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narrative rubric.docx
AUTHOR :______PERIOD: ______
Narrative Rubric
A / B / C / D / FFocus on Topic (Content) / There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. / Main idea is clear but the supporting information is general. / Main idea is somewhat clear but there is a need for more supporting information. / The main idea is not clear. There is a seemingly random collection of information.
Development (Theme) / Student implies (but does not directly state) a theme or meaning to the narrative. / Student provides a clear theme and meaning that is somewhat implied. / Student directly states the theme or meaning to the narrative in too obvious a way. / Essay has no apparent theme or meaning.
Recognition of Reader (Voice) / The reader's questions are anticipated and answered thoroughly and completely. / The reader's questions are anticipated and answered to some extent. / The reader is left with one or two questions. More information is needed to "fill in the blanks". / The reader is left with several questions.
Syntax / Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. / Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. / Some details are not in a logical or expected order, and this distracts the reader. / Many details are not in a logical or expected order. There is little sense that the writing is organized.
Diction/Tone / Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words and at least two metaphors and /or similes seems accurate, natural and not forced. / Writer uses vivid words and phrases that linger or draw pictures in the reader's mind. Two metaphors and/or similes are used effectively. / Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. Two metaphors and/or similes are used. / Writer uses a limited vocabulary that does not communicate clearly or capture the reader's interest. There is insufficient use of metaphors and/or similes.
Sentence Structure / All sentences are well-constructed with varied structure. / Most sentences are well-constructed with varied structure. / The paper includes several run-ons and/or fragments. / Sentences lack structure and appear incomplete or rambling; there are many run-ons and/or fragments.
Capitalization & Punctuation (Conventions) / Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. / Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. / Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. / Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
Grammar & Spelling (Conventions) / Writer makes no errors in grammar or spelling that distract the reader from the content. / Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. / Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. / Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Points:______/100 On-time points: ______
Positive Comments: Areas for Improvement
EDITOR’S NAME:______
Peer Editing
1. Check for proper punctuation of dialogue:
For each new speaker, there should be a new paragraph.
When a quotation is introduced, the word immediately before is set off with a comma:
o Marcy walked towards him and said, “Why is my paper covered in blood?!”
When a quotation has a follow up, the comma or punctuation goes inside the quotation:
o “Why do the birds keep flying towards that little girl?” Sam said.
o “My paper is covered in blood,” Marcy sighed.
Unspoken thoughts are italicized.
o Why do the birds keep flying towards that little girl? Sam wondered to herself.
2. Check for proper subject-verb and pronoun-antecedent agreement:
Singular pronouns: each, either, neither, one, body
o Example: Each of the boys has his mother present with him on the first day of kindergarten.
Plural pronouns: both, few, several, many
3. Check to make sure that all numbers are spelled out if they are below one hundred.
4. Check to make sure that there are no slang words and no contractions.
a. Slang = “kids” = children; “guys” = people; “like” = as if
7. Check to make sure that all numbers below 100 are spelled out and that all symbols are spelled out.
q 19 = nineteen
q % = percent, $ = dollars
8. How are the main characters in the story described? Write down specific adjectives.
9. What is the major conflict?
Strengths of the paper / Weaknesses of the paper