Writer:

This I Believe- narrative essay

Levels of Achievement
Criteria / EXEMPLARY 18-20 / ACCOMPLISHED 14-17 / ADEQUATE 11-13 / INADEQUATE 1-10
Thesis/Purpose/
Content Cohesion / Has an engaging, meaningful, original main idea that has a clear presence throughout all parts of the essay. / Has a meaningful, engaging main idea that may be implied but not clearly stated. Main idea has presence throughout most of the essay. / Has a main idea- may lack originality and/or may not be clearly stated. Main idea may only have presence in some parts of the essay. / Main idea and purpose are very unclear or missing; has little or no presence throughout essay.
Idea development/ support of thesis with details and evidence / Content is fully related with many supporting a sensory details; narrative of specific experience is clearly and vividly described. / Mostly relevant, cohesive, and plentiful supporting content. Narrative described may be more general. / Support is adequate and mostly relevant but may lack cohesion or may be off topic in spots. Narrative is attempted but may be less clear or take minor role. / Content is not relevant or specific. Narrative element may be confusing, irrelevant, or missing.
Organization/
Structure/
Coherence / Engaging and creative opening. Logical and fluent structure enhances the overall meaning and intent of the essay, making use of sophisticated transitions. Organization adds meaning overall. Closing leaves a lasting impression and connects meaningfully to the essay as a whole. / Mildly engaging opening that introduces topic. Paragraphs follow a clear organization pattern. Paragraph transitions are used to create good overall flow. Closing somewhat satisfies reader but may be less obviously related to the opening/essay as a whole. / Hook is present but connection to main idea is unclear. Structure is evident but may be difficult to follow in places due to errors in organization; transitions are evident, yet obvious or forced. Organization may distract from meaning. Conclusion is present, but does not satisfy the reader. / Hook and/or conclusion are missing, confusing, or unrelated to main theme/purpose. Weak or random organization causing confusion for the reader. Transitions are poorly chosen, misplaced, or missing.
Diction/Usage creating clarity of intent/Presence of voice and personality / Diction creates consistent and appropriate tone and clarifies purpose; a plethora of figurative language and/or concrete, vivid and sensory imagery support the theme. Word choice is original and engaging. / Diction creates appropriate tone with minor inconsistencies. Figurative language and/or concrete imagery support the theme. / Diction is relatively clear but lacks variety. May include several inaccurate or clichéd word choices that create a vague or confusing tone. Little or ineffective use of concrete imagery. / Extremely repetitive or clichéd word choices; improper diction throughout; diction conflicts with the purpose of the essay; tone inconsistent or inappropriate to subject matter. Concrete imagery missing.
Sentence Fluency/ Punctuation / Appropriate, near flawless punctuation and grammar; sentences flow well; wide variety of structures used to add depth. Punctuation enhances meaning. MLA format is correct. / Minor punctuation or grammatical errors present but do not distract from reader understanding. Variety in sentence structure throughout. Minor errors in MLA format. / More frequent punctuation and/or grammatical errors distract from understanding. Some attempt at sentence fluency and variety evident. Problems with MLA format. / Significantly erroneous or frivolous punctuation and/or grammar that severely detracts from understanding. Sentences lack variety. No attempt to follow MLA format.

Total Grade: