iRubric: 6 + 1 Trait Scoring Rubric

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6 + 1 Trait Scoring Rubric

Rubric for Mrs. Stelter and Mrs. Wright

Rubric Code: F96BWW

By mstelter

Ready to use

Public Rubric

Subject: (General)

Type: Writing

Grade Levels: 6-8, 9-12

6 +1 For Writing Enter rubric description
	Rudimentary 1 pts	Emerging 2 pts	Developing 3 pts	Refining 4 pts	Strong 5 pts	Exceptional 6 pts
IDEAS Find, Focus, Develop, Support your topic	Rudimentary No Main idea OR unrelated ideas ___________ No Details ___________ Writer is confused ___________ Reader is confused	Emerging Is there a main idea? I am not sure! _____________ Either very few details or too many details that are not connected _____________ Reader is not interested, unsure about topic	Developing The main idea is presented, although there are some questions for reader _______________ Some details, but may be too general or nto related to the main idea _______________ Very few new ideas presented	Refining Ideas are expressed clearly ______________ Reader can identify the main idea that is supported with details _______________ Most of the details relate tot he main idea _____________ Understandable	Strong Interesting, new ideas ______________ Details explain the main ideas, making it more interesting _______________ Makes sense _______________ Believable- reader is interested	Exceptional Creative, original ideas ______________ Details support the main idea and make it interesting ______________ Makes sense and enjoyable to read ______________ Believable, reader cares about product
ORGANIZATION Follow appropriate structure for the assignment	Rudimentary Impossible to follow ____________ No main idea, just a collection of details ____________ No lead or conclusion ____________ No transitions	Emerging Hard to follow ____________ No clear main idea ____________ Too many or not enough details that don't match main idea ____________ Missing lead and/or conclusion ____________ Few transitions	Developing Reader can usually follow the organization ____________ Details don't always match main idea ____________ Introduction and/or conclusion may need revision ____________ Some transitions	Refining Reader can follow the organization of ideas ____________ Details are connected to main idea ____________ Includes a lead and conclusion ____________ Helpful transitionos	Strong Good organization ____________ Ideas are connected and supported with detail ____________ Strong lead and appropriate conclusion ____________ Strong transitions	Exceptional Well organized and purposeful ____________ Ideas are clearly linked to support a position ____________ Compelling lead and convincing conclusion ____________ Carefully selected transitions
Voice Establishing a tone Conveying the Purpose Creating a connection	Rudimentary Can't find a voice ____________ Author not interested in topic at all ____________ Boring or confusing to read ____________ Voice does not match the audience	Emerging Too informal, chatty, whiney or sarcastic ____________ Not very interested in the topic, just listing facts ____________ Voice doesn't match audience	Developing Sometimes author's voice is heard ____________ Voice might change ____________ May convice the reader, not always sure ____________ Usually appropriate for the topic and audience	Refining Occasionally original and/or confident voice ____________ Author sounds interested in topic ____________ Appropriate voice for topic and audience	Strong Enthusiastic and convincing voice ____________ Interested in topic and conveys purpose to audience ____________ Appropriate voice for the topic and audience	Exceptional Unique, individual and confident voice ____________ Passionate about position, yet never overdone ____________ Uses voice to enhance meaning ____________ Appropriate voice for the topic and audience
Word Choice Strong Verbs Specific/accurate vocabulary Striking words and phrases	Rudimentary Very simple words ____________ Words used incorrectly ____________ Very difficult to understand, makes no sense ____________ Same words used over and over ____________ Reader gives up trying to read product	Emerging Words are very simple or used incorrectly ____________ Words get in way of meaning ____________ Same words used over and over ____________ Words are very general (e.g. stuff, nice, said, fun)	Developing Uses words correctly to express meaning ____________ Relies on simple, common language ____________ Uses familiar nouns and verbs ____________ Few adjectives, adverbs, or phrases ____________ Needs revision	Refining Uses clear language ____________ Uses some common words ____________ Uses descriptive adjectives and adverbs, good nouns and verbs ____________ Adequate, gets the job done	Strong Uses interesting words ____________ Uses natural language with strong verbs and nouns ____________ Attempts to use alliteration, similes, and metaphors ____________ Holds reader's attention	Exceptional Language grabs the reader's attention ____________ Uses vivid, natural language including strong verbs and precise nouns ____________ Uses unexpected phrasing including alliteration, analogies, and metaphors ____________ Enjoyable to read
Sentence Fluency Well-built sentences Varying sentence types	Rudimentary Short sentence all start with the same word ____________ Most sentences are incomplete or run-on ____________ Problems with sentence structure and grammar effect meaning ____________ Very difficult to read	Emerging Short, choppy sentences ____________ Many incomplete or run-on sentences ____________ Sentences begin the same ____________ Problems with subject/verb agreement affect meaning ____________ Difficult to read	Developing Readable, but often reader needs to correct ____________ Sentences often begin the same ____________ Problems with subject/verb agreement and consistent tense ____________ Some run-ons or choppy sentences	Refining Sentences begin in a variety of ways ____________ Verb tense is usually consistent ____________ The subject and verb almost always agree ____________ Some repetition; a few awkward moments when read aloud	Strong Many sentences begin differently and vary in length ____________ Different sentence openers such as prepositional phrases or clauses ____________ Consistent tense and subject/verb agreement ____________ Writing is easy to read	Exceptional Uses a variety of lengths and structures to enhance meaning ____________ Uses variety of sentence openers such as prepositional phrases, clauses, modifiers, participles ____________ Smooth, natural writing begs to be read aloud
CONVENTIONS Correct Spelling, punctuation, capitalization, and grammar usage	Rudimentary Many serious erros that make it difficult to understand ____________ Many misspellings of meaing ___________ Capitalization and puctuation is incorrect ____________ Needs to be completely rewritten	Emerging Many obvious, distracting errors ____________ Lots of spelling, punctuation, and usage errors ____________ Serious problems with subject/verb agreement ____________ Line by line editing required	Developing Obvious distracting errors that may affect meaing ____________ Only attempts simple use of conventions ____________ Errors on basic spelling, usage, and punctuation ____________ Needs editing	Refining Obvious, but minor errors that don't affect meaning ____________ Simple conventions are fine ____________ Some errors in difficult spelling or sophisticated conventions ____________ Easily edited	Strong A few minor errors that don't affect meaning ____________ Attempts and uses sophisticated conventions, not always successfully ____________ Almost ready to publish	Exceptional Practically perfect! ____________ Conventions carefully chosen to enhance meaning ____________ Complex text requires wide use of sophisticated punctuation and conventions ____________ Ready to Publish

Subjects:

(General)

Types:

Writing

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