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Narrative Writing Assessment 
Narrative Writing
Narrative Writing
Rubric Code: M252424
By Tharmon25
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Narrative Story
  Insufficient

1 pts

Beginning

2 pts

Developing

3 pts

Proficient

4 pts

Exceeds

5 pts

Organization & Development

Insufficient

-No clear beginning, middle, or end.

-Lack of imagination

-No structure of sequence of events
Beginning

-An attempt at a beginning, middle, and end.

-The organizational pattern works some of the time.

-Unstructured sequence of events with little creativity.
Developing

-Beginning, middle, and end are present, though some sections may be underdeveloped or uneven.

-Sequence of events is mostly logical, with some attempts at creativity.

-Introduction and conclusion are present but may not fully engage the reader.
Proficient

-Clear beginning, middle, and end.

-Organized sequence of events that are exciting and creative.

-Introduction is appealing and the conclusion works
Exceeds

-Strong beginning, middle, and end.

-Detailed sequence of exciting events using lots of imagination and creativity.

-Introduction is strong and compelling, and the conclusion is thoroughly satisfying
Character/Setting Development

Insufficient

-No evident characters, or setting (ex: I went..., I saw..., etc.)

-No development of characters
Beginning

-Some attempt to create characters, or setting.

-Some development of characters.
Developing

-Characters and some elements of setting are included.

-Development shows some detail, though depth and consistency are limited.
Proficient

-Creates characters, and several elements of setting.

-Develops several elements of setting that enhance the story.

-Shows how characters respond to events or interact with each other.
Exceeds

-Well developed characters with detailed setting.

-Uses all elements of setting.
Language & Literacy Devices

Insufficient

-No use of transition words or phrases.

-No descriptive language.

-Large number of errors.
Beginning

-Limited use of transition words or phrases.

-Attempted descriptive language for people and events.

-Errors are frequent.
Developing

-Uses transition words or phrases in several places.

-Some descriptive language for people and events is evident.

-Errors occur but generally do not obscure meaning.
Proficient

-Use of basic transition words or phrases.

-Uses descriptive language for people and events.

-Small amount of errors
Exceeds

-Uses descriptive language for people and events.

-More elaborate use of transitions words or phrases.

-None-very few errors.
Sentence Fluency

Insufficient

-The writing is consistently difficult to follow or read aloud.

-Choppy sentences, repetition, and run-ons slow the reader.

-Transitions are not used or overused.
Beginning

-The writing is sometimes easy to read.

-Sentence beginnings are similar; sentences tend to be the same in length.

-Occasionally transitions are not used properly.

-Rehearsal is needed before reading this piece aloud.
Developing

-Writing is generally readable, with occasional awkward phrasing.

-Some variety in sentence beginnings and lengths is noticeable.

-Transitions are sometimes logical but may be inconsistent.

-Reading aloud is possible, though minor rehearsal may be needed.
Proficient

-Writing is smooth and readable.

-Variety in sentence beginnings and lengths is noticeable.

-Transitions are used logically most of the time.

-The piece is easy to read aloud.
Exceeds

-Writing is smooth, easy to read, and invites expressive oral reading that brings out the voice.

-Variety in sentence length and structure is striking.

-Ideas are connected logically by transitions.
Writing Mechanics & Grammar

Insufficient

-Numerous errors in spelling, punctuation, or grammar.

-Errors significantly interfere with readability and understanding.

-Shows minimal understanding or application of mechanics.
Beginning

-Frequent errors in spelling, punctuation, or grammar.

-Errors sometimes make reading difficult or cause confusion.

-Limited use of standard mechanics; needs significant guidance.
Developing

-Some errors in spelling, punctuation, or grammar.

-Errors occasionally affect readability but meaning is usually clear.

-Mechanics show partial understanding and need refinement.
Proficient

-Few minor errors in spelling, punctuation, or grammar.

-Errors do not distract the reader or affect understanding.

-Mechanics are generally correct and consistent.
Exceeds

-Writing has few to no errors in spelling, punctuation, or grammar.

-Mechanics are used correctly and enhance the readability and flow of the piece.

-Shows mastery of standard English conventions with consistency.
Creativity & Voice

Insufficient

-Writing lacks personal voice or creativity.

-Ideas are minimal, copied, or unoriginal.

-No noticeable style or engagement with the read
Beginning

-Limited creativity or personal voice.

-Writing is mostly formulaic or predictable.

-Little variation in style; the story may feel flat or mechanical.
Developing

-Writing shows some attempt at personal voice or creativity.

-Ideas may be predictable or inconsistent, with some imaginative details.

-Voice is emerging but not fully developed.
Proficient

-Writing has a clear voice and shows originality.

-Ideas are expressed creatively, though some choices are conventional.

-Voice is noticeable and contributes to reader engagement.
Exceeds

-Writing demonstrates a unique, engaging voice and strong originality.

-Ideas are expressed imaginatively, with vivid detail and personal style.

-Shows risk-taking or creative choices that enhance the story.




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