SIX TRAITS WRITING RUBRIC - SchoolNotes



Title:_______________________________ Name: ______________________Hr.__

Date: _____________,_______________

Six Traits Mystery Story Rubric

Ms. Raymond [pic] Literacy/Language Arts

| |6 |5 |4 |3 |2 |1 |

| |Exemplary |Strong |Proficient |Developing |Emerging |Beginning |

| |A+/A 100-95% |A- = 94-90% |B+/B = 89-84% |B- = 83-80% |C+/C = 79-74% |C- 73-70% |

| |(6-5.5) 36-33 |(5.4-5.0) 32-30 |(4.8-4.0) 29-24 |(3.8-3.3) 23-20 |(3.1-2.0) 19-12 |(1.8-1.0) 11-1 |

|Ideas & Content |•   Mystery is |•   Mystery is a clear,|•   Mystery story idea|•   Mystery may be |•   Purpose and main |•   Lacks central |

|(  main theme |exceptionally clear, |focused, interesting |includes some detail |confusing because |mystery idea may be |mystery story idea; |

|(  supporting details |focused, engaging with |narrative with |which may be general or|detail is too general |unclear and cluttered |development is minimal |

| |relevant, strong |appropriate detail |limited |or off-topic |by irrelevant detail |or non-existent |

| |supporting detail | | | | | |

|Organization |•   Effectively organized |•   Strong order and |•   Organization is |•   Attempts at |•   Lack of structure; |• No paragraphs |

|(  structure |in logical and creative |structure |appropriate, but |organization; may be a |disorganized |•   Lack of coherence; |

|( introduction |manner |•   Inviting intro and |conventional |“list” of events |• Few paragraphs |confusing |

|(  conclusion |•   Creative and engaging |satisfying closure |•   Attempt at |•   Beginning and |•   Missing or weak |•   No identifiable |

| |intro and conclusion |• Correct paragraphing |introduction and |ending not developed |intro and conclusion |introduction or |

| |• Correct paragraphing | |conclusion |• Paragraphs need work | |conclusion |

| | | |• Correct paragraphing | | | |

|Voice |•   Expressive, engaging, |•   Appropriate to |•   Evident commitment |•   Voice may be |•   Writing tends to be|•   Writing is lifeless|

|( personality |sincere |audience and purpose |to topic |incorrect or |flat or stiff |•  No hint of the |

|( sense of audience |•   Strong sense of |•  Writer behind the |•  Inconsistent or dull|non-existent |•  Little or no hint of|writer |

| |audience |words comes through |personality |•  Writing may seem |writer behind words | |

| |•   Shows emotion: humor, | | |mechanical | | |

| |honesty, suspense or life | | | | | |

|Word Choice |•   Precise, carefully |•   Descriptive, broad |•   Language is |•   Words may be |•   Monotonous, often |•   Limited range of |

|( precision |chosen words |range of words |functional and |correct but mundane |repetitious, sometimes |words |

|(effectiveness |•  Strong, fresh, vivid |•  Word choice |appropriate |•  No attempt at |used incorrectly |•  Some vocabulary |

|(  imagery |images |energizes writing |•  Descriptions may be |deliberate choice | |misused |

| |• Dialog very effectively | |overdone at times | | |• No use of dialog in |

| |supports plot and |• Dialog effectively |• Dialog included in | | |the story |

| |characterization(s) |supports plot |plot | | | |

|Sentence Fluency |•   High degree of |•   Easy flow and |•   Generally in |•   Some awkward |•   Often choppy |•   Difficult to follow|

|( rhythm, flow |craftsmanship |rhythm |control |constructions |•  Monotonous sentence |or read aloud |

|(variety |•  Effective variation in |•  Good variety in |•  Lack variety in |•  Many similar |patterns |•  Disjointed, |

| |sentence patterns |length and structure |length and structure |patterns and beginnings|•  Frequent run-on |confusing, rambling |

| | | | | |sentences | |

|Conventions |•   Exceptionally strong |•   Strong control of |•   Control of most |•   Limited control of |•   Frequent |•   Numerous errors |

|(age appropriate, |control of standard |conventions; errors are|writing conventions; |conventions; frequent |significant errors |distract the reader and|

|spelling, caps, |conventions of writing; |few and minor; double |• Errors reflect weak |errors doesn’t |impede readability; |make the text difficult|

|punctuation, grammar |double spaced |spaced |editing skills, double |interfere with |double spaced |to read; single spaced |

| | | |spaced |understanding | | |

Name:_____________________________________________Date:_______________________________Hour:___

STORY TITLE:_______________________________________________________________________________

I TRIED TO DO MY BEST

1________________________2___________________3_______________________4_______________________5

I spent little time I spent some time I spent a lot of time

I didn’t care about doing my best I cared about doing my best I cared a lot about

doing my best

I didn’t make any revisions I made a few revisions I made many revisions

I got very little help from others I got some help from others I got a lot of help from

others

THIS IS HOW I FEEL ABOUT MY STORY

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Not very good Pretty good Very good

STUDENT COMMENTS: (Two stars and a wish)

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TEACHER COMMENTS:___________________________________________________________________________________

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