SAS 6 Traits Writing Rubric—High School
Ideas
6
98
5
95
90
4
88
85
80
3
78
75
70
2
68
65
60
1
50
Exceeds expectations
Organization
Exceeds expectations
Voice
STRONG
Quality ideas handled confidently: interesting thesis.
Contemplative, insightful, and thoughtful. Clear,
focused, fully developed and explained. Demonstrates
in-depth, mature understanding. Rich, significant,
specific supporting evidence or research: details,
examples, statistics, and quotations and explanation
which directly relates to and develops thesis. Student
took a risk and was successful—an interesting read. On
topic/prompt.
STRONG
Thoughtful structure--coherence is strong but subtle.
Overall, everything flows from intro through conclusion.
Within paragraphs there is natural flow from idea to
idea, sentence to sentence. The organization is
apparent and sophisticated. The transitions are subtle
but effective. Logic or organization works. Inductive
and or deductive reasoning works with the ideas—
subtle rather than obvious—enhancing understanding.
Strong lead/thought provoking conclusion.
STRONG
Natural and controlled voice. Tone is appropriate for
purpose and occasion of the writing. Tone is consistent.
Grammar, diction, and sound qualities blend to create a voice
that is suited to the writing situation. Projects a voice readers
trust and respect. Your personality and intentions color the
way readers see everything else in the piece. Writer is
speaking to the audience. HONEST.
EFFECTIVE
Strong thesis, fairly convincing. Thoughtful job.
Ideas, clear and focused, and well explained and
supported by detail and evidence—interesting and
insightful but less mature and confident than the 5
paper. Convincing. Stays on topic. Examples and other
supporting evidence of good quality. The student took
a risk—maybe it failed but it was better that he tried
rather than to rely on standard or safe thinking. On
topic/prompt.
EFFECTIVE
The organization is obvious yet doesn’t call attention
to itself. Transitions are more obvious, not as subtle as
in the 5 paper. The organization easily reflects the logic
of the argument.
EFFECTIVE
Overall handled competently as explained in 5, only not as
strongly or consistently. Minor lapses in tone, inconsistent
voice. Personality not as strong. Writer is speaking to the
audience. Not so confidently as the writer of the 5 essay, yet
the writer is still apparent behind the prose.
DEVELOPING—a few problems
Thesis clear--stays on topic/prompt but ideas are
mundane, immature, developed superficially, or
developed in a formulaic fashion. Specific supporting
evidence or research: details, examples, statistics, and
quotations are of questionable quality. Formula relied
upon more than quality thinking. Some use of
stereotypes indicates lack of precise thought.
EMERGING—problems –- not on prompt.
Thesis weak--Ideas are immature, superficial and
definitely mundane. Predominantly vague or fuzzy
thinking. Strays on and off the topic—hard to tell what
the focus is. Lack of evidence, little or no supporting
detail. Boring—seen this before. Trite, banal thinking.
Writer appears confused at times. Unfair stereotypes
and or offensive language indicate infirmity of thought.
DEVELOPING—a few problems
Organization is formulaic without being thoughtful.
Obvious, clunky transitions. Writer is organizing the
essay but obviously not confidently or subtly.
Organization doesn’t help the reader with
understanding. Some information is out of place or
unneeded. Weak intro and/or conclusion.
DEVELOPING—a few problems
Lacking in personality. Tone not quite right for the type of
writing or purpose. May be artificial or somewhat flat or a bit
too formal or informal. Voice comes and goes—inconsistent.
Writer tries to recognize the audience but may not get it.
EMERGING—problems –- not on prompt.
Organization is confusing in places. Writer seems
confused about where he is going. Generally
movement from beginning to end but problems and
hard to follow. Intro and/or conclusion fail-- may be
missing, misleading or confusing.
EMERGING—problems –- not on prompt.
Tone overdone or underdone, too formal or informal, or
forced in some way. Tone not right for the type of writing or
purpose. Voice comes and goes obviously—inconsistent.
Writer doesn’t recognize the audience.
Writer trying to put on a false face—trying to be someone he
or she is not.
NOT YET—major problems
Thesis not clear. Shifts from one idea to another
without really developing anything well. Writer is
confused. Unfair stereotypes/offensive language
indicates infirmity of thought. Off topic or not on
prompt.
