6+1 Rubric For Beginning Writers
Ready To Begin
Exploring
Expanding
Extending
Established
IDEAS
IDEAS
IDEAS
IDEAS
IDEAS
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Imitation writing conveys little
meaning
Outline of real life object shows up in
early drawing
Drawings may not be
completely recognizable
Detail not present in picture or text
An oral reading by the author is
needed to understand
ORGANIZATION
— Letters are scattered across page
— No coordination of written elements in
evidence
— Lines/pictures/letters are randomly
placed on paper Lines/pictures/letter are
grouped haphazardly
— No sense of order
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One or more idea is present in the
most general way
The text and pictures cover multiple
topics
Drawings show shading, texture, and
color but may stand alone from text
Text is simple letters
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Reader gets the general idea, but
needs author to explain in more detail
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ORGANIZATION
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The paper has no title
Letters/words are usually under
pictures as captions
Simple clues for sequencing
emerge in pictures/early text The
arrangement of pictures makes
sense
Left to right; top to bottom
orientation is evident
No transitions are present
The writing makes sense in a general
way; pictures are still an important
part of the idea
Most of the text and pictures are on
the same idea
Lists and simple details are present
Pictures and illustrations centralize
thoughts and have elements of detail.
Text and picture are understandable
to the reader
ORGANIZATION
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The writing works by itself to explain
a simple idea or story
The writing and pictures are on one
general topic Key details begin to
surface
The writing generally makes sense
with bits of extraneous information
here and there
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Pictures and text work harmoniously
to create a richer treatment of the
topic
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ORGANIZATION
The simple title restates the topic
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There is a sense of beginning but
just
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Stops at the end Arrangement of
pictures and text shows simple
logic
There is basic order with a few
missteps
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Pacing is uneven; more text at the
beginning than the middle or end
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Sentence parts are linked with
conjunctions (but, and, or)
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The title tries to capture the central
idea
The writing starts out strong and
includes an obvious conclusion
such as “The End.” Like pieces of
information are grouped to make
sense
Ideas follow one after the other in
sequence or order
Pacing is even through the
beginning, middle and end.
Obvious transitions link one
sentence to the next
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The reader is unsure what was
attempted
The text is copied from originals;
nothing is original
No awareness of audience in
evidence
Simplest of drawing/lines
No distinguishing marks are
present that make it the author’s
own work
VOICE
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Text/picture are a routine response
to assignment
The author copies some text but
also adds a bit of their own
The text is ordinary
VOICE
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The drawings may hint at
individuality
Very little of the writer is in
evidence
The Culham Writing Company, 2004
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This work is a peek of the writer’s
own way of looking at this topic
Touches of originality found in text
and pictures
Now you feel it, now you don’t BIG
letters, exclamation points,
underlining, repetition (very, very),
and creativity in pictures used to
show emotion
Summary statements: “I was
scared.” hide the writer.
VOICE
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The writer takes standard topic
and turns it out differently from the
others
The writer takes it up a notch.
The writing speaks to the reader in
specific places
Language choices add energy
The writing reveals how the author
feels about the topic in a general,
safe way
The text stays on focused and on
specific topic
Elaboration through details in the text
create meaning for the reader
The writer shows understanding of
the topic through personal experience
or selected pieces of information
Illustrations (if present) enhance the
key ideas in the writing but the text
could stand alone and be quite clear
ORGANIZATION
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VOICE
The topic/idea is clear and coherent
An thoughtful, effective title is
present
There is a clear beginning, middle,
and end
Important ideas are highlighted
within the text
Everything fits together nicely
Where the writing is going and how
it gets there makes sense to the
reader
The text slows down and speeds
up to highlight the ideas and show
attention to pacing
Key transitional words connect one
sentence to the next
VOICE
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The writer “owns” the topic
The author’s own DNA and
fingerprints are all over the piece
The writer is mindful someone will
be reading the text
The flavor and tone can be named:
funny, sad. kind, generous, mean.
