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‭Teacher‬

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‭Date‬

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‭PERSONAL NARRATIVE SCORING GUIDE‬

‭Skill‬ ‭NY‬ ‭Foundational‬ ‭Proficient‬ ‭Advanced‬

‭Addresses the‬ ‭ stablishes a‬

E ‭ stablishes a theme or‬
E ‭ learly establishes a‬
C
‭Prompt‬ ‭theme or a‬ ‭a take-away from the‬ ‭theme, take-away,‬
‭take-away‬ ‭story that is evident‬ ‭and future‬
‭somewhere in the‬ ‭throughout the essay‬ ‭implications of the‬
‭essay‬ ‭The reader learns‬ ‭story; approaches‬
‭The reader has‬ ‭something significant‬ ‭these ideas either in‬
‭some sense of the‬ ‭about the writer’s life‬ ‭an imaginative or‬
‭writer’s‬ ‭experiences, growth, or‬ ‭highly original way‬
‭experiences or‬ ‭personality‬ ‭The reader is‬
‭personality‬ ‭engaged with the‬
‭story and its‬
‭significance;‬
‭presents a full‬
‭picture of who the‬
‭writer is and what‬
‭they value‬

‭Narrative‬ ‭ ransitions‬
T ‭ ffectively transitions‬
E ‭ ffectively‬
E
‭Story‬ ‭between ideas‬ ‭between the events of‬ ‭transitions between‬
‭Includes some‬ ‭the story‬ ‭the events of the‬
‭descriptive writing‬ ‭Enhances the story‬ ‭story and‬
‭Tells a story‬ ‭through descriptive‬ ‭reflections on its‬
‭writing (an engaging‬ ‭elements‬
‭hook, unique imagery,‬ ‭Greatly enhances‬
‭creative details,‬ ‭the story through‬
‭sensory description,‬ ‭descriptive writing‬
‭figurative language)‬ ‭(see proficient‬‭to the‬
‭Balances “showing”‬ ‭left‬‭) AND a unique‬
‭versus “telling”‬ ‭structure‬
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‭Style/Fluency‬ ‭ ses some variety‬

U ‭ ses a variety of‬
U ‭ ses a variety of‬
U
‭in sentence‬ ‭sentence structures‬ ‭sentence structures‬
‭structures; simple‬ ‭Maintains an‬ ‭to reinforce purpose‬
‭sentence‬ ‭appropriate tone for‬ ‭Maintains an‬
‭structures‬ ‭purpose and audience‬ ‭appropriate and‬
‭Maintains an‬ ‭Demonstrates use of‬ ‭thoughtful tone‬
‭appropriate tone‬ ‭grade level vocabulary‬ ‭throughout‬
‭Simple use of‬ ‭and diction‬ ‭Strong use of of‬
‭vocabulary‬ ‭vocabulary and‬
‭diction‬