SumnerSchool DistrictGrades 9 & 10

6 Trait Writing Scoring RubricStudent ______

Ideas/Content
GLE 3.1.1, 3.3.8 / Organization
GLE 3.1.2 / Voice
GLE 3.2.1
4 / 4 The main idea is very clear and focused and is supported by interesting and important details that build on each other.
  • The thesis of the writing is clear, focused and purposeful.
  • The writing demonstrates thoughtful, insightful commentary and analysis.
  • There is accurate, sufficient concrete detail relevant to the topic, with text notes when appropriate.
  • There is an effective title when needed.
/ 4 The writing is well organized and easy to follow.
  • The introduction pulls the reader in.
  • Information is focused, demonstrating coherence and smooth progression of ideas.
  • Transitions are interesting and sound natural.
  • The conclusion provides insight or implications.
/ 4 The writer behind the writing is clearly seen.
  • Voice is carefully selected for the topic, audience, and purpose.
  • Writing is lively and original.
  • Writing shows strong confidence, personality and feeling.
  • Voice is consistent throughout the writing.

3 / 3 The main idea is clear and the supporting details are adequate, with some evidence of analysis.
  • There is a message or point to this writing but it may not be consistently focused.
  • Includes adequate examples, reasons, and other concrete details to support position.
  • The writing provides evidence of critical thinking (commentary).
  • There is an appropriate title when needed.
/ 3 Organization is present and the writing is easy to follow most of the time.
  • The introduction is clear, but simple.
  • Information and/or events are sequenced.
  • Transitions are simple.
  • The conclusion simply repeats the main point or summarizes the position.
/ 3 There is some sense of the writer behind the writing.
  • Some sense of voice that is appropriate to the content, purpose and audience.
  • Some originality and use of engaging words.
  • Writing shows some personality.
  • Voice is usually consistent.

2 / 2 The main idea is unclear and/or supporting details are missing or confusing.
  • It is difficult to find a focus in this paper and/or purpose may be unclear.
  • The main idea is not clear or there are several main ideas.
  • Lacks evidence of critical thinking (commentary).
  • Few concrete details.
  • Title is not relevant.
/ 2 An attempt has been made to organize the writing.
  • The prompt is used as the introduction.
  • The sequencing of information and/or events does not always make sense.
  • Some transitions don’t fit or are missing.
  • The conclusion has been attempted.
/ 2 There is little sense of the writer behind the writing.
  • Little sense of audience and purpose. (Voice is not appropriate to the purpose.)
  • Little originality.
  • Voice changes throughout the duration of the writing.

1 / 1 There is no main idea and/or details.
  • The writing is unfocused.
  • The writing does not have the main idea.
  • Concrete details are missing or cause confusion.
  • Title is missing
/ 1 The writing is unorganized and difficult to follow.
  • The introduction is missing.
  • The sequencing of information and/or events is scrambled.
  • Transitions are missing.
  • The conclusion is missing.
/ 1 There is no sense of the writer behind the writing.
  • Does not seem to be writing to a particular audience or for a specific purpose.
  • Selects a voice that is not appropriate to the topic or purpose.
  • No originality.

August 2006 - Reflects Jane Schaffer Writing Strategies and State Writing GLEs.

Grades 9 & 10

Word Choice
GLE 3.2.2 / Sentence Fluency
GLE 3.2.3, 3.3.5, 3.3.6 / Conventions
GLE 3.3.1-3, 3.4, 3.3.7, 3.3.8
4 / 4 Precise, interesting and vivid words effectively convey the message.
  • Words are accurate and precise and exhibit skillful use of language.
  • Strong energetic words and colorful , vivid images.
  • Uses specialized vocabulary relevant to content.
  • Uses literary and/or rhetorical devices deliberately.
/ 4 The sentences are clear, varied and easy to read.
  • The writing is smooth and expressive. One idea flows easily into the next idea.
  • Meaningful variety in sentence structure and length.
  • Selects sentence structures appropriate to purpose (short sentences and/or phrases in technical writing, fragments in dialogue when appropriate).
/ 4 Errors are so few and so minor that they may be overlooked, even in complex.
  • Applies grammar and usage rules correctly
  • Primarily uses active voice
  • Spelling is nearly perfect.
  • Paragraphs are formatted correctly
  • Uses prescribed style format correctly (MLA)
  • Uses resources to check for and correct errors
  • Writing is neat, easy to read

3 / 3 Words are carefully chosen so the message gets across.
  • Most words are accurate and precise.
  • Many interesting words.
  • Clear images are created.
  • Uses some specialized vocabulary.
  • Uses a limited number of literary and/or rhetorical devices deliberately.
/ 3 The sentences are clear, readable, and smooth with just a bump or two.
  • The writing is generally smooth and readable.
  • There is evidence of sentence variety, both in length and structure.
  • There may be a run-on sentence or a few choppy, short sentences.
/ 3 Minor errors, though noticeable, do not interrupt the reading.
  • Caps are used correctly most of the time.
  • Punctuation is used correctly most of the time.
  • Spelling is usually correct
  • Some errors in MLA format
  • Most paragraphs are formatted correctly
  • Uses resources to check for and correct most errors
  • Most of writing is neat and easy to read

2 / 2 Words convey the message with little imagination.
  • Some words are misused.
  • Limited vocabulary.
  • Some attempts to create images.
/ 2 Some of the sentences are smooth and some are hard to read.
  • In some places, it is hard to tell where one sentence stops and the next one begins.
  • There is little sentence variety.
  • There are several run-on sentences or lots of short, choppy sentences.
/ 2 Errors may make the writing difficult to read or understand in places.
  • Some caps are missing or not used correctly.
  • Some punctuation is missing or not used correctly.
  • Spelling is correct on simple words only.
  • Some paragraphs are formatted correctly.
  • Little evidence of resources used to correct errors
  • Many errors in MLA format
  • Some illegible handwriting or messy word processing

1 / 1 Words are boring, misused, or unclear.
  • Words are often misused.
  • The wording is vague and fuzzy.
  • No image is created.
  • No use of literary devices.
  • Inappropriate words are intentionally used (slang, vernacular, etc.
/ 1 Problems with sentence structure make the writing difficult to follow.
  • Many run-ons and fragments.
  • All the sentences are the same in structure and length.
  • Sentences are incomplete in both structure and content.
/ 1 Pervasive errors make writing difficult to read.
  • Many errors in capitalization
  • Many errors in punctuation
  • Many spelling errors.
  • Nearly all paragraphs are formatted incorrectly
  • MLA format incorrect or missing
  • No evidence of resources used to correct errors.
  • Paper so illegible or messy that reading is difficult.

August 2006 - Reflects Jane Schaffer Writing Strategies and State Writing GLEs.