6 Traits Rubric

8/6/2019 6 Traits Rubric

1/7

6-POINT WRITERS RUBRIC

IDEAS

Not proficient Proficient

1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional

No main idea, purpose, orcentral theme exists; readermust infer this based onsketchy or missing details

Main idea is still missing,though possible topic/themeis emerging

Main idea is present; maybe broad or simplistic

Topic or theme is identifiedas main idea; developmentremains basic or general

Main idea is well-marked bydetail but could benefit fromadditional information

Main idea is clear,supported, and enrichedby relevant anecdotes anddetails

A No topic emerges Several topics emerge;any might become central

theme or main idea

Topic becomes clear,though still too broad,lacking focus; reader mustinfer message

Topic is fairly broad, yetauthors direction is clear

Topic is focused yet stillneeds additional narrowing

Topic is narrow,manageable, and focused

B Support for topic is notevident Support for topic is limited,unclear; length is notadequate for development

Support for topic isincidental or confusing, notfocused

Support for topic is startingto work; still does not quiteflesh out key issues

Support for topic is clearand relevant except for amoment or two

Support is strong andcredible, and usesresources that are relevantand accurate

C There are no details Few details are present;piece simply restates topicand main idea or merelyanswers a question

Additional details arepresent but lack specificity;main idea or topic emergesbut remains weak

Some details begin to definemain idea or topic, yet arelimited in number or clarity

Accurate, precise detailssupport one main idea

Details are relevant, telling;quality details go beyondobvious and are notpredictable

D Author is not writing fromown knowledge/experience;ideas are not authors

Author generalizes abouttopic without personalknowledge/experience

Author tells based onothers experiences rather

than showing by own

experience

Author uses few examplesto show own experience,yet still relies on generic

experiences of others

Author presents newways of thinking about

topic based on personal

knowledge/experience

Author writes from ownknowledge/experience;ideas are fresh, original, and

uniquely the authors

E No readers questions havebeen answered

Reader has many questionsdue to lack of specifics; it ishard to fill in the blanks

Reader begins to recognizefocus with specifics, thoughquestions remain

Reader generallyunderstands content andhas only a few questions

Readers questions areusually anticipated andanswered by author

Readers questions are allanswered

F Author doesnt help readermake any connections

Author does not yet connecttopic with reader in any wayalthough attempts are made

Author provides glimmersinto topic; casualconnections are made byreader

Author stays on topic andbegins to connect reader

through self, text, world, orother resources

Author connects reader totop with a few anecdotes,text, or other resources

Author helps reader makemany connections bysharing significant insightsinto life

Key question: Does the writer stay focused and share original and fresh information or perspective on the topic?

6-Point 3-12 Writer's Rubric

2010, Education Northwest


2/7

ORGANIZATION



Organization cant be identified;writing lacks sense of direction;content is strung together inloose, random fashion

Organization is mostlyineffective; only moments hereand there direct reader

Organization is still problematicthough structure begins toemerge; ability to follow text isslowed

Organization moves readerthrough text without too muchconfusion

Organization is smooth; onlya few small bumps here and

there exist

Organization enhances andshowcases central idea; orderof information is compelling,moving reader through text

A There is no lead to set up whatfollows, no conclusion to wrap

things up

The lead and/or conclusion areineffective or do not work

Either lead or conclusion orboth may be present but areclichs or leave reader wantingmore

A recognizable lead andconclusion are present; leadmay not create a strong senseof anticipation; conclusion maynot tie up all loose ends

While lead and/or conclusiongo beyond obvious, eithercould go even further

An inviting lead draws readerin; satisfying conclusion leavesreader with sense of closureand resolution

B Transitions between paragraphsare confusing or nonexistent

Weak transitions emerge yetoffer little help to get from oneparagraph to next and not oftenenough to eliminate confusion

Some transitions are used butthey repeat or mislead resultingin weak chunking of paragraphs

Transitions often work yet arepredictable and formulaic;paragraphs are coming togetherwith topic sentence andsupport

Transitions are logical, thoughmay lack originality; ideas arechunked in proper paragraphsand topic sentences areproperly used

Thoughtful transitions clearlyshow how ideas (paragraphs)connect throughout entirepiece, helping to showcasecontent of each paragraph

