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iRubric: Writing for College/Life Essay rubric

iRubric: Writing for College/Life Essay rubric

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Writing for College/Life Essay 
W.12.3 = Write narrative to develop read experiences/events using effective technique, well-chosen details, and well-structured sequences.
Rubric Code: KX93CB5
By ThomRok
Draft
Public Rubric
Subject: English  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric Writing for Life
Craft a personal narrative that develops a real experience or viewpoint.
  Exceeds

4 pts

Proficient

3 pts

Approaching

2 pts

Developing

1 pts

Ideas

W.3a: Engage & orient reader; set out problem, situation or observation; establish narrator w/ POV
Exceeds

Prompt accurately & thoroughly addressed: Problem/situation vividly set up and supported with well-chosen details that lead reader to a clear sense of insight regarding growth of narrator and/or resolution of problem
Proficient

Prompt addressed w/ general accuracy: Problem/situation set up and supported with generally well-chosen details that give reader some insight regarding growth of narrator and/or resolution of problem
Approaching

Prompt only partially addressed: There are unclear aspects of how problem and/or situation has been set up; not all ideas/ events are supported with details; reader not given a sense of insight regarding growth of narrator and/or resolution of problem
Developing

Prompt poorly addressed: Problem and/or situation is vague or missing; few ideas/ events are supported with details; no sense provided of how narrator grew or resolved a problem
Organization

W.3a+c: Use variety of techniques to sequence events so they build on one another to create a smooth progression of ideas/ experiences ending with a particular outcome (growth and/or resolution)
Exceeds

Intro has leader that grabs reader's attention on distinct focus; parts organized in a well-chosen sequence that leaves all ideas clear to the reader; paragraphs & transitions used for maximum effect; thoughtful ending offers sense of resolution
Proficient

Intro has leader that interests reader and establishes focus; parts organized in a generally clear sequence; most ideas are clear to the reader; paragraphs & transitions often make sense; concluding section gives slight sense of closure
Approaching

Hard to determine what focus is being introduced; parts organized in a somewhat confusing sequence that leaves some ideas unclear to the reader; lack of paragraphing & transitions; conclusion leaves too many questions unanswered
Developing

No focus introduced; lacks structure--ideas are often unclear; lack of paragraphs & transitions; no sense of conclusion
Conventions

L.12.2: Capitalization
L.12.2: Spelling
L.12.2: Punctuation
L.12.1: Grammar usage
L.12.3: Syntax
Exceeds

Little need for editing: Errors are so few they are barely noticeable
Proficient

Some need for editing: Errors slow the reading only on occasion and are not enough to confuse the main points of the essay
Approaching

Considerable need for editing: Errors are numerous enough to slow the reading to the point that some ideas are unclear and/or confusing
Developing

Extensive need for editing: Errors are so numerous they create frequent confusion




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