On Friday, January 6, at least three handwritten pages of your narrative are due at the beginning of class. You will be given credit in the form of a quiz grade for completing the minimum requirement. We have been working on them in class and brainstorming ideas, so all of you should come prepared. Tomorrow is peer review day, so be ready to provide constructive criticism.On Monday, January 9, your typed three page rough draft is due. Follow proper MLA formatting and remember that the rough draft will count as a major grade. If you wish to revise the rough draft, the final draft's grade will be averaged with the original score. The revised rough draft due date will be announced at a later date. More than likely, they will be due on Friday, January 13.
Avoid creating unnecessary work and turn in an A paper on Monday.
Included below is the rubric I will use to assess the writing.
Rubric for Reflective Writing
| Quality | 5 | 3 | 1 |
| FOCUS/PURPOSE | · Makes a point (or points) about the importance of an event or events involving text(s) in the writer’s life · Selectively includes details and events that relate to the larger point(s) of the narrative | · Attempts to make a point (or points) about an event or events involving text(s) in the writer’s life · Chooses mostly relevant details and events, but some details and events seem unrelated to larger point(s). | · Leaves point(s) about an event or events involving text(s) in the writer’s life uncertain · Provides little rationale for selection and inclusion of details and events |
| DEVELOPMENT | · Provides appropriate level of detail for audience of instructor/classmates · Includes significant reflection & awareness · Establishes significant connection to wider world | · Occasionally provides insufficient detail for audience of classmates/instructor · Incorporates some reflection & awareness · Provides some connections to wider world | · Provides insufficient detail for audience understanding · Incorporates minimal or no reflection · Includes limited connection wider world |
| ORGANIZATION | · Connects narrative components clearly and effectively | · Provides discernable overall structure, but some narrative components seem out-of-place or disconnected | · Uses very unclear or confusing order of components |
| TONE | · Employs a tone that is appropriate for audience of classmates/instructor | · Includes occasional areas where tone is not appropriate for audience of classmates/instructor | · Contains many areas with a tone that is not appropriate for audience of classmates/instructor |
| WORD CHOICE | · Uses precise terms · Avoids clichés · Makes us of rich, descriptive language | · Includes some imprecise use of language · Uses some clichés · Uses prose that is occasionally labored and/or unengaging | · Contains many instances of imprecise language · Includes several clichés · Relies on literal language · Uses words repetitively |
| SENTENCES | · Includes very few errors in usage and grammar. · Employs sentence construction effectively to convey meaning. | · Includes occasional errors in grammar and/or usage · Includes errors in grammar and/or usage that occasionally obstruct meaning | · Includes frequent errors in grammar/usage · Includes errors in grammar and/or usage that frequently impede reading/understanding of narrative |
By clicking on the link above, you can access the Norton Field Guide's page that walks you through the steps necessary for writing a literacy narrative. Sample narratives are provided along with the organization charts that we viewed in class.
I can't wait to read your narratives!
