6 Traits of Writing Rubric
IDEAS
5 - This paper is clear and focused. It holds the reader's attention. Relevant details are used to
enrich the central theme.
3 - The writer is beginning to define the topic; it is still too basic or general. There are details,
but not enough to support the ideas and the details are not specific.
1 - So far, the paper has no clear plan or single idea. To figure out what the writer meant, the
reader must guess. Supporting details are missing. Text may seem like it has no point – random
unconnected pieces.
ORGANIZATION
5 - Paper is organized in a logical way, fitting the topic. Sentences are linked to one another
using transitions. Details fit where they have been placed. Paragraphs are clearly separated when
necessary.
3 - The paper is organized enough that the reader is not confused or lost, but it is not organized
in the best way possible. Transitions are missing.
1 - The paper is not organized, seeming random. Links between ideas are absent, just listing one
thing after another. The reader is often confused.
VOICE
5 - The writer speaks directly to the reader in a way that is unique and interesting. The writer
shows an awareness and respect for their audience and their purpose for writing. (The paper
should not sound like a dictionary.)
- Interesting details are important!!
3 - The writer seems sincere, but not fully involved. The writing has purpose, but is not
interesting. Writing may seem too impersonal, not unique.
1 - The writer seems not to care about the topic or content. The writing lacks purpose and may
bore the audience. Writing shows nothing about the author.
WORD CHOICE
5 - Carefully chosen words carry the intended message in an exact, interesting, and natural way.
The words are powerful and engaging. It is clear that the writer took care to select just the right
word or phrase.
3 - The language is functional, but it lacks energy. It is easy to figure out the writer's meaning on
a general level. Words chosen are decent, nothing special, probably not carefully chosen by the
writer.
Baltimore County Public Schools
2012
C. Barnaby
1 - The writer demonstrates a limited vocabulary or has not searched for words to convey specific
meaning. Words are so boring that the reader starts to snore.
SENTENCE FLUENCY
5 - The writing has an easy flow and rhythm. Sentences are well built, with strong and varied
structure – using short, long, and medium sentences in balance. Sentences begin in different
ways. If read aloud, this paper would flow cleanly (no glitches).
3 - There are not any major problems with the flow, but sentences are not as varied. Sentences
may tend to begin the same way. Some pieces may seem stiff or awkward.
1 - The reader has to work hard to figure out what the writer has said. Repeated readings may be
necessary in order to understand the paper. Sentences may be incomplete or rambling. Sentence
patterns are not varied at all.
CONVENTIONS
5 - The writer demonstrates a good grasp of standard writing conventions (spelling, punctuation,
capitalization, grammar) and uses conventions effectively. Errors tend to be so few that just
minor touch-ups would get this piece ready to publish.
3 - The writer shows decent control over standard writing conventions. Conventions are
sometimes handled well; at other times, errors are distracting. Mistakes are mostly minor and
easily corrected. End punctuation is in place, as are capital letters. Problems with grammar do
not cause the reader serious problems.
1 - Errors in spelling, punctuation, capitalization, and grammar repeatedly distract the reader
and make the text difficult to read. Capitalization may be random. Punctuation may be missing
or incorrect. Common words may be misspelled.
Student Score: ___________________
Notes/Comments: _____________________________________________________
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Baltimore County Public Schools
2012
C. Barnaby