QUICK SCALE : GRADE 10 TO 12 NARRATIVE WRITING

ASPECT / NOT YET WITHIN EXPECTATIONS / MEETS EXPECTATIONS
(minimal) / FULLY MEETS EXPECTATIONS / EXCEEDS EXPECTATIONS
SNAPSHOT / The writing displays a limited knowledge of the conventions of essay writing. Ideas lack clarity with serious errors in language. / The writing displays knowledge of the conventions of essay writing. Ideas are introduced but inconsistently developed or connected. Some variety in language, sentences, techniques. / The writing displays an overall sense of purpose and control. Ideas are clear and fully developed. Variety in language, sentences, and techniques. / The writing features strong control of language, structure, and technique. Ideas are developed with sophistication. Errors, if any, occur because of risk taking.
MEANING
  • Topic and purpose
  • Development
  • Ideas
  • Use of detail
/
  • Details are limited and/or unrelated to the topic.
  • Few appropriately selected ideas to develop purpose and leave reader with a specific impression.
  • Purpose is not clear.
/
  • Details are satisfactory although limited and/or at times unrelated to the topic.
  • Lacks consistent development of ideas to support purpose and leave reader with a specific impression.
  • Rudimentary content.
  • Purpose is sometimes clear.
/
  • Details are appropriate and related to the topic.
  • Consistent development of ideas to support purpose and leave reader with a specific impression.
  • Relevant content.
  • Purpose is clear.
/
  • Details are effective and clearly connected to the topic.
  • Ideas are unique, consistently developed to support purpose and leave reader with a specific impression.
  • Engaging content.
  • Purpose is clear and may be implied.

STYLE
  • Voice and tone
  • Syntax
  • Word choice
  • Techniques
/
  • Little tone and voice; little awareness of the audience
  • Lacks an understanding of sentence structure and word choice
  • Little or no awareness of stylistic and rhetorical devices
/
  • Consistent tone and voice with limited awareness of audience
  • Some variety of sentence length and structure
  • Inconsistent command of word choice/selection
  • An awareness of stylistic and rhetorical techniques
  • May attempt to use of descriptive detail, imagery, figurative language.
/
  • Appropriate tone and voice with some awareness of audience
  • Sentence length and structure are varied
  • Command of word choice / selection
  • Displays a variety of stylistic or rhetorical techniques
  • Appropriate use of descriptive detail, imagery, figurative language.
/
  • Complete awareness of audience with originality in tone and voice
  • The varied sentence length, structure, and command of word choice enhance meaning
  • Utilizes a variety of stylistic or rhetorical techniques for effect
  • Sophisticated and skillful use of descriptive detail, imagery, figurative language.

FORM
  • Organization and sequence
  • Transitions
  • Paragraphing
  • Conclusion
/
  • The introduction, body, and conclusion are confusingly written, leading to confusion for the reader
  • Few, if any transitions
  • No paragraphing
  • Minimal or no use of narrative elements: characterization, setting, plot, conflict, dialogue
/
  • The structured introduction, body, and conclusion sometimes lacks logic and clarity
  • Transitions sometimes lack continuity
  • Paragraphs are competently developed
  • Awareness of narrative elements: characterization, setting, plot, conflict, dialogue
/
  • Carefully and logically structured, including an introduction, body, and conclusion
  • Transitions create continuity
  • Consistently well-developed paragraphs
  • Appropriate use of narrative elements: characterization, setting, plot, conflict, dialogue
/
  • Structure is integrated
  • Transitions are effective; unifying thoughts and ideas
  • Ideas within fully developed paragraphs are logically connected
  • Sophisticated use of narrative elements: characterization, setting, plot, conflict, dialogue

CONVENTIONS
  • Spelling
  • Sentence structure and punctuation
  • Usage (e.g. modifiers, agreement, tense)
/
  • Errors interfere with the meaning of ideas; little or no proofreading evident
/
  • Errors may distract the reader indicating inconsistent proofreading and editing
/
  • Few errors; they do not distract the reader; appears to be proofread and edited
/
  • Evidence of effective proofreading and editing; few, if any errors

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