IDEAS: the heart of the message, the
content of the piece, the main theme,
with details that enrich and develop the
theme.
5. This paper is clear and focused. It
holds the reader's attention. Relevant
anecdotes and details enrich the
central theme.
A. The topic is narrow and manageable.
B. Relevant, telling, quality go beyond
the obvious.
C. Accurate details.
D. Writing from knowledge or
experience; ideas are fresh and original.
E. Facts and relevance are explained
F. Insight – picks out what is significant.
4. This paper is clear. It holds the
reader’s attention. Relevant anecdotes
and details support the central theme.
A. The topic is manageable and on topic.
B. Relevant support accomplishes some
quality.
C. Reasnably accurate details.
D. Writing from experience and
knowledge so ideas seem personal and
novel.
E. Readers may be left with some
lingering doubts or questions.
ORGANIZATION: the integral structure, the
thread of the central meaning, the logical and
sometimes intriguing pattern of the ideas.
Organization is clear and coherent. Order and
structure are present, but may seem
formulaic.
A. clear sequencing.
B. an organization that may be predictable.
C. a recognizable developed beginning that may
not be particularly inviting; a developed
conclusion that may lack subtlety.
D. a body that is easy to follow with details that
fit where placed.
E. transitions that may be stilted or formulaic.
F. organization which helps the reader, despite
some weaknesses.
The writing has and easy flow in places, yet
in others it is more businesslike
A. Sentences show control over language.
B. Sentences are carefully crafted with a varied
structure, but perhaps some forms are used
more than others.
C. Purposeful and varied sentence beginnings.
D. appropriate transitions and connectors are
used
E. The writing has an easy flow and rhythm in
most places.
3. The writer is beginning to define
the topic, even though development is
still basic or general.
A. The topic is fairly broad
B. Support is attempted
C. Ideas are reasonably clear
D. Writer has difficulty going from
general observations to specifics.
E. The reader is left with questions.
F. The writer generally stays on the
topic.
The organizational structure is strong enough
to move the reader through the test without
too much confusion
A. The paper has a recognizable introduction and
conclusion.
B. Transitions often work well.
C. Sequencing shows some logic, yet the
structure takes attention away from the
content.
D. Pacing is fairly well controlled.
E. A title (if desired) is present, although it may
be uninspired or an obvious restatement of the
prompt or topic.
F. Organization sometimes supports the main
point or story line.
The writing lacks a clear organizational
structure. An occasional organizational device
is discernible; however, the writing is either
difficult to follow and the reader has to
reread substantial portions, or the piece is
simply too short to demonstrate organizational
skills.
A. Some attempts at sequencing, but the order
or the relationship among ideas is frequently
unclear.
B. A missing or extremely undeveloped beginning,
body, and/or ending.
C. A lack of transitions, or when present,
ineffective or overused.
D. Details that seem to be randomly placed,
Key question: does the organizational structure
enhance the ideas and make it easier to
understand? Or does it overpower the ideas like
too much perfume in a crowded elevator?
The text hums along with a steady beat, but
tends to be more pleasant or businesslike
than musical.
A. Sentences get the job done in a routine
fashion.
B. Sentences are usually constructed correctly.
C. Sentence beginnings are not ALL alike; some
variety is attempted.
D. The reader sometimes has to hunt for clues.
E. Parts of the text invite expressive oral
reading; others may be stiff, awkward, choppy,
or gangly.
2. The writer is beginning to define
the topic and development is basic and
may be vague.
A. The topic is either too broad or ill
defined.
B. Support may be attempted.
C. Ideas are vague.
D. The reader is either left with
questions or may feel confused.
E. The writer wanders off the topic.
Key question: did the writer stay
focused and share original and fresh
information or perspective about the
topic?
The organization enhances and showcases the
central idea or theme. Includes a satisfying
introduction and conclusion.
A. An inviting introduction draws the reader in; a
satisfying conclusion leaves the reader with a
sense of closure and resolution.
B. Thoughtful transitions clearly show how ideas
connect.
C. Sequencing is logical and effective.
D. Pacing is well controlled
E. The title, if desired, is original.
SENTENCE FLUENCY: the rhythm and flow of
the language, the sound of the word patterns,
they way in which the writing plays to the ear,
not just the eye.
The writing has an easy flow, rhythm, and
cadence.
A. Sentences enhance the meaning.
B. Sentences vary in length as well as structure.
C. Purposeful and varied sentence beginnings.
D. Creative and appropriate connectives
E. The writing has cadence.
The writing is a bit difficult to read aloud
smoothly
A. Sentences are often awkward. Phrasing does
not sound natural.
B. No “sentence sense” present.
C. Most sentences begin the same way but there
is a small attempt to vary beginnings.
