Education Universe College Courses, Narrative Essay, Writing Skills

Narrative Essay Rubric

This document is for college or high school instructors who need a beginning point for writing a Narrative Essay. It can be used freely for educational purposes. Feel free to adjust it in any way that suits you. This rubric can also guide students who are provided no guide to write a narrative essay. Always ask the instructor for guidance. This rubric was used in a college classroom giving students the option to write a fiction or nonfiction piece. Hence, the flexibility in grading.

Narrative Essay Grading Rubric

CriteriaExemplary (A)Proficient (B)Satisfactory (C)Developing (D)Unacceptable (F)
Content and DevelopmentThe essay presents a compelling, well-developed narrative with clear purpose. The narrative is engaging, original, and connects well to broader themes or lessons.The essay presents a coherent and engaging narrative that fulfills the assignment’s requirements, but lacks some depth or originality. The connection to broader themes or lessons is present but not fully explored.The narrative meets the basic requirements of the assignment. While the story is coherent, it may lack depth, originality, or a clear connection to broader themes or lessons.The narrative is underdeveloped, lacking coherence, depth, or clear purpose. It may be difficult to follow or overly simplistic, with little insight or reflection.The narrative fails to meet the assignment’s requirements. It is unclear, lacks development, and does not demonstrate an understanding of the purpose of the essay.
Thesis and PurposeThe thesis is clear, engaging, and sets up the narrative effectively. It provides insight into the story’s significance and guides the reader through the essay. In a creative piece, the thesis may be implied.The thesis is present and effectively introduces the narrative but may lack full engagement or clarity. It guides the essay but with less precision or insight.The thesis is present but may be weak, unclear, or not fully connected to the narrative. It offers minimal guidance to the reader.The thesis is vague, unclear, or disconnected from the narrative. It does not effectively guide the essay or provide insight into the story’s significance.The thesis is absent or fails to address the purpose of the narrative. It does not guide the essay or provide any meaningful context.
OrganizationThe essay is well-organized with a logical structure that enhances the narrative. Transitions are smooth, and the sequence of events is easy to follow. The introduction and conclusion are strong and contribute to the overall impact of the essay. In a creative piece, a student may have flashbacks, etc. that seem out of order as long as it makes sense at the end.The essay is generally well-organized with a clear structure. Transitions are adequate, though some parts may lack smoothness. The sequence of events is mostly logical. The introduction and conclusion are effective but may not be as strong.The essay has a basic organizational structure but may be disjointed or unclear in parts. Transitions are present but may be abrupt or lacking. The introduction and conclusion are present but weak.The essay lacks clear organization, making the narrative difficult to follow. Transitions are poor or nonexistent, and the sequence of events may be confusing. The introduction and conclusion are unclear or ineffective.The essay is disorganized and lacks a coherent structure. There is little to no logical flow, and the narrative is difficult or impossible to follow. Transitions are absent, and the introduction and conclusion are missing or irrelevant.
Language and StyleThe essay is written in a clear, engaging, and fluent style. The language is vivid (Engages the senses – click link to read about it) and appropriate for the narrative. The tone is consistent and contributes to the overall effectiveness of the essay.The essay is generally well-written with clear language and a consistent tone. The language is appropriate, though it may lack the vividness or precision of higher-level work. The tone is mostly effective.The essay is adequately written but may lack clarity, vividness, or consistency in tone. The language is basic and may include some awkward or unclear expressions. The tone may be inconsistent.The essay is poorly written with unclear, vague, or awkward language. The tone may be inappropriate or inconsistent, detracting from the overall effectiveness of the narrative.The essay is very poorly written, with unclear, vague, or incorrect language. The tone is inconsistent or inappropriate, making the narrative difficult to read or understand.
Grammar and MechanicsThe essay is virtually free of grammatical, punctuation, and spelling errors. The writer demonstrates a strong command of standard academic English. In creative writing, grammar errors can exist if they are part of the story (ex: dialogue).The essay contains a few minor grammatical, punctuation, or spelling errors that do not detract from the overall clarity of the essay.The essay contains several grammatical, punctuation, or spelling errors that may distract the reader or affect clarity, but do not impede understanding.The essay contains frequent grammatical, punctuation, or spelling errors that detract from the clarity and effectiveness of the narrative.The essay is riddled with grammatical, punctuation, or spelling errors that significantly impede understanding and clarity.
Use of Narrative TechniquesThe essay effectively uses narrative techniques such as dialogue, pacing, description, and reflection to enhance the story. These techniques contribute to the depth and engagement of the narrative.The essay uses narrative techniques effectively, though they may be less developed or not as impactful. These techniques contribute to the overall quality of the narrative.The essay includes some narrative techniques, but they may be basic, underdeveloped, or inconsistently applied. They contribute to the narrative but not significantly.The essay attempts to use narrative techniques, but they are ineffective or poorly executed, contributing little to the overall quality of the narrative.The essay does not effectively use narrative techniques, or they are absent altogether, resulting in a flat and unengaging narrative.