C Sequencing doesn t work L itt le useful sequencing ispresent; its hard to see howpiece fits together as a whole

Sequencing has taken overso completely, it dominatesideas; is painfully obvious andformulaic

Sequencing shows some logic,but is not controlled enough toconsistently showcase ideas

Sequencing makes sense andmoves a bit beyond obvious,helping move reader throughpiece

Sequencing is logical andeffective; moves reader throughpiece with ease from start tofinish

D Pacing is not evident Pacing is awkward; it slows to

a crawl when reader wants toget on with it, and vice versa

Pacing is dominated by

one part of piece and is notcontrolled in remainder

Pacing is fairly well controlled;

sometimes lunges ahead tooquickly or hangs up on details

that do not matter

Pacing is controlled; there are

still places author needs tohighlight or move through moreeffectively

Pacing is well controlled; author

knows when to slow down toelaborate, and when to moveon

E Tit le (if required) is absent Tit le (if required) doesnt matchcontent

Title (if required) hints at weakconnection to content; isunclear

Uninspired title (if required)only restates prompt or topic

Title (if required) settles forminor idea about content rather

than capturing deeper theme

Title (if required) is original,reflecting content and capturingcentral theme

F Lack of structure makes italmost impossible for reader tounderstand purpose

Structure fails to fit purposeof writing, leaving readerstruggling to discover purpose

Structure begins to clarifypurpose

Structure sometimes supportspurpose, at other times readerwants to rearrange pieces

Structure generally works wellfor purpose and for reader

Structure flows so smoothlyreader hardly thinks about it;choice of structure matchesand highlights purpose

Key question: Does the organizational structure enhance the ideas and make the piece easier to understand?




3/7

VOICE



Author seems indifferent,uninvolved, or distanced from

topic, purpose, and/or audience

Author relies on readers goodfaith to hear or feel any voice inphrases such as I like it or Itwas fun

Authors voice is hard torecognize, even if reader is

trying desperately to hear it

Author seems sincere, yet notfully engaged or involved; resultis pleasant or even personable,

though topic and purpose arestill not compelling

Author attempts to addresstopic, purpose, and audiencein sincere and engaging way;piece still skips a beat here and

there

Author speaks directly to readerin individual, compelling, andengaging way that deliverspurpose and topic; althoughpassionate, author is respectfulof audience and purpose

A Author does not interact withreader in any fashion; writingis flat resulting in a disengaged

reader

Author uses only clichs,resulting in continued lack ofinteraction with reader

Author seems aware of readeryet discards personal insightsin favor of safe generalities

Author attempts to reachaudience and has somemoments of successful

interaction

Author communicates withreader in earnest, pleasing,authentic manner

Author interacts with andengages reader in ways that arepersonally revealing

B Author takes no risks, revealsnothing, lulls reader to sleep

Author reveals little yet doesntrisk enough to engage reader

Author surprises reader withrandom aha and minimalrisk-taking

Author surprises, delights, ormoves reader in more than oneor two places

Authors moments of insightand risk-taking enliven piece

Author risks revealing self andshows individual thinking

C Tone is not evident Tone does not suppor t writi ng Tone is flat; author does notcommit to own writing

Tone begins to support andenrich writing

Tone leans in right directionmost of the time

Tone gives flavor and texture tomessage and is appropriate

D Commitment to topic ismissing; writing is lifelessor mechanical; it may beoverly technical, formulaic, or

jargonistic

Commitment to topic mightbe present; author does nothelp reader feel anything

Commitment to topic beginsto emerge; reader wonders ifauthor cares about topic

Commitment to topic ispresent; authors own point ofview may emerge in a placeor two but is obscured behind

vague generalities

Commitment to topic isclear and focused; authorsenthusiasm starts to catch on

Commitment to topic is strong;authors passion about topicis clear, compelling, andenergizing; reader wants to

know more

E Voice is inappropriate forpurpose/mode

Voice does not supportpurpose/mode; narrative isonly an outline; expositoryor persuasive writing lacksconviction or authority to set itapart from mere list of facts

Voice is starting to supportpurpose/mode though remainsweak in many places

Voice lacks spark for purpose/mode; narrative is sincere, ifnot passionate; expository orpersuasive lacks consistentengagement with topic to buildcredibility

Voice supports authorspurpose/mode; narrativeentertains, engages reader;expository or persuasivereveals why author chose ideas

Voice is appropriate forpurpose/mode; voice isengaging, passionate, andenthusiastic

Key question: Would you keep reading this piece if it was longer?




