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Traits Rubric for Grades 312

The rubrics are easier to use when both pages for each trait can be viewed simultaneously in a vertical spread,
with the first page on top and the second page on the bottom. To achieve this, print on both sides of the paper and flip the pages up/open to top.
Traits Rubric for Ideas: Grades 312
Key question:
Does the writer engage the reader with fresh information or perspective on a focused topic?

Not proficient Proficient


1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Does not reflect Has a main idea that States or implies a main Conveys a a clear, Produces a clear, Conveys a clear, focused,
a main idea or begins to emerge, but idea, but is unclear, focused, and accurate focused, accurate, accurate, and significant
purpose; includes authors direction is unfocused, inaccurate, main idea with and complex main main idea and includes
content that is off unclear and/or underdeveloped adequate development idea with convincing unique, substantial
topic and/or support development and/or insights that are fully
support developed and supported
Does not convey a Focuses on a general Suggests a main idea, but Has a clear, focused main Conveys a clear, focused, Conveys a clear, focused,
main idea or topic topic but does not the direction of the piece idea and substantive main substantive, and original
A. Main

suggest a main idea is still unclear idea main idea that drives the
idea

piece
Does not develop or Attempts to develop or Provides incidental Develops the main idea Develops the main idea Develops the main idea
support a main idea support the main idea support of the main with generally accurate with specific, relevant, with convincing, supportive
with limited, repetitious, idea with information and relevant supportive accurate information information and/or
faulty, and/or unclear that lacks specificity and information and/or and/or some vivid details concrete details that go
information and/or relevance and may be details In A/O writing at grade beyond the obvious
details inaccurate; may include
B. Details and support

In A/O writing at grade 7+, addresses and In A/O writing at grade


some generic details 7+, addresses one or thoroughly examines 7+, thoroughly examines
In A/O writing at grade more counterclaims counterclaims counterclaims and
7+, includes one or more addresses them in original
counterclaims that are ways that enrich the
acknowledged but not authors claim
addressed
Does not show Generalizes about the Begins to develop Presents useful Presents useful, Conveys fresh, useful
authors thinking topic without providing supporting ideas, some information that helps fresh information or information using higher
C. Reasoning/

in developing or logical connections of which lack clarity the reader understand perspective with logical order thinking skills and
connecting ideas among ideas, or uses or obvious logical the authors reasoning, reasoning that clarifies convincing reasoning to
thinking

connections that are connection logic, or perspective complex ideas provide unique insights
faulty into complex ideas

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Traits Rubric for Ideas: Grades 312
Key question:
Does the writer engage the reader with fresh information or perspective on a focused topic?

Not proficient Proficient


1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Contains no or Has vague, imprecise, Has weakly integrated Provides adequate Integrates strong Includes comprehensive
and acknowledgment
D. Evidence selection

incorrect evidence and/or weakly and/or incomplete evidence from sources evidence from sources evidence from sources that
from sources; likely integrated evidence evidence; contains with proper attribution with proper attribution is smoothly integrated and
plagiarizes support without attribution or general attribution or or acknowledgment or acknowledgment includes proper attribution
acknowledgment of acknowledgment (if any); or acknowledgment
sources; likely plagiarizes may appear to include
at least some support plagiarized support

Does not appear to Shares information but Attempts to engage Engages reader in Knows audience Engages audience on
engagement of reader

have the reader in does not anticipate what reader; however, exploring ideas and and anticipates and multiple levels, anticipating
mind the reader knows or important questions answers questions addresses the readers the readers knowledge and
believes remain that may critical for understanding knowledge, questions, biases and answering all
E. Awareness/

cloud the readers and possible biases critical questions


understanding

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Traits Rubric for Organization: Grades 312

Key question:
Does the organizational structure enhance the ideas and make them easier to understand?

