ALL SUBJECT - Chavez Writing Rubric w/ 6 Traits

Categories 1

Far Below Basic

2

Below Basic

3

Basic

4

Low Proficient

5

Proficient

6

Advanced

Ideas Little or no focus. Writing

is distracted, significance is

unclear.

Limited response.

Limited focus. Fails to

hold the reader’s

attention, significance

may be unclear.

Details/support are

limited or vague.

Adequately focused clear

writing. Makes an attempt

to grab and hold the

reader’s attention.

Significance becomes

clearer. Details are

repetitive.

Focused clear writing.

Somewhat holds the

reader’s attention

Significance is clear. Includes some details and expansion.

Strong focused clear

writing. Grabs and holds

the reader’s attention

Significance stands out.

Details support main idea.

Exceptionally focused

clear writing.

Grabs and holds the

reader’s attention.

Significance is insightful.

Carefully selected details

support and enrich main

idea.

Conventions: Grammar, usage,

spelling, punctuation,

Capitalization.

Serious frequent errors in

conventions lead to

misunderstanding and are

distracting. Serious editing

needed.

Contains numerous errors

in conventions which

may lead to some reader

misunderstanding.

Frequent editing needed.

Contain distracting errors

in conventions, but does

not lead to reader

misunderstanding. Basic

editing needed.

Errors have no impact on

meaning. Accurate use of

conventions. May

actually assist in reader

comprehension. Basic

editing needed.

Includes accurate and

supportive use of

conventions and assists in

reader comprehension.

Virtually ready. Minimal

editing needed.

Includes nearly flawless

standard use of

conventions and usage of

such greatly adds to the

reader’s comprehension.

Ready to publish.

Organization Thesis is non existent or

unclear. Paragraphs lack

main ideas and there is

little or no use of

examples. No real

introduction or conclusion.

Thesis provides some

focus; however,

paragraphs may not focus

on main ideas and use of

examples may be weak.

Introduction and

conclusion are misleading

or disconnected.

Thesis provides a focus.

Paragraphs focus on main

ideas and include some

examples to support main

ideas. Introduction lacks

directions and conclusion

lacks closure.

Thesis provides guiding

focus. Paragraphs focus

on main ideas and use

examples to support main

ideas. Introduction and

conclusion are functional,

but predictable.

Thesis provides a guiding

focus. Paragraphs focus

on main ideas and use

relevant examples to

support main ideas and

promote clarity.

Appealing introduction

and conclusion.

Thesis provides a strong

guiding focus. Paragraphs

focus on main ideas and

use exemplary examples

in a creative or thoughtful

arrangement. Compelling

introduction and

conclusion.

Voice & Word

Choice

The lack of elaboration

detracts from the meaning

of the piece. No sense of

writer’s “individuality”

Few descriptions or

explanations may detract

from the meaning. Little connection with the

audience.

Uses basic descriptions

and explanations but does

not detract from the

meaning. Limited

connection to the

audience.

Includes some detailed

descriptions and

explanations and aids in

the audience’s

understanding.

Includes elaboration,

strong use of

descriptions, and

explanations. Clear

connection with the

audience.

Thoughtful elaboration,

use of vocabulary,

effectively detailed

descriptions and

explanations adds

significant impact to the

piece.

Sentence Fluency Little or no sentence

variety is used. Student

uses no transitions between

ideas. Simple,

unintentionally repetitive

and/or fragmented. Impairs

reading.

Limited sentence variety.

Student uses few if any

transitions between ideas.

Challenges reading.

Unintentionally repetitive

and/or fragmented.

A few different sentence

varieties are employed.

Student uses some

transitions between ideas.

Problems may affect

readability.

Some sentence varieties

are employed. Student

uses some transitions

between ideas. Fairly

easy to read.

A variety of sentences are

employed. Student uses

effective transitions

between ideas. Smooth

and natural reading.

A clear variety of

sentences and transitions

are employed in such a

way as to engage the

reader. Smooth, natural,

and rhythmic reading.

Citation format

(MLA, APA,

Chicago)

No evidence of citation

format.

Some evidence of proper

format, or parenthetical

citation, or works cited

though it may be done

incorrectly and be

incomplete.

Proper citation format,

parenthetical citation, and

works cited are

attempted.

Near perfect use of

proper citation format,

parenthetical citation,

and/or works cited.

Errorless use of proper

citation format,

parenthetical citation,

and/or works cited.

Sophisticated use of

proper citation format,

parenthetical citation,

and/or works cited.

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