6+1 Writing Traits 3-12 PDF
6+1 Writing Traits 3-12 PDF
6+1 Writing Traits 3-12 PDF
The rubrics are easier to use when both pages for each trait can be viewed simultaneously in a vertical spread,
with the first page on top and the second page on the bottom. To achieve this, print on both sides of the paper and flip the pages up/open to top.
Traits Rubric for Ideas: Grades 312
Key question:
Does the writer engage the reader with fresh information or perspective on a focused topic?
suggest a main idea is still unclear idea main idea that drives the
idea
piece
Does not develop or Attempts to develop or Provides incidental Develops the main idea Develops the main idea Develops the main idea
support a main idea support the main idea support of the main with generally accurate with specific, relevant, with convincing, supportive
with limited, repetitious, idea with information and relevant supportive accurate information information and/or
faulty, and/or unclear that lacks specificity and information and/or and/or some vivid details concrete details that go
information and/or relevance and may be details In A/O writing at grade beyond the obvious
details inaccurate; may include
B. Details and support
in developing or logical connections of which lack clarity the reader understand perspective with logical order thinking skills and
connecting ideas among ideas, or uses or obvious logical the authors reasoning, reasoning that clarifies convincing reasoning to
thinking
connections that are connection logic, or perspective complex ideas provide unique insights
faulty into complex ideas
incorrect evidence and/or weakly and/or incomplete evidence from sources evidence from sources evidence from sources that
from sources; likely integrated evidence evidence; contains with proper attribution with proper attribution is smoothly integrated and
plagiarizes support without attribution or general attribution or or acknowledgment or acknowledgment includes proper attribution
acknowledgment of acknowledgment (if any); or acknowledgment
sources; likely plagiarizes may appear to include
at least some support plagiarized support
Does not appear to Shares information but Attempts to engage Engages reader in Knows audience Engages audience on
engagement of reader
have the reader in does not anticipate what reader; however, exploring ideas and and anticipates and multiple levels, anticipating
mind the reader knows or important questions answers questions addresses the readers the readers knowledge and
believes remain that may critical for understanding knowledge, questions, biases and answering all
E. Awareness/
Key question:
Does the organizational structure enhance the ideas and make them easier to understand?
sequencing of ideas sequencing, making it that fails to showcase helpful sequencing that moves beyond sequencing, making best
difficult to see how the ideas or takes over with ideas placed in an the obvious, building choices for progression
piece fits together as a so completely it is understandable order connections between and enriching the readers
whole formulaic ideas understanding
Key question:
Does the organizational structure enhance the ideas and make them easier to understand?
pacing that slows when the pacing in some nearly all places pacing throughout compel the reader through the
reader wants to move sections but not in piece and enhance its power
quickly, and vice versa others
Leaves the reader Has loose text structure Uses text structure Has text structure that Includes text structure Uses text structure that flows
text structure
struggling to find that leaves reader that reflects purpose in works to communicate that supports and so smoothly reader hardly
E. Purpose/
purpose because of unclear or confused places, but distracts in purpose but may not clarifies purpose for the notices; uses structure that
missing text about purpose others enhance understanding reader enhances understanding of
purpose
Has no title or a Has a title that doesnt Includes a title Creates a title that Uses a title that reflects Draws the reader in with a title
(optional)
misleading one match content well that is formulaic or connects to the central content in an unusual or that is original and captures
F. Title
Disengages reader with Follows a predictable Seems aware of the Begins to reach audience Communicates with Interacts with and
flat writing; has no approach with reader, yet writing and has moments of reader in an earnest, engages the reader in
A. Engagement
content that interacts nothing fresh to avoids original successful interaction pleasing, authentic ways that reveal the
with reader
with the reader in any engage the reader insights, preferring safe manner authors own personality,
way generalities making unique choices to
reach the audience
Reveals virtually nothing Offers glimpses of Surprises the reader Surprises, delights, or Has moments of insight Reveals individual thinking
B. Individual
specific about the author, original thinking with occasional aha moves reader in more and risk-taking that in a committed, distinctive
expression
making this a piece but is mostly flat, moments but shows than one or two places strengthen the piece manner that helps the
that anyone could have revealing little of the minimal risk-taking reader hear this author
written authors perspective
Has no evident tone Has a tone that does Conveys a flat, Includes tone that begins Uses tone that supports Employs tone that
not support the disinterested tone to support and enrich the the message and gives flavor and texture
purpose writing and clarify the purpose most of the time to message and is
C. Tone
help the reader not convinced that the in places but may catching clear and compelling,
feel anything or author cares about topic periodically lapse into prompting the reader to
