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iRubric: Narrative Nonfiction Biography writing rubric

iRubric: Narrative Nonfiction Biography writing rubric

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Narrative Nonfiction Biography writing 
Scary Story Narrative
The intent is to tell the story of someone’s life by retelling specific events in that person’s life. The purpose is to inform and entertain, with more emphasis on facts and less on personal comments/opinions. The events are often organized and described in sequential order.
Rubric Code: HXC65A2
By PLaursen
Ready to use
Public Rubric
Subject: English  
Type: Assignment  
Grade Levels: 6-8

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Biography Writing
  Exceeding

My work is excellent. I have gone beyond the scope of the assignment. There is a "WOW" factor.

(N/A)

Acquired

I have completed my assignment and met all of the required criteria. My work is very good.

(N/A)

Beginning

My work is almost complete, but there is still more I could do to meet the full criteria of the assignment.

(N/A)

Learning

My work is incomplete. I still need to learn more about the topic in order to meet the criteria of the assignment.

(N/A)

Hook

Student uses a hook to grasp the reader's interest.
Exceeding

Introduction has a clear, creative beginning that hooks the attention of the reader.
Acquired

Introduction has a clear begining that attempts to hook the attention of the reader.
Beginning

Introduction has a beginning that is clear but it does not hook the attention of the reader.
Learning

Writer has no clear beginning.There is no hook to capture the attention of the reader.
Writing

Exceeding

The biography includes vivid sensory images and a variety of descriptive words that greatly enhance the readers ability to visualize the narrative. Descriptive language may include: similies, metaphors, personification, and triple scoop words.
Acquired

The biography includes sensory images and a variety of descriptive words that enhance the readers ability to visualize the narrative. Descriptive language may include: similies, metaphors, personification, and triple scoop words.
Beginning

The student is beginning to use sensory images and a descriptive words to enhance the readers ability to visualize the narrative. Descriptive language may include: similies, metaphors, personification, and triple scoop words.
Learning

The student is learning to include sensory images and descriptive words that will enhance the readers ability to visualize the narrative. The student is learning to include: similies, metaphors, personification, and triple scoop words.
Form

Exceeding

Accurately and with detail includes the who, what, where, when, how; successfully explains how the person had a positive impact on the world.
Acquired

Includes the who, what, where, when, how; explains how the person had a positive impact on the world.
Beginning

Is beginning to include the who, what, where, when, how; is beginning to explain how the person had a positive impact on the world.
Learning

Is learning to include the who, what, where, when, how; is learning to explain how the person had a positive impact on the world.
Editing & Revising

Evidence of Proofreading
Student demonstrates careful attention to rules of grammar, punctuation, and spelling
Exceeding

Editing and revision have successfully been completed. Exceeding demonstrates effective use of spelling, punctuation, and grammar.
Acquired

Student has engaged in the process of editing and revising their writing. Demonstrates effective use of spelling, punctuation, and grammar.
Beginning

Is beginning to use editing and revision in their written work. Is beginning to demonstrate effective use of spelling, punctuation, and grammar.
Learning

Student is learning how to use the editing and revision process in their writing. Is learning to demonstrate effective use of spelling, punctuation, and grammar.
Visuals and Text Features

Exceeding

Visuals and text features greatly enhance the information and are complete and clear; timeline is complete, accurate, and neat;
portrait is excellent. It is clear that a lot of the time and effort that was put in; map is relevant and clearly supports the biography.
Acquired

Visuals and text features enhance the information and are complete and clear; timeline is complete, accurate, and neat;
portrait is very good. It is clear that some time and effort was put in; map is relevant and supports the biography.
Beginning

The student is beginning to use visuals and text features to enhance the information but some parts could be more clear; timeline is mostly complete and could be neater and more clear;
portrait is good. Perhaps a littile more time could have been spent on the project; map is good and is beginning to support the biography.
Learning

The student is learning to use visuals and text features to enhance the information and is learning to present work that is complete and clear. Student is learning to create a timeline that is accurate, and neat; portrait is satisfactory. More time and effort is need to meet the criteria of this assignment; is learning to include a map that is relevant and supports the biography.
Organization

Exceeding

Successfully follows the text structure for narrative nonfiction; includes clear headings/topic sentences, organizes paragraphs chronologically.
Acquired

Follows the text structure for narrative nonfiction; includes clear headings/topic sentences, organizes paragraphs chronologically.
Beginning

Is beginning to follow the text structure for narrative nonfiction; is beginning to include clear headings/topic sentences; is beginning to organize paragraphs chronologically.
Learning

Is learning to follow the text structure for narrative nonfiction; is learning to include clear headings/topic sentences; is learning to organize paragraphs chronologically.
Wow! Factor

Exceeding

Successfully includes information that wow's the reader.
Acquired

Includes information to wow the reader.
Beginning

Is beginning to include information that will wow the reader.
Learning

Is learning how to include information that will wow the reader.



Keywords:
  • sensory images, narrative, figurative language

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