Autobiographical+essay

A **Narrative Essay** tells a story. This story is usually an experience or an event from the author’s past, a recent or ongoing event or experience, or something about a memorable person. Since in a narrative essay the author narrates personal experiences, it is generally written in first person and is told in a casual conversational style. The essay is written from the author’s point of view and tries to lead the reader to reflect on it. There are certain features to a narrative essay that should be kept in mind while writing it. These are: -- Additional Information: * First person- use I, me, my, we us, our * Third person limited(narrator of the story reports) * Third person omniscient (narrator knows everything) The following rubric is used for all major writing assignments. AP LANGUAGE AND COMPOSITION Essay Scoring Rubric…According to AP, VBCPS, College Board, and Ms. Stancil (rubric courtesy of Kathy Sarosdy)
 * Think about what kind of narrative it is – an event, an experience, or an observation.
 * marratives often make A POINT OR TEACH A LESSON THROUGH SHARING AN EXPERIENCE.
 * Plenty of sensory details should be given, creating a unified and forceful effect.
 * While giving the details, anecdotes should be included using dialogues if necessary.
 * The event, experience, or observation should be recreated in such a way that the reader feels involved.
 * The verbs and modifiers used should be vivid and precise.
 * It should include all the conventions of a story – plot, setting, characters, climax, and an ending.
 * The essay should be well organized with the events described as they happened in time.
 * 1) Choose a point of view.
 * 1) What is the point or higher purpose in relating the story?
 * 2) Choose a time and place for the narrative (be specific)
 * 3) Decide on which characters are in the story and how much background the reader needs about them.
 * 4) Sequence out the major events.
 * 5) Figure out what the primary conflict is in the story.
 * 6) Figure out major details.
 * 7) After it is written, go back and check that it does not need more details.
 * 8) Make sure to go back and edit.


 * **AP** ||  **VBCPS**  ||  **College Board**  ||  **Ms. Stancil**  ||
 * 9-8 ||  9 = 100  || These essays reflect an accurate and sensitive reading of the assigned material and include sufficient details to demonstrate an intelligent and perceptive response. The student has selected a clear focus for the essay response and has maintained coherence and consistency in presenting his chosen line of argument. The writing shows stylistic maturity and an effective command of sentence structure and diction. Sentences are clear and economical, and at the same time they reflect a mature use of subordination to convey complex ideas. The essay is well organized, opening with a direct and clear focus on the topic, moving through a logical sequence of ideas, including ample elaboration of generalizations, building toward a high point of understanding and insight, and closing with an effective synthesis. The writing need not be without flaws, but it reveals the writer’s ability to choose from and control a wide range of the elements of effective writing. || These essays make me feel like I’ve eaten a full course gourmet meal—delicious and extremely satisfying with a few surprising, delectable, and origin- nal mouth-watering flavors. I feel com- pelled to take a nap after reading these essays because they are so satisfying that I simply must bask in their greatness. ||
 * ^  ||  8 = 96  ||^   ||^   ||
 * 7-6 ||  7 = 92  || These essays reflect an accurate reading of the assigned materials, but they lack as much detail and elaboration as the 9-8 essay. The discussion of the passage is less thorough and less specific; there may be effectively stated and insightful generalizations but inadequate support and illustration. These essays may possess stylistic maturity and an effective command of syntax and diction, but their lack of elaboration and development detract from their persuasiveness. These essays may be written with an appropriate style but lack the power, persuasiveness, and control of the best essays. Or, there may be lapses in diction or syntax that detract from the effectiveness of the style. The writing in a 7-6 essay is sufficiently clear to convey the writer’s ideas effectively. || These essays are a satisfying meal as well, but not nearly as savory or as spicy as the 9-8 meals. While I dined on some meat and potatoes, the portions could be small, OR the sauces and “outside of the box” seasonings were not always present. ||
 * ^  ||  6 = 86  ||^   ||^   ||
 * 5 ||  5 = 76  || These essays reflect an accurate literal reading of the assigned material but lack a sufficient understanding of the implications and subtleties of the material to write about it with clarity, persuasion, and insight. The discussion of the techniques and themes of the material may be overly generalized and vague; there is too little specific reference to the text to make generalizations persuasive. These essays may be adequately written but lack sufficient understanding and support, or they may reflect inconsistent control over style and organization. || These essays served to ease my hunger, but there was little to savor. The servings may have been partic- ularly small, OR they were big enough, but the taste was singular, everyday, ordinary. ||
 * 4-3 ||  4 = 72  || These essays may either reflect a misreading of the material, an inadequate understanding of the material, flaws in sentence clarity and style, or flaws in organization and development. The writing may reflect confusion about the main points of a passage or overly generalized, vague content. These essays omit detailed analysis of the text or supply very little supporting details. The sentences may be confusing or ineffectively worded, or style, syntax, and diction may be immature or uncontrolled. The writing may not reveal all of these problems, but if the essay is dominated by any one of these problems, it is a 4-3 essay. || These essays attempt-ed to follow the recipe, but some of the key ingredients were missing. Be- cause of this, the resulting meal was ick, ugh, untasty, un- satisfying, and a tad nauseating. ||
 * ^  ||  3 = 66 to 68  ||^   ||^   ||
 * 2-1 ||  2 = 64  || These essays respond inadequately to the assigned reading either misreading or misunderstanding the material or the question. They may reflect poor control of style, syntax, and diction. They lack adequate elaboration and development. Generally, these writings are unacceptably brief or poorly written. || These essays really aren’t meals at all! I feel like I’ve been served a pizza box instead of the pizza. ||
 * ^  ||  1 = 63  ||^   ||^   ||
 * 0 ||  0 = 0  || These essays are either written so illegibly that they cannot be scored, or a response was never written and submitted. || These essays are like meals the waiter never brought. I was really looking forward to the dinner, but nothing came. ||