Grading Scale

  • A (90-100%): Exceptional work that goes beyond the assignment’s requirements and demonstrates a high level of insight, creativity, and mastery of narrative writing. *This essay may be creative, so there is quite a bit of flexibility in grading.
  • B (80-89%): Good work that meets the assignment’s requirements and shows clear understanding and application of narrative writing techniques, though it may lack some depth or originality.
  • C (70-79%): Average work that meets the basic requirements of the assignment but lacks depth, originality, or coherence in narrative writing.
  • D (60-69%): Below-average work that does not fully meet the assignment’s requirements, with significant weaknesses in development, organization, or language.

Note: If a student is going to fail this particular essay, the student will be asked to rewrite it for partial credit.

Education Universe College Courses, Narrative Essay, Writing Skills

Understanding the Narrative Essay: Definition, Thesis, and Topics

A narrative essay is a type of writing that allows the author to tell a story, typically based on personal experiences. Unlike other forms of essays that rely heavily on research and analysis, a narrative essay emphasizes storytelling, allowing the writer to engage the reader through vivid descriptions, emotional resonance, and a coherent plot structure.

What is a Narrative Essay?

At its core, a narrative essay is a personal account of a particular event or series of events, presented in a way that both informs and entertains the reader. The narrative can be drawn from real-life experiences or a fictional scenario, but the primary focus is on conveying the story in a compelling and structured manner.

The purpose of a narrative essay goes beyond merely recounting events; it also involves exploring the significance of those events. Through reflection, the writer connects personal experiences to broader themes, offering insights into human nature, relationships, or societal issues. This reflective element differentiates a narrative essay from a simple story, as it encourages deeper thought and analysis.

Writing a Narrative Thesis

The thesis of a narrative essay is somewhat unique compared to the thesis statements found in other essay types. While an argumentative or analytical thesis usually makes a clear claim or argument, a narrative thesis sets the stage for the story by establishing the main point or theme the essay will explore.

A strong narrative thesis should do the following:

  1. Introduce the Central Theme or Lesson: The thesis should give the reader a sense of what the story is ultimately about, whether it’s a lesson learned, a significant change in perspective, or an exploration of a particular experience.
  2. Set Up the Narrative: The thesis often hints at the direction the narrative will take, providing a glimpse into the events or experiences that will be recounted.
  3. Engage the Reader’s Interest: A well-crafted narrative thesis should intrigue the reader, encouraging them to continue reading to see how the story unfolds.

Example Narrative Thesis Statements:

  • “The summer I spent in my grandparents’ rural town taught me the value of simplicity and the importance of staying connected to one’s roots.”
  • “Overcoming my fear of public speaking during my high school debate team was a transformative experience that reshaped my understanding of confidence and communication.”
  • “The unexpected friendship I formed with my college roommate, despite our cultural differences, challenged my preconceived notions and broadened my worldview.”

In each of these examples, the thesis introduces the central theme (e.g., the value of simplicity, the transformation through overcoming fear, or the impact of an unexpected friendship) while setting up the narrative that will follow.

Example Topics for a Narrative Essay

Choosing a topic for a narrative essay involves selecting a personal experience or story that has significance or offers an opportunity for reflection. Here are some example topics that could serve as the basis for a compelling narrative essay:

  1. A Life-Changing Decision: Write about a moment when you had to make a difficult choice that significantly impacted your life.
  2. An Unforgettable Journey: Reflect on a trip or journey that left a lasting impression on you, either physically or emotionally.
  3. A Lesson Learned the Hard Way: Discuss a time when you learned an important lesson through a challenging or painful experience.
  4. Overcoming a Personal Obstacle: Narrate a story of how you faced and overcame a personal challenge, whether it was physical, emotional, or psychological.
  5. A Memorable Encounter with a Stranger: Explore a brief but impactful encounter with someone you didn’t know, and how it influenced your perspective.
  6. The Day Everything Changed: Describe an event that marked a significant turning point in your life, altering your path or perspective in a profound way.
  7. A Cultural Experience that Shaped You: Share a story about how encountering a different culture or tradition changed your understanding or appreciation of the world.

