GRADE 8
6 Trait Writing Scoring Rubric Student # ______
Scorer # ______Scorer # ______Scorer # ______
Ideas/Content / Organization / Voice4 Exceeds Expectations / 4 The topic is very clear and is supported by multiple layers of interesting and important ideas and details.
· The topic or point to this writing is very clear and focused.
· Multiple ideas give significant support to the main point.
· Many carefully chosen supporting details elaborate on ideas.
· Selects a clever title, when needed. / 4 Uses an effective and clever or unusual organizational structure.
· The introduction is clever or unusual and pulls the reader in.
· Information and/or events are sequenced in a complex way within and between paragraphs.
· Sophisticated transitions link ideas within and between paragraphs.
· The conclusion wraps up the writing in a unique and compelling way. / 4 Clear, well-defined voice adds to the effectiveness of the writing.
· The writing has a clearly defined and consistent voice directed to the audience and purpose.
· The feelings of writer are strong and clear.
· Writing is highly original.
· Writing shows strong confidence and personality.
3 Meets Expectations / 3 The topic is clear and is supported by layers of adequate ideas and details.
· The topic or point to this writing is clear.
· Many ideas support the main point.
· Selects details relevant to the topic to elaborate.
· Selects appropriate title, when needed. / 3 Uses an effective organizational structure. Organizes ideas into logical chunks of information (e.g., paragraphs).
· The introduction is interesting and pulls the reader in.
· Information and/or events are sequenced in an intentional way within and between paragraphs.
· Uses transitional words and phrases to link ideas within and between paragraphs.
· The conclusion is satisfying, beyond a repetition of the introduction. / 3 The writer behind the writing is clearly seen.
· The writing has a consistent voice directed to the audience and purpose.
· The emotions and interest of the writer are evident.
· Writing has a sense of originality.
· Writing shows personality.
2 Developing/Needs Support / 2 The topic may be unclear and/or some supporting ideas and details are missing or confusing.
· It is difficult to find a topic or point in this paper and/or more than one main idea may be present.
· Ideas may be insignificant or do not support the main point.
· Lacks sufficient supporting details.
· Title, when needed, does not match or is the opening sentence. / 2 An attempt has been made to
organize the writing.
· The introduction is clear and simple.
· Information and/or events are sequenced in a way that makes sense.
· Transitions connecting ideas are simple.
· The conclusion has been attempted (e.g., repeats the introduction). / 2 There is limited sense of the writer behind the writing.
· The writing does not maintain a consistent voice directed to the audience or purpose.
· The emotions and interest of the writer are somewhat evident.
· Writing shows limited originality.
· Writing shows limited personality.
1 Does Not Meet Expectations / 1 The topic is unclear and/or supporting ideas and details are missing.
· The writing is unfocused with no main idea, topic or point.
· Ideas are missing or insignificant.
· Supporting details are missing or confusing.
· Title, when needed, is missing. / 1 The writing is unorganized and difficult to follow.
· The introduction has been attempted or is missing.
· The sequencing of information and/or events is scrambled.
· Transitions are missing.
· The conclusion is missing. / 1 There is no sense of the writer behind the writing.
· Does not seem to be writing to a particular audience or for a specific purpose.
· The emotions and interest of the writer are not evident.
· Lacks originality.
· Personality of the writer is not seen.
6 Trait Writing Scoring Rubric
Word Choice
/Sentence Fluency
/Conventions
4 Exceeds Expectations / 4 Precise, interesting and vivid words effectively convey the message.· Words are used accurately and precisely.
· Strong energetic words enliven the writing.
· Clear, colorful and vivid images are created. / 4 The writing is smooth, expressive and begging to be read.
· Sentences begin in many different ways.
· Sentence structure, type and length vary throughout the piece of writing.
· Sentences are complete throughout the piece.
· Usage rules are used appropriately. / 4 Errors are so few and so minor that they may be overlooked, even especially in complex writing.
· Capitals are used correctly.
· Punctuation is used correctly.
· Spelling is nearly perfect.
· Presentation elements increase the quality of the piece.
3 Meets Expectations / 3 Words are carefully chosen so the message gets across.
· Most words are used accurately and precisely.
· Powerful verbs and specific descriptors enhance the writing.
· Images are created. / 3 The writing is clear, readable, and smooth with just a bump or two.
· Sentences begin in a variety of ways.
· Sentences are varied in structure, type and length.
· Sentences are complete with no evidence of run-ons.
· Usage rules are used appropriately most of the time. / 3 Minor errors, though noticeable, do not interrupt the reading.
· Capitals are used correctly most of the time.
· Punctuation is used correctly most of the time.
· Grade level appropriate spelling patterns and high frequency words are mostly correct.
· Presentation elements (handwriting, title, margins, paragraph conventions) are present.
2 Developing/Needs Support / 2 Words convey the message in an ordinary manner.
· Some words may be misused and/or overused.
· While many words are simplistic, some attempts have been made to enhance the writing.
· Some attempts to create images. / 2 Some of the writing is smooth and some is hard to read.
· Many sentences start the same way.
· Sentences do not often vary in structure, type and length.
· A few sentences vary in length.
· Sentences are complete some of the time, with multiple run-ons.
· Usage rules are used appropriately some of the time. / 2 Errors may make the writing difficult to read or understand in places.
· Capitals are used inconsistently.
· Some punctuation is missing or not used correctly.
· Some words are spelled correctly.
· Some presentation elements are missing and/or used incorrectly.
1 Does Not Meet Expectations / 1 Words are boring, misused, or unclear.
· Words are often misused and/or overused.
· The wording is vague and fuzzy.
· No image is created. / 1 This is hard to read.
· All the sentences are similar in beginning, structure, type and length.
· Sentences are incomplete or one long sentence is used.
· Frequent usage errors interrupt the reading. / 1 Many errors make the writing almost impossible to read.
· Capitals are missing or not used correctly.
· Punctuation is missing or not used correctly.
· Few words are spelled correctly.
· Presentation makes the paper difficult to read.
August 2013 – Based on the work of NWREL and California Common Core State Standards