This I believe

by Laura Gomez

FILE

MINDIS_CLASS.PDF (39.97K)

T IME SUBMIT T ED

17-SEP-2014 01:27PM

WORD COUNT

490

SUBMISSION ID

453392918

CHARACT ER COUNT

1964

This I believe
GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

/0

Instructor

PAGE 1

QM

Vague
Replace this vague word choice

Comment 1
You could add dialogue here to make this come alive.

Proper Noun

If this word is a proper noun, you need to capitalize it.

Verb

T his verb may be incorrect. Proof read the sentence to make sure you have used the correct
f orm of the verb.

Comment 2
Who? Add more explanation to make this real..

Comment 3
pay
QM

Proof read
Proof read

Compound

T hese two words should be written as one compound word.

Wrong Article

You may have used the wrong article or pronoun. Proof read the sentence to
make sure that the article or pronoun agrees with the word it describes.

Missing ","

You may need to place a comma af ter this word.

Missing ","

You may need to place a comma af ter this word.

Missing ","

You may need to place a comma af ter this word.

Possessive
QM

You may need to use an apostrophe to show possession.

Sophistication
Up the sophistication of your word choice here.

PAGE 2

Missing Apos.

Since this is a contraction, you need to use an apostrophe to f orm it.

Comment 4
Keep this in the f irst person.

Sp.

T his word is misspelled. Use a dictionary or spellchecker when you proof read your work.

RUBRIC: CCSS 9 TH-10 TH GRADE NARRATIVE

EXPOSIT ION (20%)

0 /5

0/5

T he text sets up a story by introducing the event/conf lict, characters and setting.
EXCEPTIONAL
(5)

T he text creatively engages the reader by setting out a well-developed conf lict,
situation, or observation. T he text establishes one or multiple points of view and
introduces a narrator and/or complex characters.

SKILLED
(4)

T he text engages and orients the reader by setting out a conf lict, situation, or
observation. It establishes one or multiple points of view and introduces a narrator
and/or well-developed characters.

PROFICIENT
(3)

T he text orients the reader by setting out a conf lict, situation, or observation. It
establishes one point of view and introduces a narrator and/or developed characters.

DEVELOPING
(2)

T he text provides a setting with a vague conf lict, situation, or observation with an
unclear point of view. It introduces a narrator and/or underdeveloped characters.

INADEQUATE
(1)

T he text provides a setting that is unclear with a vague conf lict, situation, or
observation. It has an unclear point of view and underdeveloped narrator and/or
characters.

DEVELOPMENT (20%)

0/5

T he story is developed using dialogue, pacing, description, ref lection and multiple plot lines.
EXCEPTIONAL
(5)

T he text demonstrates sophisticated narrative techniques, such as engaging

dialogue, artistic pacing, vivid description, complex ref lection, and multiple plot lines to
develop experiences, events, and/or characters.

SKILLED
(4)

T he text demonstrates deliberate use of narrative techniques, such as dialogue,

pacing, description, ref lection, and multiple plot lines to develop experiences, events,
and/or characters.

PROFICIENT
(3)

T he text uses narrative techniques, such as dialogue, description, ref lection, that
illustrate events and/or characters.

DEVELOPING
(2)

T he text uses some narrative techniques, such as dialogue or description that merely
retells events and/or experiences.

INADEQUATE
(1)

T he text lacks narrative techniques and merely retells events and/or experiences.

ORGANIZ AT ION (20%)

T he text f ollows a logical sequence of events.
EXCEPTIONAL
(5)

T he text creates a seamless progression of experiences or events using multiple

techniques--such as chronology, f lashback, f oreshadowing, suspense, etc.--to
sequence events so that they build on one another to create a coherent whole.

0/5

SKILLED
(4)

T he text creates a smooth progression of experiences or events using a variety of

techniques--such as chronology, f lashback, f oreshadowing, suspense, etc.--to
sequence events so that they build on one another to create a coherent whole.

PROFICIENT
(3)

T he text creates a logical progression of experiences or events using some

techniques--such as chronology, f lashback, f oreshadowing, suspense, etc.--to
sequence events so that they build on one another to create a coherent whole.

DEVELOPING
(2)

T he text creates a sequence or progression of experiences or events.

INADEQUATE
(1)

T he text lacks a sequence or progression of experiences or events or presents an

illogical sequence of events.

ST YLE (20%)

0/5

T he text uses sensory language and details to create a vivid picture of the events, setting, and characters.
EXCEPTIONAL
(5)

T he text uses eloquent words and phrases, showing details and rich sensory
language and mood to convey a realistic picture of the experiences, events, setting,
and/or characters.

SKILLED
(4)

T he text uses precise words and phrases, showing details and controlled sensory
language and mood to convey a realistic picture of the experiences, events, setting,
and/or characters.

PROFICIENT
(3)

T he text uses words and phrases, telling details and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.

DEVELOPING
(2)

T he text uses words and phrases and telling details to convey experiences, events,
settings, and/or characters.

INADEQUATE
(1)

T he text merely tells about experiences, events, settings, and/or characters.

CONCLUSION (20%)

0/5

T he text provides a conclusion that f ollows f rom the course of the narrative. T he conclusion provides a
ref lection on or resolution of the events.
EXCEPTIONAL
(5)

T he text moves to a conclusion that artf ully f ollows f rom and thoughtf ully ref lects on
what is experienced, observed, or resolved over the course of the narrative.

SKILLED
(4)

T he text builds to a conclusion that logically f ollows f rom and ref lects on what is
experienced, observed, or resolved over the course of the narrative.

PROFICIENT
(3)

T he text provides a conclusion that f ollows f rom and ref lects on what is experienced,
observed, or resolved over the course of the narrative.

DEVELOPING
(2)

T he text provides a conclusion that f ollows f rom what is experienced, observed, or

resolved over the course of the narrative.

INADEQUATE

T he text may provide a conclusion to the events of the narrative.

(1)