Appendix B
Six Traits Writing Rubric (Northwest Regional Educational Laboratory, 2011):
Unsatisfactory (1) Satisfactory (3) Proficient (5)
Ideas: Was writing focused with an original perspective about the topic? Details enriched theme? | No clear sense of central theme or purpose in paper. Missing details, reader is left with questions | Development is basic, general, topic is broad, beginning to be defined. Reasonably clear ideas. | Paper is clear and focused, insightful, holds reader’s attention, central theme is enriched with details and relevant anecdotes. |
Organization: Does the structure make ideas easier to understand? Logical pattern of ideas? | Writing lacks direction, pacing awkward, sequencing needs work | Reader can move through text without too much confusion, paper had intro and conclusion. Good transitions, | The structure enhances the theme of the paper, inviting intro, conclusion gives closure and resolution |
Voice: Does the piece make you wish it were longer? Does it have a unique perspective with engaging language and ideas? | Purpose is unclear, does not connect with audience, lacks development and point of view (narrative), lacks consistent engagement with topic (expository or persuasive) | Connection with audience is impersonal, attempts to include content to reflect purpose, some personal details, | The reader is respected and spoken to in a compelling, engaging, and individual way. Arrangement of ideas and content reflects purpose. |
Word choice: Language is rich and colorful words and phrases are vivid and thought provoking | Language use incorrect, limited vocabulary, unimaginative, redundant, cliché, nonspecific | Language lacks energy, but is functional, attempts at using color in language, action is passive, common nouns, occasional precision with words | Intended message conveyed in an interesting, natural way, lively verbs, meaning is clarified obvious precision, accurate word use |
Sentence fluency: Is the flow of words and phrases felt? | Choppy sentences, rambling, awkward, no expressive interpretation opportunities, sentences begin the same | Sentences constructed correctly for the most part, but are routine, some variety in structure, some parts stiff, choppy, awkward. | Writing flows easily with rhythm and cadence, sentences are varied, purposeful and enhance meaning |
Conventions: (according to grad level) Correct spelling, grammar and usage, paragraphs, punctuation, and capitals. | Frequent spelling errors, random capitalization, noticeable errors in grammar and usage, missing paragraphs, needs to be read twice for meaning, punctuation missing | Spelling, punctuation, capitalization usually correct, no serious problems with grammar and usage, attempts at paragraphing, some editing | Good grasp of standard writing conventions, spelling punctuation, capitalization, grammar and usage paragraphing correct and accurate and successful manipulation of conventions for stylistic effect |
