CMCSS District Writing Model
Six Traits Rubric (condensed version)
Name ________________________________________ Date _____________________
6
5
4
3
2
IDEAS AND CONTENT: Is the writing clear, focused, and interesting? Do main ideas stand out with good support?
Strong, developed
Main ideas stand out
Easily understood main idea.
Can understand main
Somewhat unclear,
main ideas. Relevant,
with strong,
Supporting details are
ideas, although they
vague main idea
rich supporting
accurate, credible
present, but may be limited or
may be overly broad
with
details. Exceptionally
supporting details.
general. Clear and focused. A
or simplistic. Limited
insufficient or
clear throughout.
Writing is clear,
good basic paper. Relevant
detail.
irrelevant details.
Holds reader’s
focused, and
content and details, but may
Development is
attention
interesting, but not
not be consistently well
attempted but
throughout.
exceptional.
chosen for audience and
minimal.
purpose.
1
Lacks central idea
or
purpose. Minimal or
non-existent
details.
Paper could be too
short to develop.
ORGANIZATION: Does organization enhance the central idea? Is it sequential? A strong beginning, middle, and end? S, effective transitions?
Enhances central
Enhances central
Clear and coherent.
Attempt made, but
Lacks clear
Lacks coherence;
idea and its
idea and its
Developed beginning, middle,
overall is
structure. May be
organization seems
development. Strong,
development.
and end, but may not be
inconsistent or
missing beginning,
haphazard and
inviting beginning and
Inviting beginning
particularly inviting. May
skeletal. Beginning
body, and/or
disjointed. Missing
strong, satisfying
and satisfying
have stilted transitions.
ad ending are
ending.
beginning, body,
closure. Smooth,
ending. Effective
Clear sequences. Order may
undeveloped or too
Order is unclear.
and/or ending.
effective transitions
sequencing and
be formulaic. Organization
obvious. Weak or
Difficult to follow.
Lacks
and sequencing.
transitions. Order
helps reader despite some
overused transitions.
effective
Order and structure
and transitions are
weaknesses.
Attempts at
transitions.
are compelling.
strong.
sequencing.
WORD CHOICE: Do words convey intended message? Are words interesting, precise, and natural? Were they
Conveys message in
Conveys message in
Effectively conveys
Language is quite
an exceptionally
an interesting, clear,
message. Variety of words
ordinary or generic.
interesting, precise,
precise, and natural
that are functional and
Lacking interest,
yet natural way.
way. Vivid
appropriate. Correctly used
precision, and
Original expression.
expression. Words
words, but may not be
variety. Mundane
Rich, broad, powerful
energize the writing.
energizing.
expressions.
range of words.
Accurate for the
most part.
Adapted from NWREL by CMCSS for classroom use
carefully chosen and placed for impact?
Language is
Message obscured.
monotonous and/or
Shows an
misused detracting
extremely
from the meaning
limited vocabulary.
and impact.
Fails to
Distracting
communicate.
expressions.
Score
6
5
4
3
2
1
VOICE: Does the topic come to life? Does it convey feelings, convictions, and personality? Does the writing make you feel something?
Exceptional sense of
Strong sense of
Voice is present, but may be
Voice may be
Little evidence of
No sense of voice
audience, topic, and
audience, topic, and
inconsistent in places in
inconsistent. Limited
suitable voice.
or
purpose. Engaging.
purpose. Comes to
regards to audience.
sense of audience,
Little
audience. No
Original.
life. Appropriate.
Expressive. At times may be
topic, and purpose.
sense of
commitment.
Appropriate. Deeply
Committed to topic.
inappropriate – too casual or
May be somewhat
involvement
Lifeless.
committed to topic.
formal. Committed to the
mechanical.
or commitment.
topic.
Flat
or mechanical.
Score
SENTENCE FLUENCY: Does the writing have effective flow and rhythm? Are sentences strong with varied structures that make reading easy and enjoyable?
Extensive variation
in sentence
structure, which
flows and has
rhythm. Uses
sentence structure
to draw attention to
key ideas. Strong
control
Writing has an easy
flow and rhythm.
Frequent sentence
variation, Natural
sound. Many
strengths present.
Writing flows. Sounds
natural for the most part.
Strong control over simple
sentences. Strengths
outweigh weakness.
Writing is
mechanical rather
than fluid. Good
control over simple
sentences; little
control over complex
sentences. May slow
the reader.
Writing is choppy
or
rambling.
Awkward
construction.
Writing is
difficult
to follow or read
aloud. Disjointed
or
confusing.
Incomplete, very
little control.
Little control.
Frequent and
significant
errors.
Misspellings are
common and
distracting.
Substantial need
for
editing.
Text very
difficult
to read.
Numerous
errors, often in
every sentence.
Extensive need
for
editing
CONVENTIONS: Does the writing demonstrate control over punctuation, spelling, and grammar?
Exceptional control.
No noticeable
errors. Exceptionally
strong spelling. Very
little or no need for
editing.
Effective use of
conventions. Strong
spelling. Little need
for editing.
Control of standard
conventions appropriate for
grade level. Minor errors do
not affect readability.
Spelling usually correct.
Moderate need for editing.
(Priority spelling words must
be spelled correctly.)
Adapted from NWREL by CMCSS for classroom use
Limited control.
Errors begin to
impede readability.
Spelling errors
distract reader.
Significant need for
editing.