4/7

WORD CHOICE



Vocabulary is limited; authorsearches for words to conveymeaning; no mental imageryexists

Vocabulary is flawed, resultingin impaired meaning; wrongwords are used; and readercan't picture message orcontent

Vocabulary is understandableyet lacks energy; someinterpretation is needed tounderstand parts of piece

Vocabulary is functional yet stilllacks energy; authors meaningis easy to understand in general

Vocabulary is more precise andappropriate; mental imageryemerges

Vocabulary is powerful andengaging, creating mentalimagery; words conveyintended message in precise,interesting, and natural way

A Words are overly broad and/or so generic no message isevident

Words are so vague andmundane that message islimited and unclear

Words are adequate andcorrect in a general sense;message starts to emerge

Words work and begin toshape unique, individual piece;message is easy to identify

In most cases words are justright and clearly communicatemessage

Words are precise andaccurate; authors message iseasy to understand

B Vocabulary confuses readerand is contradictory; wordscreate no mental imagery, nolingering memory

Vocabulary has no variety orspice; even simple words areused incorrectly; no mentalimages exist

Vocabulary is very basic;simple words rule; varietystarts to show rather thantell; mental images are stillmissing

Vocabulary includes familiarwords and phrases thatcommunicate, yet rarelycapture readers imagination;perhaps a moment or two ofsparkle or imagery emerges

Vocabulary is strong; itseasy to see what authorsays because of figurativelanguagesimiles, metaphors,and poetic devices; mentalimagery lingers

Vocabulary is striking,powerful, and engaging; itcatches readers eye andlingers in mind; recall ofhandful of phrases or mentalimages is easy and automatic

C Words are incorrectly used,making message secondary toword misfires

Words are either so plain as toput reader to sleep or so over

the top they make no sense

Original, natural word choicesstart to emerge so piecesounds authentic

Attempts at colorful wordchoice show willingness

to stretch and grow, yetsometimes go too far

New words and phrases areusually correct

Word choice is natural yetoriginal and never overdone;both words and phrases areunique and effective

D Misuse of parts of speech

litters piece, confusing reader;no message emerges

Redundant parts of speech

and/or jargon or clichs distractfrom message

Rote parts of speech reflect a

lack of craftsmanship; passiveverbs, overused nouns, andlack of modifiers and varietycreate fuzzy message

Accurate and occasionally

refined parts of speech arefunctional and start to shapemessage

Correct and varied parts of

speech are chosen carefully tocommunicate message, andclarify and enrich writing

Parts of speech are crafted to

best convey message; livelyverbs energize, precise nouns/modifiers add depth, color, andspecificity

Key question: Do the words and phrases create vivid pictures and linger in your mind?




5/7

SENTENCE FLUENCY



Sentences are incorrectlystructured; reader has topractice to give paper a fairinterpretive reading; its nearlyimpossible to read aloud

Sentences vary little; even easysentence structures causereader to stop and decide whatis being said and how; itschallenging to read aloud

Sentences are technicallycorrect but not varied, creatingsing-song pattern or lullingreader to sleep; it soundsmechanical when read aloud

Sentences are varied and humalong, tending to be pleasant orbusinesslike though may still bemore mechanical than musicalor fluid; its easy to read aloud

Some sentences are rhythmicand flowing; a variety ofsentence types are structuredcorrectly; it flows well whenread aloud

Sentences have flow, rhythm,and cadence; are well built withstrong, varied structure thatinvites expressive oral reading

A Sentence structure is choppy,incomplete, run-on, rambling,or awkward

Sentence structure worksbut has phrasing that soundsunnatural

Sentence structure is usuallycorrect, yet sentences do notflow

Sentence structure is correctand begins to flow but is notartfully crafted or musical

