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Learners should know beforehand that a personal narrative is not simply writing down incidents that transpired – and then using a corresponding rubric for it. Obviously, the most typical mistakes students make is for merely jotting down chronological events, which is an apparent manifestation of their lack of control over the subject matter. Students should learn first the important elements of PN and how it affects the development of a rubric, as follows:
The Personal Narrative is a simple type of writing with the following elements:
- Beginning which contains the introduction for the characters, problem and setting of the story.
- Middle which consists of building up suspense with some complications such as dramatic events.
- End is about solutions found as well as lessons learned.
- Thoughts or feelings or sensory details about what you hear, see, taste, smell, and touch.
- Figurative language (such as similes, metaphors, onomatopoeia, alliteration, personification, to mention a few.
- Dialogue or conversation between individuals of the story.
- A dramatic moment concerning what the characters learnt regarding the unfolding of events.
- Transition words which include the use of vivid adjectives and verbs.
As students review the concept about personal narrative, it is advisable that they should at the same time read depend on illustrations or visuals such as picture books. Then, make it a point that there narrative should have an introduction, body and conclusion, not to mention, the dramatic moment or climax that results to the primary character of the story learning something.
Afterwards, students have to see a commonly-used sample of personal narrative rubric. Remember, however, that any rubric’s content varies according to the skill one is targeting. There are many available PN rubrics over the Internet which focus more on sensory details, thoughts and feelings, lines of the dialogue, as well as, intro, mid and end of the composition. Every rubric should have a portion where a student will input his name, title of narrative, date accomplished, and other related matters.
In case the mentor would like the participation of students in group developing their own personal narrative rubric, they should begin first with a brainstorming activity. Then, they can formulate their own rubric technique for assigning of points for all the criteria. The groups of students can then compare their output with the rest of the class.
For the majority of students who know the elements of a good PN, they always include them in the scoring rubric. Thus, you will always see being mentioned hook, feelings and thoughts, sensory details, use of figurative language (for examples, metaphors, similes, personification, onomatopoeia, alliteration, and so forth), transition terms, beginning / mid / end, complications, Lesson learned (conclusion), meaningful dialogue, climax, good adverbs and adjectives, vivid verbs, correct grammar and spelling, sentence variety, and the no fragmented or run-on sentence.
If you search the Web, it is easier to download and print out samples of PN rubric, which you can simply modify to suit the needs of the class.