GRADE 8
6 Trait Writing Scoring Rubric
Student # ____________
Total
Score ______
Scorer # ______ Scorer # ______ Scorer # ______
4 The topic is very clear and is supported
by multiple layers of interesting and
important ideas and details.
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4
Exceeds Expectations
Ideas/Content
The topic or point to this writing is
very clear and focused.
Multiple ideas give significant support
to the main point.
Many carefully chosen supporting
details elaborate on ideas.
Selects a clever title, when needed.
3 The topic is clear and is supported by
layers of adequate ideas and details.
Meets Expectations
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The topic or point to this writing is
clear.
Many ideas support the main point.
Selects details relevant to the topic to
elaborate.
Selects appropriate title, when needed.
Organization
4 Uses an effective and clever or
unusual organizational structure.
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3 Uses an effective organizational
structure. Organizes ideas into logical
chunks of information (e.g.,
paragraphs).
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3
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2
Developing/Needs Support
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2 The topic may be unclear and/or some
supporting ideas and details are missing
or confusing.
It is difficult to find a topic or point in
this paper and/or more than one main
idea may be present.
Ideas may be insignificant or do not
support the main point.
Lacks sufficient supporting details.
Title, when needed, does not match or
is the opening sentence.
Expectations
1
Does Not Meet
1 The topic is unclear and/or supporting
ideas and details are missing.
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The writing is unfocused with no main
idea, topic or point.
Ideas are missing or insignificant.
Supporting details are missing or
confusing.
Title, when needed, is missing.
The introduction is clever or
unusual and pulls the reader in.
Information and/or events are
sequenced in a complex way within
and between paragraphs.
Sophisticated transitions link ideas
within and between paragraphs.
The conclusion wraps up the
writing in a unique and compelling
way.
The introduction is interesting and
pulls the reader in.
Information and/or events are
sequenced in an intentional way
within and between paragraphs.
Uses transitional words and
phrases to link ideas within and
between paragraphs.
The conclusion is satisfying,
beyond a repetition of the
introduction.
2 An attempt has been made to
organize the writing.
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The introduction is clear and
simple.
Information and/or events are
sequenced in a way that makes
sense.
Transitions connecting ideas are
simple.
The conclusion has been attempted
(e.g., repeats the introduction).
1 The writing is unorganized and
difficult to follow.
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The introduction has been
attempted or is missing.
The sequencing of information
and/or events is scrambled.
Transitions are missing.
The conclusion is missing.
August 2013 – Based on the work of NWREL and California Common Core State Standards
Voice
4 Clear, well-defined voice adds to the
effectiveness of the writing.
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The writing has a clearly defined
and consistent voice directed to the
audience and purpose.
The feelings of writer are strong
and clear.
Writing is highly original.
Writing shows strong confidence
and personality.
3 The writer behind the writing is
clearly seen.
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The writing has a consistent voice
directed to the audience and
purpose.
The emotions and interest of the
writer are evident.
Writing has a sense of originality.
Writing shows personality.
2 There is limited sense of the writer
behind the writing.
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The writing does not maintain a
consistent voice directed to the
audience or purpose.
The emotions and interest of the
writer are somewhat evident.
Writing shows limited originality.
Writing shows limited personality.
1 There is no sense of the writer behind
the writing.
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Does not seem to be writing to a
particular audience or for a specific
purpose.
The emotions and interest of the
writer are not evident.
Lacks originality.
Personality of the writer is not
seen.
6 Trait Writing Scoring Rubric
Word Choice
4 Precise, interesting and vivid words
effectively convey the message.
Exceeds Expectations
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Words are used accurately and
precisely.
Strong energetic words enliven the
writing.
Clear, colorful and vivid images are
created.
Sentence Fluency
4 The writing is smooth, expressive and
begging to be read.
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4 Errors are so few and so minor that
they may be overlooked, even
especially in complex writing.
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Capitals are used correctly.
Punctuation is used correctly.
Spelling is nearly perfect.
Presentation elements increase the
quality of the piece.
4
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Sentences begin in many different
ways.
Sentence structure, type and length
vary throughout the piece of
writing.
Sentences are complete throughout
the piece.
Usage rules are used appropriately.
Conventions
3 Words are carefully chosen so the
message gets across.
Meets Expectations
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Most words are used accurately and
precisely.
Powerful verbs and specific
descriptors enhance the writing.
Images are created.
3 The writing is clear, readable, and
smooth with just a bump or two.
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2 Words convey the message in an
ordinary manner.
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Some words may be misused and/or
overused.
While many words are simplistic,
some attempts have been made to
enhance the writing.
Some attempts to create images.
2 Some of the writing is smooth and
some is hard to read.
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Many sentences start the same
way.
Sentences do not often vary in
structure, type and length.
A few sentences vary in length.
Sentences are complete some of the
time, with multiple run-ons.
Usage rules are used appropriately
some of the time.
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Capitals are used correctly most of
the time.
Punctuation is used correctly most
of the time.
Grade level appropriate spelling
patterns and high frequency words
are mostly correct.
Presentation elements
(handwriting, title, margins,
paragraph conventions) are present.
2 Errors may make the writing difficult
to read or understand in places.
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Capitals are used inconsistently.
Some punctuation is missing or not
used correctly.
Some words are spelled correctly.
Some presentation elements are
missing and/or used incorrectly.
2
Developing/Needs Support
3
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Sentences begin in a variety of
ways.
Sentences are varied in structure,
type and length.
Sentences are complete with no
evidence of run-ons.
Usage rules are used appropriately
most of the time.
3 Minor errors, though noticeable, do
not interrupt the reading.
1 Words are boring, misused, or unclear.
Expectations
1
Does Not Meet
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Words are often misused and/or
overused.
The wording is vague and fuzzy.
No image is created.
1 This is hard to read.
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All the sentences are similar in
beginning, structure, type and
length.
Sentences are incomplete or one
long sentence is used.
Frequent usage errors interrupt the
reading.
August 2013 – Based on the work of NWREL and California Common Core State Standards
1 Many errors make the writing almost
impossible to read.
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Capitals are missing or not used
correctly.
Punctuation is missing or not used
correctly.
Few words are spelled correctly.
Presentation makes the paper
difficult to read.