Sentence structure flowswell and moves reader fluidly

through piece

Sentence structure is strong,underscoring and enhancingmeaning while engaging andmoving reader from beginning

to end in fluid fashion

B No sentence sensetype,beginning, connective,rhythmis evident;determining where sentencesbegin and end is nearlyimpossible

There is little evidence ofsentence sense; to makesentences flow correctly, mosthave to be totally reconstructed

Sentence sense starts toemerge; reader can read

through problems and seewhere sentences begin andend; sentences vary little

Sentence sense is moderate;sentences are constructedcorrectly with some variety,hang together, and are sound

Sentence sense is strong;correct construction and varietyis used; few examples ofdialogue or fragments are used

Sentence sense is strongand contributes to meaning;dialogue, if present, soundsnatural; fragments, if used,add style; sentences are nicelybalanced in type, beginnings,connectives, and rhythm

C Incomplete sentences makeit hard to judge quality ofbeginnings or identify type of

sentence

Many sentences begin in sameway and are simple (subject-verb-object) and monotonous

Simple and compoundsentence types and variedbeginnings help strengthen

piece

Sentence beginnings vary yetare routine, generic; typesinclude simple, compound, and

perhaps even complex

Sentence beginnings are variedand unique; four sentence types(simple, compound, complex,

and compound-complex) createbalance and variety

Varied sentence beginningsadd interest and energy; foursentence types are balanced

D Weak or no connectives createmassive jumble of language;disconnected sentences leavepiece chaotic

Blah connectives (and, so,but, then, and because) leadreader nowhere

Few simple connectives leadreader from sentence tosentence though piece remainsweak

Connectives are original andhold piece together but are notalways refined

Thoughtful and variedconnectives move reader easily

through piece

Creative and appropriateconnectives show how eachsentence relates to previousone and pulls piece together

E Rhythm is chaotic, not fluid;piece cannot be read aloudwithout authors help, even withpractice

Rhythm is random and may stillbe chaotic; writing does notinvite expressive oral reading

Rhythm emerges; reader canread aloud after a few tries

Rhythm is inconsistent; somesentences invite oral reading,others remain stiff, awkward,or choppy

Rhythm works; reader can readaloud quite easily

Rhythm flows; writing hascadence; first reading aloud isexpressive, pleasurable, andfun

Key question: Can you feel the words and phrases flow together as you read it aloud?




6/7

CONVENTIONS



Errors in conventions are thenorm and repeatedly distractreader, making text unreadable

Many errors of various typesof conventions are scattered

throughout text

Author continues to stumblein conventions even on simple

tasks and almost always onanything trickier

Author has reasonable controlover standard conventions forgrade level; conventions aresometimes handled well; atother times, errors distract andimpair readability

Author stretches, trying morecomplex tasks in conventions;several mistakes still exist;for secondary students, allbasic conventions have beenmastered

Author uses standard writingconventions effectively toenhance readability; errors arefew and only minor editing isneeded to publish

A Spelling errors are frequent,even on common words

Spelling is phonetic with manyerrors

Spelling on simple words isincorrect, although reader canunderstand

Spelling is usually corrector reasonably phonetic oncommon grade-level words,

but not on more difficult words

Spelling on common grade-level words is correct butsometimes incorrect on more

difficult words

Spelling is usually correct, evenon more difficult words

B Punctuation is often missing orincorrect

Simple end (. ? !) punctuationis correct; internal (, ; -- : )punctuation is usually wrong ormissing

Punctuation is inconsistent End punctuation is usuallycorrect; internal punctuationis sometimes correct; forsecondary students, allpunctuation is usually correct

Punctuation is correct andenhances readability in all butfew places

Punctuation is correct, creative,and guides reader throughentire piece

C Capitalization is random,inconsistent, and sometimesnonexistent

Only the easiest capitalizationrules are correctly applied

Capitalization is appliedinconsistently except for propernouns and sentence beginnings

Capitalization is mostly correct Capitalization is correct; moresophisticated capitalization isused

Capitalization is thoroughlyunderstood and consistentlycorrect

D Errors in grammar/usage are

frequent and noticeable, makingwriting incomprehensible

Serious grammar/usage

problems of every kind makecomprehension difficult

Inappropriate grammar/usage

results from heavy reliance onconversational oral language;meaning is confusing

Proper grammar/usage remains

inconsistent and inaccuratethough problems are notserious enough to distortmeaning

