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Middle School Narrative Assignment

 
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9  Language Arts 
Warfield 
 
Assignment: 
Write a 2­3 page narrative story about a time you were very successful or unsuccessful in 
middle school.  This narrative may focus on  your school, social, and/or family life.  Be 
sure to center your narrative on a main event or occurrence, rather than simply rambling 
on about an entire year in Mr. So­and­so’s class.   
 
If  you  have  access  to  word  processing,  please  type  the  story  in  12  font  and  double­
spaced.  If you do not have access to word processing please write neatly in pen (it will 
probably take 3­4 pages). 
 
Narrative tips: 
• Use first person “I” 
• Center your story on a main event or happening 
• Employ vivid description and imaginative language 
• “Show” rather than tell emotion 
• Use dialogue for interesting or exciting parts of the story 
• Have a beginning, middle, and end 
• Use an interesting hook into the story 
• Have a point, moral, or lesson in the story 
• GIVE YOUR PIECE AN ORIGINAL TITLE (NOT “Middle School Narrative”!!!!!!) 
 
Accelerated Option 
If you are pursuing Accelerated English credit, you MUST type this assignment, and do 
“A”  level  work  using  the  above  tips.    Your  writing  in  the  final  draft  needs  to  meet  or 
exceed  CIM  standards  (levels  4,5,  and  6  in  the  grading  description  on  the  back  of  this 
sheet.)  Caveat: Earning a “4” level does not guarantee accelerated credit; rather, it is an 
indication of strong writing skills that, over the course of the first semester, will develop 
into level 5 and 6 writing. 
  
Due Date: _____ 
 
We will peer edit this piece in class on ___________ 
 
 
 
 
 
 
 
 
 
Holistic Scoring Guide
Middle School Narrative

6 Distinguished A+
 The writing is exceptionally clear, focused, and interesting; strong
awareness of audience; distinctive voice and/or appropriate tone
 Inviting beginning; strong “hook”; smooth and balanced transitions between events;
satisfying resolution
 Controlling / central idea; sense of change or something learned or gained by writer
 Depth and complexity of ideas supported by rich, engaging, and/or relevant details
 Effective use of dialogue and blocking; dialogue is natural and evokes strong images
 Character and setting descriptions are rich and evocative, creating strong, vivid images
 Effective, perhaps creative sequencing of events
 Variety in sentence structure and length; natural, fluent sound; narrative “flows”
 Precise and / or rich language; active, “showing” writing; original figurative language
 Paragraph breaks enhance the structure
 Strong control of spelling, punctuation, and capitalization

5 Proficient A-/B+
 The writing is clear and focused: awareness of audience; evidence of voice and/or
suitable tone
 Invites and holds the reader’s attention
 Depth of idea development supported by elaborated, relevant details; makes
connections
 Logical, coherent organization; details fir where placed
 Controlled and varied sentence structure
 Fresh, effective language; evokes clear images; accurate, specific words
 Few errors in spelling, punctuation, and capitalization relative to length and complexity

4 Apprentice B-/C+
Some evidence of communicating with an audience for a specific purpose; some lapses in
focus
 Supporting details are relevant, but general or limited in places
 Organization is predictable; the beginning is uninviting; conclusion lacks subtlety
 Details fit where placed, but transitions are rough or formulaic
 Sentences are correct, but lack originality, rhythm, or grace
 Strong control over simple sentence structures, but problems in more complex
sentences
 Sometimes dialogue sounds stilted or unnatural
 Control over conventions used, but not much variety
 Some errors in spelling, punctuation, and capitalization that do not interfere with
communication

3 or less Novice C or less


 Limited or very little awareness of audience and/or purpose
 Minimal or no idea development; limited and/or unrelated details
 Random and/or weak organization
 Incorrect and/or ineffective language
 Errors in spelling, punctuation, and capitalization are disproportionate to length and
complexity or piece is too short to demonstrate control of standard conventions in
spelling, punctuation, etc.