The following is a “short form” 6 trait rubric adapted from the NREL. The icons,
table formatting, and “commitment” section are my additions. Also, some of the
language is tailored for what I emphasize in my 101 class. I am not sure how I
am going to score this given the breakdown of percentages we are discussing.
Student Name:
Pts.
Date:
Assignment:
Ideas This paper is clear and focused. Relevant anecdotes and details enrich the central theme and/ or support the argument.
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The topic, thesis, claim, or assertion is narrow and manageable and/or arguable.
Argument is supported with relevant, illustrative, accurate, and reliable: facts, reasons, incidents, examples, and details.
(FRIED)
The writer seems to be writing from knowledge or experience. (Knowledge gained from research).
The reader’s questions are anticipated and answered.
Insight—an understanding of life and a knack for picking out what is significant—is an indicator of high level performance, though not
required. (Attempt to go beyond the obvious argument.)
Voice The writer crafts the writing with an awareness and respect for the audience and the purpose for writing.
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The tone of the writing adds interest to the message and is appropriate for the purpose and audience. (Academic).
The reader feels a strong interaction with the writer, sensing the person behind the words. In other words, you developed a credible,
persuasive persona.
Expository or persuasive writing reflects a strong commitment to the topic by showing why the reader needs to know this and why
he or she should care.
Organization The organization enhances and showcases the central idea or theme.
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The title, if desired, is original and captures the central theme of the piece.
A strategy is utilized to create an inviting introduction.
Thoughtful transitions clearly show how ideas connect. The use of creative and appropriate connectives between sentences and
thoughts shows how each relates to, and builds upon, the one before it. Connection words and phrases like however, therefore,
naturally, after a while, on the other hand, to be specific, for example, next, first of all, later, but as it turned out, although, etc. are used
and help the reader easily navigate the text.
Paragraphing is sound and reinforces the organizational structure.
Details seem to fit where they're placed; sequencing is logical and effective. (Argument builds in a logical fashion.)
Pacing is well controlled; the writer knows when to slow down and elaborate, and when to pick up the pace and move on.
A satisfying conclusion leaves the reader with a sense of closure and resolution. (Again, a strategy is used.)
Organization flows so smoothly the reader hardly thinks about it; the choice of structure matches the purpose and audience.
Sentence Fluency Sentences are well built, with strong and varied structure that invites expressive oral reading.
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Sentences are constructed in a way that underscores and enhances the meaning. They are clear and free of sentence errors.
Sentences vary in length, structure, and beginnings.
The use of creative and appropriate connectives between sentences and thoughts shows how each relates to, and builds upon, the
one before it.
The writing has cadence; the writer has thought about the sound of the words as well as the meaning. The first time you read it aloud
is a breeze.
Word Choice Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging.
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Words are specific and accurate. Precision is obvious. The writer has taken care to put just the right word or phrase in just the right
spot.(Correct Words)
Striking words and phrases often catch the reader's eye and linger in the reader's mind. (Attempt to stretch vocabulary)
Language and phrasing is natural, effective, and appropriate for the audience. (College-level and convincing)
Lively verbs add energy while specific nouns and modifiers add depth. (No “illegal” or boring words – see list)
Conventions
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Errors tend to be so few that just minor touch-ups would get this piece ready to publish.
Spelling is generally correct, (This includes “typos”).
The punctuation is accurate, even creative, and guides the reader through the text.
Grammar and usage are correct and contribute to clarity and style.
The piece is very close to being ready to publish.
Presentation It consistently follows the MLA or other appropriate format.
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Paper is word-processed, there is appropriate use of fonts and font sizes (MLA 11 or 12)
The use of white space on the page (spacing, margins, etc.). The formatting suits the purpose for writing. (MLA double-spaced – 1in
margins)
The use of a title, side heads, page numbering, bullets, and evidence of correct use of a Style sheet (MLA)
When appropriate to the purpose and audience, there is effective integration of text and illustrations, charts, graphs, maps, tables, etc.
There is clear alignment between the text and visuals.
 Commitment & Process The writer obviously took his or her time with the assignment.
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All deadlines for peer-edits and drafts were met on time.
There is evidence of planning from free-writing, graphic organizers, or outlines.
Two or more rough drafts exist with proofreading and editing marks.
Care was taken with the final assignment; student read the final aloud and used the rubric as a checklist. (Easy errors are nonLisa Weir/ PCC, East Campus/ adapted from NREL 6 traits for WRT 101/ 6/27/2016/
existent).
The writer used his or her peer editing time (online or in class) wisely.
Total Points 5=Strong: shows control and skill in this trait 4=Competent: strengths outweigh the weaknesses 3= Developing: strengths and need for revision are
about equal 2= Emerging: need for revision outweighs strengths 1=Not yet; writer not yet showing any control.
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Lisa Weir/ PCC, East Campus/ adapted from NREL 6 traits for WRT 101/ 6/27/2016/