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iRubric: 8th Grade Narrative Rubric

iRubric: 8th Grade Narrative Rubric

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8th Grade Narrative Rubric 
8th Grade Narrative Rubric
Rubric Code: R2XA96A
By Joseph77
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric 8th Grade Narrative Writing
  Exceeds Standards

4 pts

Meets Standards

3 pts

Approaching Standards

2 pts

Below Standards

1 pts

Main Focus

Exceeds Standards

Intuitively addresses all aspects of prompt by engaging the reader through the context, setting, point of view, and expertly introduces characters.
Meets Standards

Competently addresses all aspects of the prompt and is somewhat engaging by establishing a context and point of view and introducing the characters.
Approaching Standards

Addresses all aspects of the prompt by attempting to engage the reader by establishing a context and point of view and introducing the characters.
Below Standards

Minimally addresses some aspects of the prompt and does not engage the reader by establishing a context and point of view. Does not introduce the characters.
Organization

Exceeds Standards

Creates a smooth progression of experiences or events through the skillful use of various techniques to build on one another to create a coherent narrative.
Meets Standards

Organizes a clear event sequence that unfolds logically and naturally using a variety of transitional words, phrases, and clauses to signal shifts from one time frame to another.
Approaching Standards

Organizes an event sequences that unfolds naturally, but may not be logical. Uses some transitional words, phrases, and clauses to convey sequence.
Below Standards

Uses few to no transition words, phrases, and clauses to convey sequence or time shift.
Narrative Techniques

Exceeds Standards

Skillfully uses various narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, or characters.
Meets Standards

Effectively uses various narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, or characters.
Approaching Standards

Adequately uses various narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, or characters.
Below Standards

Uses limited narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, or characters.
Language

Exceeds Standards

Uses purposeful and varied sentence structure, with precise and sophisticated word choice to capture the action and convey events.
Meets Standards

Uses correct and proper sentence structure, with strong and grade-level appropriate word choice to convey events.
Approaching Standards

Uses some varied sentence structure with grade-level appropriate word choice to convey events.
Below Standards

Limited sentence structure and contains fragments and run-ons with incorrect or simplistic word choice.
Inference/Conclusion

Exceeds Standards

Conclusion follows from and reflects on what is experienced or resolved during narrated experiences.
Meets Standards

Conclusion connects to the narrated experiences.
Approaching Standards

Conclusion somewhat connects to the narrated experiences.
Below Standards

Provides either no conclusion or one that is not connected to the narrated experiences.
Conventions

Exceeds Standards

Demonstrates consistent and sophisticated command of grade-level conventions. May contain a few minor errors that do not interfere with the message.
Meets Standards

Demonstrates consistent command of grade-level conventions. Contains occasional minor and/or major errors, but the errors do not significantly interfere with meaning.
Approaching Standards

Demonstrates inconsistent use of grade-level conventions and contains frequent errors that may significantly interfere with the message.
Below Standards

Demonstrates limited command of grade-level conventions and contains numerous and repeated errors that impede with the message.




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