understand topic vague generalities, want to know more
better detracting from impact
Has no discernible voice Uses voice that Has a voice that is Includes a voice that Uses a voice that Has a voice that enhances
does not support starting to support supports purpose but supports authors purpose and is engaging,
or is inappropriate purpose, though it frequently lacks spark; purpose and a point of passionate, enthusiastic,
for the purpose remains mostly weak; has consistent point of view that enhances the and at times creative; has
E. Fit with audience/purpose
(e.g., sarcasm, may have an inconsistent view piece a distinct point of view
incongruous humor) point of view Narrative is sincere; I/E or Narrative entertains or that clarifies meaning of
Narrative is lifeless; A/O writing establishes engages reader; I/E or the piece
I/E or A/O writing credibility at moments A/O writing reveals why
lacks conviction or but not consistently author cares about the
authority to set it topic and chose these
apart from a mere ideas
list of facts
communicate a message and unclear (e.g., good, that is emerging or can shape a unique piece; uses domain-specific and meaning; has
bad, nice) be inferred; uses limited has message thats vocabulary appropriately authors message thats
or inaccurate domain- easy to identify; uses to demonstrate authors easy to understand;
specific vocabulary accurate domain-specific understanding uses domain-specific
vocabulary vocabulary professionally
Has vague vocabulary so Uses confusing or Includes very basic Features vocabulary Has strong vocabulary Uses striking, powerful,
words convey no clear misleading vocabulary vocabulary; uses words comprising familiar that makes it easy to see and engaging vocabulary
B. Word quality
message and includes incorrect that tend to tell not words and phrases that what the author is trying that captures readers
usage of even simple show; has few images communicate clearly but to convey; employs imagination and lingers
words; creates no images only show a moment or vivid and/or figurative in the mind; enhances
two of sparkle or imagery language recall of significant
phrases or mental images
uses slang and/or texting impede understanding); includes slang and/or appropriate vocabulary effective word choice
language that are includes slang and/or texting language that are for message, purpose, that enriches the authors
inappropriate texting language that do inappropriate and audience message
not suit purpose
Misuses parts of speech Has limited variety in Includes mechanical Uses accurate and Carefully chooses correct Crafts parts of speech to
frequently, confusing parts of speech; uses parts of speech occasionally refined and varied parts of best convey message;
reader and clouding the jargon or clichs that that reflect a lack of parts of speech that are speech to effectively has lively verbs that
message detract from the message craftsmanship; relies on functional and start to communicate message energize the piece and
passive verbs, overused shape the message and clarify and enrich precise nouns/modifiers
nouns, and lack of writing that add depth, color,
D. Grammar
structure that is that often works, but correct sentence that is correct and that flows well and structure, underscoring
incomplete, run-on, may be overly simplistic structure, yet smooth, but mechanical moves reader fluidly and enhancing meaning
rambling, or awkward; for the purpose sentences are in places; sentences through the piece while engaging and
determining where frequently not smooth hang together and are moving the reader fluidly
sentences begin and end structurally sound from beginning to end
is nearly impossible
Has no apparent Shows little evidence of Uses inconsistent Has evident sentence Conveys sentence Has strong sentence
B. Sentence sense and rhythm
sentence sense, making sentence sense; requires sentence sense; sense; rhythm is present; sense that is strong, sense with rhythm and
it nearly impossible reader to reconstruct enables reader to most sentences lend with frequent rhythmic cadence; has structure
to determine where sentences to make them read aloud after a few themselves to oral patterns; uses that contributes to
sentences begin and flow correctly; does not rereadings reading construction and variety meaning; may use
end; has choppy rhythm; invite expressive oral to enhance flow; employs dialogue that sounds
piece cannot be read reading dialogue or fragments natural and fragments
aloud without authors effectively; reader can that add style; reading
help, even with practice read aloud easily aloud is expressive and
pleasurable
hard to determine quality that mostly begin the sometimes vary, are routine or generic; beginnings; uses a beginnings; uses a
of beginnings or identify same way and are but in a predictable includes simple, variety of sentence variety of sentence types
type of sentence monotonous way; limits almost all compound, and a few types (e.g., simple, that appear chosen to
sentences to simple complex sentence types compound, complex, and enhance meaning and
and compound types compound-complex) to flow
create balance
Has weak or no Incorporates basic Leads reader from Holds piece together Moves reader easily Uses creative,
transitions that create transitions (e.g., and, sentence to sentence with varied transitional through the piece with appropriate, and varied
a jumble of choppy so, but, then, because) with a few, simple words or phrases thoughtful and varied transitional words or
D. Connecting
language and/or run- that do little to lead the transitional words (e.g., either, therefore, transitional words or phrases that show how
sentences
on sentences; uses reader through the piece; or phrases, though although) phrases each idea relates to the
