8/8/2019 RAFTS Rubric Traits

1/2

This document comes from The Writing Across the Curriculum Page at http://writingfix.com.Classroom teachers may make multiple copies of this resource. All others must write the website for permission.

Connec t Ins t ruc t ion to t he Wr i t ing Tra its :

R.A.F.T.S.Up the ante! Build better student writing skills by challenging them with writingtrait language as you explain your expectations to your R.A.F.T.S. assignments:

Which rows from the following Traits rubric would you feel comfortableincluding on a rubric for a R.A.F.T.S. assignment used in yourclassroom?

This RAFTS/Traits rubric was made online at:http://rubistar.4teachers.org/

CATEGORY 4 3 2 1

Accuracy ofFacts (IdeaDevelopment)

All supportive facts arereported accurately.

Almost all supportivefacts are reportedaccurately.

Most supportive factsare reportedaccurately.

NO facts are reportedOR most areinaccurately reported.

Support forTopic (IdeaDevelopment)

Relevant, telling,quality details give thereader importantinformation that goesbeyond the obvious orpredictable.

Supporting details andinformation arerelevant, but one keyissue or portion of thestoryline isunsupported.

Supporting details andinformation arerelevant, but severalkey issues or portionsof the storyline areunsupported.

Supporting details andinformation aretypically unclear or notrelated to the topic.

Introduction(Organization)

The introduction isinviting, states themain topic andpreviews the structureof the paper.

The introductionclearly states the maintopic and previews thestructure of the paper,but is not particularlyinviting to the reader.

The introduction statesthe main topic, butdoes not adequatelypreview the structureof the paper nor is itparticularly inviting tothe reader.

There is no clearintroduction of themain topic or structureof the paper.

Transitions(Organization)

A variety of thoughtfultransitions are used.They clearly show howideas are connected.

Transitions clearlyshow how ideas areconnected, but there islittle variety.

Some transitions workwell; but connectionsbetween other ideasare fuzzy.

The transitionsbetween ideas areunclear or nonexistent.

AddingPersonality(Voice)

The writer seems to bewriting from knowledgeor experience. Theauthor has taken theideas and made them"his own."

The writer seems to bedrawing on knowledgeor experience, butthere is some lack ofownership of the topic.

The writer relatessome of his ownknowledge orexperience, but it addsnothing to thediscussion of the topic.

The writer has not triedto transform theinformation in apersonal way. Theideas and the way theyare expressed seem tobelong to someoneelse.

8/8/2019 RAFTS Rubric Traits

2/2

This document comes from The Writing Across the Curriculum Page at http://writingfix.com.Classroom teachers may make multiple copies of this resource. All others must write the website for permission.

Continued from previous page

This sample RAFTS/Traits rubric was made online at:

http://rubistar.4teachers.org/

CATEGORY 4 3 2 1

Recognition ofReader (Voice)

The reader's questionsare anticipated andanswered thoroughlyand completely.

The reader's questionsare anticipated andanswered to someextent.

The reader is left withone or two questions.More information isneeded to "fill in theblanks".

The reader is left withseveral questions.

Sentence Length(Sentence

Fluency)

Every paragraph hassentences that vary in

length.

Almost all paragraphshave sentences that

vary in length.

Some sentences varyin length.

Sentences rarely varyin length.

Word Choice Writer uses vivid wordsand phrases that lingeror draw pictures in thereader's mind, and thechoice and placementof the words seemsaccurate, natural andnot forced.

Writer uses vivid wordsand phrases that lingeror draw pictures in thereader's mind, butoccasionally the wordsare used inaccuratelyor seem overdone.

Writer uses words thatcommunicate clearly,but the writing lacksvariety, punch or flair.

Writer uses a limitedvocabulary that doesnot communicatestrongly or capture thereader's interest.Jargon or cliches maybe present and detractfrom the meaning.

Grammar &

Spelling(Conventions)

Writer makes no errors

in grammar or spellingthat distract the readerfrom the content.

Writer makes 1-2

errors in grammar orspelling that distractthe reader from thecontent.

Writer makes 3-4

errors in grammar orspelling that distractthe reader from thecontent.

Writer makes more

than 4 errors ingrammar or spellingthat distract the readerfrom the content.

Capitalization &Punctuation(Conventions)

Writer makes no errorsin capitalization orpunctuation, so thepaper is exceptionallyeasy to read.

Writer makes 1 or 2errors in capitalizationor punctuation, but thepaper is still easy toread.

Writer makes a fewerrors in capitalizationand/or punctuation thatcatch the reader'sattention and interruptthe flow.

Writer makes severalerrors in capitalizationand/or punctuation thatcatch the reader'sattention and greatlyinterrupt the flow.

Other?