FIVE TRAITS OF WRITING
SCORE 
4: Strong
3: Effective
2: Developing
1: Unsatisfactory
TRAIT
Writing exhibits control and skill. Little to
no revision necessary.
Strengths definitely outweigh
weaknesses. Some revision is
needed.
Essays are not as well developed as
upper-half papers. Need for revision
outweighs strengths.
Writing reveals consistent weaknesses
and is not successful in conveying a
clear point.
Essay is grounded by a strong overall
point and maintains a clear focus on
supporting that point throughout.
Displays original and nuanced critical
thinking, including understanding and
application of the desired Essential
Learning Outcome(s) and/or Signature
Question.
Essay has a clearly identifiable overall
point . Ideas may not be particularly
original and may be lacking a little in
nuance, but they are sound and
contribute to the overall theme.
Shows awareness of desired
ELO/SQ, but engagement with it may
be a bit less sophisticated.
The essay defines the topic, but may
not develop it as well as needed. The
purpose/thesis in discussing that topic
may need to be better defined.
Thinking, both generally and related
to the ELO/SQ, is somewhat lacking
in depth or necessary elaboration/
support.
Essay may lack an overall purpose, or
its purpose or topic may be unclear or
inconsistent. The essay may give the
impression that the writer does not fully
understand the subject matter, ELO,
and/or SQ.
2)
Organization and
Paragraphing
Organization moves the reader through
the text in a way that effectively reflects
the essay’s argument or purpose.
Transitions and intro and conclusion
paragraphs are thoughtful and effective.
Paragraphs demonstrate distinct key
ideas with unified support, reinforcing
the essay’s organization and overall
meaning.
Organization uses paragraph
structures to its benefit and moves the
reader through the essay. Each
paragraph supports a point related to
the essay’s purpose. Topic sentences
and transitions may be occasionally
awkward but are almost always
present. The structure includes an
introduction and conclusion.
Organization emerges in the essay
but is not entirely effective. Structure
may be too formulaic (such as a “Five
Paragraph Theme”), or paragraph
order and content may be somewhat
unclear or not effective at conveying
points. Transitions, topic sentences,
and other text markers may be used
ineffectively or occasionally missing.
Essay structure is very hard to follow.
It may be difficult to identify the topics
of paragraphs or a rationale behind
their order. Transitions are likely
absent. Introduction is likely
insufficient, and conclusion may be
insufficient or absent.
3)
Voice and Style
Word choice, tone, and genre are
appropriate for the content, audience,
and purpose of the essay. The essay
reflects awareness of and respect for
the audience. It offers a compelling and
engaging narrative and/or presents its
argument with fluidity and confidence. A
sense of personality emerges beyond
the formal elements of the piece.
Essay illustrates a general awareness
of audience and uses a tone
appropriate to its purpose. Typically,
the word choice and style effectively
illustrate the essay’s message, and
the essay reflects a commitment to its
topic. Although a point of view is
evident, the language may seem
disengaged.
Essay strives for a sense of voice and
attempts an engagement with the
audience but falls short. Overall, the
language is merely functional and
may be marked by generalities,
jargon, and clichés . Attempts at
colorful or elevated language may
result in a stilted style.
Essay seems indifferent to the topic or
distanced from its audience. Words
are nonspecific and often distracting,
language is used incorrectly, and/or
jargon or clichés are employed
excessively.
4)
Use of Conventions
Essay demonstrates a solid grasp of
writing conventions; sentences are wellconstructed and utilize effective and
varied structures that facilitate the
reader’s engagement with the essay’s
ideas. Errors are few; the writer may, at
times, manipulate convention for stylistic
effect.
The writing flows well, and errors,
though sometimes present, do not
interfere markedly with readability.
Punctuation within sentences and
citations may exhibit some errors, but
is mostly correct. The essay ultimately
utilizes sentence structures and
conventions to its benefit.
Sentences lack variety and are often
clumsily constructed. Spelling and
other conventions are used with some
familiarity on the writer’s part, but
often display errors or awkwardness
that may interfere with the reader’s
ability to understand the writer’s
points.
In general, sentences lack fluency and
control, making the writing difficult to
understand. They may be choppy; lack
variation; lack connections; and/or
exhibit frequent errors in spelling,
punctuation, capitalization, usage, and
grammar.
Essay demonstrates an especially
effective selection, balance, and
integration of ideas and information from
sources. Direct quotations, paraphrase,
and summary of relevant sources are
used to support key ideas or initiate
inquiry. Citations contain all information
required by an accepted documentation
style (e.g., MLA, APA).
Generally, the essay uses supporting
materials to enhance the essay’s
thesis and supporting points.
External evidence is surrounded by
the writer’s analysis, though
integration may not be seamless.
More variety of direct quotations,
paraphrase, and summary may be
needed. Citation information is
generally clear and correctly
documented.
Essay mirrors a research format but
does not achieve an effective balance
between the writer’s point of view and
the ideas and language of external
sources. Key research may be strung
together in extended direct quotations
or dropped into the essay rather than
being synthesized and integrated.
Sources may seem insufficient or not
always relevant, documentation may
be lacking some information, and/or
an overabundance of sources may be
Passages of the essay may read as
though they have been copied from
external sources, or research/support
may be missing entirely. Essay lacks
control of the selection and
management of sources; a limited
number or inappropriate type of
sources may be used, and
documentation may be sparse or
missing entirely.

1)
Content, Purpose, and
Critical Thinking
5)
Research and Source Use
showcased.