D. few transitions or connectives are used
E. Some awkward sentences force the reader to
slow down and reread at times.
Key question: Can you feel the words and
phrases flow together as you read it aloud?
WORD CHOICE: the use of rich
colorful, precise language that moves
and enlightens the reader.
5. Words convey the intended
message in a precise, interesting, and
natural way.
A. Words are specific and accurate.
B. Words and phrases create pictures
and linger in the reader's mind.
C. Language is natural and never
overdone.
D. Lively verbs, precise nouns and
adverbs.
E. Precision is obvious.
VOICE: the heart and soul, magic, wit, feeling,
and conviction of the writer coming out.
4 Words effectively convey the
intended message. The writer employs
a variety of words that are functional
and appropriate to audience and
purpose. The writing is characterized
by:
A. Expression that is functional; but do
no particularly energize the writing
B. Attempts at colorful language that
may occasionally seem overdone
C. Occasional overuse of technical
language or jargon
D. Rare experiments with language;
however, the writing may have some fine
moments and generally avoids clichés.
The writer speaks to the reader in a way
that is personal and engaging.
3. The language is functional, even if
it lacks much energy. It is easy to
figure out the writer's meaning on a
general level.
A. Words are adequate and correct in a
general sense.
B. Familiar words and phrases
communicate
C. Attempts at colorful language.
D. Passive verbs, everyday nouns and
adjectives, and lack of interesting
adverbs.
E. The words are only occasionally
refined.
F. The words and phrases are functional
with only a moment of two of sparkle.
2 Language is monotonous and/or
misused, detracting from the meaning
and impact. The writing is
characterized by;
A. Words that are colorless, flat or
imprecise.
B. Monotonous repetition or
overwhelming reliance on worn
expressions that repeatedly distract
from the message.
C. Images that are fuzzy or absent
altogether.
Key question: do the words and
phrases create vivid pictures in the
reader’s mind?
The writer seems sincere but not fully
engaged or involved. The result is pleasant or
even personable, but not compelling.
A. The writing communicates in an earnest,
pleasing manner.
B. Only one or two moments here or there
surprise, delight, or move the reader.
C. Writer weighs ideas carefully and discards
personal insights in favor of safe generalities.
The writer shows reasonable control over a
limited range of standard writing conventions.
A. Spelling is usually correct or reasonably
phonetic on common words.
B. End punctuation is usually correct.
C. Most words are capitalized correctly.
D. Problems with grammar or usage are not
serious.
E. Paragraphing is attempted.
F. Moderate editing (a little of this, a little of
that).
The writer seems disengaged and distanced
from both topic and audience.
Errors in spelling, punctuation, capitalization,
usage, and grammar and/or paragraphing
interfere with the reader’s ability to follow
the text and understand it.
A. Spelling errors are common.
B. Most punctuation is correct, some errors.
C. Capitalization is hit and miss,
D. Errors in grammar or usage are frequent.
E. Paragraphing is attempted, but awkward in
places.
F. The reader stumbles at times because of
errors to decode and understand writing.
Key question: how much editing would have to
be done to be ready to share with an outside
source?
The writer speaks directly to the reader in a
way that is individual, compelling, engaging,
and has personality.
A. The reader feels a strong interaction with
the writer.
B. The writer takes a risk.
C. The tone and voice give flavor and texture to
the message and are appropriate for the
purpose of the audience.
D. Expository or persuasive writing reflects a
strong commitment to this topic.
A. The reader feels a lively interaction with the
writer.
B. The writer surprises the reader from time to
time.
C. The tone and voice fit the purpose of the
audience.
A. Writer speaks in a dull manner.
B. Writing is safe and unvarying.
C. Disconnect between writer and audience is
evident.
D. Writing borders on the mechanical.
E. A point of view is hinted at.
Key question: would you keep reading this piece
if it were longer? Much longer?
CONVENTIONS: the mechanical correctness of
the piece, spelling, grammar and usage,
paragraphing, use of capitals, and punctuation.
The writer demonstrates a good grasp of
standard writing conventions (e.g., spelling,
punctuation, capitalization, grammar, usage,
paragraphing)
A. Spelling is generally correct
B. The punctuation is accurate.
C. Capitalization skills are present.
D. Grammar and usage are correct.
E. Paragraphing tends to be sound
F. The writer may manipulate conventions for
stylistic effect—and it works!
The writer shows a sound grasp of standard
writing conventions for the most part in the
writing
A. Spelling is usually correct with perhaps
occasional errors
B. End punctuation is generally correct.
C. nearly all words are capitalized correctly.
D. Problems with grammar or usage are few.
E. Paragraphing is appropriate.
F. Minors errors in grammar do not interfere
with understanding