Nonfiction writing rubrics

Content/purpose and audience (Wa) Spelling (Ws)

8 marks 3 marks
The response has relevant ideas and content
developed in detail which show the relationship
between the writer and reader.

The text type is clearly established, e.g. an

article, a report, and the tone is generally
appropriate to the ideas and is sustained.

The vocabulary is well chosen for the purpose.

7–8
The response has relevant ideas and content
which are developed with some detail, and with
some awareness of reader.

The main features of the text type are evident

and the tone is generally appropriate for the
purpose and is largely consistent.

The vocabulary is relevant for the purpose.

5–6
The response includes basic information
relevant for the purpose, and some awareness
of the reader may be shown.

General aspects of the text type are evident and

the writer’s tone is present but inconsistent. Spelling almost completely accurate, with a wide
range of words correctly attempted.
A simple range of vocabulary is relevant to the
purpose. Polysyllabic, ambitious and more complex, lower
frequency words are used successfully.
3–4 3
The response has limited relevance to the task. Spelling is generally accurate over a reasonable
range of words.
Some elements of the text type are seen, with
limited attempts to convey the writer’s tone. Some polysyllabic and more difficult words in
frequent use are spelled correctly.
The vocabulary is simple. 2
Simple words are used successfully.

There are frequent errors in commonly occurring

words.
1–2 1
No creditable response. No creditable response.
0 0
 Nonfiction writing rubrics

Text structure and organisation (Wt) Sentence structure (Wp)

7 marks 7 marks
The response is presented coherently and A range of appropriate and varied sentence
logically to help the development of ideas, structures are used to create effect.
usually with an introduction and conclusion.
Sentence features are used to build up details,
An appropriate selection of linking words and convey shades of meaning and add clarity.
phrases are used that are appropriate for
purpose and there is evidence of an introduction Almost entirely accurate grammar (tenses,
and conclusion. agreement, and word order) with some choices
to enhance and emphasise meaning.
Well-crafted paragraphs contribute to the
structure of the text. 6–7
6–7
The response is generally coherent and in a Appropriate use of sentence structures, with
logical order with ideas evident, with an attempt some attempt to create effect.
at an introduction and conclusion.
Some sentence features are used to provide
A range of linking words and phrases are used details and clarify meaning.
and attempts to include an introduction and
conclusion. Grammar and punctuation are mostly accurate.

Paragraphs/sections are evident and help to

structure the text.
4–5 4–5
The response is clear but not sequenced Limited or partially effective use of complex
logically to help the development of ideas. sentence structures.

Some attempt at using linking words and Mostly simple compound structures based on a
phrases and a limited attempt to include an variety of connectives.
introduction and/or a conclusion.
Grammar and punctuation are usually correct;
Paragraphs/sections may be used but not there may be evidence of comma splicing.
consistently.
2–3 2–3
Some basic sequencing of material grouped by Simple sentence structures are used
content is evident. successfully.

Some correct use of grammar and punctuation,

e.g. full stops and capitals.
1 1
No creditable response. No creditable response.
0 0

[Turn over
 Writing (Fiction) Rubrics

Content/purpose and audience (Wa) Spelling (Ws)

8 marks 3 marks
The response is relevant to task/purpose, with
appropriate degrees of formality used throughout.

The response has content and relevant ideas

developed in detail, and there is clear and
consistent engagement with reader.

The character, point of view and voice are

sustained.

Precise and imaginative use of vocabulary that

is relevant to the audience and clarifies and
extends the meaning.
7–8
The response is mainly relevant to task/purpose,
with clear and appropriate degrees of formality.

Content and relevant ideas are developed with a

clear awareness of audience.

Some specific vocabulary used to develop

meaning with an awareness of audience and
purpose.
5–6
The response has general relevance to task/
purpose, with an attempt at using appropriate
degrees of formality.

There are basic ideas with a little development,

and the beginnings of an awareness of audience. Spelling almost completely accurate, with a wide
range of words correctly attempted.
A simple range of vocabulary relevant to the
purpose is used with the beginnings of an Polysyllabic, ambitious and more complex, lower
awareness of audience. frequency words are used successfully.
3–4 3

The response has limited relevance to task/ Spelling is generally accurate over a reasonable
purpose, and the appropriate degree of formality range of words.
is sometimes used, but is inconsistent.
Some polysyllabic and more difficult words in
There is a limited range of material. frequent use are spelled correctly.
2
A simple, repetitive vocabulary is attempted with
Simple words are attempted successfully.
limited awareness of audience and purpose.
There are frequent errors in commonly occurring
words.
1–2 1
No creditable response. No creditable response.
0 0
 Writing (Fiction) Rubrics

Text structure and organisation (Wt) Sentence structure (Wp)

7 marks 7 marks
The ideas are organised into a planned and A range of appropriate and varied sentence
coherent story, including an effective opening structures are used to provide clarity and
and satisfying closing. emphasis to the writing.

Clear, well-organised paragraphs are linked The use of sentence features contributes to the
to structure the narrative and contribute to fluency and development of the text.
controlling the pace of the story.
Almost entirely accurate grammar (tenses,
agreement and word order) with a range of
devices to enhance and emphasise meaning.

Punctuation is correctly used to make the

meaning clear.
6–7 6–7
The ideas are developed into a story from an Appropriate use of sentence structures, with
appropriate opening but may not reach an some attempt to create effect.
effective conclusion.
Some sentence features are used to clarify and
Paragraphs/sections are evident and help to emphasise meaning.
structure the text.
Grammar and standard punctuation are mostly
accurate.
4–5 4–5
The opening, development and conclusion of Limited or partially effective use of complex
the story are logically related. sentence structures.

Paragraphs/sections may be used, but not Mostly simple compound structures based on a
consistently, accurately or appropriately. variety of connectives.

Grammar and punctuation are usually correct;

there may be evidence of comma splicing.
2–3 2–3
Some basic sequencing or outline of the story is Simple sentence structures are used
evident. successfully.

Some correct use of grammar and punctuation,

e.g. full stops and capitals.
1 1
No creditable response. No creditable response.
0 0