sentences that muddle if used, transitions seem coherence remains previous one and tie the
the sound of the piece randomly applied limited piece together
understand the meaning grade-level words; may difficult words occasional errors that do
be inaccurate with more not detract from overall
difficult words quality
Uses missing or incorrect May have punctuation Features simple end Uses correct end Has punctuation that is Includes correct
punctuation nearly all present but it is usually punctuation (e.g., punctuation with only almost always correct punctuation that
the time incorrect period, question mark, minor errors; contains and guides reader enhances readability;
exclamation point) that internal punctuation that through the piece may use creative
is correct, but internal is usually correct punctuation when
B. Punctuation
is random, inconsistent, basic capitalization shows frequent errors capitalization in most capitalization capitalization
and sometimes rules correctly except for proper nouns cases consistently consistently and
nonexistent and sentence beginnings may employ more
sophisticated
capitalization for effect
noticeable errors in usage problems of conversational oral grammar/usage fairly grammar/usage; shows that contributes to
grammar/usage, making many types that language that results in consistently; problems few grammar mistakes clarity and style;
writing incomprehensible make comprehension inappropriate grammar/ are not serious enough and has meaning that is enhances meaning by
difficult usage; errors sometimes to distort meaning or clear sophisticated grammar/
distract the reader distract the reader usage
Requires extensive editing Requires much editing, Still needs too much Needs moderate editing Requires only some minor Needs almost no editing
E. Editing needed
(i.e., on virtually every making publication editing to publish to publish; has clear editing before publishing; to publish; author may
line) for meaning and a time-consuming without multiple redrafts, meaning has conventions that are successfully manipulate
publication; reader must challenge; meaning is although meaning begins more often correct than conventions for stylistic
read once to decode, then often unclear to emerge not; easily communicates effect
again for meaning meaning
Does not cite works Attempts to cite Uses citations and basic Usually cites works and Almost always cites Consistently uses correct
F. Bibliography
or basic bibliographic works and include bibliographic information uses basic bibliographic works and uses basic format to cite works
(optional)
information; if included, is basic bibliographic inconsistently and/or information in correct bibliographic information and includes basic
unrecognizable information, but these incompletely in placement format in correct format bibliographic information
are variable or random and format with only minor errors
piece unreadable piece hard to read or chosen in places, creating is easy to read and and appropriately and support the meaning
or are completely understand an obstacle to reading or understand chosen, supporting of the text; chooses font
inappropriate for the understanding understanding and styles intentionally to
purpose readability match the purpose of
the text
Does not consider Shows emerging use Uses white space to Uses white space to Features white space Uses white space to
white space, so of white space, though frame and balance piece frame text by creating that helps reader focus optimally frame and
use is random and piece seems arbitrarily but is inconsistent; reasonable margins; on text; uses margins balance text with
confusing; makes it placed on paper with few has margins, though consistently indents or to frame piece and graphics and text
difficult to identify intentional margins or some text may crowd blocks paragraphs other white space to features; indents or
B. White space
beginning and ending boundaries edges, and uses uneven set off graphics and blocks paragraphs; may
text indenting text features; indents or include creative use
blocks paragraphs of space to highlight
important details
Has no text features Attempts to include Uses text features that Includes text features Incorporates text features Uses text features that
text features but they are frequently ineffective (e.g., titles, bullets, page that serve to integrate help reader extend
C. Text features
dont appear to have a for organizing or numbers, subheads) that ideas, articulate meaning meaning of piece and
(optional)
purpose, so are mostly clarifying the piece usually organize and of piece, and make it develop more complete
inappropriate and clarify ideas easier to read understanding
ineffective
graphics that are graphics that are only match and support text that support text that support and that help enrich and
D. Visuals and
incomprehensible and/ topically related to the in some instances, with consistently clarify text extend meaning and are
or unrelated to text text and dont enhance effort on the readers part through placement and integrated to enhance
understanding description understanding of the text
Forms handwritten Uses irregular letter shape Has handwriting that Uses correct and readable Features neat and Shows handwriting that
E. Handwriting (optional)
letters inconsistently and form so handwritten occasionally impairs handwriting; has spacing readable handwriting; has is pleasing to the eye;
or incorrectly, making letters and words are readability; uses of letters and words that is uniform spacing between uses uniform spacing and
piece unreadable; often unreadable; includes inconsistent spacing in generally consistent letters and words lettering
uses spacing of letters spacing that is often places
and words that is inconsistent, further
unbalanced or absent complicating readability
so the piece is mostly
illegible