KPBSD September 2016 – Narrative Standard Referenced Rubric
Grades 11 & 12
Students write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
4
Exceeds Standard
Ideas and Organization
Establishes context and purpose
W.11-12.3a
Engage and orient the reader by
setting out a problem, situation,
or observation, establishing one
or multiple point(s) of view, and
introducing a narrator and/or
characters; create a smooth
progression of experiences or
events.
W.11-12.3b
Use narrative techniques to
develop experiences, events,
and/or characters (dialogue,
pacing, descriptions, reflection,
advanced plot lines).
Transitions and
Conclusions
Creates an organizing structure
W.11-12.3c
Use a variety of techniques to
sequence events so that they
build on one another to create a
coherent whole and build
toward a particular tone and
2
Partially Meets Standard
1
Below Standard
 The student effectively
 The student engages and
 The student attempts to engage  The student fails to engage
engages and orients the
orients the reader by setting
and orient the reader by setting
and orient the reader by
reader by setting out a
out a problem, situation, or
out a problem, situation or
setting out a problem,
problem, situation, or
observation, and its
observation and its significance.
situation, or observation
observation and its
significance.
and its significance.
 The student attempts to
significance
 The student establishes one or

The student fails to
establish one or multiple
 The student effectively
multiple point(s) of view, and
point(s) of view, and attempts
establish one or multiple
establishes one or multiple
introduces a narrator and/or
to introduce a narrator and/or
point(s) of view, nor
point(s) of view, and
characters.
character.
attempts to introduce a
introduces a narrator and/or  The student creates a smooth  The student attempts to have a
narrator and/or character.
characters.
progression of experiences or
smooth progression of
 The student does not have a
 The student effectively
events.
experiences or events.
progression of experiences
creates a smooth progression
or events.
of experiences or events.
Content and Development  The student effectively uses
Demonstrates critical thinking in
order to develop the topic
3
Meets Standard
narrative techniques to
develop experiences, events,
and/or characters.
 The student effectively uses
a variety of techniques to
sequence events so that they
build on one another to
create a coherent whole.
 The student effectively
builds toward a particular
tone and outcome.
 The student uses narrative
techniques to develop
experiences, events, and/or
characters.
 The student attempts to use
narrative techniques to develop
experiences, events and/or
characters.
 The student fails to use
narrative techniques to
develop experiences,
events, and/or characters.
 The student uses a variety of
techniques to sequence
events so that they build on
one another to create a
coherent whole.
 The student builds toward a
particular tone and example.
 The student provides a
conclusion that follows from
 The student attempts to use a
variety of techniques to
sequence events so that they
build on one another to create a
coherent whole.
 The student attempts to build
toward a particular tone and
example.
 The student fails to use a
variety of techniques to
sequence events so that they
build on one another to
create a coherent whole.
 The student fails to build
toward a particular tone and
example.
example (i.e. sense of mystery,
 The student will effectively
suspense, growth, or resolution).
provide a conclusion that
W.11-12.3e
follows from and reflects on
Provide a conclusion that
what is experienced,
follows from and reflects on
observed, or resolved over
what is experienced, observed,
the course of the narrative.
or resolved over the course of
the narrative.
Style
Uses voice and style to enhance
meaning
W.11-12.3d
Use precise words or phrases,
telling details, and sensory
language to convey a vivid
picture of the experiences,
events, setting, and/or
characters.
L.11-12.5
Demonstrate understanding of
figurative language, word
relationships, and nuances in
word meanings. (e.g. hyperbole
and paradox).
Conventions
L.11-12.1
Demonstrates command of
written language conventions.
L.11-12.2
Demonstrate command of the
conventions of standard
English: capitalization,
punctuation, and spelling.
and reflects on what is
experienced, observed, or
resolved over the course of
the narrative.
 The student attempts to provide  The student fails to provide
a conclusion that follows from
a conclusion that follows
and reflects on what is
from and reflects on what is
experienced, observed, or
experienced, observed, or
resolved over the course of the
resolved over the course of
narrative.
the narrative.
 The student effectively uses
precise words or phrases,
telling details, and sensory
language to convey a vivid
picture of the experiences,
events, setting, and/or
characters.
 The student effectively
demonstrates understanding
of figurative language, word
relationships, and nuances in
word meanings.
 The student uses precise
 The student attempts to use
 The student fails to use
words or phrases, telling
precise words or phrases, telling
precise words or phrases,
details, and sensory language
details, and sensory language to
telling details, and sensory
to convey a vivid picture of
convey a vivid picture of the
language to convey a vivid
the experiences, events,
experiences, events, setting,
picture of the experiences,
setting, and/or characters
and/or characters.
events, setting, and/or
characters.
 The student demonstrates
 The student attempts to
understanding of figurative
demonstrate understanding of
 The student fails to
language, word relationships,
figurative language, word
demonstrate understanding
and nuances in word
relationships, and nuances in
of figurative language,
meanings.
word meanings.
word relationships, and
nuances in word meanings.
 The student demonstrates
consistent control of
grammar, usage,
punctuation, sentence
construction, and spelling.
 The writer has no errors that
interfere with meaning.
 The student demonstrates
control of usage, grammar,
punctuation, capitalization,
sentence construction, and
spelling.
 The writer has occasional
errors that do not interfere
with meaning.
KPBSD Narrative Rubric Grades 11 & 12 Rev. 9/20/16
 The student demonstrates some
control of usage, grammar,
punctuation, sentence
construction, and spelling.
 The writer has errors that
interfere with meaning.
 The student demonstrates
little control of usage,
grammar, punctuation,
sentence construction, or
spelling.
 The writer has numerous
errors that interfere with
meaning.