Holistic Grading Rubric: Narrative Essay
English 3: Miss Ciarcia
Evidence of Writing
Process
1
Insufficient Progress Towards
Expectations
Student rarely uses elements of
the writing process (planning,
drafting, revising, editing, and
publishing) to compose a
narrative piece of writing.
Organization
Student
does not focus on a specific
personal experience
does not organize their ideas
specific to the narrative task
does not organize their ideas
into paragraphs
does not include meaningful
transitions and strong sentenceto-sentence connections
Development of Ideas
Student
does not craft a thoughtful or
engaging narrative
does not include specific and
well-chosen details
writes an illogical narrative
that was unclear and difficult to
follow
2
Sufficient Progress Towards
Expectations
Student sometimes uses
elements of the writing process
(planning, drafting, revising,
editing, and publishing) to
compose a narrative piece of
writing.
Student
somewhat focuses on a
specific personal experience
poorly organizes their ideas
specific to the narrative task
organizes their ideas into
somewhat well controlled
paragraphs
includes some meaningful
transitions and strong sentenceto- sentence connections
Student
crafts a somewhat thoughtful
and engaging narrative
includes some specific and
well-chosen details
writes a somewhat logical
narrative with some character
development
3
Consistently Meets
Expectations
Student consistently uses
elements of the writing process
(planning, drafting, revising,
editing, and publishing) to
compose a narrative piece of
writing.
Student
focuses on a specific personal
experience throughout most of
the narrative
organizes their ideas specific
to the narrative task most of the
time
organizes their ideas into
controlled paragraphs
includes meaningful
transitions and strong sentenceto- sentence connections most of
the time
Student
crafts a thoughtful and
engaging narrative
includes specific and wellchosen details
writes a believable narrative
including character development
4
Consistently Exceeds
Expectations
Student always uses elements
of the writing process
(planning, drafting, revising,
editing, and publishing) to
compose a narrative piece of
writing.
Student
focuses on a specific
personal experience
logically organizes their
ideas specific to the narrative
task
organizes their ideas into
well controlled paragraphs
includes meaningful
transitions and strong
sentence-to- sentence
connections
Student
skillfully crafts a thoughtful
and engaging narrative
includes specific and wellchosen details that contributed
significantly
to the writer’s portrayal
of the experience
writes a believable narrative
including strong character
development
1
Insufficient Progress Towards
Expectations
Use of
Language
2
Sufficient Progress Towards
Expectations
4
Consistently Exceeds
Expectations
Student
Student
Student
Student
uses vague or limited word
uses general and vague word
uses specific and concrete
uses vivid and expressive
choice
word choice impedes the
writer’s ability to relate the
experience clearly
choice
uses awkward and somewhat
controlled sentences
word choice most of the time
uses adequately controlled
sentences that, for the most part,
contribute to the general
effectiveness of the narrative
word choice
uses purposeful, varied, and
well controlled sentences that
enhanced the effectiveness of
the narrative
Student
demonstrates a partial
command of sentence
boundaries, spelling,
capitalization, punctuation,
grammar, and usage conventions
Student
demonstrates an adequate
command of sentence
boundaries, spelling,
capitalization, punctuation,
grammar, and usage conventions
has some errors distracting to
although some errors may be
the meaning
evident, they create few (if any)
disruptions in the fluency of the
writing
Student
demonstrates a consistent
command of sentence
boundaries, spelling,
capitalization, punctuation,
grammar, and usage
conventions
use of conventions strongly
contribute to the effectiveness
of the narrative
uses simple, awkward,
Conventions
3
Consistently Meets
Expectations
uncontrolled, and weak
sentences
Student
has little or no command of
sentence boundaries, spelling,
capitalization, punctuation,
grammar, and usage conventions
has persistent errors that
interfere with meaning