Criterion

5 Advanced
(above grade level)

9th /10th Grade EGUSD Writing Rubric Narrative (CCSS Writing #3)
4 Proficient
3 - Basic
2 - Below Basic
(at grade level)

Focus/ The narrative, real or imagined, The narrative, real or imagined, The narrative, real or
imagined superficially
Exposition insightfully addresses all
competently addresses all
addresses all aspects of the
aspects of the prompt
aspects of the prompt
Purposefully engages and
Engages and orients the reader prompt
Attempts to engage or orient
orients the reader by setting out by setting out a problem,
a problem, situation, or
situation, and establishing one
observation and its
or multiple point(s) of view
significance, and establishing
one or multiple point(s) of view
Expertly introduces a narrator
and/or characters
Organi- Expertly creates a smooth
zation/ Plot progression of experiences or
events

The narrative, real or

The narrative, real or imagined,
imagined, partially addresses minimally addresses some
aspects of the prompt
aspect of the prompt
Might engage or orient the
reader by setting out a
problem, situation, and
establishing one or multiple
point(s) of view

Does not engage or orient the

reader by setting out a problem,
situation, and establishing one
or multiple point(s) of view

Attempts to introduce a
narrator and/or characters
Progression of experiences
or events may be confusing
or disjointed

Does not introduce a narrator

and/or characters
Event sequence unfolds
illogically

Introduces a narrator and/or

characters
Creates a smooth progression
of experiences or events

Introduces a narrator and/or

characters
Experiences and events are
somewhat connected

Uses a variety of techniques to

sequence events that build on
one another to create a coherent
whole and build toward a
particular tone and outcome
(e.g., a sense of mystery,
suspense, growth, or resolution)

Uses a variety of techniques to

sequence events that build on
one another to create a coherent
whole

Uses techniques to sequence Techniques do not build on

events that build on one
one another to create a
another to create a coherent
coherent whole
whole

Skillfully provides a conclusion

that follows from and reflects
on what is experienced,
observed, or resolved over the
course of the narrative

Provides a conclusion that

Provides a conclusion that
clearly follows from and
connects to the narrated
reflects on what is experienced, experiences or event
observed or resolved over the
course of the narrative

Provides a weak conclusion Provides no conclusion or one

that may not connect to the that is not connected to the
narrated experiences or event narrated experiences or events

Effectively uses a variety of

narrative techniques such as
dialogue, pacing, and
description to develop
experiences, events, and/or
characters

Uses limited narrative

Uses few to no narrative
techniques, such as dialogue, techniques
pacing, and description to
develop experiences, events,
and/or characters

Narrative Skillfully uses narrative

Techniques techniques such as dialogue,
pacing, description, reflection,
and multiple plot lines to
develop experiences, events,
and/or characters
Sophisticated use of precise
words and phrases, telling
details, and sensory language to
convey a vivid picture of the
experiences, events, setting,
and/or characters
Language Uses purposeful and varied
sentence structure
Contains minimal to no errors
in conventions (grammar,
punctuation, spelling,
capitalization)
Utilizes precise and
sophisticated word choice

the reader by setting out a

problem, situation, and
establishing one or multiple
point(s) of view

1 - Far Below Basic

Adequately uses a variety of

narrative techniques such as
dialogue, pacing, and
description to develop
experiences, events, and/or
characters

Does not use sequencing

techniques to create coherence

Uses precise words and

Uses some descriptive details,
phrases, relevant descriptive
and sensory language to
details, and sensory language to convey experiences and events
capture the action and convey
experiences and events

ses concrete words or phrases Does not use sensory language

with limited use of
or descriptive details
descriptive details and
sensory language

Uses correct and varied

sentence structure
Contains few, minor errors in
conventions

Uses limited and/or repetitive

sentence structure
Contains numerous errors in
conventions which cause
confusion

Uses mostly correct and some

varied sentence structure
Contains some errors in
conventions which may cause
confusion

Utilizes strong and grade-level Usually utilizes grade-level

appropriate word choice
appropriate word choice

Lacks sentence mastery (e.g.,

fragments/ run-ons)
Contains serious and pervasive
errors in conventions

Utilizes vague or basic word Utilizes incorrect and/or

choice
simplistic word choice

Raw Score

Grade
0

Cells Highlighted
0

10