Student Friendly Writing Rubric


Student Friendly Writing Rubric
(From a School Using the 6 Traits of Writing)
5 – Focused, clear, specific. It keeps the
5 – Extremely clear, visual, and accurate. I
5 – Mostly correct. There are very few
reader’s attention.
picked the right words for the right places.
errors in my paper.
a) I know a lot about this topic and added
a) My words are colorful, snappy, vital, brisk and
a) My spelling is accurate.
interesting tidbits.
fresh. You won’t find overdone, vague or flowery
b) I have used capitals correctly.
b) I showed what was happening instead of telling.
c) Every paragraph is indented to show where a
c) My topic was small enough to handle.
b) All the words in my paper fit. Each one seems
new idea begins.
d) I can easily answer the question, “What is the
just right.
d) Periods, commas, exclamation marks, and
point of this paper/story?”
c) Look at all my energetic verbs!
quotation marks are in the right places.
d) Some of the words and phrases are so vivid the
e) My grammar/usage is consistent and shows
reader won’t soon forget them.
3 – Some really good parts, some not there
3 – Correct but not striking. The words get
3 – About halfway there. A number of
the message across, but don’t capture the
bothersome mistakes need cleaning up.
a) Some things are new, other things everyone else
reader’s attention.
a) Spelling is correct on simple words. It may not
already knows.
be right on harder words.
a) I used everyday words pretty well but I did not
b) Details are general (nice, fun, some, good.)
b) Most sentences and proper nouns begin with
stretch for a new and better way to say things.
c) I’m still thinking aloud on paper. I’m looking
capitals, but a few have been over looked.
b) Most of the time the reader will figure out what
for a good idea.
c) At least one paragraph is present. Others might
I mean even if a few words are messed up.
d) Maybe I’ll write about this or maybe I’ll write
not all begin in the right spots.
c) My words aren’t real specific. Better, juicy
about that.
d) Problems in punctuation make the reader
stumble and pause now and then.
d) I used tired out cliches or phrases.
e) Several grammar problems are evident.
1 – Just beginning to figure out what I want to
1 – Confusing. The reader is often asking
1 – Editing not under control yet. It would take
“What did they mean by this?”
a first reading to decode and a second reading to
a) I haven’t shared much information. I don’t seem
a) A lot of words and phrases are vague. (We
get the message.
to know much about this topic.
were friends and stuff.)
a) Spelling errors are common, even simple words.
b) My details are so vague it’s hard to picture
b) My words don’t make pictures yet. (It was
b) Capital letters are scattered all over or not at all.
c) I haven’t got the hang of paragraphs yet.
c) I’m still thinking aloud on paper. I’m looking
c) Some of my words are misused.
d) Punctuation is very limited and makes reading
for a good idea.
d) Over and over I used the same words over and
this paper difficult.
d) Maybe I’ll write about this or maybe I’ll write
over, until my paper was over.
e) Frequent grammatical errors, I haven’t spent
about that.
much time editing this paper.
Discovered by John Norton while traveling in Alabama. Thanks to teachers at Maryvale Elementary in Mobile!


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