CATEGORY 4 3 2 1 USE OF Vivid details The student uses The student The student uses CONCRETE incorporated concrete details and exhibits limited very few to no DETAILS throughout writing. sensory imagery presence concrete Student uses adequately and of concrete details/sensory sensory supports details. imagery. details to create the description and These do not rich imagery that narrative. necessarily complements the contribute to mood of the creation of a narrative. mood. USE OF The student The student makes Some figurative The student uses effectively noticeable efforts to language; may be little to no use of FIGURATIVE employs the use of include figurative of awkward figurative LANGUAGE figurative language, language construction. The language. such as metaphor throughout effect of this and simile to the narrative. language on the enhance the overall mood of meaning of the the work. narrative may be limited. USE OF The student The writer includes The student uses The student uses LANGUAGE employs some words basic language and/or weak vivid words and and demonstrates throughout. language; grade level specific reaching towards Little or no ineffective for language appropriate grade apparent accurate throughout. level specific effort to replace description language. common words throughout with vivid words. narrative. SENTENCE The student uses The student uses Little to no The student STRUCTURE varied sentence some variation in variation exhibits structure sentence structure. in sentence problems with throughout. Few to Few errors in structure. Some sentence no errors in sentence structure. problems with structure. These sentence structure. sentence problems structure. are distracting to the narrative. Rubric/ Grade Conversion: 4: A • 3: B • 2: C •
CATEGORY 4 3 2 1 USE OF CONCRETE DETAILS Vivid details incorporated throughout writing. Student uses sensory details to create rich imagery that complements the mood of the narrative. The student uses concrete details and sensory imagery adequately and supports the description and narrative. The student exhibits limited presence of concrete details. These do not necessarily contribute to creation of a mood. The student uses very few to no concrete details/sensory imagery. USE OF FIGURATIVE LANGUAGE The student effectively employs the use of figurative language, such as metaphor and simile to enhance the meaning of the work. The student makes noticeable efforts to include figurative language throughout the narrative. Some figurative language; may be of awkward construction. The effect of this language on the overall mood of the narrative may be limited. The student uses little to no use of figurative language. USE OF LANGUAGE The student employs vivid words and grade level specific language throughout. The writer includes some words and demonstrates reaching towards appropriate grade level specific language. The student uses basic language throughout. Little or no apparent effort to replace common words with vivid words. The student uses and/or weak language; ineffective for accurate description throughout narrative. SENTENCE STRUCTURE The student uses varied sentence structure throughout. Few to no errors in sentence structure. The student uses some variation in sentence structure. Few errors in sentence structure. Little to no variation in sentence structure. Some problems with sentence structure. The student exhibits problems with sentence structure. These problems are distracting to the narrative. Rubric/ Grade Conversion: • 4: A • 3: B • 2: C
Rubric%20Imagery%20Through%20the%20Eyes%20of%20Owl%20Moon.docx