Fictional Narrative Writing Rubric
CCSS.ELA-Literacy.W.6.3 - Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
A. Engage and orient the
reader by establishing a
context and introducing
a narrator and/or
characters; organize an
event sequence that
unfolds naturally and
logically
B. Use narrative
techniques, such as
dialogue, pacing, and
description, to develop
experiences, events,
and/or characters.
C. Use a variety of
transition words,
phrases, and clauses to
convey sequence and
signal shifts from one
time frame or setting to
another.
D. Use precise words
and phrases, relevant
descriptive details, and
sensory language to
convey experiences and
events.
4
Context of the story is
clearly developed and
“sets the mood” for the
remainder of the story.
Characters are well
developed. The story has
an organized flow and
events are in a logical
order throughout story.
Dialogue within the story
is well developed and
enhances the characters
that are speaking. The
pacing of the events and
descriptions surrounding
events are strong.
Transitions throughout the
story are described in a
variety of ways. The shift
between settings and time
frames are clear, but
noted through subtle use
of phrases.
3
Context of the story is
developed and gives the
reader a sense of location
and time. The characters
are identified and
developed. The events of
the story are organized
and have some logical
order throughout story.
Dialogue is used
throughout story correctly.
The events are paced
evenly or within reason.
The characters are
enhanced by description
throughout events.
Transitions are described
through traditional words
such as “first, next, then”.
Time frame changes and
setting changes are
identified by transitional
words.
2
Context of the story is
limited and the mood of
the time and place are not
fully developed. The
characters are mentioned.
There is some confusion
involving the sequence of
events in the story.
1
Setting is not developed or
only briefly mentioned.
The characters are limited
in description to the point
that the reader is
confused. The sequence
of events is not logical or
focuses on only one event.
Dialogue has limited use
throughout story. Events
may jump too quickly or
too slowly. The characters
are not fully described and
may be difficult to picture
based on words.
Transitions are made
during the story
development, but may not
include signal words or
phrases that identify a
change in setting or time.
Speaking is not noted
through quotation marks
or not used at all. Events
are difficult to follow or
limited to one event. The
characters may not be
described at all.
Transitions are difficult to
identify without indicators
of changes in setting or
time.
Advanced use of
vocabulary enhances the
descriptive details of the
story and “bring the
events to life” through
word choice.
Words and phrases help
the reader to envision the
events of the story. Word
choice is descriptive and
includes sensory language.
Descriptive words are in
limited use. Basic events
are outlined with limited
sensory language.
Descriptive words are not
used. Events are outlined
without any sensory
language.
Fictional Narrative Writing Rubric
The conclusion shows an
E. Provide a conclusion The conclusion shows a
comprehensive
understanding of events
that follows from the
understanding
of
the
key
and sequences them in a
narrated experiences or
points in the story.
concluding paragraph.
events.
CCSS.ELA-Literacy.W.6.4-5 – Production and Distribution of Writing
4. Produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.
5. With some guidance
and support from peers
and adults, develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach.
6. Use technology to
produce and publish
writing as well as to
interact and collaborate
with others; demonstrate
sufficient command of
keyboarding skills to
type a minimum of three
pages in a single sitting.
Produces clear and
coherent writing in
which the development,
organization and style
are advanced in skill
level and engaging to
the audience. The
writing is well suited to
task and purpose.
Independently develop
and strengthen writing
as needed by planning,
revising, editing,
rewriting, or trying a
new approach.
Use technology to
produce and publish
writing as well as to
interact and collaborate
with others; demonstrate
sufficient command of
keyboarding skills to
type a minimum of four
pages in a single sitting.
Produce clear and
coherent writing. The
development,
organization, and style
are appropriate to task.
The writing meets the
purpose and addresses
the needs of the
audience.
With some guidance and
support from peers and
adults, develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach.
Use technology to
produce and publish
writing as well as to
interact and collaborate
with others; demonstrate
sufficient command of
keyboarding skills to
type a minimum of three
pages in a single sitting.
The conclusion outlines
some of the events of the
story and may or may not
follow the sequence.
The conclusion is either
missing or not in a
recognizable order of
events.
Produces a writing that
is partly clear. Some of
the organization is
present. The style is
appropriate to the task
and purpose. The
audience may or may
not be addressed
appropriately.
With significant
guidance and support
from peers and adults,
develop and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new approach
Use technology to
produce and publish
writing as well as to
interact and collaborate
with others; demonstrate
sufficient command of
keyboarding skills to
type a minimum of two
pages in a single sitting.
Writing is unclear. The
organization is missing.
The style is
inappropriate to the
task and purpose. The
audience is not
considered in the
development of the
story.
With significant
guidance and support
from peers and adults,
unable to develop and
strengthen writing
through various stages
of writing enough to
meet standards.
Limited use of
technology to produce
and publish writing as
well as to interact and
collaborate with others;
demonstrate 1 or less
page in a single sitting.
Fictional Narrative Writing Rubric