Willing to risk outweighs the need
to be safe
6+1 Rubric For Beginning Writers
WORD CHOICE
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Scribbling and random lines mark
the page
Mock letters may be present
There may be strings of letters
across page
The real and imitation letters are
combined to shape words
Can use environmental print such
as his/her name
SENTENCE FLUENCY
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Imitation words and letters are
reproduced across the page It’s
hard to figure out how the elements
go together
Pictures and text are not
coordinated across the page
There is no overall sense of flow to
the piece
Author must ‘read” piece aloud to
hear rhythm that is intended but not
actually written
CONVENTIONS
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Letter are written in string (prephonetic spelling:
Letters are formed irregularly; there
is no use of capitals and lower case
with intent
Spacing is uneven between letters
and words
WORD CHOICE
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Traditional letters are present
along with nonstandard letters
Grouping of letters begin to form
words
Some basic words are tried Name,
date, words from the board are
copied correctly
Pictures are used when simple
words aren’t enough
SENTENCE FLUENCY
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Punctuation is not present
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Grammar is evident only with oral
reading, not evident in writing
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Words are combined to make
short, choppy phrases
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Awkward word patterns break
reader’s flow
Writer stumbles as it is read aloud;
may have back up and reread
Only parts can be read aloud; the
rest needs writer interpretation
Words are unreadable to the
untrained eye (quasi-phonetic
spelling: KnT, sD, Wt)
Doesn’t discriminate between
upper and lower case letters
Spacing between letters and words
is evident
The writer experiments with
punctuation
The grammar of oral language is
present
The Culham Writing Company, 2004
Traditional letters are present and
correct
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WORD CHOICE
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Simple words done well; imprecise
use of bigger words
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Generally uses words or phrases
that are the first ones that come to
mind
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Some repetition of words bogs the
reader down Colorless words and
phrases are used throughout
SENTENCE FLUENCY
Words, labels or lists stand alone
CONVENTIONS
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WORD CHOICE
Basic subject/verb pattern occurs
in simple sentences (I jumped.)
Sentence beginnings are the same
and create a sing song pattern
Longer sentences go on and on
Complex phrasing is clumsy
Challenging to read aloud, but it
can he done
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Spelling of high use words is
inconsistent (phonetic spelling:
kitn, sed, wot, etc.)
Upper and lower case letters are
used correctly
Capitals mark the beginning of
sentences
End punctuation marks are
generally present and correct
There is evidence of correct
grammar in the writing
Bigger words are tried and are
mostly correct
The writer tries some creative
phrasing
There is very little repetition of
words
A word or phrase here or there
stand out as nicely done
SENTENCE FLUENCY
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CONVENTIONS
Specific words (i.e. Raisin Bran not
cereal) are combined with generic
ones
Several simple and basic
compound sentences are done
well
The sentences start differently
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The beginnings of sentences and
proper nouns have capitals
The writer uses punctuation at the
end of the sentence, for words in a
series, and might try to use
quotation marks
Text may be long enough for one
indented paragraph
Correct use of verb tenses, and
subject/verb agreement is present
The writer is successful in reaching
stretching with words
The images paint a picture in the
mind of the reader
Careful choice t use just the right
words or phrase
Figurative language works
reasonably well
Favorite words are used correctly
and with Creativity
SENTENCE FLUENCY
Longer expressions attempted with
some success in rhythm and
cadence
Spelling is correct or close on high
use words (KITEN, SAED, WANT,
etc.)
Nice use of everyday words and
phrases
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Some sentences read smoothly
while others still need work
A couple of awkward moments,
but otherwise it is smooth to read
aloud
CONVENTIONS
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WORD CHOICE
There are multiple sentences
leading to a paragraph or two
Several sentence patterns
including complex are attempted
and done reasonably well
Different sentence beginnings and
lengths add pleasing rhythm to the
writing
Logical links lead reader from one
sentence to the next and create a
sense of rhythm.
 The piece is a breeze to read aloud
CONVENTIONS
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High use words are spelled
correctly and all others are easy to
read even though not 100% correct
The writer applies basic
capitalization rules correctly
Punctuation marks are used
effectively to guide the reader
through the text
One or more paragraphs with
indenting is present
Standard grammar in evidence
Conventions are applied
consistently and accurately for
developmental age level