Bens Project

by Ben Grimes

FILE

BENS_PROJECT .T XT (1,013)

T IME SUBMIT T ED

11-DEC-2014 11:50AM

WORD COUNT

188

SUBMISSION ID

489246235

CHARACT ER COUNT

806

Bens Project
GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

26

Instructor

/40

PAGE 1

Conf used

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RUBRIC: CCSS 11TH-12TH GRADE NARRATIVE

3.20 / 5

EXPOSIT ION (20%)

3/5

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 and its signif icance. It 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 and its signif icance. 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 and its
signif icance. 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%)

3/5

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, to

showing events and/or experiences.

DEVELOPING
(2)

T he text uses some narrative techniques, such as dialogue or description and 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.

3/5

T hese techniques build toward a craf ted tone and outcome.

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.
T hese techniques build toward a clear tone and outcome.

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.
T hese techniques build toward a particular tone and outcome.

DEVELOPING
(2)

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

an identif iable tone and/or outcome.

INADEQUATE
(1)

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

illogical sequence of events. T he text lacks an identif iable tone and/or outcome.

ST YLE (20%)

3/5

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, telling details to convey experiences, events,
settings, and/or characters.

INADEQUATE
(1)

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

CONCLUSION (20%)

4/5

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
(1)

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