Personal Narrative Writing Rubric

Criterion Standard Exceeded Standard Met Standard Nearly Met Standard Not Met
5 4 3 2 1
Focus/ The narrative, real or imagined, The narrative, real or imagined, The narrative, real or imagined, The narrative, real or imagined, The narrative, real or imagined,
Exposition insightfully addresses all aspects of the competently addresses all aspects superficially addresses all aspects partially addresses aspects of the minimally addresses some aspect
writing task of the writing task of the writing task writing task of the writing task

Purposefully engages and orients the Engages and orients the reader by Attempts to engage or orient the Might engage or orient the reader Does not engage or orient the
reader by setting out a problem, setting out a problem, situation, reader by setting out a problem, by setting out a problem, reader by setting out a problem,
situation, or observation and its and establishing one or multiple situation, and establishing one or situation, and establishing one or situation, and establishing one or
significance, and establishing one or point(s) of view multiple point(s) of view multiple point(s) of view multiple point(s) of view
multiple point(s) of view
Introduces a narrator and/or Introduces a narrator and/or Attempts to introduce a narrator Does not introduce a narrator
Expertly introduces a narrator and/or characters characters and/or characters and/or characters
characters
Organi- Effectively creates a smooth progression Creates a smooth progression of Experiences and events are Progression of experiences or Event sequence unfolds
zation/ of experiences or events experiences or events somewhat connected events may be confusing or illogically
Plot disjointed
Uses a variety of techniques to sequence Uses a variety of techniques to Uses techniques to sequence events Does not use sequencing
events that build on one another to sequence events that build on one that build on one another to create Techniques do not build on one techniques to create coherence
create a coherent whole and build another to create a coherent whole a coherent whole another to create a coherent whole
toward a particular tone and outcome Provides no conclusion or one
(e.g., a sense of mystery, suspense, Provides a conclusion that clearly Provides a conclusion that Provides a weak conclusion that that is not connected to the
growth, or resolution) follows from and reflects on what connects to the narrated may not connect to the narrated narrated experiences or events
is experienced, observed or experiences or event experiences or event
Skillfully provides a conclusion that resolved over the course of the
follows from and reflects on what is narrative
experienced, observed, or resolved over
the course of the narrative
Narrative Skillfully uses narrative techniques such Effectively uses a variety of Adequately uses a variety of Uses limited narrative techniques, Uses few to no narrative
Techniques as dialogue, pacing, description, narrative techniques such as narrative techniques such as such as dialogue, pacing, and techniques
reflection, and multiple plot lines to dialogue, pacing, and description to dialogue, pacing, and description description to develop
develop experiences, events, and/or develop experiences, events, and/or to develop experiences, events, experiences, events, and/or Does not use sensory language or
characters characters and/or characters characters descriptive details

Uses precise words and phrases in a Uses precise words and phrases, Uses some descriptive details, and Uses concrete words or phrases
sophisticated manner, telling details, relevant descriptive details, and sensory language to convey with limited use of descriptive
and sensory language to convey a vivid sensory language to capture the experiences and events details and sensory language
picture of the experiences, events, action and convey experiences and
setting, and/or characters events
Language Uses purposeful and varied sentence Uses correct and varied sentence Uses mostly correct and some Uses limited and/or repetitive Lacks sentence mastery (e.g.,
structure structure varied sentence structure sentence structure fragments/ run-ons)

Contains minimal to no errors in Contains few, minor errors in Contains some errors in Contains numerous errors in Contains serious and pervasive
conventions (grammar, punctuation, conventions conventions which may cause conventions which cause errors in conventions
spelling, capitalization) confusion confusion
Utilizes strong and grade-level Utilizes incorrect and/or
Utilizes precise and sophisticated word appropriate word choice Usually utilizes grade-level Utilizes vague or basic word simplistic word choice
choice appropriate word choice choice