Not proficient Proficient


1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Doesnt use Contains mostly Has uneven Has basic organization Reflects smooth and Uses seamless organization
identifiable ineffective organization that that moves the reader cohesive organization that enhances and
organization; organization with only affects the readers through the text and varied techniques showcases central ideas;
writing lacks a occasional sections or ability to follow text logically without that build smoothly orders or structures
sense of direction passages that direct confusion from one idea to the information in a compelling
or seems random the reader next to create a unified way; clarifies relationships
whole among ideas
Has no lead or Contains a lead or Includes a lead that Contains a recognizable Features a lead that Has an inviting lead that draws
conclusion conclusion, which is doesnt adequately lead and conclusion but creates anticipation reader in and creates a strong
unclear or ineffective establish purpose and/ they may be formulaic or and a conclusion that sense of anticipation; includes
or a conclusion that obvious ties up loose ends with satisfying conclusion that
A. Lead and
conclusion

fails to provide closure, a satisfying sense of conveys a powerful sense of


leaving the reader with closure closure and resolution
questions
Does not include Uses weak transitions Uses transitions Includes transitions that Features logical, Uses clear, thoughtful
transitions sporadically that fail inappropriately, connect ideas though varied transitions; transitions, showing the
to connect ideas or resulting in weak they may be formulaic or uses sequence and reader how ideas relate and
minimize confusion chunking of predictable in places; has transition words/phrases enhancing meaning and
paragraphs or ideas paragraphs with topic effectively; orders progress throughout the piece;
B. Transitions

sentences and support paragraphs to support includes paragraphs that


development of ideas ensure ideas build throughout
the piece to create a unified
whole
Has no evident Has ineffective Includes sequencing Provides logical and Employs sequencing Uses highly effective
C. Sequencing

sequencing of ideas sequencing, making it that fails to showcase helpful sequencing that moves beyond sequencing, making best
difficult to see how the ideas or takes over with ideas placed in an the obvious, building choices for progression
piece fits together as a so completely it is understandable order connections between and enriching the readers
whole formulaic ideas understanding

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Traits Rubric for Organization: Grades 312

Key question:
Does the organizational structure enhance the ideas and make them easier to understand?

Not proficient Proficient


1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Has no evident Has very uneven pacing Appropriately controls Evenly controls pacing in Has well-controlled Uses pacing skillfully to
D. Pacing

pacing that slows when the pacing in some nearly all places pacing throughout compel the reader through the
reader wants to move sections but not in piece and enhance its power
quickly, and vice versa others
Leaves the reader Has loose text structure Uses text structure Has text structure that Includes text structure Uses text structure that flows
text structure

struggling to find that leaves reader that reflects purpose in works to communicate that supports and so smoothly reader hardly
E. Purpose/

purpose because of unclear or confused places, but distracts in purpose but may not clarifies purpose for the notices; uses structure that
missing text about purpose others enhance understanding reader enhances understanding of
purpose
Has no title or a Has a title that doesnt Includes a title Creates a title that Uses a title that reflects Draws the reader in with a title
(optional)

misleading one match content well that is formulaic or connects to the central content in an unusual or that is original and captures
F. Title

nondescriptive theme interesting way deeper meaning

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Traits Rubric for Voice: Grades 312
Key question:
Does the reader clearly hear this writer speaking in the piece?

Not proficient Proficient


1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Appears the author is Relies on simplistic Has an emerging voice Portrays the author as Addresses topic, purpose, Addresses the reader in an
indifferent, uninvolved, or phrases such as I like that is not distinct sincere, yet not fully and audience in a sincere individual and engaging
distanced from the topic, it or It was fun to or unique; gives the engaged or involved; and engaging way that way that shows ownership
purpose, and/or audience convey any personal reader an incomplete offers a pleasant or even convinces the reader of of purpose and topic; is
quality impression of the authors personable voice, though the authors commitment respectful of audience and/
relationship to the reader is not completely to the topic or purpose
purpose and topic convinced of the authors
commitment to the topic

Disengages reader with Follows a predictable Seems aware of the Begins to reach audience Communicates with Interacts with and
flat writing; has no approach with reader, yet writing and has moments of reader in an earnest, engages the reader in
A. Engagement

content that interacts nothing fresh to avoids original successful interaction pleasing, authentic ways that reveal the
with reader

with the reader in any engage the reader insights, preferring safe manner authors own personality,
way generalities making unique choices to
reach the audience

