SIX TRAITS WRITING RUBRIC
Six Traits Paragraph Writing Rubric
|SIX TRAITS: |0 |1 |2 |3 |4 |5 |
| |Beginning |Emerging |Developing |Proficient |Strong |Exemplary |
|Content |Lacks central idea |Purpose and main idea may be |Main idea may be cloudy because|Evident main idea with some |A main idea or topic is |Paragraph centered around a |
|• topic sentence is clear, |Development is minimal or |unclear and cluttered by |supporting detail is too |support which may be general or|clear |significant idea or topic |
|focused and complex in |non-existent |irrelevant detail |general or even off-topic |limited |Clear, focused, interesting |Exceptionally clear, focused, |
|sentence structure | |May be unclear because | | |idea with appropriate detail|engaging with relevant, strong |
|• supporting details are | |paragraph has competing ideas | | | |supporting details from the |
|relevant and supportive of the| |for thesis | | | |research |
|topic sentence | | | | | | |
|Organization |Lack of coherence; confusing |Lack of structure; |Attempts at organization; may |Organization is appropriate, |Strong order and structure |Effective use of a topic sentence,|
| |No citations present |disorganized and hard to |be a “list” of items |but conventional |Starts with a topic |research points with commentary |
| | |follow |Less than three citations with |Citations are present but |sentence, ends with a |and a concluding sentence |
| | |Less than two citations with |lapses in formatting |contain lapses in formatting |concluding or anchor |Transition sentence to next |
| | |incorrect formatting | | |sentence |paragraph |
| | | | | |In-text citations present |In-text citations (3) formatted |
| | | | | |but cited in same style |correctly with varied types |
| | | | | |throughout | |
|Voice |Writing is lifeless |Writing tends to be flat or |Voice may be inappropriate or |Evident commitment to topic |Appropriate to audience and |Expressive, engaging, sincere |
|• personality |No hint of the writer |stiff |non-existent |Inconsistent or formulaic |purpose |Strong sense of audience |
|• sense of audience | |Stereotypic, copied tone and |Writing may seem mechanical |personality |Writer behind the words |Shows emotion: humour, honesty, |
| | |voice | | |comes through |suspense or life |
|Word Choice |Limited range of words |Monotonous, often repetitious,|Words may be correct but |Language is functional and |Descriptive, broad range of |Precise, carefully chosen |
|• precision |Some vocabulary misused |sometimes inappropriate |mundane |appropriate |words |Strong, fresh, vivid language |
|• effectiveness | | |Common words chosen |Descriptions may be overdone at|Word choice energizes |3+ use of transition words |
|• vividness | | |No transition words |times |writing | |
| | | | |1+ transition words |2+ transition words | |
|Sentence Fluency |Difficult to follow or read |Often choppy |Some awkward constructions |Generally in control |Easy flow and rhythm |High degree of craftsmanship |
|• syntax is varied to create |aloud |Monotonous sentence patterns |Common simple pattern used |Lacks variety in length and |Good variety in length and |Effective variation in sentence |
|rhythm and flow to the writing|Disjointed, confusing, rambling |Frequent run-on sentences |Several sentences begin the |structure |structure |patterns |
| | |Some sentence fragments |same way | | | |
|Conventions |Over ten grammar errors distract|Frequent significant errors |Limited control of conventions |Control of most writing |Strong control of |Exceptionally strong control of |
|• Grammar triage for items |the reader and make the text |may impede readability |Some errors in common patterns |conventions |conventions |standard conventions of writing |
|1-10 and 12-15 |difficult to read |Errors frequent in common |or structures do not unduly |Errors reflect risks with |Errors are few and minor |Complex conventions attempted |
| |Errors may be made more than one|patterns and structures |interfere with understanding |unusual or sophisticated |4 or fewer errors |3 or fewer grammatical errors |
| |way for the same pattern or |7-10 grammar errors |5-7 grammar errors |structures | | |
| |structure | | |Five or fewer errors | | |
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