TNReady Grades 9-12 Narrative Rubric

4 points

In response to the task and the stimulus, the writing: • effectively engages and orients the reader by setting out a relevant problem, situation, or observation, establishing a point(s) of view, and introducing a narrator and/or characters. • utilizes effective organizational strategies to establish a sequence of events and/or experiences that build on one another to create a coherent whole. • contains an effective conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

3 points

In response to the task and the stimulus, the writing: • adequately engages and orients the reader by setting out a relevant problem, situation, or observation, establishing a point(s) of view, and introducing a narrator and/or characters. • utilizes adequate organizational strategies to establish a sequence of events and/or experiences that build on one another to create a coherent whole. • contains an adequate conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

2 points

In response to the task and the stimulus, the writing: • conveys a limited, possibly confusing, situation, observation, or problem that may include a point(s) of view, a narrator, and/or characters. • contains a limited sequence of events and/or experiences that may be confusing or contain gaps that interfere with the progression of events and/or experiences. • contains a weak conclusion that may be only loosely related to the narrated events or experiences.

1 point

In response to the task and the stimulus, the writing: • contains an unclear, irrelevant, or no situation, observation, problem, or point of view. • contains no or an ineffective sequence of events and/or experiences that may be brief, confusing, or very hard to follow. • contains no or an irrelevant conclusion.

4 points

In response to the task and the stimulus, the writing: • effectively utilizes relevant narrative techniques, such as dialogue, pacing, description, reflection, and/or multiple plot lines, to thoroughly and insightfully develop experiences, events, and/or characters. • effectively incorporates relevant, well-chosen details from the stimulus. • effectively demonstrates a clear, insightful understanding of the task and stimulus by using relevant, well-chosen, descriptive details in order to convey a vivid picture of the experiences, events, setting, and/or characters.

3 points

In response to the task and the stimulus, the writing: • adequately utilizes relevant narrative techniques, such as dialogue, pacing, description, reflection, and/or multiple plot lines, in order to sufficiently develop experiences, events, and/or characters. • adequately incorporates relevant details from the stimulus. • adequately demonstrates an understanding of the task and stimulus by using relevant descriptive details in order to convey a vivid picture of the experiences, events, setting, and/or characters.

2 points

In response to the task and the stimulus, the writing: • utilizes some relevant narrative techniques, such as dialogue, pacing, description, reflection, and/or multiple plot lines, in order to partially develop experiences, events, and/or characters. • utilizes limited, if any, relevant details from the stimulus. • demonstrates some understanding of the task and stimulus by using some relevant details in order to convey a limited picture of the experiences, events, setting, and/or characters.

1 point

In response to the task and the stimulus, the writing: • contains few or no relevant narrative techniques, such as dialogue, pacing, description, reflection, and/or multiple plot lines, in order to develop experiences, events and/or characters. • contains no or irrelevant details from the stimulus. • demonstrates little to no understanding of the task and stimulus by using no or irrelevant details, conveying an unclear or no picture of experiences, events, setting and/or characters.

4 points

The writing: • illustrates consistent and sophisticated command of precise language, including sensory language. • illustrates sophisticated command of syntactic variety for meaning and reader interest. • utilizes sophisticated and varied transitional words and phrases. • effectively establishes and maintains an appropriate style and tone.

3 points

The writing: • illustrates consistent command of precise language, including sensory language. • illustrates command of syntactic variety for meaning and reader interest. • utilizes appropriate and varied transitional words and phrases. • establishes and maintains an appropriate style and tone.

2 points

The writing: • illustrates inconsistent command of precise and/or sensory language. • illustrates inconsistent command of syntactic variety. • utilizes basic or repetitive transitional words and phrases. • establishes but inconsistently maintains an appropriate style and tone.

1 point

The writing: • illustrates little to no use of precise language and/or sensory language. • illustrates little to no syntactic variety. • utilizes no or few transitional words and phrases. • does not establish or maintain an appropriate style and tone.

4 points

The writing: • demonstrates consistent and sophisticated command of grade-level conventions of standard written English . • may contain a few minor errors that do not interfere with meaning.

3 points

The writing: • demonstrates consistent command of grade-level conventions of standard written English. • contains occasional minor and/or major errors, but the errors do not significantly interfere with meaning.

2 points

The writing: • demonstrates inconsistent command of grade-level conventions of standard written English. • contains frequent errors that may significantly interfere with meaning.

1 point

The writing: • demonstrates limited command of grade-level conventions of standard written English. • contains numerous and repeated errors that seriously impede meaning.