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Autobiographical Essay Peer Evaluation 
Historical Narrative Poem Evaluation
Work with your partner to read and provide feedback on each other’s autobiographical essay. First, read the essay completely without stopping. Then, use the peer evaluation rubric below to provide feedback. NOTE: YOU WILL HAVE TO READ THE ESSAY ALOUD IN ORDER TO COMPLETE THIS RUBRIC. Identify what's missing, places where richer imagery can be used, what needs to be explained more fully, and what can be cut. Be honest, but polite and constructive, in your response.
Rubric Code: FX6X6B5
By tjesachy
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric 750-1,000-word Autobiographical Ess
  A gleam in a PUBLISHER'S eye!

10 pts

Almost ready for publication

8 pts

A work in progress

6 pts

A gleam in YOUR eye

5 pts

Plot & Interest

A gleam in a PUBLISHER'S eye!

Captures reader's attention from first riveting sentence, paragraph, or line; reader cannot help but continue reading! The essay has a well-developed beginning, middle & end. The significance of this autobiographical incident is evident because it has been stated; there is a purpose to this story.
Almost ready for publication

Gets reader's attention with first sentence, paragraph, or line, drawing reader into rest of piece. The essay has a beginning, middle and end, but one or more of these areas needs work. The significance of the incident is not clear. It may be inferred from what has been written, The story has a vague purpose.
A work in progress

First sentence, paragraph, or line lacks dramatic tension necessary to draw reader into piece; reader may not keep reading. The story rambles from point to point, with no clear beginning, middle or end. The significance of the incident is not clear at all; nothing can be inferred from what has been told. The purpose of the story is vague.
A gleam in YOUR eye

The first sentence, paragraph, or line not only lacks dramatic tension but also contains a cliche idea/image (or worse, no ideas or images). The story just goes on and on; it does not hae a clear beginning, middle or end. The story does not relate a funny, significant, or unusual story from the author's childhood. The purpose or significance of this event is not evident.
Setting & Characters

A gleam in a PUBLISHER'S eye!

The writer has successfully used sensory details to "show" rather than "tell" the physical world of the story; at least 3 of the 5 senses are engaged! Because of creative, correct word choices, the writer has created characters which seem to leap off the page. The characters are fully realized, three-dimensional characters, man! If dialogue is used, it enhances the reader's impression of the character and moves the story along. (It shows rather than tells.)
Almost ready for publication

The writer has used some sensory details to "show" rather than "tell" the physical world of the story; 2 of the 5 senses are engaged. The writer has included characters in the essay, but because of word choices made, the reader gets an impression of the characters, but not a clear picture. Dialogue may be present, but it neither enhances the reader's impression of the character nor moves the story along.
A work in progress

The writer has used very little sensory details to "show" rather than "tell" the physical world of the story; 1 of the 5 senses is engaged. The writer has told us about the other people involved in the incident, but they do not have a voice. No dialogue has been used, OR, if dialogue HAS been used, it doesn't sound authentic. There is much more telling than showing.
A gleam in YOUR eye

The writer has not used sensory language. The writer "tells" more than he or she "shows." Characters are talked about, but not described. There has been no attempt to create dialogue.
Narrator's voice

A gleam in a PUBLISHER'S eye!

Through wise, clever word choices and variety in sentence structure, the writer has created a distinct voice for the narrator. It is easy for the reader to envision the teller of this story. The writer has created a plain-speaking narrator, whose thoughts speak louder than her/his vocabulary.This narrator helps readers connect with the writer. It is easy for the reader to envision the teller of this story.
Almost ready for publication

The writer has made a good attempt to create a distinct voice for the narrator, however, because of questionable word choices and a lack of sentence variety, the reader gets a vague image of the teller of this story. The narrator's voice is emerging, but not fully there.
A work in progress

It is NOT easy for the reader to envision the teller of this story. The writer has tried to create a narrator that the readers can form a connection with, but this is not possible because of poor/limited word choices and issues with sentence structure.
A gleam in YOUR eye

It is not possible to receive fewer than three points in this category.
Sentence fluency (flow and rhythm)

A gleam in a PUBLISHER'S eye!

All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious subject or emphasis. There are very few simple, subject-verb type sentences. There are no sentence fragments, comma splices or run-on sentences.
Almost ready for publication

Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are still and awkward sounding or are dificult to understand. There may be 1 or 2 fragments, comma splices or run-on sentences.
A work in progress

Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand. There are 3-4 fragments, comma splices, or run-on sentences.
A gleam in YOUR eye

The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, simple in structure, or are difficult to understand. There are more than 4 fragments, comma splices, or run-on sentences.
Grammar, Spelling & Organization

A gleam in a PUBLISHER'S eye!

Writer makes no errors in grammar, spelling or punctuation that distract the reader from the content. Student heading follows MLA formatting guidelines.
Almost ready for publication

Writer makes 1-2 errors in grammar, spelling or punctuation that distract the reader from the content. Student heading may have one formatting error.
A work in progress

Writer makes 3-4 errors in grammar, spelling or punctuation that distract the reader from the content. An attempt to format the heading using MLA guidelines has been made, but the heading does not follow MLA format.
A gleam in YOUR eye

Writer makes more than 4 errors in grammar, spelling or punctuation that distract the reader from the content. No attempt has been made to create the heading following MLA guidelines.



Keywords:
  • Peer Evaluation, creative writing, English

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