5 POINT SCORING RUBRIC FOR 6 TRAITS
5 POINT SCORING RUBRIC FOR 6 TRAITS
| |5 |4 |3 |2 |1 |
|IDEAS |Focused, interesting main idea |Easily understandable main idea |Identifiable main idea |Main idea beginning but unclear |Lacks central idea |
| |Strong, relevant, specific examples|Effective examples |Supporting examples developing but |Few or irrelevant examples |No clear examples; random thoughts |
|Content |Insightful details fit |Original details but some may be |limited |Insufficient details |Extremely limited/unclear details |
|Examples/Details |audience/purpose |general |Predictable details |Development minimal; topic not |No sense of purpose; too short |
|Development |Thorough explanation of the topic |Appropriate explanation of the |Reasonably clear topic but |focused; too broad | |
| | |topic |simplistic or basic | | |
| | | | | | |
| | | | | | |
|ORGANIZATION |Structure enhances ideas; inviting |Clear, developed beginning, middle,|Identifiable beginning, middle, and|Structure is difficult to follow |Fails to provide beginning, middle,|
| |introduction and satisfying |and end |end |Attempts sequencing |and end |
|Structure |conclusion |Logical sequencing |Sequencing logical but may be |Ineffective or overused transitions|Lacks sequencing or direction |
|Sequence |Effective, creative sequencing |Transitions tie ideas together |formulaic |Reader is forced to reread |Lacks transitions |
|Connections |Smooth, effective transitions |Flow of ideas is controlled |Transitions present but some may be| |Pace drags; reader frequently |
| |Reader moves easily through the | |common | |confused |
| |text | |Flow of ideas may be slow or choppy| | |
|CONVENTIONS |Strong, effective control of |Errors are few and do not interfere|Reasonable control of mechanics but|Errors in some areas of mechanics |Numerous errors make reading |
| |mechanics enhances readability |with readability |limited errors may affect |impede readability |difficult |
|Mechanics |Spelling is correct even of more |Spelling is usually correct |readability |Spelling errors are frequent |Spelling errors numerous even of |
|Grammar/Usage |difficult words |Punctuation, capitalization, and |Spelling of common words is usually|Punctuation, capitalization, and |common words |
|Editing |Punctuation, capitalization, and |paragraphing are sound with few |correct |paragraphing are ineffective or |Punctuation, capitalization, and |
| |paragraphing are effective |errors |Punctuation, capitalization, and |distracting |paragraphing are often missing or |
| |Grammar and usage are consistently |Few grammar and usage errors do not|paragraphing are attempted but not |Frequent grammar and usage errors |incorrect |
| |correct |distort meaning |always correct |show limited knowledge of rules |Grammar and usage errors are |
| |Needs almost no editing |Needs little editing |Occasional grammar and usage errors|Needs significant editing |excessive and affect meaning |
| | | |may distort meaning at times | |Needs extensive editing |
| | | |Needs moderate editing | | |
| | | | | | |
5 POINT SCORING RUBRIC FOR 6 TRAITS
| |5 |4 |3 |2 |1 |
|VOICE |Writer quickly engages reader; |Writer recognizes audience; |Writer shows some awareness of |Limited sense of audience; doesn’t |Lack of audience awareness; |
| |strong interaction between reader |communicates message |audience |acknowledge needs of reader |mismatch for the intended reader |
|Audience |and writer |Committed to topic; |Purpose/mode of writing present but|Little commitment to topic |No defined purpose/mode of writing|
|Purpose |Strongly committed to topic which |Appropriate point of view; shows |inconsistent |Inappropriately informal or |Writer lacks a sense of |
|Point of View |comes to life |some originality |Occasional sense of writer behind |personal |involvement; flat; lifeless |
| |Begs to be read aloud; sincere; | |the words | | |
| |expressive; convincing | | | | |
|WORD CHOICE |Powerful, varied, broad range of |Accurate, precise vocabulary |Appropriate but ordinary vocabulary|Colorless, generic vocabulary |Limited vocabulary |
| |vocabulary |Purposeful, clear meaning but | |Expressions may impair |Misused words interfere with |
|Vocabulary |Thoughtfully placed terms or |rarely experiments with language |Functional expressions; may have |understanding; monotonous |meaning |
|Meaning |expressions |Words convey the intended message |some fine moments |repetition |Inadequate, imprecise terms or |
|Message |Words effectively communicate | |Terms convey message but passive |Inappropriate; unimaginative terms |expressions; fails to communicate |
| |message in an interesting, precise,| |verbs or clichéd expressions may |or slang detract from message |message |
| |and natural way | |interfere | | |
|SENTENCE FLUENCY |Sentences are carefully crafted to |Complete, correct sentence |Basic, simple sentence structure |Some incomplete or rambling |Fragmented, choppy, confusing |
| |enhance meaning |structure |Some sentence variety attempted but|passages |sentences; unnatural phrasing |
|Flow |Consistently strong, varied |Connections between |may be mechanical |Monotonous, repetitive sentence |Endless conjunctions |
|Style |sentence structure; creative |phrases/sentences present but may |Parts of text may invite oral |patterns |Very difficult to follow or read |
|Rhythm |connections |not be refined |reading |Awkward constructions force reader |aloud |
| |Invites expressive oral reading; |Reader moves easily through text | |to reread | |
| |logical structure | | | | |
(Created by S Gigstad and M Malm 2003)
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