Narrative Four Point Text-Based Writing Rubric Grade 6

TechniquesNarrative nOrganizatioOpening
ConventionUsage/
SourceUse of
onConclusi
LanguageVivid Sequence

The NARRATIVE writing task examines the writers ability to effectively develop real or imagined experiences or events using effective
techniques, descriptive details, and clear event sequences based on a text that has been read.
Score of 4

Score of 3

The students response is a welldeveloped narrative that fully

develops a real or imagined
experience based on a text as a
stimulus.

The students response is a

complete narrative that develops
a real or imagined experience
based on a text as a stimulus.

The students response is an

incomplete or oversimplified
narrative based on a text as a
stimulus.

The students response provides

evidence of an attempt to write
a narrative based on a text as a
stimulus

Effectively establishes a
situation and introduces a
narrator and/or characters

Establishes a situation and

introduces one or more
characters

Introduces a vague
situation and at least one
character

Provides a weak or
minimal introduction of a
situation or a character

Organizes an event
sequence that unfolds
naturally

Organizes events in a
clear, logical order

Organizes events in a
sequence but with some
gaps or ambiguity

May be too brief to

demonstrate a complete
sequence of events

Attempts to use a
narrative technique, such
as dialogue, description,
and pacing to develop
experiences, events,
and/or
characters
Uses occasional
signal
words inconsistently to
indicate sequence of
events and signal shifts
Uses some words or
phrases inconsistently
to convey experiences
and events

Shows little or no
attempt to use dialogue
or description and
pacing to develop
experiences, events,
Provides few if any
words that convey
sequence of events
and signal shifts from

Provides an appropriate
conclusion

Provides a weak or
ambiguous conclusion

Provides a minimal or
no conclusion

Integrates some ideas

and/or details from
provided text
Has a few minor errors
in usage and/or
conventions with no
significant effect on
meaning*

Attempts to integrate
ideas or details from
provided text
Has frequent errors in
usage and conventions
that sometimes
interfere with meaning*

May use few if any

ideas or details from
provided text
Has frequent major
errors in usage and
conventions that
interfere with meaning*

Effectively uses narrative

techniques, such as
dialogue, description, and
pacing to develop rich,
interesting experiences,
events,
and/or of
characters
Uses
a variety
words and
phrases consistently to
convey the sequence of
events and signal shifts
Uses precise words and
phrases, and sensory
language consistently to
convey experiences and
events
Provides a conclusion that
follows from the narrated
experiences or events
Integrates ideas and details
from provided text
effectively
Has very few or no errors in
usage and/or conventions
that interfere with
meaning*

Scores:

Opening__________

Score of 2

Uses narrative
techniques, such as
dialogue, description,
and pacing to develop
experiences, events,
and/or
characters
Uses words
and/or
phrases to indicate
sequence of events and
signal shifts from one
Uses words, phrases,
and details to convey
experiences and events

Organization__________
Conclusion__________

Narrative Techniques__________
Use of Source__________

Score of 1

Uses words that are

inappropriate, overly
simple, or unclear

Sequence__________

Usage/Conventions__________

Score of 0

The response is
completely
irrelevant or
incorrect, or
there is no
response
The student
merely copies
the text in the
prompt.
The student
copies so much
text from the
passages that
there is not
sufficient
original work to
be scored.

Vivid Language__________