Writing Rubrics: Eighth Grade

Writing Rubrics
Eighth Grade
Based on the California State

Writing Standards
Created by Miller seventh grade team 4/05.

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Table of Contents
Section 1: Student Rubrics
Six Plus One Traits: Eighth Grade Writing Standards
Ideas and Content
Organization
Voice
Sentence Fluency
Word Choice
Conventions
Presentation
4
6
7
8
9
10
11
12
Section 2: Teacher Rubrics

Eighth Grade Writing Standards
Career
Expository
Research
Response to Literature
Persuasive
Personal Narrative
Summary
14
16
19
22
25
28
31
34
Section 3: How-To
37
Section 4: Appendix
40

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SECTION 1
Student Rubrics

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Six Plus One

Traits
Eighth Grade
Writing Standards
IDEAS & CONTENT

9 Writing is clear, coherent, and focused.
9 Writing shows awareness of audience.
9 Lead is attention grabbing and states the purpose for writing with
sophistication.
9 Main ideas are supported by relevant facts, details, and explanations.
9 Conclusion includes personal summary, reaction, or understanding.
ORGANIZATION
9 Extremely well organized, using patterns such as compare/contrast
and order of importance throughout paper.
9 Writing clearly progresses through a beginning, middle, and ending.
VOICE
9 Distinctive style
.
9 Reader "hears" author speaking.

9 Engages the reader's interest by showing exceptional knowledge and
interest in the topic
SENTENCE FLUENCY
9 Writing is consistently smooth, with a variety of sentence structures.
9 Simple, compound, and complex sentences are used correctly.
WORD CHOICE
9 Author always chooses precise, colorful words and uses them
correctly.
9 No "dead" words used.
9 Word choice shows awareness of audience.
CONVENTIONS
9
9
9
9
Author always uses pronouns and verb tenses correctly.

Punctuation of sentences is correct.
All proper nouns and initial words in sentences are capitalized.
Spelling is correct throughout paper
PRESENTATION
9 Each pages is carefully written or typed, unwrinkled, and clean.
9 Margins are straight; special care has been taken with titles and
headings.
9 Illustrations are carefully drawn.
9 All guidelines are followed.
The desire to write grows with

writing.
Erasmus

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IDEAS & CONTENT

ADVANCED (4)
9 Writing is clear, coherent, and focused and shows awareness of
audience.
9 Lead is attentiongrabbing and states the purpose for writing with
sophistication.
9 Main ideas are supported by relevant facts, details, and explanations
9 Conclusion includes personal summary, reaction, or understanding.
PROFICIENT (3)
9 Writing is clear, usually focused, and shows awareness of audience.
9 Lead is somewhat attention grabbing; purpose is clear.
9 Main ideas are mostly supported by relevant facts, details, and
explanations
9 Fails to conclude with personal summary or understanding.
BASIC (2)
9 Writing is somewhat clear, though unfocused, and shows little
awareness of audience.
9 Opening is dull.
9 Main ideas are not well supported
9 Conclusion includes only very general summary/observation.
BELOW BASIC (1)

9 Writing is somewhat incoherent, and unfocused- no awareness of
audience. Main ideas are unsupported. No summary or understanding.

.
ORGANIZATION
ADVANCED (4)
9 Extremely well organized, using patterns such as compare/contrast
and order of importance throughout paper.
9 Writing clearly progresses through a beginning, middle, and ending.
PROFICIENT (3)
9 Well-organized; patterns are mostly effective and used fairly
consistently.
9 Writing progresses through a beginning, middle, and ending.
BASIC (2)
9 Somewhat organized, but fails to write a clear beginning, middle, and
ending.
BELOW BASIC (1)

9 Writing is disorganized
9 Hard to notice a pattern
Education is not filling a pail,

but the
lighting of a fire.
William Butler Yeats

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VOICE
ADVANCED (4)
9 Distinctive style
9 Reader Hears author speaking
9 Engages the readers interest by showing exceptional knowledge and
interest in topic.
PROFICIENT (3)
9 Some glimpses of a distinctive style
9 Writing communicates some personal knowledge and interest in topic
BASIC (2)
9 Not much personal style.
9 Occasional glimpses of authors interest and knowledge
BELOW BASIC (1)

9 Mistakes and lack of care indicate authors lack of interest and
knowledge
The role of a writer is not to say

what we all can say, but what we
are unable to say.
Anais Nin

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SENTENCE FLUENCY
ADVANCED (4)
9 Writing is consistently smooth, with a variety of sentence structures.
9 Simple, compound, and complex sentences are used
PROFICIENT (3)
9 Writing is mostly smooth, with a variety of sentence structures.
9 Sentences are used mostly correctly
BASIC (2)
9 Some variety of sentence structures used, but some sentence structures
are used incorrectly
BELOW BASIC (1)

9 Author writes in fragments or run-on sentences with some complete
simple sentences.

.
WORD CHOICE
ADVANCED (4)
9 Author always chooses precise, colorful words and uses them
correctly.
9 No dead words used.
9 Word choice shows awareness of audience
PROFICIENT (3)
9 Author mostly chooses precise, colorful words.
9 Limited use of dead words.
9 Word choice shows some awareness of audience
BASIC (2)
9
9
9
9
Author tends to choose general rather than precise words.

Some incorrect usage.
Many dead words used.
Word choice shows limited awareness of audience.
BELOW BASIC (1)

9 Author has difficulty choosing the proper word.
9 Full of dead words.
9 No awareness of audience.
The difference between the right

word and the almost right word is
the difference between lightning
and the lightning bug.
Mark Twain

.
10
CONVENTIONS
ADVANCED (4)
9
9
9
9
Author always uses pronouns and verb tenses correctly.

Punctuation of sentences is correct
All proper nouns and initial words in sentences are capitalized.
Spelling is correct throughout paper
PROFICIENT (3)
9 Mostly correct usage of pronouns, verb tenses, punctuation,
capitalization, and spelling.
BASIC (2)
9 Some difficulty using correct pronouns, verb tenses, punctuation,
BELOW BASIC (1)

9 Poor use of pronouns, verb tenses, punctuation, capitalization, and
spelling
!
;
:

.
11
PRESENTATION
ADVANCED (4)
9 Each page is carefully written or typed, unwrinkled, and clean.
9 Margins are straight; special care has been taken with titles and
headings
9 Illustrations are carefully drawn.
9 All guidelines are followed
PROFICIENT (3)
9
9
9
9
Neatly and carefully written

Straight margins
Unwrinkled paper
Most guidelines followed
BASIC (2)
9 Generally neat, but shows a few smudges or corrected errors.
9 Some guidelines followed.
BELOW BASIC (1)

9 Paper is so wrinkled and mess that reader does not want to touch it.
9 Guidelines not followed.

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12
SECTION 2
Teacher Rubrics

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13
Eighth Grade Standards Writing Rubric

Ideas & Content
Organization
Presentation
Points:
Writing is clear, coherent, and focused and shows
awareness of audience. Lead is attentiongrabbing
and states the purpose for writing with
sophistication. Main ideas are supported by relevant
facts, details, and explanations; conclusion includes
personal summary, reaction, or understanding.
Extremely well-organized, using

patterns such as compare/contrast
and order of importance
throughout paper. Writing clearly
progresses through a beginning,
middle, and ending.
Writing is clear, usually focused, and shows

awareness of audience. Lead is somewhat attention
grabbing; purpose is clear. Main ideas are mostly
supported by relevant facts, details, and
explanations; fails to conclude with personal
summary or understanding.
Writing is somewhat clear, though unfocused, and
shows little awareness of audience. Opening is dull.
Main ideas are not well supported;
Conclusion includes only very general
summary/observation.
Writing is somewhat incoherent, and unfocused; no
awareness of audience. Main ideas are unsupported.
No summary or understanding.
Well-organized; patterns are

mostly effective and used fairly
consistently. Writing progresses
through a beginning, middle, and
ending.
Somewhat organized, but fails to

write a clear beginning, middle,
and ending.
Writing is disorganized; hard to

notice a pattern.
Created by Julia OKeefe, Spring 2003. Revised by Miller Sixth Grade Team, 11/7/03 & seventh grade team 5/05.
.
Each page is carefully written

or typed, unwrinkled, and
clean. Margins are straight;
special care has been taken
with titles and headings;
illustrations are carefully
drawn. All guidelines
followed.
Neatly and carefully written;
straight margins; unwrinkled
paper. Most guidelines
followed.
Generally neat, but shows a

few smudges or corrected
errors. Some guidelines
followed.
Paper is so wrinkled and

messy that reader does not
want to touch it. Guidelines
not followed.
14
Eighth Grade Standards Writing Rubric
Sentence Fluency
Conventions
Voice
Word Choice
Points:
Writing is consistently
smooth, with a variety of
sentence structures. Simple,
compound, and complex
sentences are used correctly.
Author always uses pronouns

and verb tenses correctly;
punctuation of sentences is
correct. All proper nouns and
initial words in sentences are
capitalized. Spelling is
correct throughout paper.
Writing is mostly smooth,

with a variety of sentence
structures. Sentences are
used mostly correctly.
Mostly correct usage of

pronouns, verb tenses,
punctuation, capitalization,
and spelling.
Some variety of sentence

structures used, but some
sentence structures are used
incorrectly.
Some difficulty using correct

pronouns, verb tenses,
and spelling.
Author writes in fragments

or run-on sentences with
some complete simple
sentences.
Poor use of pronouns, verb

tenses, punctuation,
Distinctive style;
reader hears
author speaking.
Engages the readers
interest by showing
exceptional
knowledge and
interest in topic.
Some glimpses of a
distinctive style.
Writing
communicates some
personal knowledge
and interest in topic.
Not much personal
style. Occasional
glimpses of authors
interest and
knowledge.
Author always chooses

precise, colorful words and
uses them correctly. No
dead words used. Word
choice shows awareness of
audience.
Mistakes and lack of

care indicate
authors lack of
interest and
knowledge.
Author mostly chooses

precise, colorful words.
Limited use of dead
words. Word choice shows
some awareness of
audience.
Author tends to choose
general rather than precise
words. Some incorrect
usage. Many dead words
used. Word choice shows
limited awareness of
audience.
Author has difficulty
choosing the proper word.
Full of dead words. No
.
15
Career Writing Rubric
Career Writing
My aim is to put down on paper what I see

and what I feel in the best and simplest
way.
Ernest Hemingway
Created by Julia OKeefe, Spring 2003. Revised by Miller Sixth Grade Team, 11/7/03 & seventh grade team 5/05.16
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Ideas & Content
Organization
Presentation
Points:
Writing is clear, coherent,
focused and customized for the
intended audience. Writing is
thorough yet succinct.
Writing is organized and

sequenced, according to the
purpose of the piece. Writing
follows the appropriate format.
Writing is clear, coherent,

usually focused and customized
for the intended audience.
Writing is succinct.
Writing is organized and

sequenced according to the
follows the appropriate format.
Writing is somewhat clear, and

coherent though unfocused.
Writing is somewhat succinct.
Writing is somewhat organized

and sequenced according to the
mostly follows the appropriate
format.
Writing is incoherent, and

unfocused. Writing is not
succinct.
Writing is disorganized with

little or no sequencing. Writing
does not follow the appropriate
format.
Each document is carefully typed,

4
unwrinkled, and clean. Margins are
straight. Careful use of formatting
techniques including font, headings and
graphics provide clear understanding of
the piece. All guidelines followed.
Each document is typed, unwrinkled,
3
and clean. Margins are straight.
Appropriate use of formatting
techniques including font, headings and
graphics aide comprehension of the
piece. All guidelines followed.
Each document is typed and generally

2
neat. Margins are straight. Attempts to
use formatting techniques including
font, headings and graphics to aide
comprehension of the piece. Most
guidelines are followed.
Each document may or may not be
1
typed. Document is messy. Fails to use
formatting techniques to aide
comprehension of the piece. Some or
no guidelines are followed.
.
17

Sentence Fluency
Conventions
Voice
Word Choice
Points:
Writing is consistently smooth,
structures. Simple, compound,
and complex sentences are used
correctly.
Writing is free of any errors

in punctuation,
capitalization, grammar and
spelling.
Intentional use of
language conveys the
writers professional
approach to the task
and audience.
Writing is smooth, with a

variety of sentences structures.
Simple, compound and complex
Writing is free of any errors

in punctuation,
spelling.
Use of language
conveys the writers
professional approach
to the task and
audience.
Writing can be segmented.

structures used, but some
sentence structures are used
incorrectly.
Writing contains some errors

in punctuation,
spelling.
Writer always chooses precise

4
words and uses them correctly.
Vocabulary shows an awareness
of the specific business task or
field. Writer is selective; each
word fills a purpose. There are
no wasted words.
3 Writer chooses to use some
3
precise words and uses them
correctly. Vocabulary shows an
awareness of the specific business
task or field. Writer is selective;
most words fill a purpose. There
are few wasted words.
Use of language
2 Writer tends to choose general
2
conveys an inconsistent
rather than precise words. Some
professional approach
incorrect usage. Word choice
to the task and
shows limited awareness of the
audience.
specific business task or field.
Writer is somewhat selective;
several words fill a purpose.
There are several wasted
words.
Writing is not smooth. Author
1 Writing contains many errors 1 Use of language
1 Author has difficulty choosing the 1
writes in fragments or run-on
in punctuation,
conveys a lack of
proper words. No awareness the
sentences with some complete
knowledge or interest
specific business task or field.
simple sentences.
spelling.
in the task and
Writer is not selective; few words
audience.
fill a purpose. Many wasted
words are used.
18
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Expository Writing Rubric
Expository Writing
I keep six honest serving men

They taught me all I knew
Their names are What and Why and When
and How and Where and Who.
Rudyard Kipling
Created by Julia OKeefe, Spring 2003. Revised by Miller Sixth Grade Team, 11/7/03 & seventh grade team 5/05.19
.

Ideas & Content
Points:
awareness of audience. Thesis is attentiongrabbing and states the purpose for writing with
sophistication--clearly and thoroughly. Main
ideas are supported by relevant facts, details, and
thorough explanations, demonstrating deep
understanding.
Organization
4 Extremely well-organized, using
patterns such as compare/contrast and
order of importance throughout paper.
Writing clearly progresses through an
introduction, supportive paragraphs,
and a conclusion.
Writing is clear, usually focused, and shows

3 Well-organized; patterns are mostly
awareness of audience. Thesis is somewhat
effective and used fairly consistently.
attention grabbing; purpose is clear. Main ideas
Writing progresses through an
are mostly supported by relevant facts, details,
introduction, supportive paragraphs,
and explanations, demonstrating a general
and conclusion.
understanding.
Writing is somewhat clear, though unfocused, and 2 Somewhat organized, but fails to write
shows little awareness of audience. Opening is
a clear introduction, supportive
dull. Thesis and purpose are not clear;
paragraphs, and conclusion.
Explanation is not clear or thorough and
demonstrates a limited understanding.
Writing is somewhat, incoherent, and unfocused;
1 Writing is disorganized; hard to notice
no awareness of audience. No clear thesis or
a pattern.
purpose. Main ideas are unsupported. Little or no
explanation is provided, demonstrating limited or
no understanding.
.
Presentation
4 Each page is carefully written
drawn. All guidelines are
followed.
3 Neatly and carefully written;
paper. Most guidelines are
followed.
2 Generally neat, but shows a

errors. Some guidelines are
followed.
1 Paper is so wrinkled and messy

that reader does not want to
touch it. Guidelines not
followed.
20
Sentence Fluency
Points:
Writing is consistently smooth, with
a variety of sentence structures and
openings. Simple, compound, and
complex sentences are used
correctly. Always uses active voice
through correct placement of
modifiers.
Writing is mostly smooth, with a
variety of sentence structures and
openings. Sentences are used
correctly most of the time. Active
voice is used through correct
placement of modifiers.
Some variety of sentence structures
and openings are used, but are used
incorrectly. Placement of modifiers
is inconsistent in an attempt to use
the active voice.
Author writes in fragments or run-on

sentences with some complete
simple sentences that contain
repetitive openings. Incorrect
placement of modifiers without use
of active voice.
Conventions
Voice
4 Author always uses parts of speech

4 Distinctive style;
and verb tenses correctly; punctuation
reader hears
of sentences is correct. All proper
author speaking.
nouns and initial words in sentences
Engages the readers
are capitalized. Spelling is correct
interest by showing
exceptional
throughout paper. Quotations,
hyphens, dashes and brackets and
knowledge and
semicolons are used correctly.
interest in topic.
3 Mostly correct usage of parts of
3 Some glimpses of a
speech, verb tenses, punctuation,
distinctive style.
Writing
Quotations, hyphens, dashes and
communicates some
brackets are used correctly most of
personal knowledge
the time.
2 Some difficulty using correct parts of 2 Not much personal
style. Occasional
capitalization, and spelling. Some
glimpses of authors
difficulty with quotations, hyphens,
interest and
dashes and brackets.
knowledge.
1 Poor use of parts of speech, verb

tenses, punctuation, capitalization,
and spelling. Poor use of quotations,
hyphens, dashes and brackets.
Mistakes and lack of

care indicate
authors lack of
interest and
knowledge.
.
Word Choice
4 Author always chooses
precise, colorful words
and uses them correctly.
No dead words used.
Word choice shows
3 Author mostly chooses

Limited use of dead
words. Word choice
shows some awareness
of audience.
2 Author tends to choose
general rather than
precise words. Some
incorrect usage. Many
dead words used.
Word choice shows
audience.
1 Author has difficulty
choosing the proper
word. Full of dead
words. No awareness of
audience.
21
Research
Samuel Johnson:
The greatest part of a writer's time
is spent in reading, in order to
write; a man will turn over half a
library to make one book.
Created by Julia OKeefe, Spring 2003. Revised by Miller Sixth Grade Team, 11/7/03 & seventh grade team 22
5/05.
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Research Rubric
Ideas & Content
Organization
Presentation
Points:
Writer chose a specific (focused) question that is covered
thoroughly with the use of a strong thesis statement. Writing is
clear, coherent, and focused and shows awareness of audience.
Lead is attentiongrabbing and states the purpose for writing
with sophistication. Author shows reader why finding answer
to question is important. Main ideas are supported by relevant
facts, data, details, and explanations from multiple sources.
Includes both primary and secondary sources, demonstrating
deep understanding. All writing, except quotations, is
paraphrased in your own words.
4 Extremely well-organized, using

patterns such as compare/contrast and
order of importance and parallelism
progresses through an introduction,
supporting paragraphs and conclusion.
Footnotes and a thorough
bibliography, using the correct
formats, are included.
Writer chose a specific (thorough) question that is covered well 3 Well-organized; patterns are mostly
with the use of a thesis statement. Writing is clear, usually
effective and used fairly consistently.
focused and shows awareness of audience. Lead is somewhat
Writing progresses through an
attentiongrabbing: purpose is clear. Author explains why they
introduction, supporting paragraphs
want to find the answer to their question. Main ideas are mostly
and conclusion. Footnotes and a
supported by relevant facts, data, details, and explanations.
Includes both primary and secondary sources, demonstrating a
bibliography, using the correct
general understanding. All writing, except quotations, is
formats, are included.
paraphrased in your own words.
Writer chose an unfocused question and attempts to use a thesis
statement. Writing is somewhat clear, though unfocused, and
shows little awareness of audience. Opening is dull. Main
ideas are not well-supported. May not include a primary source,
demonstrating a limited understanding. All writing is
paraphrased in your own words, except quotations.
Writer chose an unfocused/unclear question and does not utilize
a thesis statement. Writing is somewhat incoherent and
unfocused, no awareness of audience. Main ideas are
unsupported. No summary or understanding. Some
information seems plagiarized! No quotations used.
2 Somewhat organized, but fails to write

a clear introduction, supporting
paragraphs and conclusion. Footnotes
and bibliography are incorrectly
formatted.
1 Writing is disorganized; hard to notice
a pattern. Footnotes and bibliography
are missing.
4 Each page is carefully written or

4
typed, unwrinkled, and clean. Margins
are straight; special care has been
taken with titles and headings;
illustrations are carefully drawn. All
data, surveys, charts, and graphs are
labeled and neatly shown. All
guidelines followed.
3 Neatly and carefully written; straight
margins; unwrinkled paper. Most data,
surveys, charts, and graphs are labeled
and neat. Most guidelines followed.
2 Generally neat, but shows a few

smudges or corrected errors. Data,
surveys, charts, and graphs are labeled
and somewhat neat. Some guidelines
followed.
1 Paper is so wrinkled and messy that
reader does not want to touch it. Data,
surveys, charts, and graphs are not
labeled and messy. Guidelines are not
followed.
.
23
Research Rubric
Sentence Fluency
Points:
structures and openings.
Simple, compound, and
correctly. Always uses active
voice through correct placement
of modifiers.
Writing is mostly smooth, with

a variety of sentence structures
and openings. Sentences are
used correctly most of the time.
Active voice is used through
correct placement of modifiers.
structures and openings are
used, but are used incorrectly.
Placement of modifiers is
inconsistent in an attempt to use
the active voice.
Conventions
4 Author always uses parts of
speech and verb tenses correctly;
punctuation of sentences is
correct. All proper nouns and
initial words in sentences are
capitalized. Spelling is correct
throughout paper. Quotations,
hyphens, dashes and brackets
and semicolons are used
correctly.
brackets are used correctly most
of the time.
2 Some difficulty using correct
parts of speech, verb tenses,
punctuation, capitalization, and
spelling. Some difficulty with
quotations, hyphens, dashes and
brackets.
Author writes in fragments or

run-on sentences with some
tenses, punctuation,
complete simple sentences that
contain repetitive openings.
Poor use of quotations, hyphens,
Incorrect placement of modifiers
without use of active voice.
Voice
Word Choice
4 Distinctive style; reader

hears author speaking.
Engages the readers
interest by showing
exceptional knowledge
4 Author always chooses

audience.
3 Some glimpses of a
distinctive style.
Writing communicates
some personal
knowledge and interest
in topic.
2 Not much personal
style. Occasional
glimpses of authors
interest and knowledge.

Limited use of dead
words. Word choice shows
some awareness of
audience.
2 Author tends to choose
words. Some incorrect
usage. Many dead words
audience.
choosing the proper word.
Full of dead words. No
1 Mistakes and lack of

care indicate authors
lack of interest and
knowledge.
.
24
Response to Literature Rubric
Samuel Johnson:
What is written without effort is in
general read without pleasure.
5/05.
.
Ideas & Content
Points:
Organization
Goes beyond summarization of text to clear, coherent, and

focused interpretation of character, setting, plot, literary
devices, and/or theme. Shows awareness of audience
summarizes and explains concisely. Lead is attentiongrabbing and states a sophisticated thesis. Main ideas are
supported by relevant examples and quotes from the text;
conclusion shows careful reading, understanding, and
personal insight.
Sometimes goes beyond summarization of text.

Interpretation is clear and usually focused. Shows
awareness of audiencesummarizes and explains.
Lead is somewhat attention-grabbing and states a
thesis. Main ideas are mostly supported by examples
and quotes from the text; conclusion shows
understanding of some big ideas in the literature.
Mostly a summarization of text. Interpretation is
somewhat unclear and/or lacks focus. Shows some
awareness of audiencemostly summarizes and
explains when necessary. Lead is dull and may not
state a thesis. Main ideas are not supported by the
chosen examples/quotes from the text; conclusion
shows limited understanding of big ideas in the
literature.
Only a summarization of text. Incoherent and
unfocused. Shows no awareness of audience, does
not summarize or explain effectively. Lead is dull
and does not state a thesis. Main ideas are not
supported; conclusion shows no understanding of big
ideas in the literature.
Presentation
Extremely well-organized, with each 4 Each page is carefully written

body paragraph supporting the thesis
statement in a different way. Each
paragraph builds on the previous
one. Writing clearly progresses
through an introduction, supportive
drawn. All guidelines
followed.
Well-organized; body paragraphs
3 Neatly and carefully written;
mostly support the thesis in different
ways. Most paragraphs build on
each other. Writing progresses
followed.
through an introduction, supportive

write a clear introduction, supportive
paragraphs, and conclusion. Some
errors. Some guidelines
supportive paragraphs are not clearly
followed.
connected to the thesis statement.

notice a pattern. Supportive
paragraphs do not support the thesis
statement.
.
1 Paper is so wrinkled and messy 1

followed.
26
Sentence Fluency
Conventions
Points:
4 Author always uses parts of speech and
verb tenses correctly; punctuation of
sentences is correct. All proper nouns
structures and openings. Simple,
and initial words in sentences are
compound, and complex
capitalized. Spelling is correct
throughout paper. Quotations, hyphens,
Always uses active voice
dashes and brackets and semicolons are
used correctly.
modifiers.
Writing is mostly smooth, with a 3 Mostly correct usage of parts of speech,
verb tenses, punctuation, capitalization,
variety of sentence structures
and spelling. Quotations, hyphens,
dashes and brackets are used correctly
most of the time.
Voice
4 Distinctive style; reader
hears author speaking. Uses
formal language throughout,
and does not talk to the
reader. Engages the readers
interest by showing exceptional
knowledge and interest in
topic.
3 Some glimpses of a distinctive
style. Uses formal language
and rarely talks to the reader.
Writing communicates some
personal knowledge and
interest in topic.
2 Not much personal style.
Mostly uses formal language,
but sometimes talks to the
reader. Occasional glimpses of
authors interest and
knowledge.

structures and openings are used,
but are used incorrectly.
the active voice.
2 Some difficulty using correct parts of


1 Poor use of parts of speech, verb tenses, 1 Mistakes and lack of care
indicate authors lack of
punctuation, capitalization, and spelling.
interest and knowledge. Uses
Poor use of quotations, hyphens, dashes
informal language and talks
and brackets.
to the reader.
.
Word Choice
4 Author always
chooses precise,
colorful words and
uses them correctly.
No dead words
used. Word choice
shows awareness of
audience.
precise, colorful
words. Limited use of
dead words. Word
choice shows some
awareness of
audience.
2 Author tends to
choose general rather
than precise words.
Some incorrect usage.
Many dead words
used. Word choice
shows limited
awareness of
audience.
choosing the proper
word. Full of dead
words. No awareness
of audience.
27
Persuasive Writing
Persuasive
Bulwer-Lytton:
The pen is mightier than the sword
5/05.
.
Persuasive Writing
Ideas & Content
Organization
Presentation
Points:
awareness of audience. States a clear position or
opinion in a well-defined thesis. Position is supported
by relevant facts, details, and explanations; Author
addresses possible reader concerns or arguments.
Conclusion includes personal summary or
understanding and inspires a strong reaction from
reader.
Extremely well organized, using

patterns such as compare/contrast
and order of importance
progresses through an
introduction, supportive
Well-organized; patterns are

mostly effective and used fairly
consistently. Writing progresses
through an introduction,
supportive paragraphs, and
conclusion.
Each page is carefully

written or typed,
unwrinkled, and clean.
Margins are straight; special
care has been taken with
titles and headings;
drawn. All guidelines are
followed.
Neatly and carefully
written; straight margins;
unwrinkled paper. Most
guidelines are followed.
Writing is clear, usually focused, and shows awareness

of audience. States a position or opinion in a thesis.
Position is mostly supported by relevant facts, details,
and explanations; Author addresses some possible
reader concerns or arguments; fails to conclude with
personal summary or understanding and generates a
general reaction from the reader.
Writing is somewhat clear, though unfocused, and
shows little awareness of audience. Opening is dull.
Weakly states a position in a thesis. Position not well
supported; Author spends little time addressing
possible reader concerns or arguments. Conclusion
includes only very general summary/observation and
generates little or no reaction from the reader.
Writing is somewhat, incoherent, and unfocused; no
awareness of audience. Little or no statement of
position in a thesis. Position is unsupported. Author
does not address possible reader concerns or
arguments. No summary or understanding.

write a clear introduction,
supportive paragraphs and
conclusion.

errors. Some guidelines are
followed.

notice a pattern.
.
Paper is so wrinkled and

messy that reader does not
want to touch it. Guidelines
are not followed.
29
Persuasive Writing
Sentence Fluency
Points:
structures and openings.
Simple, compound, and
correctly. Always uses active
voice through correct placement
of modifiers.
Conventions
4 Author always uses parts of

speech and verb tenses
correctly; punctuation of
sentences is correct. All
proper nouns and initial words
in sentences are capitalized.
Spelling is correct throughout
paper. Quotations, hyphens,
dashes and brackets and
semicolons are used correctly.
Writing is mostly smooth, with
3 Mostly correct usage of parts
a variety of sentence structures
of speech, verb tenses,
and spelling. Quotations,
hyphens, dashes and brackets
are used correctly most of the
time.
2 Some difficulty using correct
structures and openings are
parts of speech, verb tenses,
used, but are used incorrectly.
and spelling. Some difficulty
with quotations, hyphens,
the active voice.
1 Poor use of parts of speech,
verb tenses, punctuation,
Poor use of quotations,
hyphens, dashes and brackets.
Voice
Word Choice
Distinctive style; reader

hears author speaking.
Engages the readers
interest by showing
exceptional knowledge
Author always chooses precise, 4

colorful words and uses them
correctly. No dead words
Some glimpses of a
distinctive style. Writing
communicates some
personal knowledge and
interest in topic.
Author mostly chooses precise,

colorful words. Limited use of
dead words. Word choice
shows some awareness of
audience.
Not much personal style.

Occasional glimpses of
authors interest and
knowledge.
Mistakes and lack of care

indicate authors lack of
interest and knowledge.
Author tends to choose general 2

rather than precise words.
Some incorrect usage. Many
choice shows limited
Author has difficulty choosing 1
the proper word. Full of dead
words. No awareness of
audience.
.
30
Narrative Writing Rubric
Personal Narrative
Show don't tell. - Henry James
Created by Miller Sixth Grade Team, 11/03.
Personal Narrative Writing Rubric

Ideas & Content
Organization
Presentation
Points:
Writing relates a clear, coherent and
focused personal event, experience, or
situation, and shows awareness of
audience. Lead is attention grabbing.
Ending clearly reflects the significance of
why the event or experience was special by
conveying personal feelings, and lessons
learned.
Writing usually relates a clear, coherent
and focused personal event, experience, or
situation, and shows awareness of
audience. Lead is somewhat attention
grabbing. Ending attempts to reflect the
significance of why the event or experience
was special by somewhat conveying
personal feelings, and lesson learned.
Writing struggles to relate a clear, coherent,
and focused personal event, experience or
situation. Awareness or audience is
limited. Lead is dull. Ending includes
only very general summary of personal
feelings and attempts to convey lessons
learned.
Writing fails to relate a clear, coherent, and
focused personal event, experience or
situation. No awareness of audience.
Ending does not include personal
summary, reaction or understanding of
lessons learned.
Sentence Fluency
Points:
Writing is consistently smooth, with
a variety of sentence structures and
openings. Dialogue supports and
explains action. Dialogue is mixed
with narration. Simple, compound,
and complex sentences are used
correctly. Always uses active voice
modifiers.
Writing is mostly smooth, with a
openings. Dialogue usually supports
4 Extremely well-organized. Includes a

well-developed yet focused plot.
Suspense builds throughout the story.
Writing clearly progresses through a
beginning, middle, and ending.
Each page is
typed, unwr
Margins are
has been tak
headings; ill
carefully dra
are followed
3 Well-organized; Includes a clear plot.

Writing progresses through a beginning,
middle, and ending. Suspense is
included.
Neatly and c
straight mar
paper. Most
followed.
2 Somewhat organized, but fails to write a

clear beginning, middle, and ending.
Some suspense, but does not keep reader
interest. Attempts a plot, but it is unclear
or unfocused.
Generally ne
smudges or
Some guidel
1 Writing is disorganized; little pattern.

Little suspense. No plot development.
Paper is so w
that reader d
it. Guidelin
Conventions
4 Author always uses parts and
speech and verb tenses correctly;
punctuation of sentences is correct.
All proper nouns and initial words
in sentences are capitalized.
Spelling is correct throughout
paper. Quotations, hyphens, dashes
and brackets and semicolons are
used correctly.
Voice
Wo
4 Point of view is unique in

its open and realistic
quality. Distinctive style;
Reader hears author
speaking throughout the
piece.
4 Au
pre
use
de
cho
aud
3 Point of view is clear.

Some glimpses of a
distinctive style. Reader
3 Au
pre
Lim
5/05.
.
Personal Narrative Writing Rubric

and explains action. Dialogue is
sometimes mixed with narration.
Sentences are used mostly correctly.
Active voice is used through correct
Some variety of sentence structures
and openings are used, but some are
used incorrectly. Some dialogue
used, but it is random; doesnt fit
with story. Imbalance of dialogue
and narration. Placement of
modifiers is inconsistent in an
attempt to use the active voice.
sentences with some complete simple
sentences. Dialogue is completely
random. There is little variety of
dialogue/ narration or sentence
openings. Incorrect placement use of
modifiers without use of active voice

brackets are used correctly most of
the time.
frequently hears author

speaking.
wo
som
aud
2 Some difficulty using correct parts

of speech, verb tenses, punctuation,
2 Point is view is somewhat

clear. Attempts at
distinctive style. Reader
occasionally hears
author speaking.
2 Au
gen
wo
usa
use
lim
aud

tenses, punctuation, capitalization,
and spelling. Poor use of
quotations, hyphens, dashes and
brackets.
1 Point of view is unclear.

Style is not distinctive.
Reader does not hear
author speaking.
1 Au
cho
Ful
aw
5/05.
.
Summary Writing Rubric
Summary
Say all you have to say in the fewest

possible words, or your reader will
be sure to skip them; and in the
plainest possible words or he will
certainly misunderstand them. - John
Ruskin
Created by Miller Sixth Grade Team, 11/03.

Ideas & Content
Points:
Writing creatively identifies the title of
the original selection, its source (if
available), genre and main idea. Author
paraphrases in an engaging manner that
demonstrates in-depth understanding of
the topic and key information.
Writing clearly identifies the title of the

original selection, its source (if
accurately paraphrases which
demonstrates an understanding of the
topic and key information.
Writing attempts to identify the title of
the original selection, its source (if
inconsistently/inaccurately paraphrases,
which demonstrates a limited
understanding of the topic and key
information.
Writing does not identify the title of the
original selection, its source (if
does not paraphrasing to demonstrate
understanding of topic and key
information.
Organization
4
Extremely well organized, with each detail

supporting the topic sentence of the summary.
Creative use of transitions to connect ideas. All
information is included according to the order of
the original piece. The summary is
approximately 1/4-the length of the original
selection.
Well-organized, with a majority of the details

supporting the topic sentence of the summary.
Effective use of transitions to connect ideas.
Most information is included according to the
order of the original piece. The summary is
approximately 1/3 the length of the original
selection.
2 Roughly organized, with some details supporting
the topic sentence of the summary. Ideas are
roughly connected by transitions. Information is
inconsistently included according to the order of
the original piece. The summary is
approximately 1/2 the length of the original
selection.
1 Writing is disorganized without details that
support the topic sentence of the summary. Ideas
are not connected by transitions. Writing does
not include details according to the order of the
original piece. The summary length is roughly
the same as the original selection.
Presentation
4
Each page is carefully written or 4

typed, unwrinkled, and clean.
Margins are straight; special care
has been taken with titles and
headings; illustrations are
carefully drawn. All guidelines
followed.
Neatly and carefully written;

followed.
Generally neat, but shows a few

smudges or corrected errors.
Some guidelines followed.
Paper is so wrinkled and messy

followed.
.
35
Sentence Fluency
Conventions

Voice
Word Choice
Points:
Writing is consistently smooth, with a
openings. Simple, compound, and
complex sentences are used correctly.
Always uses active voice through correct
Author always uses parts of speech and

verb tenses correctly; punctuation of
sentences is correct. All proper nouns and
initial words in sentences are capitalized.
Spelling is correct throughout paper.
Quotations, hyphens, dashes and brackets
and semicolons are used correctly.
Author maintains objective

point of view throughout
writing by omitting personal
opinion, reaction and
knowledge. The author uses
language that reflects the tone
of the original piece.
Writing is mostly smooth, with a variety

of sentence structures and openings.
Sentences are used correctly most of the
time. Active voice is used through
Mostly correct usage of parts of speech,

verb tenses, punctuation, capitalization,
and spelling. Quotations, hyphens, dashes
and brackets are used correctly most of the
time.
Some variety of sentence structures and

openings are used, but are used
incorrectly. Placement of modifiers is
inconsistent in an attempt to use the
active voice.
Some difficulty using correct parts of

difficulty with quotations, hyphens, dashes
and brackets.
Author maintains objective

point of view throughout the
majority of writing by omitting
personal opinion, reaction and
knowledge. The author uses
some language that reflects the
tone of the original piece.
Author attempts to maintain an
objective point of view by
limiting personal opinion,
reaction and knowledge. The
authors language hints at the
tone of the original piece.

sentences with some complete simple
sentences that contain repetitive
openings. Incorrect placement of
modifiers and use of active voice.
Poor use of parts of speech, verb tenses,

punctuation, capitalization, and spelling.
Poor use of quotations, hyphens, dashes
and brackets.
Author does not attempt to

write from an objective point of
view. Authors language is not
connected to the tone of the
original piece.
.
Author always chooses

audience. Realistic and
specific language consistently
used.
Author mostly chooses
Limited use of dead words.
Word choice shows some
Realistic and specific language
generally used.
Author tends to choose
words. Some incorrect usage.
Many dead words used.
Word choice shows limited
awareness of audience. Some,
realistic or specific language is
used.
Author has difficulty choosing
the proper word. Full of
dead words. No awareness
of audience. Little realistic or
specific language used.
36
SECTION 3
How To
Created by Julia OKeefe, Spring 2003. Revised by Miller Sixth Grade Team, 11/7/03 & seventh grade 37
team 5/05.
.
REVIEWING RUBRICS WITH STUDENTS

With some careful planning on the part of the teacher, these rubrics can help
students to:
1. achieve writing standards
2. understand the vocabulary associated with good writing
Six Plus One Traits: Seventh Grade Writing Standards, Pages 4-5
Start the year with an introduction to the traits of good writing. By reviewing
only the Advanced, or Level 4 on the rubric with students, they can shoot
for the stars. Even those students who currently are at the Below Basic or
Basic Levels can improve when they know what the ultimate goals are for
a writer.
The Levels, 3, 2, and 1 are all derivatives of the Level 4 description on each
rubric. For that reason, it is not necessary to give the students the complete
rubrics with all traits and all levels.
The handout can be given out at the beginning of the school year, and
students can continue to refer to it as they work on different traits and
different writing units.
Student Trait Rubrics, Pages 6-12
Individual handouts for each writing trait are available in Section 1, Student
Rubrics. Many teachers feel that on a given writing assignment, they only
want their students to be focusing on one or two traits.
When working on a particular trait, the teacher can hand out the rubric for
that trait and help students understand the differences between the
Advanced, Proficient, Basic and Below Basic. If some student
sample paragraphs are stories are available (with the names removed), the
teacher can have students practice using the rubric by rating the writing
sample on the 4-point scale and connecting specific passages of the test to
specific phrases in the rubric.
team 5/05.
.
Teacher Rubrics, Pages 14-30

These rubrics are meant for the teacher to use as an assessment tool.
Some teachers have found that by only using the teacher rubric students are
overwhelmed with the format and information. However, as teachers read
student work, they can easily circle or underline parts of the rubric in each
column that apply to that particular student paper. Thus, detailed feedback
for each student is provided on one sheet of paper. This can easily become
part of a portfolio or student writing file.
Please note that it is not necessary to assess all traits for each student on each
assignment! For example, lets say the first big writing assignment is to have
students write a short personal story about themselves. The teacher may only
have taught the students about expressing their ideas clearly (Ideas and
content) and choosing specific vocabulary words (Word Choice). In this
situation, only those two columns on the teacher rubric are necessary for
assessment.
If a point system for grading is used, a specific number of points for each
trait can be assigned at the top of each column. Please remember, though,
that Level 3 should be Proficient; making a Level 3 performance (Proficient)
worth 3 points out of 4 would not be a good idea, because that would be a
75%!
These rubrics are meant to make a teachers life easier- not more confusing!
team 5/05.
.
SECTION 4
Appendix
team 5/05.
.
DEFINITIONS
GENRES
NARRATIVE
9 Tells a story and includes a beginning, middle, and end.
9 Includes setting, character, plot, conflict, climax, and resolution.
EXPOSITORY
9 Provides information and includes introduction, body, and conclusion paragraphs.
9 Includes topic sentences, reasons/details/facts, transitions, elaboration, and a
closing/clincher
RESEARCH REPORT
9 Expresses topic as a specific (focused) question that is covered thoroughly.
9 Includes support from facts, details, examples, and explanations from multiple
sources.
9 Includes a bibliography
RESPONSE TO LITERATURE
9 Responses exhibit carefully reading, understanding, and insight.
9 Goes beyond a summary of the literature to expressing a truth about it.
PERSUASIVE
9 States a clear position or opinion on a meaningful topic.
9 Supports the position with organized and relevant evidence.
9 Anticipates and addresses reader concerns and potential counterarguments.
team 5/05.
.
DEFINITIONS
TRAITS
IDEAS & CONTENT
9 Focus of paper is clear and well-supported
ORGANIZATION
9 Structure allows for a clear and effective understanding of the topic
VOICE
9 Ability of the writer to speak to the reader in a unique and appropriate way
SENTENCE FLUENCY
9 Variety of sentence length and structures.
WORD CHOICE
9 Using precise, colorful language appropriate to the audience
CONVENTIONS
9 Proper grammar, spelling, punctuation, and capitalization
PRESENTATIONS
9 Following specific guidelines in a neat and clean manner.
team 5/05.
.
DEFINITIONS
GENERAL TERMINOLOGY
AWARENESS OF AUDIENCE
9 Author needs to understand who the reader will be, such as teacher, student,
parent, etc., and modify the writing to fit the purpose
DEAD WORDS
9 Simple words that can easily be replaced with more specific, descriptive choices.
Some examples of dead words are good, nice, like, pretty.
LITERARY DEVICES
9 Ways to enhance the writing, such as similes, metaphors, hyperbole,
personification, etc.
PRIMARY SOURCES
9 A first-hand account or document, such as an interview or a diary.
SECONDARY SOURCES
9 Any information based on someone elses account, such as a newspaper article or
book.
SOPHISTICATION
9 To bring to a deeper and more complex level than the average student.
team 5/05.
.

Writing Rubrics: Eighth Grade

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Writing Rubrics

Based on the California State

Created by Miller seventh grade team 4/05.

Section 2: Teacher Rubrics

Created by Miller seventh grade team 4/05.

Created by Miller seventh grade team 4/05.

Six Plus One

IDEAS & CONTENT

9 Reader "hears" author speaking.

Author always uses pronouns and verb tenses correctly.

The desire to write grows with

Created by Miller seventh grade team 4/05.

IDEAS & CONTENT

BELOW BASIC (1)

Created by Miller seventh grade team 4/05.

BELOW BASIC (1)

Education is not filling a pail,

Created by Miller seventh grade team 4/05.

BELOW BASIC (1)

The role of a writer is not to say

Created by Miller seventh grade team 4/05.

BELOW BASIC (1)

Created by Miller seventh grade team 4/05.

Author tends to choose general rather than precise words.

BELOW BASIC (1)

The difference between the right

Created by Miller seventh grade team 4/05.

Author always uses pronouns and verb tenses correctly.

BELOW BASIC (1)

Created by Miller seventh grade team 4/05.

Neatly and carefully written

BELOW BASIC (1)

Created by Miller seventh grade team 4/05.

Created by Miller seventh grade team 4/05.

Eighth Grade Standards Writing Rubric

Extremely well-organized, using

Writing is clear, usually focused, and shows

Well-organized; patterns are

Somewhat organized, but fails to

Writing is disorganized; hard to

Each page is carefully written

Generally neat, but shows a

Paper is so wrinkled and

Eighth Grade Standards Writing Rubric

Author always uses pronouns

Writing is mostly smooth,

Mostly correct usage of

Some variety of sentence

Some difficulty using correct

Author writes in fragments

Poor use of pronouns, verb

Author always chooses

Mistakes and lack of

Author mostly chooses

Career Writing Rubric

My aim is to put down on paper what I see

Career Writing Rubric

Writing is organized and