Conclusion

Writing a narrative essay allows you to blend creativity with reflection, turning personal experiences into engaging stories that convey deeper meanings or lessons. By crafting a strong narrative thesis, you set the foundation for your essay, guiding your storytelling and ensuring that your narrative resonates with your readers. Whether you’re recounting a life-changing decision, a significant journey, or an encounter that shaped your worldview, the narrative essay offers a unique platform to explore and share your experiences.

Education Universe APA Formatting, APA Formatting, Formatting, Research Writing, Writing Skills

Navigating APA In-Text Citations: A Comprehensive Guide for College-Level Writers

In academic writing, adhering to proper citation guidelines is crucial to acknowledge the sources of information and ideas used in your work while avoiding plagiarism. The American Psychological Association (APA) style is one of the most widely used citation styles in college-level writing, particularly in the social sciences. Understanding how to format in-text citations in APA style is essential for college-level writers. Here’s a detailed guide with examples to help you master APA in-text citations.

Basic Formatting:

In APA formatting, in-text citations typically include the author’s last name and the publication year of the source. This information is enclosed in parentheses and placed at the end of the sentence or within the sentence itself if the author’s name is mentioned.
Example:
• (Smith, 2019)
• According to Jones (2020), “…”
Author’s Name in the Sentence:
If the author’s name is mentioned in the sentence, only the publication year needs to be included in the parentheses.
Example:
• As Brown (2018) argues, “…”
• Smith’s (2021) research supports this claim.
Multiple Authors:
When a source has two authors, include both names in the citation separated by an ampersand (&). For sources with three or more authors, include only the first author’s name followed by “et al.”
Example:
• (Johnson & Smith, 2017)
• (Brown et al., 2016)
No Author:
If a source does not have an identifiable author, use the title of the work in the citation followed by the publication year.
Example:
• (Title of the Article, 2020)
• (Shortened Title, 2015)
Corporate Authors:
For sources authored by organizations or corporations, use the organization’s name as the author in the citation followed by the publication year.
Example:
• (National Institute of Health, 2014)
• (World Health Organization, 2013)
Multiple Works by the Same Author:
If you cite multiple works by the same author, distinguish between them by including the publication year and, if necessary, lowercase letters to differentiate between multiple works published in the same year.
Example:
• (Smith, 2019a)
• (Smith, 2019b)
Indirect Sources:
If you cite a source that was mentioned in another source (indirect or secondary source), include the original author’s name and the phrase “as cited in” followed by the name of the actual source and the publication year.
Example:
• (Smith, as cited in Jones, 2018)
No Page Numbers:
If a source does not have page numbers (e.g., webpages), omit the page number from the citation.
Example:
• (Brown, para. 5)

Presentations (live or online):
If your instructor requires that you document your source on the references page, do that as well. For in-text specifically for a presentation that you want to use, do it this way:

(Last Name of Presenter, Year)

Example: (Smith, 2023)

If the presenter’s name is unknown, you can use the title of the presentation or simply describe it in parentheses:

(Title of Presentation, Year) or (Presentation on Introduction to Psychology, 2023)

By following these guidelines, college-level writers can ensure their in-text citations are properly formatted according to APA style. Remember to consult the Publication Manual of the American Psychological Association or reputable online resources for more detailed information and examples on APA formatting. Proper citation not only enhances the credibility of your writing but also demonstrates your commitment to academic integrity.

Education Universe Formatting, MLA Formatting, Research Writing, Writing Skills

Mastering MLA Formatting: A Guide to Proper In-Text Citations

In academic writing, proper citation is essential to give credit to the sources you use and to avoid plagiarism. The Modern Language Association (MLA) formatting is a commonly used citation style in college-level writing, particularly in the humanities. In MLA style, in-text citations provide brief information about the source directly within the text of your paper. Here’s a guide on how to format in-text citations in MLA style, complete with examples for college-level writers.

Basic Formatting:

In MLA formatting, in-text citations typically include the author’s last name and the page number(s) from the source. This information is enclosed in parentheses and placed at the end of the sentence or within the sentence itself if the author’s name is mentioned.
Example:
• According to Smith, “…” (45).
• “…” (Jones 25).

Author’s Name in the Sentence:
If the author’s name is mentioned in the sentence, only the page number(s) need to be included in the parentheses.
Example:
• As Brown argues, “…” (72).
• Smith’s research supports this claim (33).

