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Writing Rubric


6th grade Writing Rubric:

 

Exceeding (9.0-10)

Proficient (8.0-8.9)

Progressing (7.0-7.9)

Emerging (6.0-6.9)

Ideas and Content

Purpose and main ideas:

 ▪clear, focused, interesting

Supporting details:

▪many strong, rich, specific details explain the main ideas

▪makes topic interesting

▪explained in-depth

▪seem carefully chosen for audience and purpose

Outside resources, if used:

 ▪provide strong, accurate, reliable details

Writer shares new understandings

Purpose and main ideas:

▪clear, focused, easy to understand

Supporting details:

▪most details are specific and there are enough to develop main ideas

▪mostly on topic

▪most are explained

▪some awareness of audience and purpose

Outside resources, if used:

▪provide accurate details

Writer may share new understandings

Purpose and main ideas:

▪understandable, but needs clarification

Supporting details:

▪may be too general to develop the main ideas; may sound like a list

▪sometimes off topic

▪may not be explained

▪limited awareness of audience

 

Outside resources, if used:

 ▪provide questionable details

Purpose and main ideas:

▪unclear, difficult to understand

Supporting details:

▪may be lacking

▪off topic

▪may not be understandable; may be repetitive

▪no awareness of audience

 

Organization

The reader can follow the writing easily:

▪ ideas and details are placed in an order that moves the reader along

 

 

Beginning:

▪inviting, hooks the reader

 

Ending:

▪satisfying

 

Transitional words and phrases:▪smooth and effective

▪make the writing easy to follow

Paragraph breaks:

▪used effectively; work well

Writing follows a structure that is graceful, skillful, and subtle

The reader can follow the writing:

 ▪ideas and details are placed in an order that makes sense

 

 

Beginning:

▪developed

 

Ending:

▪developed

 

Transitional words and phrases:

▪help the reader follow from one part to the next

 Paragraph breaks:  

▪are helpful

 Writing follows an appropriate structure

The reader can follow the writing

most of the time:

▪ some ideas and details may be unclear and/or placed where they do not make the most sense

 Beginning:

▪can be identified

▪may be too short or too obvious

Ending:

▪can be identified

▪may be too short or too obvious

Transitional words and phrases:

 ▪same few may be overused

 (and, so, but, then)

▪ points may be numbered

Paragraph breaks:

▪some misplaced

Writing may follow a structure

The reader has a hard time following the writing:

▪ confusing

▪ ideas and details are not in an order that makes sense

Beginning:

▪may not be there

 

Ending:

▪may not be there

 

Transitional words and phrases:

▪may be missing

 

 

Paragraph breaks:

▪may be missing

Inaccurate structure

Voice

Commitment to topic:

▪the writer seems very committed

Appropriateness of voice:

▪topic, audience, purpose well thought out

▪writer carefully chooses when to be more personal or more objective  

Other indications:

▪topic has come to life

▪reader may feel a strong connection and interacts with writer

Commitment to topic:

▪the writer seems committedAppropriateness of voice:

 ▪audience and purpose considered

▪the writing is usually personal enough or objective enough

Other indications:

▪parts of writing come to life

▪reader may connect and get a glimpse of the writer

Commitment to topic:

▪the writer seems somewhat committed

Appropriateness of voice:

 ▪inconsistent consideration of audience and purpose

▪too personal and not objective enough or not personal enough

Other indications:

▪writing doesn’t spring to life

▪Little or no connection with reader

Commitment to topic:

▪the writer does not seem interested in the topic

Appropriateness of voice:

▪audience and purpose not considered

▪writing may seem lifeless and flat

Other indications:

▪no connection to the reader

 

 

 

 

 

Exceeding (9.0-10)

Proficient (8.0-8.9)

Progressing (7.0-7.9)

Emerging (6.0-6.9)

Word Choice

Kinds of words:

▪strong, specific, accurate, interesting

▪ natural and not overdone; ▪ordinary words used in an unusual way

▪energize the writing

▪carefully selected

Variety:

▪rich, broad range of words

Slang, if used:

▪effective(as in dialogue)

Descriptive or figurative language:

▪creates clear images in reader’s mind

Kinds of words:

▪words that convey the meaning

Variety:

▪variety of words used

Slang: (if used) only in dialogue

Descriptive, figurative, or technical language:

▪may occasionally seem overdone or overused

Clichés: mostly avoids overused phrases, sayings, and expressions

Kinds of words:

▪ many are too general/misused

Variety:

▪ not much variety

▪repetitive

Descriptive, figurative, or domain specific language:

▪ overdone or overused

Clichés:

▪may have extensive overuse of phrases, sayings, or expressions

Kinds of words:

▪ most are too general

▪ inaccurate/misused

Variety:

▪ almost no variety

▪ very repetitive

Descriptive, figurative, or technical language:

▪ little to none used or used inaccurately

 

 

Sentence Fluency

Overall writing:

▪ very fluent and natural sounding

▪ one sentence flows into the next

▪ variety of sentences makes the writing more interesting

Sentence beginnings:

▪sentences begin in many different ways

Dialogue:

▪sounds natural

Overall writing:

▪ easy to read out loud

▪ variety of sentence lengths, patterns

 

Sentence beginnings:

▪most sentences begin in different ways

Dialogue:

▪most sounds natural

Overall writing:

▪reader may have to slow down or reread

▪ may not be enough variety in sentences

▪sentence lengths, patterns similar

Sentence beginnings:

▪few begin in a different way

 

Dialogue:

▪ may not sound natural

Overall writing:

▪difficult to read out loud

▪Sentence lengths, patterns repeated (most about the same length—short and choppy or long and rambling)

Sentence beginnings:

▪ very few begin in a different way

Order of words:

▪mixed up; confusing

Conventions

Overall Conventions:

▪may be a few minor errors

Variety:

▪wide range, usually in a longer and more complex paper (for example, colons, semi-colons, parentheses, many different uses of commas, dialogue, dashes, hyphenated words)

Sentences:

 ▪end where they should with the correct punctuation mark;

 ▪no run-ons, commas splices, or fragments

Spelling:

▪difficult words correct

Verb tense & point of view:▪consistent

 Dialogue if used:

▪Indented and punctuated correctly

 Capitalization:

 ▪correct

Punctuation within sentences:

▪correct

 

 

Overall Conventions:

▪ some errors, but few major errors;

 ▪the most important rules are followed most of the time

 Variety:

▪not wide range, but paper is long enough and just complex enough to show solid grammar skills

Sentences:

 ▪end where they should with the correct punctuation mark;

▪few run-ons, comma splices, or fragments

Spelling:

▪common words correct

Verb tense & point of view:▪consistent

Dialogue if used:

▪punctuated correctly

Capitalization:

▪correct

Punctuation within sentences:▪sometimes incorrect

Overall Conventions:

▪more errors

 ▪some are basic

Variety:

▪conventions may be correct, but paper is not long enough or is too simple to show solid grammar

Sentences:

 ▪most end where they should with the correct mark, but some do not

▪some run-ons, comma splices, fragments

 Spelling:

▪some common words incorrect

Verb tense & point of view:

▪may be inconsistent

 Dialogue if used:

▪may be some errors

 Capitalization:

 ▪some errors

 Punctuation within sentences:

 ▪errors

Overall Conventions:

▪so many basic errors that the reader has a hard time figuring out what the writer is trying to say

Sentences:

▪most do not end where they should with the correct punctuation mark

▪many run-ons, comma splices, fragments

Spelling:

▪many common words may be incorrect

Verb tense & point of view:

▪not consistent

Capitalization:

▪many errors

Grammar:

▪many basic errors


 

 

Index