Criteria |
Weight |
Advanced |
Proficient |
Basic |
Not There Yet |
Main Idea & Focus |
20% |
Skillfully combines story elements around main idea through dialogue
Focus on topic is profoundly clear through drawings and dialogue |
Combines story elements around main idea Dialogue matches drawing elements
Focus on topic is clear, accurate, and fun |
Story elements do not reveal a main idea and drawings are inconsistent with dialogue
Focus on topic is confusing |
There is no clear main idea and drawings are not well done
Focus on topic is not clear |
Plot & Narrative Devices |
20% |
Characters, plot, and setting are developed strongly through words and pictures
Sensory details and narratives are skillfully woven and evident |
Characters, plot, and setting are developed
Sensory details and narratives are evident but not consistent |
Characters, plot, and setting are minimally developed, and there is confusion between dialogue and illustrations
Attempts to use narratives and sensory details, but does not flow |
Lacks development on characters, plot, and setting in drawing and/or words
Fails to use sensory details and narratives |
Organization |
20% |
Strong and engaging description in words and illustrations
Sequencing of details are effective, logical, and articulate |
Engaging description and offers details
Adequate sequencing of details but lacks depth |
Description needs some work both in writing and illustrating
Sequencing is limited and undeveloped |
Description and sequencing needs major revision and is inadequate |
Voice |
20% |
Voice is expressive and confident
Fun to read and follow |
Voice is authentic, but lacks some purpose |
Voice is undefined and hard to follow |
Writer's voice is not evident and gets lost |
Sentence Fluency |
10% |
Sentence structure enhances meaning and adds to reading |
Purposeful use of sentence structure |
Sentence structure is limited |
No sense of sentence structure |
Conventions |
10% |
A strong sense of writing conventions is apparent |
Standard writing conventions is apparent |
Grade level appropriate conventions |
Limited use of appropriate conventions |