6 Trait Writing Rubric

1. 6 Trait Writing Rubric Deb Benedict & Michelle Crary

2. Desert Vista Research Handbook

6. Detect the errors.

7. Ideas Sentence Fluency Table of Contents Voice Organization Word Choice Conventions Citing Sources

8. Ideas-Definition * clarity, focus, and control * main ideas that stand out * relevant, carefully selected details * in-depth explanation * connections and insights * content and detail that are well-suited to audience and purpose 1 2 3 4 5 6 Definition Activities Test

9. Ideas-Activities • The Rock - Students bring a rock to class. They work in pairs and each talk about his/her rock. Then they write and share. • Garbology - Create a garbage collection (assorted items that you find around your abode). Ask students to piece together an individual’s life based on the garbage. Students might create stories or character sketches. 1 2 3 4 5 6 Definition Activities Test

10. Ideas-Test Hunting Hunting is a fun sport. The experience of being out in the crisp mountain air is exhilirating. Hunting is easy all you need to know is what your hunting. It's also a fun time to get together with friends and Shoot the Breeze. You don't have to kill anything Just because your Hunting. You can be there for the nature and the wildlife. Almost half the fun of hunting is to be out and roam free through the woods. Hunting is a fun experience and I recommend you do it. Score 1 2 Definition Activities Test 3 4 5 6

11. Organization-Definition * effective sequencing * inviting beginning * sense of resolution or closure * smooth transitions (sentences, paragraphs, ideas) * details that fit where placed 2 Definition Activities Test 1 3 4 5 6

12. Organization-Activities • I-Search -Explore a topic that interests the students. The research process lends itself to an organized structure. • Out of Sequence - Reorder a children’s story by cutting out each section of the tale. Then have the students determine the correct order of the story. 2 Definition Activities Test 1 3 4 5 6

13. Organization-Test Green is Good Vegetarians. Aren't they those health-food-nut, skinny-as-a-rail joggers we all see so much of? No. Vegetarians are just everyday people like you and me, especially me. I have been a vegetarian for almost three months now and I still can't find a reason to go back to eating meat. Why do people eat these innocent animals if they know the harm it's doing to their bodies? Studies show that vegetarians have a lower risk of heart disease, diabetes, and some forms of cancer. Besides that, red meat will clog up your kidneys. I really don't understand hunters. How can they kill anything as precious as a deer, then shoot it, cook it, and eat it? Just hours before it was grazing in the grass, pondering the finer aspects of life and now there it is laying helplessly on your plate. Deciding to become a vegetarian took me weeks of in-depth research. I had to keep my protein level up somehow. After reading that most of our forests were being cleared away for cattle grazing, I finally made my decision. So, eat the greener way and avoid all those guilty feelings. Score Definition Activities Test 1 2 3 4 5 6

14. Conventions-Definition * strong control of conventions * strong, effective use of punctuation * correct spelling * paragraph breaks * correct grammar and usage * skill in using a wide range of conventions * little or no need for editing 2 Definition Activities Test 1 3 4 5 6

15. Conventions-Activities • Error Hunt - Have students locate errors in published works • Publishing - Allow students to act as “editors” and finalize work in the class. • Peer-editing - Students may edit each other’s papers. 2 Definition Activities Test 1 3 4 5 6

16. Conventions-Test RC Model Building I like to do many things. But i'm basically good at one thing, RC model building. Building remote control cars is something you have to learn by your imagination and your ability to work. It takes time to become good at it. You have to have good materials in order to make a good car. The materials needed for this project are plexiglass, mixed color of paint, screws & bolts and lots of other things but first you want to add up the money that you have. It is going to be expensive. I have built 3 of them myself and not one of them was under $150. But there worth it once you get it put together and know the basic shape. When you get your supplies and materials your going to need tools. A drill and Hot glue for your plexi-glass. You need a coping saw and a sautering iron for a bunch of reasons. One good reason is for engine wires then you need it for shrink tubing. Once you have finished that then you can get all the electronics for the car. Thats the expesive part. You should get a good kind of reciever but not so expensive that you can't afford it. If you like watching remote control cars then you should build one now that I have told you how to make them. Good luck. Score 2 Definition Activities Test 1 3 4 5 6

17. Voice-Definition * an effective level of closeness to or distance from the audience * engaging, lively, or interesting * strong sense of interaction * topic has come to life 2 Definition Activities Test 1 3 4 5 6

18. Voice-Activities • Comics - Read comics and determine voice. • Rewritten Samples - Find samples of works that are missing a clear voice and rewrite the work to include a “personality.” • Hearing Voices - Collect passages that contain distinctive voices. Share them with the class and have the class describe the person, the tone, the clues that assist in determining the personality. 2 Definition Activities Test 1 3 4 5 6

19. Voice-Test B.S. I'm not good at many things, and by no means could I be called an expert at any of the things I'm good at. But I do have one talent. I am a natural born B.S.er. How do I know that? Well, for one thing, a teacher once told me that I "possessed the inate ability to convince people that (I was) ... in every way, shape, and form correct." Basically, she meant that I could cook someone dead in the eye, lie like a dog, and have that person believe every guilded word that passed through my lips. In some ways, this God-given talent is something I'm proud of. It's good to know that I have the acting ability it takes to pull off some of the stories I've told. I once had to give a speech on the death penalty. Even though the teacher had given us weeks to prepare for it, I still had no facts or statistics to support my argument. All I had was a few personal opinions and the knowlege that I could probably squirm my way out of it. When my turn came, I took a deep breath, smiled, and told one of the biggest whoppers ever recorded. I made the death penalty sound like angels singing at Christmastime; pure, devoted, and a sure enough miracle--straight from the hands of God. Continued on next slide

20. B.S. continued... Now, some people might wonder, if my doesn't bother me now and again. And, truth be told, it does. I mean, it just doesn't seem right to out and out lie to people who are looking up to you for guidance and support. And tere have been times when my conscience got the better of me, and I simply couldn't think of a blarney-blessed thing to say. But you know what I've noticed? Every single time that I tell the truth, and hold my gift in check, I wind up in more trouble than I would have, had I led those people to believe what they wanted to believe in the first place. My dad once told me that liars go to hell. If he's right, then I really don't have much of a chance. No amount of pennance could ever make up for all the fabrications that I've made. But I can take some consolence in one thing. My mom says that my dad's just as full of it as I am. Score Definition Activities Test 1 2 3 4 5 6

21. Sentence Fluency-Definition * a natural, fluent sound * variation in sentence structure, length, and beginnings * structure that enhances meaning * varied sentence patterns * control over structure * stylistic control 2 Definition Activities Test 1 3 4 5 6

22. Sentence Fluency-Activities • People Sentences - Print words or phrase on cards and give them to students. Move students around to change the results. Discuss which phrases are moveable and which are not. • Grammar Crammer- Present four or five sentences. Ask students to remove the prepositional phrases and read back what is left. Then have them remove adverbs, adjectives, etc. Discuss when the sentence stops being a sentence. 2 Definition Activities Test 1 3 4 5 6

23. Sentence Fluency-Test Work at 14 Are you fourteen and looking for an after-school job? If so, you probably know that you can't get one. Sure, you can get a permit when you're fourteen, but what good is that if you can't get a job until you're sixteen. Permit and job ages are conflicting and its proposed itself as a problem to most fourteen year-olds. Something needs to be changed. Laws today put too many restrictions on fourteen year old employees. The laws state that a fourteen or fifteen year old can only work a couple of hours a day. That is, if you can find a job. These unfair laws also limit the jobs these young adults can do. continued on next slide...

24. Work at 14 cont... Also, if you are lucky enough to find a job, the salaries are very low. When paychecks are passed out its hardly worth the time and effort you've put into it. Of course there is always the paper route, berry fields, or babysitting. However, if you look at it, these jobs are harder work than most other jobs and they pay alot less. I also believe that if the government was to give fourteen year olds more jobs, it would keep lots of them off the streets after school and on weekends. Which, in turn, would quite possibly lower the drug use and crime rate in most of the cities here in Oregon. Changing the law would allow more kids to go to college. With a job they could save for college and not leave it to parents or have to wait and try to pay their way through. Not to mention there would be more taxes coming out of more paychecks, which would mean better communities. continued on next slide...

25. Work at 14 cont... However, I can see the government and business owners point of views. There would be a great fear of young workers not being able to hold a job or a fear of them quitting frequently. Of course there are going to be a few, but I think for the most part fourteen and fifteen year old adolescence would be eagerly inclined to do a good job. The working laws need some serious help. They need to be changed. They need to give fourteen and fifteen year olds the option to be employed on a regular work schedule with regular wages. I feel we are not only willing but competent enough, by far, to perform most of the work tasks of everyday jobs. Something, somewhere, somehow needs to be changed. Score Definition Activities Test 1 2 3 4 5 6

26. Word Choice-Definition * accurate, strong, specific words * fresh, original expression * striking and varied vocabulary * ordinary words used in an unusual way * words that evoke clear images - figurative language 2 Definition Activities Test 1 3 4 5 6

27. Word Choice-Activities • Alphabet Books - Share a book and then have students create an alphabet book. • Word of the Week - Focus on a new word each week. • Dictionary - Have students start their own dictionaries. For example, they might list all of the words that mean “said” or words of their own choice. 2 Definition Activities Test 1 3 4 5 6

28. Word Choice-Test Advice for a Friend If there was someone I knew who I would want to feel differently about a situation, I would give them advice to persuade them not to. My advice would be to stay away from it, say no to the persons, ask questions about it, and ask its peers if it is right. My first piece of advice, "stay away from it," could consist of drugs, a dangerous stunt, or an abandoned place. Either way the stakes are high and it can cripple. It doesn't cut it with me if I tell my friend it is a mistake and they defend it by saying "everyone else is doing it," and I say, "you're not everyone else." My first piece of advice is very important because it can hurt the person and the people around them. continued on next slide...

29. Advice for a Friend cont... Saying no is my second piece of advice. It is important because those two words could get a person out of a lot of trouble. Such as drugs, sex, being picked up in a car by a stranger, or getting out of a crime such as shoplifting, or stealing a car, or also breaking and entering. It is all right to say no because you aren't wimping out on something, you are saving yourself from getting into something bad. My third piece of advice, ask questions, is really important. Some important questions to ask when you are in a situation are, is it safe, is it legal, will I get into trouble, or will it mentally or physically hurt me. These questions could get a person out of having sex, doing drugs, or vandalism. I would rather have a friend more than anything else who asks these questions. continued on next slide...

30. Advice for a Friend cont... Finally, ask your peers for advice because they could have advice that could help you too. They could get you out of situations in which they were once in. This isn't as important to me, but it may be to someone else. If there was someone I knew who I would want to feel differently about a situation, I hope this advice would persuade them not to do it. Remember if someone doesn't use some of this advice, it may get them in serious trouble. Score 2 Definition Activities Test 1 3 4 5 6

31. Cite Sources-Definition * introduce the quotation or paraphrase with the name of the authority. * punctuate all quoted materials * paraphrase material by rewriting it using writer’s style and language. * provide specific in-text documentation for each borrowed item. * provide a bibliography page listing every source cited in the paper 1 2 3 4 5 6 Definition

32. Ideas-6 The writing is exceptionally clear, focused and interesting, It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced, in depth explanations/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are wells suited to audience and purpose. 1 2 3 4 5 6 Definition Activities Test

33. Ideas-5 The writing is clear, focused and interesting. It holds the reader’s attentions. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focused, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected detail hat are well-suited to audience and purpose. 1 2 3 4 5 6 Definition Activities Test

34. Ideas-4 The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s). • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explores/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insight may be present. • content and selected details that are relevant, but perhaps not constantly well chosen for audience and purpose. 1 2 3 4 5 6 Definition Activities Test

35. Ideas-3 The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere • support that is attempted; but developmental details that are often limited in score, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics 1 2 3 4 5 6 Definition Activities Test

36. Ideas-2 Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail. 1 2 3 4 5 6 Definition Activities Test

37. Ideas-1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or nonexistent; the paper is too short to demonstrate the development of an idea 1 2 3 4 5 6 Definition Activities Test

38. Organization-6 The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, ideas). • details that fit where placed. 2 Definition Activities Test 1 3 4 5 6

39. Organization-5 The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, ideas). • details that fit where placed. 2 Definition Activities Test 1 3 4 5 6

40. Organization-4 Organization is clear and coherent. Order and structure are present but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses. 2 Definition Activities Test 1 3 4 5 6

41. Organization-3 An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • A beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is…”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others. 2 Definition Activities Test 1 3 4 5 6

42. Organization-2 The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, an/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused. 2 Definition Activities Test 1 3 4 5 6

43. Organization-1 The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point. 2 Definition Activities Test 1 3 4 5 6

44. Voice-6 The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.”The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, livelineww, honesty, conviction, excitement, humor, or suspense. 2 Definition Activities Test 1 3 4 5 6

45. Voice-5 The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice: nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense. 2 Definition Activities Test 1 3 4 5 6

46. Voice-4 A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff. 2 Definition Activities Test 1 3 4 5 6

47. Voice-3 The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary. 2 Definition Activities Test 1 3 4 5 6

48. Voice-2 The provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of “writing to be read.” • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer. 2 Definition Activities Test 1 3 4 5 6

49. Voice-1 The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader. 2 Definition Activities Test 1 3 4 5 6

50. Sentence Fluency-6 The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural. 2 Definition Activities Test 1 3 4 5 6