits no<br />
evidence of<br />
planning<br />
Ideas are<br />
incomplete and<br />
confusing. The<br />
writing does<br />
not lead the<br />
reader to learn<br />
something new.<br />
Writing lacks<br />
detail and<br />
leaves the<br />
reader guessing<br />
as to what<br />
exactly the<br />
story is about.<br />
The lead does<br />
not relate to<br />
the writing.<br />
Writing does<br />
not include<br />
transition<br />
words.<br />
TOTAL<br />
CONTINUE ON BACK
Dialogue<br />
Closing<br />
(How does the<br />
story end)<br />
Story includes<br />
dialogue that<br />
adds to the<br />
overall quality of<br />
the story.<br />
Closing<br />
completely wraps<br />
up the story<br />
leaving the<br />
reader with no<br />
questions.<br />
Story includes<br />
some dialogue<br />
that adds to the<br />
overall quality of<br />
the story.<br />
Closing wraps up<br />
the story leaving<br />
the reader with<br />
few questions.<br />
Story includes<br />
little dialogue<br />
that adds to the<br />
overall quality of<br />
the story.<br />
Closing is<br />
incomplete<br />
leaving the<br />
reader with some<br />
questions.<br />
Writing does not<br />
include dialogue.<br />
No closing is<br />
present leaving<br />
the reader with<br />
questions.<br />
TOTAL POINTS
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