Sullivan, Sandy - MS Language Arts
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- Sidney Public Schools
- Six Trait Rubric for Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions
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Name: ____________________________________ Class/Period: _______________________
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1
Ideas
-My main message or story is clear and will hold your attention.
-I know this topic well and take readers on a journey of discovery.
-I include intriguing details a reader will notice and remember.
-My writing makes a point—or focuses on a clearly defined message.
-My main message or story is interesting and easy to understand.
-I share important information—and tell enough to give a full picture.
-My paper contains many interesting details.
-I narrow my topic enough to give readers an in-depth look at my subject.
-A reader can identify my main idea or make sense of my story.
-I have enough information for a first draft, but more would help.
-My writing includes a few interesting details. Readers might want more.
-I think I need to narrow my topic a little. I’m trying to cover too much.
-A reader can guess what my main idea is.
-I know enough to start—then I have to make things up.
-My details are general, things many readers already know.
-My topic feels way to BIG. I can’t cover everything.
-A reader might have trouble figuring out the main message.
-The story or message isn’t really clear in my mind. I just write to fill the page.
-I repeat things—or stop when I run out of things to say.
-I bounce from topic to topic—or list thoughts at random.
-I put my first thoughts on paper, but it’s not a story—yet.
-I’m still figuring out my topic.
Organization
-Everything connects in some way to my MAIN message or story line.
-My paper is easy to follow—even with a quick reading. It has some twists and turns to make reading interesting!
-The lead is striking and will pull readers right in.
-The conclusion is original. I want to leave my readers thinking.
-I stay focused on the discussion or story all the way through.
-You can easily follow my “trail of thought.”
-You’ll like my lead—and it will hook you.
-My conclusion is satisfying. It wraps up the discussion or story.
-I may have wandered here and there—but I think you’ll see a connection.
-I think you can follow this pretty easily.
-My lead sets things up. It kicks off the story or discussion.
-My ending wraps things up.
-I can see that I wandered in spots. This isn’t always easy to follow.
-Or—maybe I needed more surprises! Readers could tell exactly what was coming!
-I have a lead—it could be more exciting.
-I have a conclusion. It’s probably one you have heard before.
-I jumped from topic to topic. This is really hard to follow even for me.
-This writing is like a messy closet! I need to move some things—or toss some out.
-I need a new lead.
-I need a new conclusion, too.
-I just wrote to get something on paper.
-Nothing goes with anything else. Don’t look for a pattern!
-I didn’t know how to begin.
-I didn’t know how or when to stop, either.
Voice
-This is ME. You can hear my voice in every line.
-A reader would love sharing this aloud.
-This topic matters deeply to me. I said exactly what I felt and thought.
-I wanted to reach readers—to make them feel the way I feel.
-This voice sounds like me. It doesn’t blend in with others. - I think some readers would share this writing aloud.
-Reading this writing will convince you I care about my topic.
-This voice fits my purpose and will get readers involved.
-I think my voice stands out from many others.
-There are some good moments to share.
-I care about this topic. I think that come through in many parts.
-I think my voice will speak to many readers.
-I hear my voice in parts of this.
-With a little work, parts would be ready to share.
-I tried to sound excited, but I couldn’t do it all the time.
-This voice won’t reach all readers.
-This voice blends with many others. There’s barely a whisper of ME.
-I don’t feel ready share this writing—yet.
-I need a topic I know and care more about.
-I’m still figuring out my purpose and who my readers are.
-There is nothing in this writing to make it mine.
-There’s no reason to share this aloud.
-I don’t have any strong feelings about this topic.
-I wrote what I had to write to finish the assignment.
Word Choice
-You’ll want to highlight memorable words and phrases.
-Lively verbs give my writing energy.
-Sensory details put readers right at the scheme.
-You won’t find clutter every word counts!
-My words are clear. I found my own way to say things.
-I used many strong verbs.
-I used sensory details in the right spots.
-There’s little or no clutter.
-My words are used correctly.
-I used some strong verbs—and some adjectives.
-I used some sensory details—if they fit.
-Sometimes I repeated things or used words I didn’t need.
-I used too many general words—or the wrong words.
-I need more sensory details. (Or I used TOO many!)
-It’s wordy, repetitious, or overwritten.
-I used the first words I thought of.
-Most of my verbs are is, was, and were. No real action!
-I told about things you see—but no sounds, smells feelings, or tastes.
-It’s wordy—or else I did not say enough.
-It was hard to find the right words. I did not know what to write.
-I wasn’t sure how to use verbs.
-My writing doesn’t help you picture things.
- I need more words—or different words.
Sentence Fluency
-My writing is smooth and easy to read on the first try.
-Sentences differ in length and begin in ways that show how ideas connect.
-You can read this expressively to bring out every ounce of voice
-If I used dialogue, it’s so real you can perform it like a play.
-My writing flows smoothly. No bumps or sudden stops!
-Sentences differ in length and structure.
-It’s easy to make this paper sound fluent and smooth.
-If I used dialogue, it sounds like real conversation.
-My writing is easy to read with a little practice.
-There’s enough variety to make sentences interesting.
--With a little effort, you can make this writing sound fairly fluent.
-If I used dialogue, it’s pretty realistic.
-Some parts are smooth—others are choppy or rambling.
-Too many sentences start the same way or are the same length.
-To read this smoothly, you need to rehearse—and pay attention.
