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Personal Narrative Assignment - under Week of Oct. 2—6 Personal Narrative: Dialogue Rubric One (1) type Writing

Jun 29, 2020




  • Personal Narrative

    4 3 2 1

    Dear Students,

    Your personal narrative assignment will be worth two grades. You will be graded on the structure and content of your dialogue as well as the overall quality of your writing. You are also required to turn in your writing process, too. All of it! Please take your time and review the resources that are available to you on the Weebly. I highly recommend you review the following items:

    Located under Week of Oct. 2—6

    Personal Narrative: Dialogue Rubric

    Writing Rubric for Personal Narrative Personal Narrative Template— Planning Sheet

    Located under Week of Sept. 18 –22

    Punctuating Dialogue

    Located under Week of Sept. 11 — 15

    Notes on a Personal Narrative

    Personal Narrative Sample

    Personal Narrative Graphic-O

    If you are having trouble coming up with something original…

    Personal Narrative Options

    You may also need…

    The Writing Process Rubric

    Proofreading and Editing Marks

    Revising Checklist

    (You must scroll to down to find these!)

    Turn Your Work in in the following manner:

    Bottom: Prewriting

    Middle: Draft, Revising, Proofreading Signature, and Editing

    Top: Your typed OR neatly written personal narrative


    Periods 74 and 76 are due on Oct. 5th

    Periods 75 and 77 are due on Oct. 6th


    Assignment Length & More:

    One (1) type-written page in size

    12 pt. font. Please use Arial.

    Include your first and last name,

    class period, and date on the

    back of the page! I don’t want

    anything getting in the way of

    your writing!

    Give your work a TITLE! Title

    sizes can be 20—24 pt. in Arial


    Lost Slippers (20pt)

    Lost Slippers(24pt)


  • Personal Narrative: Dialogue Rubric

    Date ___________ Period ______ Name____________________________________

    4 3 2 1


    The dialogue enhances the work by being correctly structured and includes engaging content. There are few, if any, errors in the dialogue.

    Dialogue generally has cor-rect structure and content. Errors may be present but do not distract from the piece.

    Dialogue is attempted but its structure and content remain sketchy. Too many errors keep the dialogue from enhancing the work.

    The dialogue is not structured correctly. Frequent errors make it hard to understand who is speaking.


    Speech tags are clear and present. They match what is happening in the dialogue/narrative. Through proper punctuation and indention, the speakers’ words correctly follow the rules of grammar. Speech tags are varied throughout the work and are found at the beginning, middle and end of the dialogue.

    Speech tags are present. They mostly match what is happening in the dialogue/narrative. Attention to punctuation and indention of the speakers’ words are apparent. Speech tags are scattered throughout the piece. They generally follow the rules of grammar with minor lapses.

    Speech tags may or may not be present. Some match what is happening in the dialogue/narrative. Noticeable lapses in the use punctuation and proper indention occur. The use of speech tags remain spo-radic and unvaried.

    If speech tags are present, they are very limited. Their use may be highly questionable.


    Careful thought is given to the placement of narration around the dialogue. The narration is properly distributed and adds to the enjoyment of the work.

    Overall, the narration com-plements the dialogue. Minor errors exist in the placement of narration around the dialogue.

    Little, if any, attention was given to the placement of narration around the dia-logue. Improper place-ment/grouping may lead to confusion in the reader.

    There may be too much narration and not enough dialogue or vice versa. Very little thought was given to the arrangement of the narration around the dialogue.


    The student uses 2 or 3 words from the vocabulary list beginning September 25th. The words fit within the work and are boldfaced. The student-selected words fit appropriately within the piece.

    The student uses 1 to 2 words from the vocabulary list beginning September 25th. The words seem to fit within the work and are boldfaced. Usage of the vocabulary may or may not detract from the piece.

    The student uses at least one (1) word from the vo-cabulary list beginning Sep-tember 25th. The word may or may not fit into the work. The chosen vocabu-lary may or may not be boldfaced or make sense within the piece.

    No attempt was made to include vocabulary from the week of September 25th.


    The story displays an abun-dance of creativity and de-scriptive language without overdoing it. The author’s wit and/or use of figurative language adds to the enjoy-ment of work.

    The story is creative and descriptive. The student attempts the usage of fig-urative language within the work, and it does not inter-fere with meaning.

    The story may or may not include any descriptive writing. Creativity remains inconsistent within the work and may interfere with meaning.

    The story is limited and barely includes any de-scription. There is very little evidence of creativi-ty.

    Commentary: Final Grade:


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