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Coming-To Story Rubric

The rubric outlines criteria for evaluating coming-of-age stories in four areas: characters and their origins, description of personal struggles, identification of a turning point, and conveying hope for the future or a concluding ending. A proficient story would introduce characters at the beginning, fairly well describe personal struggles in a logical sequence using clear transitions, have a fairly easy to understand turning point, and somewhat logically connect the struggles to shaping who the author is now with a somewhat stated hope for the future.

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Mark Bustalinio
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64 views1 page

Coming-To Story Rubric

The rubric outlines criteria for evaluating coming-of-age stories in four areas: characters and their origins, description of personal struggles, identification of a turning point, and conveying hope for the future or a concluding ending. A proficient story would introduce characters at the beginning, fairly well describe personal struggles in a logical sequence using clear transitions, have a fairly easy to understand turning point, and somewhat logically connect the struggles to shaping who the author is now with a somewhat stated hope for the future.

Uploaded by

Mark Bustalinio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd

Grade 9 - Coming-to Stories Rubric

Extending Proficient Developing Emerging

Characters The writer and characters The writer and characters The writer and characters The writer and characters
Origins involved are introduced at the involved are somewhat involved are introduced at the involved are not introduced at
beginning of the story. introduced at the story's story's beginning, but it is the beginning.
beginning. unclear at first glance.

Character’s Personal struggle(s) are well Personal struggle(s) are fairly Personal struggle(s) are a little Little to no personal
struggles described and organized. Ideas well described and organized. hard to follow. The transitions struggle(s) are described.
are chronicled well, and one One idea or scene may seem are sometimes not clear, and Ideas and scenes seem to be
scene follows another in a out of place. Clear transitions events seem out of order. randomly arranged, and
logical sequence with clear are used, but not often enough. improvement is needed.
transitions.

Turning Point It is very easy for the reader to It is fairly easy for the reader to It is fairly easy for the reader to It is not clear what struggle(s)
understand the struggle(s) the understand the struggle(s) the understand the struggle(s) the the writer faced.
writer faced and why it was a writer faced and why it was a writer faced, but it wasn’t clear
problem. problem. why it was a problem. A turning point cannot be
identified.
A turning point can be easily A turning point can be A turning point can be identified
identified. somewhat identified. but it is unclear or lacks depth.

Hope for the The reason/connection to why The reason/connection to why The reason/connection to why The reason/connection to
future / Ending the writer(s) struggle(s) have the writer(s) struggle(s) have the writer(s) struggle(s) have why the writer(s) struggle(s)
made them who they are now is made them who they are now is made them who they are now is have made them who they
easy to understand and logical. somewhat logical. a little hard to understand. are now is attempted, or it is
unclear.
A hope for the future is stated or A hope for the future is A hope for the future is present
explicitly implied. somewhat stated or explicitly but is difficult to understand. A hope for the future is not
implied. stated or implied.

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