Reveals virtually nothing Offers glimpses of Surprises the reader Surprises, delights, or Has moments of insight Reveals individual thinking
B. Individual

specific about the author, original thinking with occasional aha moves reader in more and risk-taking that in a committed, distinctive
expression

making this a piece but is mostly flat, moments but shows than one or two places strengthen the piece manner that helps the
that anyone could have revealing little of the minimal risk-taking reader hear this author
written authors perspective

Has no evident tone Has a tone that does Conveys a flat, Includes tone that begins Uses tone that supports Employs tone that
not support the disinterested tone to support and enrich the the message and gives flavor and texture
purpose writing and clarify the purpose most of the time to message and is
C. Tone

message appropriate to both the


author and purpose

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Traits Rubric for Voice: Grades 312
Key question:
Does the reader clearly hear this writer speaking in the piece?

Not proficient Proficient


1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Has no commitment to Has minimal Shows an emerging Presents a commitment Has a clear and focused Conveys a strong
topic; contains lifeless commitment to commitment to the topic, to the topic; authors commitment to the topic; commitment to topic;
writing topic; does not though the reader is point of view emerges authors enthusiasm is authors passion is
D. Commitment

help the reader not convinced that the in places but may catching clear and compelling,
feel anything or author cares about topic periodically lapse into prompting the reader to
understand topic vague generalities, want to know more
better detracting from impact

Has no discernible voice Uses voice that Has a voice that is Includes a voice that Uses a voice that Has a voice that enhances
does not support starting to support supports purpose but supports authors purpose and is engaging,
or is inappropriate purpose, though it frequently lacks spark; purpose and a point of passionate, enthusiastic,
for the purpose remains mostly weak; has consistent point of view that enhances the and at times creative; has
E. Fit with audience/purpose

(e.g., sarcasm, may have an inconsistent view piece a distinct point of view
incongruous humor) point of view Narrative is sincere; I/E or Narrative entertains or that clarifies meaning of
Narrative is lifeless; A/O writing establishes engages reader; I/E or the piece
I/E or A/O writing credibility at moments A/O writing reveals why
lacks conviction or but not consistently author cares about the
authority to set it topic and chose these
apart from a mere ideas
list of facts

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Traits Rubric for Word Choice: Grades 312
Key question:
Does the authors choice of words convey precise and compelling meaning and/or
create a vivid picture for the reader?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Uses limited Has flawed or simplistic Has vocabulary that Uses vocabulary that is Incorporates precise Creates vivid imagery,
vocabulary; attempts vocabulary, resulting is understandable functional and achieves and appropriate with powerful and
to use words to in impaired meaning; yet lacks energy and purpose, with some vocabulary; uses engaging vocabulary;
convey meaning are reader has difficulty imagination; some imagery and/or unique imagery and/or uses precise words and/
unsuccessful understanding the interpretation may be word choices; authors figurative language; or figurative language
message needed to understand meaning is easy to features writing to enhance meaning
parts of the piece understand and fits appropriate to in interesting, natural
audience and text type audience, purpose, and ways
text type
Uses vocabulary that is Uses vocabulary that is so Employs vocabulary that Features vocabulary that Has vocabulary that suits Features precise, accurate
so broad, generic, and/ vague and mundane that is correct in a general works to clarify meaning/ purpose well and clearly vocabulary, chosen
or inaccurate, it fails to the message is limited sense; includes message purpose and begins to communicates message; to enhance purpose
A. Word meaning

communicate a message and unclear (e.g., good, that is emerging or can shape a unique piece; uses domain-specific and meaning; has
bad, nice) be inferred; uses limited has message thats vocabulary appropriately authors message thats
or inaccurate domain- easy to identify; uses to demonstrate authors easy to understand;
specific vocabulary accurate domain-specific understanding uses domain-specific
vocabulary vocabulary professionally
Has vague vocabulary so Uses confusing or Includes very basic Features vocabulary Has strong vocabulary Uses striking, powerful,
words convey no clear misleading vocabulary vocabulary; uses words comprising familiar that makes it easy to see and engaging vocabulary
B. Word quality

message and includes incorrect that tend to tell not words and phrases that what the author is trying that captures readers
usage of even simple show; has few images communicate clearly but to convey; employs imagination and lingers
words; creates no images only show a moment or vivid and/or figurative in the mind; enhances
two of sparkle or imagery language recall of significant
phrases or mental images