-If I used dialogue, it needs work.
-Choppy sentences, run-ons, or other problems make reading slow.
-I use the same sentence patterns over and over. I might have fragments I didn’t want.
-To read this aloud, prepare to “smooth over” some bumpy spots.
-I didn’t use dialogue, or else I couldn’t make it sound real.
-This is hard to read. I’m not sure all my “sentences” are really sentences.
-It’s hard to tell where my sentences begin and end.
-Words or punctuation could be missing. Readers need to fill these in.
-I didn’t try to write any dialogue.
Conventions and Presentation
-A reader will have to look hard to find errors in my writing!
-I edited carefully, reading silently and aloud. This is ready to publish.
-I used conventions to bring out the meaning and voice.
-My presentation has eye appeal and makes information easy to find.
-A careful reader might find minor errors—but nothing serious
-It might need a few touchups, but it’s almost ready to publish.
-My conventions support meaning and voice.
-My presentation makes important information stand out.
-Errors are noticeable, but they won’t slow readers down.
-I need to go over this one more time, reading aloud as I edit.
-My conventions support the message and make reading fairly easy.
-My presentation is OK—it draws attention to key points
-Readers might notice the errors more than the message!
-This writing needs a lot of editing.
-Mistakes could puzzle readers or force them to read things twice.
-I need to work on presentation. Readers can’t tell what to focus on
-Parts of this are not edited at all. Mistakes jump right out!
-I need to go over this line-by-line, pencil in hand reading aloud.
-Readers will need to “edit” as they read—that should be my job!
-I did not think about presentation yet
-Mistakes make this hard to read, even for me.
-I have not done any editing yet—I’m not sure how to begin.
-Even if they read it two times, I’m not sure readers will get the message.
-I need help with editing and presentation.
Comments:
Grade:
Word Choice
-You’ll want to highlight memorable words and phrases.
-Lively verbs give my writing energy.
-Sensory details put readers right at the scheme.
-You won’t find clutter every word counts!
-My words are clear. I found my own way to say things.
-I used many strong verbs.
-I used sensory details in the right spots.
-There’s little or no clutter.
-My words are used correctly.
-I used some strong verbs—and some adjectives.
-I used some sensory details—if they fit.
-Sometimes I repeated things or used words I didn’t need.
-I used too many general words—or the wrong words.
-I need more sensory details. (Or I used TOO many!)
-It’s wordy, repetitious, or overwritten.
-I used the first words I thought of.
-Most of my verbs are is, was, and were. No real action!
-I told about things you see—but no sounds, smells feelings, or tastes.
-It’s wordy—or else I did not say enough.
-It was hard to find the right words. I did not know what to write.
-I wasn’t sure how to use verbs.
-My writing doesn’t help you picture things.
- I need more words—or different words.
Sentence Fluency
-My writing is smooth and easy to read on the first try.
-Sentences differ in length and begin in ways that show how ideas connect.
-You can read this expressively to bring out every ounce of voice
-If I used dialogue, it’s so real you can perform it like a play.
-My writing flows smoothly. No bumps or sudden stops!
-Sentences differ in length and structure.
-It’s easy to make this paper sound fluent and smooth.
-If I used dialogue, it sounds like real conversation.
-My writing is easy to read with a little practice.
-There’s enough variety to make sentences interesting.
--With a little effort, you can make this writing sound fairly fluent.
-If I used dialogue, it’s pretty realistic.
-Some parts are smooth—others are choppy or rambling.
-Too many sentences start the same way or are the same length.
-To read this smoothly, you need to rehearse—and pay attention.
-If I used dialogue, it needs work.
-Choppy sentences, run-ons, or other problems make reading slow.
-I use the same sentence patterns over and over. I might have fragments I didn’t want.
-To read this aloud, prepare to “smooth over” some bumpy spots.
-I didn’t use dialogue, or else I couldn’t make it sound real.
-This is hard to read. I’m not sure all my “sentences” are really sentences.
-It’s hard to tell where my sentences begin and end.
-Words or punctuation could be missing. Readers need to fill these in.
-I didn’t try to write any dialogue.
Conventions and Presentation
-A reader will have to look hard to find errors in my writing!
-I edited carefully, reading silently and aloud. This is ready to publish.
-I used conventions to bring out the meaning and voice.
-My presentation has eye appeal and makes information east to find.
-A careful reader might find minor errors—but nothing serious
-It might need a few touchups, but it’s almost ready to publish.
-My conventions support meaning and voice.
-My presentation makes important information stand out.
-Errors are noticeable, but they won’t slow readers down.
-I need to go over this one more time, reading aloud as I edit.
-My conventions support the message and make reading fairly easy.
-My presentation is OK—it draws attention to key points
-Readers might notice the errors more than the message!
-This writing needs a lot of editing.
-Mistakes could puzzle readers or force them to read things twice.
-I need to work on presentation. Readers can’t tell what to focus on
-Parts of this are not edited at all. Mistakes jump right out!
-I need to go over this line-by-line, pencil in hand reading aloud.
-Readers will need to “edit” as they read—that should be my job!
-I did not think about presentation yet
-Mistakes make this hard to read, even for me.
-I have not done any editing yet—I’m not sure how to begin.
-Even if they read it two times, I’m not sure readers will get the message.
-I need help with editing and presentation.
Comments:
Grade: