Sumner School District Grade 5 s1

Expository Writing: The primary purpose of expository writing is to explain, interpret, or describe something based upon background experiences or information provided in the prompt. Total Sumner School District Grade 8 Score ______6 Trait Writing Scoring Rubric Student ______

September 2008, Sumner School District – Based on the work of NWREL and Washington State GLEs. Expository Writing: The primary purpose of expository writing is to explain, interpret, or describe something based upon background experiences or information provided in the prompt. 6 Trait Writing Scoring Rubric Grade 8 Word Choice Sentence Fluency Conventions GLE 3.2.2 GLE 3.2.3, 3.3.5, 3.3.6 GLE 3.3.1-3.3.4, 3.3.7 s

n 4 Precise, interesting and vivid words 4 The writing is smooth and expressive 4 Errors are so few and minor they may o Ideas/Content Organization Voice i t effectively convey the message. from beginning to end. be overlooked, even in complex a

t GLE 3.1.1 GLE 3.1.2 GLE 3.2.1 c

s writing. e n

p 4 The topic is very clear and is supported 4 Uses an effective and clever or 4 Clear, well-defined voice adds to the o x

i  Words are used accurately and precisely  Sentences begin in many different t

E by multiple layers of interesting and unusual organizational structure. effectiveness of the writing. a

s and exhibit skillful use of language. ways.  Capitals are used correctly. c

d important ideas and details. e e  Strong energetic words enliven the  Sentence structure varies throughout  Punctuation is used correctly. p e x

c  The introduction is clever or  The writing has a clearly defined x E writing. the piece of writing.  Spelling is nearly perfect.

s  The topic or point to this writing is unusual and pulls the reader in. and consistent voice directed to the

d  Clear, colorful and vivid images are  A variety of sentence types are  Presentation elements increase the e very clear and focused and includes a  Information and/or events are audience and purpose. e

4 created. evident. c strong thesis statement when quality of the piece. x sequenced in an intentional way  The emotions of writer are strong

E  Sentence lengths vary throughout the appropriate. within and between paragraphs. and clear. piece of writing.

4  Many ideas give significant (insightful  Sophisticated transitions link ideas  Writing is highly original.  Sentences are complete, unless for or innovative), consistent support to within and between paragraphs.  Writing demonstrates a strong effect. the main point.  The conclusion wraps up the commitment to the topic, inspiring  Usage rules are used appropriately.  Connects and elaborates on supporting writing in a unique and compelling the reader. details, showing evidence of critical  Cadenceway. enhances the meaning of the thinking. writing. s

n 3 Words are carefully chosen so the 3 The writing is clear, readable, and 3 Minor errors, though noticeable, do

o  Selects a clever title when appropriate. i t message gets across. smooth. not interrupt the reading. a t s c n e 3 The topic is clear and is supported by 3 Uses an effective organizational 3 The writer behind the writing is o p i x t  layersMost of words adequate are used ideas accurately and details. and  structure.Sentences begin in a variety of ways.  clearlyCapitals seen. are used correctly most of the a E t

c s precisely.  Sentences are varied in structure. time. t e e p

e  Words are selected for effect and are  Sentences vary in type.  Punctuation is used correctly most of x  The topic or point to this writing is  The introduction is interesting and  The writing has a clearly defined E M

appropriate and specific to form/genre.  Sentences vary in length. the time.

s clear and contains a thesis statement if pulls the reader in. and consistent voice appropriate to t

e  Images are created.  Most words are spelled correctly.

3  Sentences are complete, unless for e needed.  Information and/or events are the audience and purpose.

M effect.  Presentation elements (handwriting,

 Many ideas support the main point. sequenced in a logical way within  The emotions and interest of the  Relevant details and/or examples  Usageand rulesbetween are usedparagraphs. appropriately title,writer margins, are evident paragraph. conventions) 3 extend ideas and develop elaboration.  mostUses of thetransitional time. words and  areWriting present. has a sense of originality.  Selects appropriate title if needed.  Createsphrases cadence to link appropriate ideas within to and  Writing demonstrates a audience,between purpose paragraphs. and form. commitment to the topic, showing t r  The conclusion is satisfying, why the reader should care.

o 2 Words convey the message with little 2 Some of the writing is smooth and 2 Errors may make the writing difficult p

p imagination. somebeyond is hard a to repetition read. of the to read or understand in places. u

S introduction.

s t d r  Some words may be misused and/or  Many sentences start the same way.  Capitals are used inconsistently. e

o 2 The topic may be unclear and/or some 2 An attempt has been made to 2 There is limited sense of the writer e p overused.

p  Sentences do not often vary in  Some punctuation is missing or not N supporting ideas and details are missing organize the writing. behind the writing. / u g

S  While many words are ordinary or slang, structure. used correctly.

or confusing. n i s p d some attempts have been made to   SentencesThe introduction are most often is insufficientlythe same   SomeThe words writing are spelled does not correctly. maintain a o e l e e  enhanceIt is difficult the writing. to find a topic, point or type.developed.  Someconsistent presentation voice elements directed are to the N v / e g  Somethesis attempts in this to paper create and/or images. more than   A fewInformation sentences and/or vary inevents length. are missingaudience and/or or purpose.used incorrectly. D n

p one main idea may be present.  Sentencessequenced are incomplete a way that some may of notthe  The emotions and interest of the o l 2

e  Ideas may be insignificant or do not time.always be clear. writer are somewhat evident. v

e support the main point.   UsageTransitions rules are connecting used appropriately ideas are  Writing shows limited originality. D  Lacks sufficient supporting details. somesimple. of the time.  Writing lacks sufficient

2  Title does not match content or is the   PartsThe of conclusion the text invite has expressivebeen attempted oral commitment to the topic, leaving opening sentence. reading;(e.g., repeatsothers may the introduction).be stiff, awkward the reader feeling ambivalent. or gangly. s s n n 1 TheWords message are boring, is unclear misused, and/or or unclear. 1 TheProblems writing with is unorganized sentence structure and 1 ThereMany errorsis no sense make of the the writing writer behindalmost o o i i t t supporting ideas and details are missing. difficultmake the to writing follow. difficult to theimpossible writing. to read. a a t t c c comprehend. e e p p x x   WordsThe arewriting often ismisused unfocused and/or and/o overused. does  All Thethe sentences introduction are issimilar incomplete in or is   CapitalsDoes notare missingseem to orbe notwriting used to a E E

t t  Thenot wording address is the vague prompt. and fuzzy or beginning,missing. structure, type and length. correctly.particular audience or for a specific e e e e overuses slang.  SentencesThe sequencingare incomplete of or information one long  Punctuationpurpose. is missing or not used

M  Ideas are missing. M

t t  No image is created. sentenceand/or is events used. is scrambled.  correctly.The emotions and interest of the o o  No elaboration or connection of N N  Frequent usage errors interrupt the  Fewwriter words are are not spelled evident. correctly.  Transitions are missing.

s details. s e e  reading.The conclusion is missing.   PresentationLacks originality. makes the paper difficult o o  Title, if needed, is missing. D D  Text has no cadence and/or is difficult to read.

 Writing shows no commitment to

to read or comprehend. the topic. 1 1

September 2008, Sumner School District – Based on the work of NWREL and Washington State GLEs.