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Traits Rubric for Word Choice: Grades 312
Key question:
Does the authors choice of words convey precise and compelling meaning and/or
create a vivid picture for the reader?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Uses words incorrectly, Uses words that are Chooses words that are Demonstrates willingness Frequently chooses Uses words that are
making message unclear; inappropriate (i.e., functional but limited, to stretch and grow with creative, precise words natural, original, and
distracts reader with either too plain or so conveying only a basic attempts at creative word to clarify and enhance suited to purpose and
errors and frequently exaggerated that they message; occasionally choice; shows mastery of meaning audience; features
C. Word usage

uses slang and/or texting impede understanding); includes slang and/or appropriate vocabulary effective word choice
language that are includes slang and/or texting language that are for message, purpose, that enriches the authors
inappropriate texting language that do inappropriate and audience message
not suit purpose
Misuses parts of speech Has limited variety in Includes mechanical Uses accurate and Carefully chooses correct Crafts parts of speech to
frequently, confusing parts of speech; uses parts of speech occasionally refined and varied parts of best convey message;
reader and clouding the jargon or clichs that that reflect a lack of parts of speech that are speech to effectively has lively verbs that
message detract from the message craftsmanship; relies on functional and start to communicate message energize the piece and
passive verbs, overused shape the message and clarify and enrich precise nouns/modifiers
nouns, and lack of writing that add depth, color,
D. Grammar

modifiers that limit the and specificity


message and make the
piece uninteresting

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Traits Rubric for Sentence Fluency: Grades 312
Key question:
Does the author control sentences so the piece flows smoothly when read aloud?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Structures sentences Varies sentences very Has sentences that Has varied sentences Incorporates some Uses sentences that
incorrectly so reader little; uses even simple are technically that flow smoothly; sentences that are flow, have rhythm
has to reread piece sentence structure correct but not tends to be pleasant or rhythmic and flowing, and cadence, and are
several times and still incorrectly in places, varied, creating businesslike, though using a variety of well built, with strong,
has difficulty reading causing reader to sing-song patterns may still be mechanical correctly structured varied structures that
aloud without pausing stumble when reading or lulling the reader in places; is easy to sentence types; flows invite expressive oral
or substituting phrases aloud to sleep; sounds read aloud well when read aloud reading
mechanical when
read aloud
Has choppy sentence Uses sentence structure Uses technically Uses sentence structure Has sentence structure Uses strong sentence
A. Sentence structure

structure that is that often works, but correct sentence that is correct and that flows well and structure, underscoring
incomplete, run-on, may be overly simplistic structure, yet smooth, but mechanical moves reader fluidly and enhancing meaning
rambling, or awkward; for the purpose sentences are in places; sentences through the piece while engaging and
determining where frequently not smooth hang together and are moving the reader fluidly
sentences begin and end structurally sound from beginning to end
is nearly impossible
Has no apparent Shows little evidence of Uses inconsistent Has evident sentence Conveys sentence Has strong sentence
B. Sentence sense and rhythm

sentence sense, making sentence sense; requires sentence sense; sense; rhythm is present; sense that is strong, sense with rhythm and
it nearly impossible reader to reconstruct enables reader to most sentences lend with frequent rhythmic cadence; has structure
to determine where sentences to make them read aloud after a few themselves to oral patterns; uses that contributes to
sentences begin and flow correctly; does not rereadings reading construction and variety meaning; may use
end; has choppy rhythm; invite expressive oral to enhance flow; employs dialogue that sounds
piece cannot be read reading dialogue or fragments natural and fragments
aloud without authors effectively; reader can that add style; reading
help, even with practice read aloud easily aloud is expressive and
pleasurable

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Traits Rubric for Sentence Fluency: Grades 312
Key question:
Does the author control sentences so the piece flows smoothly when read aloud?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Has incomplete Uses simple sentences Includes sentence Varies sentence Has varied and frequently Adds interest and energy
sentences that make it (i.e., subject-verb-object) beginnings that beginnings yet many unique sentence with varied sentence
C. Sentence variety

hard to determine quality that mostly begin the sometimes vary, are routine or generic; beginnings; uses a beginnings; uses a
of beginnings or identify same way and are but in a predictable includes simple, variety of sentence variety of sentence types
type of sentence monotonous way; limits almost all compound, and a few types (e.g., simple, that appear chosen to
sentences to simple complex sentence types compound, complex, and enhance meaning and
and compound types compound-complex) to flow
create balance
Has weak or no Incorporates basic Leads reader from Holds piece together Moves reader easily Uses creative,
transitions that create transitions (e.g., and, sentence to sentence with varied transitional through the piece with appropriate, and varied
a jumble of choppy so, but, then, because) with a few, simple words or phrases thoughtful and varied transitional words or
D. Connecting

language and/or run- that do little to lead the transitional words (e.g., either, therefore, transitional words or phrases that show how
sentences

on sentences; uses reader through the piece; or phrases, though although) phrases each idea relates to the
sentences that muddle if used, transitions seem coherence remains previous one and tie the
the sound of the piece randomly applied limited piece together

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Traits Rubric for Conventions: Grades 312
Key question: How much editing is required before the piece can be shared as a final product?
(Note: For the trait of conventions, grade level matters. Expectations should be based on grade level
and include only skills that have been taught.)
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Contains errors Has many types of Handles conventions Applies standard Shows few errors with Uses conventions
in conventions convention errors well at times but, at grade-level only minor editing effortlessly without
that distract the scattered throughout others, makes errors conventions accurately needed to publish; significant errors;
reader, making text text that distract the reader on most occasions may stretch, trying may use conventions
unreadable and impair readability; more complex tasks in to creatively enhance
displays a lack of conventions message
skill with particular
convention(s) through
repeated mistakes
Has frequent spelling Uses phonetic spelling Frequently spells simple Usually uses correct or Correctly spells most Has mostly correct
errors, even with with many errors words incorrectly, reasonably phonetic common grade-level spelling, even for more
common words although reader can still spelling for common words and often more difficult words; includes
A. Spelling

understand the meaning grade-level words; may difficult words occasional errors that do
be inaccurate with more not detract from overall
difficult words quality
Uses missing or incorrect May have punctuation Features simple end Uses correct end Has punctuation that is Includes correct
punctuation nearly all present but it is usually punctuation (e.g., punctuation with only almost always correct punctuation that
the time incorrect period, question mark, minor errors; contains and guides reader enhances readability;
exclamation point) that internal punctuation that through the piece may use creative
is correct, but internal is usually correct punctuation when
B. Punctuation

punctuation (e.g., appropriate


comma, apostrophe,
semicolon) is often
missing or wrong
Has capitalization that Applies only the most Has capitalization that Uses correct Includes correct Includes correct
C. Capitalization

is random, inconsistent, basic capitalization shows frequent errors capitalization in most capitalization capitalization
and sometimes rules correctly except for proper nouns cases consistently consistently and
nonexistent and sentence beginnings may employ more
sophisticated
capitalization for effect

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Traits Rubric for Conventions: Grades 312
Key question: How much editing is required before the piece can be shared as a final product?
(Note: For the trait of conventions, grade level matters. Expectations should be based on grade level
and include only skills that have been taught.)
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Frequently includes Has serious grammar/ Relies heavily on Employs proper Includes correct Uses correct grammar
D. Grammar/usage

noticeable errors in usage problems of conversational oral grammar/usage fairly grammar/usage; shows that contributes to
grammar/usage, making many types that language that results in consistently; problems few grammar mistakes clarity and style;
writing incomprehensible make comprehension inappropriate grammar/ are not serious enough and has meaning that is enhances meaning by
difficult usage; errors sometimes to distort meaning or clear sophisticated grammar/
distract the reader distract the reader usage

Requires extensive editing Requires much editing, Still needs too much Needs moderate editing Requires only some minor Needs almost no editing
E. Editing needed

