Research 6 Trait Rubric
Name ___________________________________
Ideas/Content x 7
4 The message is very clear and is supported by multiple layers
of interesting and important ideas and details.
 Clear, focused thesis
 Content (the message) is logical, varied, effective and supports the
4
thesis
 Concrete details are relevant,
sentence
4


accurate, and support the topic
 Commentary effectively explains concrete details’ relevance to the

 Commentary draws from knowledge and/or experience and shows

 Includes quotations and paraphrasing from

thesis
insight
a variety of sources
 Text notes and citations properly used
3
3
Organization x 6
The message is clear and is supported by layers of adequate
ideas and details.
3
 Clear, focused persuasive thesis
 Content (the message) is adequately logical, varied, effective and

 Concrete details are mostly relevant,

mostly supports the thesis
accurate, and support the
topic sentence
 Commentary adequately explains concrete details’ relevance to the
 Commentary adequately draws from knowledge and/or experience


 Adequately includes quotes and paraphrasing from

thesis
and shows insight
a variety of sources
The writing is well organized
and easy to follow.
4
The introduction is clever or
unusual and pulls the reader in

Concrete details and
commentary are sequenced in
an intentional way that makes
sense

Transitions are interesting and
sound natural.
Paragraphing is equally
proportioned


The introduction pulls the
reader in
Concrete details and
commentary are sequenced in a
way that makes sense
Transitions are plain and simple
3



Paragraphing is adequately
proportioned

The conclusion wraps up the
writing in a satisfying way

 Text notes and citations adequately used
2
The message may be unclear and/or some supporting ideas
and details are missing or confusing.
 Inadequate thesis
 Content (the message) is not logical, varied, effective enough to
2
support the thesis
 Concrete details are not relevant,
the topic sentence
2


accurate, and/or do not support
 Commentary ineffectively explains concrete details’ relevance to the

 Commentary does not draw from knowledge and/or experience and
thesis

does not show insight
 Does not include quotes and paraphrasing from a variety of sources

(if applicable)
 Does not include text notes and citations properly used
1
1
The message is unclear and/or supporting ideas and details
are missing.
 No thesis
 Content (the message) is illogical and not focused
 Concrete details are not present, irrelevant, inaccurate, and/or do
not support the topic sentence
 Commentary is not present
 Quotes and paraphrasing are not present ; or plagiarism is evident
 Text notes and citations are not used
1




An attempt has been made to
organize the writing.
The introduction has been
attempted.
The sequencing of information
and/or events does not always
make sense.
Some transitions don’t fit or are
missing.
Paragraphing is inadequately
proportioned
Word Choice x3
The writer behind the writing
is clearly seen.
4

Tone is appropriate for the
audience and purpose

Writing shows confidence and
personality
Precise, interesting and vivid
words effectively convey the
message.
Words are specific, precise,
and appropriate for the task.
Powerful words strengthen
and clarity the paper.
The introduction is missing
The sequencing of information
and/or events is scrambled
Transitions are missing
The conclusion is missing
4
The sentences are clear,
varied and easy to read.
expressive. One idea flows
easily into the next.
 Sentences begin in many
different ways.
construction throughout the
piece of writing.
 Grammar is used appropriately.
third person
point of view
Uses
2




There is a sense of the writer
behind the writing.
Tone is mostly appropriate for
the audience and purpose
Writing shows some
personality
3







Spelling is nearly perfect.
All paragraphs are indented.
Editing and proofreading is
evident and the work is
publication-ready
When necessary, MLA
documentation is excellent
Most words are specific,
precise, and appropriate for the
task.
 The writing is generally smooth
 Capitalization is correct most of
 Most of the sentences begin in
 Punctuation is used correctly
are
occasionally present, but some
may be ordinary.
3
Punctuation is used correctly.
3
Powerful words
The sentences are clear,
readable, and smooth with
just a bump or two.
Capitalization is correct.
Words are carefully chosen so
the message gets across.
and readable.
different ways and are different
lengths.
most of the time.
 Most words are spelled
 There may be a sentence
correctly.
 Most paragraphs are indented.
 Editing and proofreading are
 Grammar is used appropriately
evident
most of the time.
Written in third
person
Minor errors, though
noticeable, do not interrupt
the reading.
the time.
fragment, a run-on sentence or
a few choppy, short sentences.
The feelings of the writer are
evident
 When necessary, MLA
documentation is adequate.
There is limited sense of the
writer behind the writing.
Tone has limited sense
audience and purpose.
The feelings of the
somewhat evident.
Errors are so few and so
minor that they may be
overlooked, even in complex
writing.

Writer takes some risks by
revealing who s/he is and what
s/he thinks
Writing
shows
personality.
Conventions x3
4
 The writing is smooth and
 Sentences vary in length and
Writer takes risks by revealing
who s/he is and what s/he
thinks
2
of
limited


writer
Words convey the message
with little strength or
precision.
Several words may be
misused.
Words are
ordinary or repetitive—no
powerful words are used (may
include slang or clichés).
Written in first or third person
for the most part
2




The conclusion has been
attempted.
The writing is unorganized
and difficult to follow.
Period __________
Sentence Fluency x3
exclusively, but does not sound
dry/monotone
The conclusion wraps up the
writing in a unique and
compelling way.
Organization is present and
the writing is easy to follow
most of the time.
Score ____________
Voice x3
Some of the sentences are
smooth and some are hard to
read.
2
Errors may make the writing
difficult to read or
understand in places.
 Some capital letters are missing
In some places, it is hard to tell
where one sentence stops and
the next one begins.
or not used correctly.
 Some punctuation is missing or
Most sentences start the same
way.
not used correctly.
 Many words are misspelled.
 Some paragraphs are indented.
 Editing and proofreading are
There are several fragments,
run-on sentences, or many
short, choppy sentences.
lacking.
Grammar is used appropriately
some of the time.
 When necessary, MLA.
documentation less than
adequate.
1





There is no sense of the
writer behind the writing.
Tone is inappropriate for
audience.
Lacks originality
Personality of the writer is not
seen.
The feelings of the writer are
not evident
Not entirely written in third or
first person (“you” issue”)
1


Words are boring, misused,
or unclear.
Words are often misused.
The wording is vague,
ordinary or repetitive (may
include slang or clichés).
1




This is hard to read.
The reader can’t tell one
sentence from another.
Sentences structure does not
vary.
Sentences are incomplete.
Frequent grammatical errors
interrupt the reading.
1
Many errors make the writing
almost impossible to read.
 Capital letters are frequently
missing or rarely used
correctly.
 Punctuation is frequently
missing or misused.
 Misspellings make the work
difficult to understand.
 There is no indenting.
 Editing and proofreading are
not apparent.
 MLA documentation is not
present.