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iRubric: Narrative rubric

iRubric: Narrative rubric

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Narrative Write a narrative using a Story Starter visual prompt. Students will be assessed on the narrative structure, audience, ideas, character and setting, vocabulary, paragraphing, sentence structure, punctuation, spelling and cohesion. This criteria are based on NAPLAN marking criteria for a narrative assessment. Rubric Code: CX4233W By NatashaG Ready to use Public Rubric Subject: English Type: Assessment Grade Levels: 6-8

Narrative Writing
	Needs Work 0-3 points (N/A)	Developing 4-7 points (N/A)	Consolidated 8-10 points (N/A)
Audience The student's capacity to orient, engage and affect the reader.	Needs Work Shows little or no awareness of basic audience expectations through the use of simple narrative markers such as: simple titles, formulaic story opening, simple description of people/places.	Developing The student supports audience understanding and attempts to engage the reader via more complex titles and story opening, structure, language and character development to appeal to desired audience and higher level language choices.	Consolidated The student cater to the anticipated values and expectations of the audience, influences/affects the audience through precise and sustained choice of language and narrative devices.
Text Structure The organisation of narrative features including orientation, complication and resolution into an appropriate and effective text structure.	Needs Work No or minimal evidence of narrative structure.	Developing Contains some of the elements of a narrative: such as an orientation and complication, but lacks an element such as a resolution. May be a complete narrative, where all parts are weak/minimal.	Consolidated A complete, controlled and coherent narrative, containing all of the necessary elements of the narrative structure. The student has employed effective plot devices in an appropriate structure.
Ideas The creation, selection and crafting of ideas for the narrative, including the use of the visual prompt (Story Starter card)	Needs Work The student has created/selected/crafted very few and very simple ideas for the text. Ideas are predictable, not elaborated and not complex.	Developing The student has created/selected/crafted some ideas that show some development and elaboration. All ideas relate coherently to a central storyline.	Consolidated The student has created/selected/crafted substantial and elaborated ideas that explore a central theme. The ideas are skilfully used in the service of the storyline.
Character and Setting The portrayal and development of main characters. The development of a sense of place, time and atmosphere to appeal to the desired audience.	Needs Work Very little or no description of character and events.	Developing The student has provided descriptions, actions, speech and thoughts/feelings to characters. The setting emerges through clear description of place, time and atmosphere.	Consolidated The student has used descriptive detail to provide effective characterisation and distinct characters. The sense of setting is maintained throughout, including a strong sense of place and atmosphere.
Vocabulary The range and precision of language choices particularly descriptive language.	Needs Work The student chooses mostly simple verbs, nouns, adjectives and adverbs. The text may include simple figurative language and single descriptive words.	Developing The student has shown a more sustained and consistent use of precise language including simile, metaphor, and technical vocabulary.	Consolidated The student uses a range of precise and effective words/phrases in a natural and articulate manner. Language choice is well matched to genre, and may include simile, metaphor, alliteration, attitudinal, evaluative, colloquial, formal language and subject specific vocabulary.
Paragraphing The segmenting of text into paragraphs that assists the reader to negotiate the narrative.	Needs Work The student has not used paragraphs to create the text. The narrative is a block of text, with random breaks, or a new line for each sentence/speaker.	Developing The text is organised into paragraphs that are mainly focussed on a single idea or set of ideas that assist the reader to digest chunks of text.	Consolidated The text is organised into paragraphs that are focussed on one idea or set of like ideas that enhance the narrative. The paragraphs are deliberately structured to pace and direct the readers attention.
Sentence Structure The production of grammatically correct, structurally sound and meaningful sentences.	Needs Work The sentences are simple, providing minimal meaning to the audience. Control is limited and the sentences are short, basic and non-descriptive.	Developing The sentences are varied: simple and compound. The meaning is mostly clear. The student has experimented with complexity.	Consolidated The student has demonstrated variety in sentence length, structure and beginning. The meaning is clear and writing is consistently effective. The student has made stylistically appropriate choices, including clause types and patterns, length and rhythm.
Punctuation and Spelling The accuracy of spelling and the use of correct and appropriate punctuation to aid the reading of the text.	Needs Work The student displays correct spelling of some simple words, and some common words. The student has provided some markers to assist reading such as: capital letters, full stops, noun capitalisation, commas and question/exclamation marks where appropriate.	Developing The student displays correct spelling of simple and common words, and some difficult words. The student has provided adequate markers to assist reading including apostrophes, commas, hyphenation, brackets and quotation marks for dialogue.	Consolidated The student displays correct spelling of most/all words, and attempts or has mastery of complex words/vocabulary. Punctuation is complex and provides precise markers to pace and control meaning of the text. Includes: colons/semicolons, commas/semicolons, hyphenation, apostrophes (contactions/possession) and quotation marks.
Cohesion The control of multiple threads and relationships over the whole text, achieved through the use of referring words, substitutions, word associations and text connectives.	Needs Work The student has provided some links between sentences/paragraphs, but the text may be confusing for the reader. The reader may need to provide their own links to clarify meaning.	Developing The student has provided some cohesive devices to support reader understanding and accurate use of referring words. The meaning is clear and the text flows well in a sustained piece of writing.	Consolidated The student has employed a range of cohesive devices correctly and deliberately to enhance reading. The text shows continuity of ideas and tightly linked sections of text.
Editing The attempt to locate and correct errors of spelling, grammar and punctuation. There is evidence of self and peer editing and use of editing tools in creation of the published copy of the text.	Needs Work The student has made no or little attempt to self-edit the text. Errors of spelling, grammar and/or punctuation are evident in the published text.	Developing The student has made a fair attempt to self-edit the text. There are reasonable errors of spelling, grammar and/or punctuation evident in the published text, however there are less than in the draft copy.	Consolidated The student has made a consistent and effective use of self/peer editing. There are few/no errors of spelling, grammar and/all punctuation evident in the published text. The student has made use of available electronic editing devices during publishing.

Keywords:

Narrative Australian Curriculum

Subjects:

English

Types:

Assessment

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