Autobiographical Narrative Rubric

Score

Paragraph 1 - Introduction:  The narrative begins with an engaging opening. Relevant background information needed to understand the rest of the narrative is given.  A hint at the meaning of the narrative (controlling impression) concludes the paragraph.

Paragraph 2 - Body:  Paragraph begins with a description of the specific time and place of the action. Ideas are sequenced in chronological order. Specific actions and movements are described. Various concrete sensory details are used to create vivid images. Peoples’ character and appearance are thoroughly described. The author’s thoughts and feelings are revealed.

Paragraph 3 - Body:  Paragraph begins with a description of the specific time and place of the action. Ideas are sequenced in chronological order. Specific actions and movements are described. Various concrete sensory details are used to create vivid images. Peoples’ character and appearance are thoroughly described. The author’s thoughts and feelings are revealed.

Paragraph 4 - Body:  Paragraph begins with a description of the specific time and place of the action. Ideas are sequenced in chronological order. Specific actions and movements are described. Various concrete sensory details are used to create vivid images. Peoples’ character and appearance are thoroughly described. The author’s thoughts and feelings are revealed.

Paragraph 5 - Conclusion:  A current reflection on the experience is expressed.  The controlling impression is clearly stated.  A meaningful final thought gives a finished feel to the entire paper.

General Stuff:  One story is broken into three descriptive parts; one part per paragraph.  All parts of the paper completely support the controlling impression.  The events are retold in a factual manner.  First-person narration is used throughout the entire paper.  At least 450 words are used.  Narrative retells a significant day.

Formatting & Writing Mechanics:  The paper demonstrates all standard formatting expectations (heading, title, double-spaced, Times New Roman or Arial font, size 10 or 12 font, and 1” margins).  Grade-level writing mechanics are used (complete sentences, proper capitalization, accurate punctuation, correct spelling, and standard grammar).

Grading Scale:

• Above Grade Level: Expectations are exceeded.  Ideas are completely developed and entirely support the controlling impression.  Writing is very interesting and heavily detailed.  Concepts are organized.    Writing demonstrates grade-level writing skills; sentence structure and vocabulary are advanced.  
• At Grade Level: Expectations are met.  Ideas are developed and support the controlling impression.  Writing is interesting and detailed.  Concepts are organized.  Usage of grade-level writing skills makes the work easy to read.
• Below Grade Level: Expectations are somewhat met.  Ideas are partially developed and may stray from the controlling impression.  Writing is simplistic and vague (unclear). Concepts may be out of order.  Minimal usage of grade-level writing skills makes the work difficult to read.  The paper is too short.    
• Far Below Grade Level:  Expectations are not met.  Ideas are simple and do not relate to the controlling impression. Writing is confusing.  Concepts may be out of order.  Minimal usage of grade-level writing skills makes the work difficult to read.  The paper is far too short.  

Grade: