TRAIT

DESCRIPTOR

IDEAS AND CONTENT

ORGANIZATION

VOICE

WORD CHOICE

SENTENCE FLUENCY

CONVENTIONS

The degree to which:

§  the reader’s interest has been captivated and maintained;

§  the writing achieves the intended purpose;

§  selected ideas, details, examples are effective.

The degree to which the text:

§   is focused around a central idea or theme;

§   is clearly and logically ordered;

§   demonstrates connections;

§   creates a sense of beginning and closure.

The degree to which the writer:

§    has chosen a voice appropriate for the topic, purpose, and audience;

§    demonstrates commitment to the topic through expression, engagement, and sincerity.

The degree to which the chosen words:

§   effectively convey the intended message in a precise, interesting, and natural way;

§   demonstrate a broad range of developmentally appropriate words.

The degree to which the text:

§    includes sentences that are varied in type and length;

§    reflects a flow and rhythm appropriate for the topic, purpose, and audience.

The degree to which the text reflects control of writing conventions (spelling, usage, capitalization, punctuation, paragraphing, and grammar) relative to length, complexity, purpose, audience, and developmental expectations.

ADVANCED (7/6)

§   Purpose clearly established

and maintained;

§   Development:

§   experience or knowledge clearly communicated in an interesting way;

§   details specific, relevant, and/or significant;

§   Text:

§   engages reader’s attention with original, insightful, and/or creative ideas;

§   focused, prompt-appropriate.

§   Structure crafted to support

and advance purpose

through:

§     inviting beginning and

satisfying ending;

§     logical and effective

arrangement of

details/paragraphs;

§   Pacing:

§     thoughtful, embedded

transitions thread ideas

throughout the text.

§    Individuality shines;

§    Sense of audience keen,

compelling the reader to

interact;

§    Tone richly crafted and/or

convincing;

§    Commitment to Topic/

Purpose enthusiastic,

passionate and/or

perceptive;

§    Text moves the reader and

causes the reader to

respond.

§   Language/Vocabulary:

effective, natural, engaging, striking, memorable;

§   Chosen words:

§     evoke powerful images through lively verbs, precise nouns and modifiers;

§     may show evidence of

figurative language and/or

risk-taking.

§   Variety:

§   sentence beginnings and types manipulated to add

energy and interest;

§   varied lengths enhance

pacing;

§   Fluency creates a rhythm that

invites reading;

§    Structures crafted to enhance

readability and meaning.

§   Grammar/usage may be

manipulated for stylistic

effect, when appropriate;

§   Mechanics:

§    paragraph breaks reinforce organizational structure;

§    skillful use of a range of conventions;

§   Editing:

§    few errors;

§    little or no editing needed.

PROFICIENT (5/4)

§   Purpose established;

§   Development:

§   experience or knowledge communicated;

§   details support and fulfill

intended purpose;

§   Text:

§   sustains reader’s attention through clear ideas;

§   managed, prompt-appropriate.

§   Structure supports develop-

ment of main idea through:

§     clear sense of beginning and end;

§     logical arrangement of

details/paragraphs;

§   Pacing:

§     appropriate transitions link ideas.

§    Individuality evident;

§    Sense of audience apparent;

§    Tone sincere and confident;

§    Commitment to Topic/

Purpose consistent and

genuine;

§    Text engages and holds

reader’s attention.

§   Language/Vocabulary:

accurate and appropriate for

purpose, subject, and

audience;

§   Chosen words

§     create clear images through strong verbs, nouns, and modifiers;

§     may illustrate risk-taking, but perhaps with

imprecision.

§    Variety:

§   shifts in sentence beginnings and types;

§   varied lengths generally

incorporated;

§  Fluency establishes a rhythm

with only minor interruptions;

§  Structures generally correct

and accurate.

§    Grammar/usage effective for

purpose, subject, and

audience;

§     Mechanics:

§    paragraph breaks are logical;

§    minimal errors in punctuation, capitalization, spelling;

§    Editing:

§     errors, if present, do not

interfere with meaning.

PARTIALLY   PROFICIENT (3/2)

§   Purpose vaguely established or

not sustained;

§   Development:

§   limited evidence of

experience or knowledge;

§   details, while present, are

irrelevant, unfocused, and/or

general;

§   Text:

§   little elaboration with thinly developed ideas;

§   lacks focus.

§   Structure distracts from or

obscures main idea through:

§     recognizable but weak

beginning and/or end;

§     unbalanced, contrived, or disconnected arrangement of details/paragraphs;

§   Pacing:

§     ineffective transitions leave gaps.

§    Individuality limited, lacks

emotion or spirit;

§    Sense of audience limited;

§    Tone lacks confidence;

§    Commitment to Topic/

Purpose inconsistent and/or

superficial;

§    Text does not fully engage

reader.

§   Language/Vocabulary:

§     repetitious, rote, or vague;

§     may be inappropriate for purpose, subject, or

audience;

§   Chosen words:

§     lack interest, precision, or variety;

§     may be misused or

misinterpreted.

§   Variety:

§   repetitious sentence

beginnings or over-reliance

on simple patterns;

§   little variation in sentence length;

§    Fluency disrupted by

monotonous or distracting

rhythms;

§   Structures awkward and

interfere with meaning.

§   Grammar/usage errors may

distort meaning;

§   Mechanics:

§    paragraph breaks may be missing or placed

incorrectly;

§    punctuation, capitalization may be missing or

inaccurate;

§   Editing:

§     considerable editing needed.

UNSATISFACTORY (1)

§   Purpose unclear or not

established;

§   Development:

§   little or no evidence, of

experience, or knowledge;

§   few details;

§   Text:

§   ideas difficult to follow,

unclear (i.e., scant, repetitive,

inaccurate, disconnected,

and/or random);

OR

§   off topic in relation to prompt.

§   Structure not evident because

of:

§     lack of beginning and/or ending;

§     illogical arrangement of details/paragraphs;

§   Pacing:

§     inappropriate or missing transitions create confusion.

§    Individuality absent;

§    Sense of audience lacking or

mismatched;

§    Tone lifeless or mechanical;

§    Commitment to Topic/

Purpose indifferent;

§    Text fails to engage the reader.

§   Language/Vocabulary:

§     often makes no sense;

§     inappropriately limited for purpose, subject, or audience;

§   Chosen words:

§     are used incorrectly;

§     may be distracting through repetition of words and/or phrases.

§    Variety lacking;

§    Fluency awkward, choppy

sentences obscure meaning;

§    Structures flawed and obscure

meaning.

§   Grammar/usage errors inter-

fere with understanding of

text;

§   Mechanics:

§    errors in paragraphing lead to confusion;

§    limited skill in conventions;

§   Editing:

§   extensive editing needed.

© Jefferson County Public Schools

Department for Learning and Educational Achievement

Golden, Colorado 2002