Campbell County School District - Assessment Rubric

Department: Language Arts Course: Sophomore English and Honors English

Essential and Enduring Learning: Writing
Curriculum Code: LA-08-06-01, LA-10-07-01 and LA-H1-07-01
Task: Writing for Six-Trait Analytical Scoring

Indicators
Level 5 Level 3 Level 1

Ideas and This paper is clear, focused, and The paper is clear and focused, even The paper lacks a central idea or
Content interesting. It holds the though the overall result may not be purpose, or forces the reader to
reader's attention. Relevant captivating. Support is attempted, make inferences based on very
anecdotes and details enrich the but it may be limited, insubstantial, sketchy details.
central theme or story. too general, or out of balance.

Organization The organization enhances and The reader can readily follow what's Organization is haphazard and
showcases the central idea or being said, but the overall disjointed. The writing lacks
theme. The order, structure, or organization may sometimes be direction, with ideas, details, or
presentation is compelling and ineffective or too obvious. events strung together helter
moves the reader through the skelter.
text.
Voice The writer speaks directly to the The writer seems sincere but not fully The writer seems wholly
reader in a way that is involved in the topic. The result is indifferent, uninvolved, or
individualistic, expressive, and pleasant, acceptable, sometimes even dispassionate. As a result, the
engaging. Clearly, the writer is personable, but not compelling. writing is flat, lifeless, stiff,
involved in the text and is or mechanical. It may be (depending
writing to be read. on the topic) overly technical or
jargonistic.

Word Choice Words convey the intended message The language is quite ordinary, but it The writer struggles with a limited
in an interesting, precise, and does convey the message. It's vocabulary, groping for words to
natural way. The writing is full functional, even if it lacks punch. convey meaning. Often the language
and rich, yet concise. Often, the writer settles for what's is so vague and abstract or so
easy or handy, producing a sort of redundant and devoid of detail that
"generic paper" stuffed with familiar only the broadest, most general
words and phrases. sort of message comes through.

Sentence The writing has an easy flow and Sentences tend to be mechanical rather The paper is difficult to follow or
Fluency rhythm when read aloud. Sentences than fluid. The text hums along to read aloud. Sentences tend to be
are well built, with consistently efficiently for the most part, though choppy, incomplete, rambling,
strong and varied structure that it may lack a certain rhythm or grace, irregular, or just very awkward.
makes expressive oral reading tending to be more pleasant than
easy and enjoyable. musical. Occasional awkward
constructions force the reader to slow
down or reread.
Conventions The writer demonstrates a good Errors in writing conventions, while Numerous errors in usage, sentence
grasp of standard writing
conventions (e.g., grammar,
capitalization, punctuation,
usage, spelling, paragraphing)
and uses them effectively to
enhance readability. Errors tend
to be so few and so minor that the
reader can easily skim right over
them unless specifically
searching for them.
not overwhelming, begin to impair structure, spelling, or
readability. While errors do not block punctuation repeatedly distract
meaning, they tend to be distracting. the reader and make the text
difficult to read. In fact, the
severity and the frequency of
errors tend to be so overwhelming
that the reader finds it very
difficult to focus on the message
and must reread for meaning.

Initial Source: Northwest Regional Educational Lab.

Scoring Process:聽
Level 4 = Total 25 - 30

Level 3 = Total 16 - 24

Level 2 = Total 10 - 15

Level 1 = Total 6 - 9