Multiple Authors:
When a source has two authors, include both names in the citation. For sources with three or more authors, include only the first author’s name followed by “et al.”
Example:
• (Johnson and Smith 15)
• (Brown et al. 40)
No Author:
If a source does not have an identifiable author, use the title of the work in the citation. If the title is long, shorten it in the citation.
Example:
• (“Title of the Article” 8)
• (“Shortened Title” 25)
Corporate Authors:
For sources authored by organizations or corporations, use the organization’s name as the author in the citation.
Example:
• (National Institute of Health 3)
• (World Health Organization 12)
Multiple Works by the Same Author:
If you cite multiple works by the same author, distinguish between them by including a shortened version of the title in the citation.
Example:
• (Smith, Title of Work 18)
• (Smith, Other Title 42)
Indirect Sources:
If you cite a source that was mentioned in another source (indirect or secondary source), include the original author’s name and the phrase “qtd. in” (quoted in) followed by the name of the actual source.
Example:
• (qtd. in Smith 30)
No Page Numbers:
If a source does not have page numbers (e.g., webpages), omit the page number from the citation.
Example:
• (Brown)
• (Smith par. 5)

By following these guidelines, college-level writers can ensure their in-text citations are properly formatted according to MLA style. Remember to consult the MLA Handbook or Purdue OWL for more detailed information and examples on MLA formatting. Proper citation not only enhances the credibility of your writing but also demonstrates your respect for intellectual property and academic integrity.

Education Universe Writing Skills

Summarizing, Paraphrasing, and Quoting

Learning how to summarize, paraphrase properly, and use quotes are essential skills in academic and other forms of writing. At the very least (and probably most importantly), using the skills properly can help writers avoid plagiarism. Proper use also allows students and other writers to avoid bulky writing and allows for more flexibility in writing. Lastly, my favorite reason for learning such skills is that summarizing, paraphrasing, and quoting will enable the writer to incorporate sources into writing and provide the reader with information about the original source should he/she/they want to look at it. It is a win-win.

Summarizing

Summarizing can help a writer take large chunks of information and provide an overview for the reader. This skill is handy when there is a need to break a large document down into smaller, bite-sized chunks of information. For example, if I have a 20-page peer-reviewed journal article(highly credible, by the way), I cannot hand it to the reader and say read this. The writer’s job is to break down the source inside the essay or other document where the writer incorporated the source. 

Ultimately, summarizing takes out the main points of a larger body of work. See? Simple.

Paraphrasing

If you, the writer, have not come across paraphrasing, you are in for a treat. Paraphrasing is a rewording of a passage of relatively equal length. Okay, so are we stealing? Nope.
You can easily see academic sources discuss paraphrasing, and as a researcher, I must protest how many sources teach it. It is one of the best skills to have as a research writer as it allows you (the writer) to communicate to the reader in a way that is easier to understand. Many sites will show a side-by-side view of one phrase or short section of content, and the paraphrasing is so similar that it makes me cringe! Let’s look at using an easy-to-understand paraphrase to help the reader.
The example was taken from the following article: Click here or copy/paste the link: https://dera.ioe.ac.uk/34934/1/SN06988%20%28redacted%29.pdf)

Original phrase/passage: 

“Common mental disorders (CMD) include different types of depression and anxiety, panic disorder, phobias, and obsessive-compulsive disorder. One in six people aged 16+ reported having symptoms of a common mental disorder in the week before being surveyed” (Baker, 2020, p. 4).

Paraphrased version:

In one mental-health-related survey, Baker (2020) found that high numbers of people over 16 experienced mental health symptoms a week before participating in the survey.

Comments on the example:

Here’s the thing – the above paraphrase takes the bulk out and tells the reader that those surveyed had some mental health issues leading up to the survey time. So, it maintains the original meaning minus specifics.

  • Can it be worded differently? Yes.
  • Does context (of your essay or other writing) matter? Yes. So, keep in mind that changes may be needed based on content around your paraphrase and your audience.

Quoting

Quoting is an exact copy of a sentence or sentences incorporated to add to the understanding of the essay or other writing. For the most part, quoting should be minimal, even in researched writing. I tell students in my college courses to keep quotes to around 10% of the total writing and avoid block quotes (long quotes) like the plague. I stand by that.
If you find yourself doing research and feel that you must quote, make sure that there are no other options (such as paraphrasing). Do not misunderstand. There is a place for quoting, but this copy/paste method should be strategically placed and highly relevant to the discussion.
There is one critical aspect of quoting – cite the source. For example, I pulled out a statistic from the document listed above. Here’s how it would look formatted correctly in APA based on how the author wrote the sentence/paragraph.

Quoting Example:

“Waiting times for NHS psychological therapy (IAPT) vary from 4 days to 61 days in different parts of England” (Baker, 2020, p. 3).

Easy Peasy

So, it’s easy to summarize, quote, and paraphrase. So, go forth and conquer!
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