Grammar/usage is usually

correct; there are few grammarmistakes yet meaning is clear

Grammar/usage is correct and

contributes to clarity and style;meaning is more than clear;piece is engaging and inviting

to read

E Extensive editing (on virtuallyevery line) is required to polish

text for publication; reader mustread once to decode, thenagain for meaning

Theres still a lot of editingrequired for publication;meaning is uncertain

Too much editing is stillneeded to publish althoughpiece begins to communicatemeaning

Moderate editing (a little of this,a little of that) is required topublish; meaning is clear

Several things still needediting before publishing;conventions are more correct

than not; meaning is easilycommunicated

Hardly any editing is neededto publish; author maysuccessfully manipulateconventions for stylistic effect;meaning is crystal clear

Key question: How much editing would have to be done to be ready to share with an outside source?(Note: For the trait of conventions, grade level matters. Expectations should be based on grade level and include only skills that have been taught.

Expectations for secondary students are obviously much higher than those of the elementary grade levels.)




7/7

PRESENTATION



Presentation/formatting of piececonfuses message

Presentation/formatting deliversa message clear in places andconfusing in others

Presentation/formatting ofpiece delivers clear message,yet lacks a finished, polishedappearance

Presentation/formatting of pieceworks in standard, predictablefashion, delivering a clearmessage that appears finished

Presentation/formattingenhances understandingof message; piece appearsfinished and is pleasing to eye

Presentation/formattingexceeds best of finishedpieces; formatting extendsunderstanding of message;finished appearance is ofsuperior quality

A Handwritten letters areirregular, formed inconsistentlyor incorrectly; spacing isunbalanced or absent; readercant identify letters

Handwritten letters and wordsare readable with limitedproblems in letter shape andform; spacing is inconsistent

Handwriting creates little orno stumbling in readability;spacing is consistent

Handwriting is correct andreadable; spacing is consistentand neat

Handwriting is neat, readable,and consistent; spacing isuniform between letters andwords; text is easy to read

Handwriting borders oncalligraphy; is easy to readand uniformly spaced; pride ofauthor is clear

B Many fonts/sizes make piecenearly unreadable

Few fonts/sizes make piecehard to read or understand

Fonts/sizes are limited innumber; piece starts to come

together visually

Fonts/sizes are consistent andappropriate; piece is easy tounderstand

Fonts/sizes invite reader intotext; understanding is a breeze

Fonts/sizes enhance readabilityand enrich overall appearance;understanding is crystal clear

C No thought is given to whitespaceit is random andconfusing; identifying beginningand ending of text is difficult

Understanding of white spacebegins to emerge though pieceseems plopped on paperwithout margins or boundaries

White space begins to frameand balance piece; marginsmay be present though some

text may crowd edges; usage isinconsistent; paragraphs begin

to emerge

White space frames text bycreating margins; usage isstill inconsistent on the whole;some paragraphs are indented,some are blocked

White space helps reader focuson text; margins frame piece,other white space framesmarkers and graphics; usageis consistent and purposeful;most paragraphs are either

indented or blocked

White space is used tooptimally frame and balance

text with markers and graphics;all paragraphs are eitherindented or blocked

D Visuals/graphics/charts arenonexistent, incomprehensible,and/or unrelated to text

Visuals/graphics/charts mightbe related to text

Visuals/graphics/charts matchand integrate with text at times

Visuals/graphics/charts supportand consistently clarify text

Visuals/graphics/charts enrichmeaning of text and add layerof understanding

Visuals/graphics/charts helpenrich and extend meaningby focusing readers attentionupon message

E No markers (title, bullets, pagenumbers, subheads, etc.) arepresent

Perhaps one marker (a title, asingle bullet or page number)is used

Markers are used but do notorganize or clarify piece

Markers are used to organize,clarify, and present whole piece

Markers serve to integrategraphics and articulatemeaning of piece

Markers help readercomprehend message andextend or enrich piece

Key question: Is the finished piece easy to read, polished in presentation, and pleasing to the eye?



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6 Traits Rubric