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A TOOL FOR EVALUATING WRITING

This rubric was designed to evaluate narrative and analytic writing in high school English classes. It can be adapted for use in other content areas and for other modes of writing. Traits may be weighted equally or proportionally, according to topic, audience, purpose, format and instructional goals.

EMERGING
IN PROGRESS
AT STANDARD
EXEMPLARY
RESPONDER'S NOTES:
Ideas:
Are weak so that the message is unclear; details are vague.
Ideas:
Are emerging and at times supported with details
Ideas:
Are clear with details that are interesting, important and informative.
Ideas:
Are strong with rich details that draw the reader in and create vivid images.
 
Organization:
Is lacking so that the reader is often confused.
Organization:
Is emerging so that the reader can follow most of the text.
Organization:
Enables the reader to follow the text easily. Transitions aid reading.
Organization:
Shows close connections with each section anticipating the next. Transitions enhance understanding.
 
Voice:

Is flat, dull, tentative, or inconsistent.

You are not engaged with your writing.

Voice:
Is emerging as you find your own voice. You show limited engagement with your writing.
Voice:
You are engaged with your writing. The writer comes through your words.
Voice:

A lively voice imparts a personal flavor and interest that is you and shows your intense engagement with your topic and your reader.
 
Word Choice: Is vague, predictable
Word Choice:
Shows some interesting and precise choice of words.
Word Choice:
Your word choice is interesting and precise.
Word Choice:
Rich, colorful, precise language moves and enlightens your reader.
 
Sentence Fluency:

Sentences are choppy, difficult to read. Awkward word patterns slow the reading.

Sentence Fluency:
Sentences are at times fluent and easy to understand; some awkward word patterns slow the reading.
Sentence Fluency:
Sentences vary in length and style and are fluent and easy to understand.
Sentence Fluency:

Your writing has cadence, power, rhythm, movement, used strategically to support your purpose.
 
Conventions (spelling, grammar, punctuation, capitalization, paragraphing, format):
Poor mechanics impede the reading of the text.
Conventions:
Errors are minor but affect the reading of the text.
Conventions:
Correct conventions facilitate the reading of the text
Conventions:
Correct conventions facilitate the reading of the text. Conventions, used strategically, add to impact of the text.
 

COMMENTS:

Adapted by Mary Britton-Simmons, Woodinville High School, from the 6-Trait writing rubric model from Northwest Labs, Portland, Oregon & by Linda J. Clifton
Clifton Consulting 2003


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