NOT YET—major problems
Writer is lost. No logical arrangement which makes
sense. Disconnected ideas. Writer is not in control of
the topic. Disjointed list or collection of details.
Disorganized.
NOT YET—major problems
Inappropriate tone for the purpose of the paper.
Not speaking to the audience or no sense of audience. Voice
flat or lacking personality. No sense of person behind the
words. Artificial or flat to a greater degree than in a 2 essay.
Voice calls attention to itself in distracting ways.
Exceeds expectations
Word Choice
6
98
5
95
90
4
88
85
80
3
78
75
70
2
68
65
60
1
50
Sentence fluency
Conventions
Exceeds expectations
Exceeds expectations
Exceeds expectations
STRONG
Language is precise, natural, direct and concise. The
right word for the job. Active voice predominates.
Original and mature use of everyday language yet it is
natural—not forced. Language is vivid, emotive, and
active. Language tends to be concrete but works when
it is abstract. Writer understands the connotations.
Appropriate to age and grade level.
STRONG
Natural relaxed style. Not forced—no awkward
areas. Mature, sophisticated and interesting sentence
structure which is appropriate for grade or age level.
Style does not call attention to itself—not selfconscious. Writer is in control and comfortable. Writer
is confident and his text carries reader along. Natural
variety of sentence structure or syntax. Masterful use
of quotations in text.
STRONG
Text has been proofread and edited. Virtually error free.
Conventions applied in a mature and controlled manner.
Writer understands how to use them effectively and
appropriately for the purpose of the text. Sophisticated,
controlled use of conventions.
EFFECTIVE
Precise, vivid, natural language but less so than the 5
paper. Language enhances meaning with lively verbs
and striking phrases. No clichés. Slightly less concrete.
Writer generally understands the connotations.
EFFECTIVE
Style is more natural than forced most of the time.
Self conscious style. Over written or writer is trying a
bit too hard. Writer is in control most of the time and
few awkward moments. Syntax has some variety.
EFFECTIVE
Text has been proofed and edited. Minor typos, easily
overlooked. Only touch-up editing required. Writer uses a
variety of conventions appropriate to the text.
DEVELOPING—a few problems
Clear language used correctly. Some jargon, clichés,
or over-written phrases. Language may be simplistic or
colloquial when it should be standard. Less precise
language and less consistently used. Verbs lack power,
nouns lack precision. Vague or flat language
predominates. Attempt to use sophisticated, abstract
language but fails. A few too many intensifiers. Wordy
once in a while. Some stereotypes or mildly
discriminatory language. Student obviously used a
thesaurus.
DEVELOPING—a few problems
Style is awkward. Writer is a little uncomfortable
with topic and has little confidence in his ability to
express himself. Overly formal or informal—not
appropriate for the task. Writing is forced most of the
time. Language is controlling the writer. Wordy and
awkward much of the time. Syntax lacks variety—is
monotonous.
DEVELOPING—a few problems
Noticeable, minor errors that do not obscure meaning.
Needs to be edited further. Conventions handled clumsily.
EMERGING--problems
Wordy. Imprecise, simplistic, vague. Diction seems
forced. Writer is uncomfortable with the language.
Passive voice and “to be” verbs overused and should be
edited out. Overwritten—language forced, flat, vague,
or dry. Too many intensifiers. Overuse of latinate
diction. Sexist or racist language and stereotypes.
Student obviously over-used a thesaurus.
EMERGING--problems
Overly wordy and awkward--this makes it frustrating
to read. Obviously hasn’t been proofread. Needs
considerable editing and rewriting. Writer is
uncomfortable with his expression. Not in control.
EMERGING--problems
Frequent, distracting errors even on the basics of spelling
and punctuation. The grammar and mechanics problems affect
meaning somewhat. Much work with proofreading and editing
necessary. Inappropriate use of or lack of conventions.
NOT YET—major problems
Same as 2 but worse
NOT YET—major problems
Same as 2 but even worse. Choppy and awkward.
The sentences don’t seem to belong together. Ugly
prose.
NOT YET—major problems
The many distracting errors cause lack of clarity and
ambiguity. Needs to be completely reworked in terms of
grammar, usage, and mechanics problems.