Grade 7 Narrative Writing Rubric Criteria for Writing Content Development Opening: the writer orients the reader by establishing a situation and introducing a narrator and/or characters (W7.3) Development: The writer uses narrative techniques such as dialog, description (of actions, thoughts, and feelings), and pacing, to develop experiences and events to show the response of characters to situations (W7.3) Structure & Organization Organization: the writer organizes an event sequence that unfolds naturally (W7.4) Transitions: The writer uses a variety of (temporal) transitional words, phrases, and clauses to signal event order/manage the sequence of events (W7.3) Conclusion: the writer provides a sense of closure that follows from the narrated experiences or events (W7.3) Emerging Progressing 2 1 Mastering Expectations 3 Exceeding Expectations 4 Beginning initiates the plot and setting, as well as gives clues to what later becomes a problem for the main character. Beginning not only sets the plot/story in motion, but also hints at the larger meaning that the story conveys. Beginning also sets up the problem, sets the stage for the lesson that would be learned, and/or shows how the character relates to the setting in a way that matters in the story. Realistic characters are developed through the use of details, action, dialog, and internal thinking. The character development contributes to the deeper meaning of the story. Story also includes tension and resolution to convey an idea, lesson, or theme. Beginning sets the story in motion, and also grounds it in a place or situation. Includes details that are later be important to the story. These details may point to the central issue or conflict, show how the story elements connect, or hint at key character traits. Beginning establishes the situation and place, hinting at a bigger context for the story (revealing issues that have been brewing, showing how the setting affects the character, contextualizing a time in history, developing one out of many points of view). Action, dialog, details, and inner thinking is developed to convey an issue, idea, lesson, or theme through character tension and change. Central character is shown to be specific and realistic. The setting and the characters’ relationship to the setting is developed. Well-­‐developed characters evolve/change over the course of the story. Story is used to focus on an issue/theme, teach a lesson and/or develop a point of view. Story elements are complicated (i.e., character’s thinking may be contrasted with his/her actions and dialog). Central character’s relationships to other characters are developed. Character flaws as well as strengths add to the complexity of the story. Details are used to convey meaning and/or develop a lesson or theme. Paragraphs are used to separate different parts or times in the story, as well as to show when a different character is speaking. Some parts of the story are longer/more developed. The passage of time is shown in more complicated ways, perhaps by showing things happening at the same time (meanwhile, at the same time) or flashback and flash-­‐forward (earlier that morning, three hours later). Paragraphs are used purposefully, often to show time and setting changes, new parts of the story, or to create suspense for readers. There is a logical, clear sequence of events. Transitional phrases and clauses are used not only to signal complicated changes in time, but are also used to alert readers to changes in the setting, tone, mood, point of view (e.g., suddenly, unlike before, if only she had known). Ending connects to what the story is really about. Reader gains a sense of closure by showing a new realization, insight, or change in the character/narrator. Dialog, action, inner thinking, or small actions of the character are used to achieve this. A traditional, or slightly modified, story structure (rising action, conflict/climax, falling action) is used to bring out the meaning of the story and to reach the audience. Transitional phrases and clauses are used to connect what happened to why it happened (If he hadn’t…he might not have, because of, although, little did she know that). A modified traditional story structure has been used. Time is dealt with in purposeful ways, to best suit the genre, to bring out the meaning of the story, and to reach the audience. Transitional phrases and clauses, grammatical structures (paragraphing, descriptive phrases, and clauses) and text structures (chapter divisions, extended italics) to alert the reader to changes in the setting, mood, point of view, or time in the story. Closure is achieved by revealing character changes that follow from events, or by a resolution of the problem. If there is no resolution, closure is achieved by showing how characters are affected by events, and circling back to the central idea, issue, or theme. Characters, setting, and plot are developed throughout the story, especially the heart of the story. A blend of description, action, dialog, and thinking is used to achieve this. Ending connects to the main part of the story. The character said, did, or realized something at the end, that follows from what happened previously. There is a sense of closure. 7
Closure is achieved by showing clearly how the character or place changed or the problem was resolved. If there is no resolution, details leave the reader thinking about a central idea of theme. Grade Narrative Writing Rubric May 2015 Adapted from rubrics created by David Pook and by the Teachers College Reading and Writing Project Grade 7 Narrative Writing Rubric Criteria for Writing Clarity & Conventions Mechanics: the writer demonstrates command of the conventions of capitalization, spelling, and punctuation (L7.2) Grammar: the writer demonstrates command of standard English grammar and usage (L7.1) Sentence Structure: the writer demonstrates knowledge of sentence construction (L7.1) Word Choice: the use of rich, colorful, precise language for function and for effect. (L7.3, L7.5, L7.6) Tone: the writer establishes tone appropriate to the text type and genre (W7.1d) Emerging Progressing 2 1 Mastering Expectations 3 Exceeding Expectations 4 Capitalization conventions are followed consistently. Some complex sentences are punctuated correctly with internal commas. All high frequency words as well as Tier II words are spelled correctly. Verb tenses are used to convey various times, sequences, states, and conditions. The writer uses the perfect tense (I had walked) judiciously and effectively. All Tier II and domain-­‐specific words are spelled correctly. Punctuation (commas, parentheses, dashes, semicolons) used to set off nonrestrictive/parenthetical elements. All Tier II and domain-­‐specific words are spelled correctly. Dialog sections are punctuated correctly. Pronouns used are in the proper case (subjective, objective, possessive). Intensive pronouns such as myself, ourselves are used for emphasis. Pronouns used are in the proper case (subjective, objective, possessive). Intensive pronouns such as myself, ourselves are used for emphasis. Writer varies sentences to create the pace and tone of the narrative. Consistent use of varied sentence structure. Varied sentence structure (simple and complex) used consistently to highlight meaning. All Tier II and domain-­‐specific words are spelled correctly. Commas are used to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). Phrases and clauses are placed within sentences. There are no dangling modifiers. Use of verb tenses that shift as needed (as in moving from a flashback to the present tense of the story). Different sentence structures used to achieve different purposes throughout the piece. Uses deliberate word choices to affect readers and their thinking. Attempts to use precise phrasings, metaphors, or images that convey ideas. Precise descriptions, figurative language, and an attempt at symbolism are employed. Language fits the story’s meaning and context (e.g., different characters use different kinds of language). Narrator point of view helps to set the overall tone of the story. Narrator attitudes are demonstrated through descriptions, inner thinking, and dialog. A combination of the narrator’s point of view, setting descriptions, and internal thinking of characters sets the tone. All vocabulary is intentional and relevant to the story. Uses specific details and figurative language to help the reader understand the place and the mood (making an object or a place symbolic, using the weather, using repetition). Tone is varied to match the variety of emotions experienced by the characters of the story. Symbolism is used to connect with theme/s of the story. Judicious use of active and passive voice. 7
Grade Narrative Writing Rubric May 2015 Adapted from rubrics created by David Pook and by the Teachers College Reading and Writing Project