(i.e., on virtually every making publication editing to publish to publish; has clear editing before publishing; to publish; author may
line) for meaning and a time-consuming without multiple redrafts, meaning has conventions that are successfully manipulate
publication; reader must challenge; meaning is although meaning begins more often correct than conventions for stylistic
read once to decode, then often unclear to emerge not; easily communicates effect
again for meaning meaning

Does not cite works Attempts to cite Uses citations and basic Usually cites works and Almost always cites Consistently uses correct
F. Bibliography

or basic bibliographic works and include bibliographic information uses basic bibliographic works and uses basic format to cite works
(optional)

information; if included, is basic bibliographic inconsistently and/or information in correct bibliographic information and includes basic
unrecognizable information, but these incompletely in placement format in correct format bibliographic information
are variable or random and format with only minor errors

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Traits Rubric for Presentation: Grades 312
Key question:
Is the finished piece easy to read, polished in presentation, and pleasing to the eye?

Not proficient Proficient


1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Uses presentation Often uses Has uneven Uses presentation Creates presentation Has professional
or formatting presentation or presentation or or formatting that or formatting that looking presentation
that makes text formatting that makes formatting that makes supports a clear makes text generally or formatting; makes
unreadable or text confusing text sometimes difficult message; piece easy to read with a choices to enhance
confusing to read or understand; appears finished and pleasing appearance meaning
piece lacks a finished sufficiently polished that enhances
appearance understanding
Includes many font Uses multiple font Has font styles/sizes that Uses font styles/sizes Has font styles/sizes Selects font styles/sizes
styles/sizes that make styles/sizes that make are inconsistent or poorly consistently so piece that are consistent that enhance readability
A. Font style/size

piece unreadable piece hard to read or chosen in places, creating is easy to read and and appropriately and support the meaning
or are completely understand an obstacle to reading or understand chosen, supporting of the text; chooses font
inappropriate for the understanding understanding and styles intentionally to
purpose readability match the purpose of
the text
Does not consider Shows emerging use Uses white space to Uses white space to Features white space Uses white space to
white space, so of white space, though frame and balance piece frame text by creating that helps reader focus optimally frame and
use is random and piece seems arbitrarily but is inconsistent; reasonable margins; on text; uses margins balance text with
confusing; makes it placed on paper with few has margins, though consistently indents or to frame piece and graphics and text
difficult to identify intentional margins or some text may crowd blocks paragraphs other white space to features; indents or
B. White space

beginning and ending boundaries edges, and uses uneven set off graphics and blocks paragraphs; may
text indenting text features; indents or include creative use
blocks paragraphs of space to highlight
important details
Has no text features Attempts to include Uses text features that Includes text features Incorporates text features Uses text features that
text features but they are frequently ineffective (e.g., titles, bullets, page that serve to integrate help reader extend
C. Text features

dont appear to have a for organizing or numbers, subheads) that ideas, articulate meaning meaning of piece and
(optional)

purpose, so are mostly clarifying the piece usually organize and of piece, and make it develop more complete
inappropriate and clarify ideas easier to read understanding
ineffective

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Traits Rubric for Presentation: Grades 312
Key question:
Is the finished piece easy to read, polished in presentation, and pleasing to the eye?

Not proficient Proficient


1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Uses visuals/ Chooses visuals/ Uses visuals/graphics that Includes visuals/graphics Features visuals/graphics Creates visuals/graphics
graphics (optional)

graphics that are graphics that are only match and support text that support text that support and that help enrich and
D. Visuals and

incomprehensible and/ topically related to the in some instances, with consistently clarify text extend meaning and are
or unrelated to text text and dont enhance effort on the readers part through placement and integrated to enhance
understanding description understanding of the text

Forms handwritten Uses irregular letter shape Has handwriting that Uses correct and readable Features neat and Shows handwriting that
E. Handwriting (optional)

letters inconsistently and form so handwritten occasionally impairs handwriting; has spacing readable handwriting; has is pleasing to the eye;
or incorrectly, making letters and words are readability; uses of letters and words that is uniform spacing between uses uniform spacing and
piece unreadable; often unreadable; includes inconsistent spacing in generally consistent letters and words lettering
uses spacing of letters spacing that is often places
and words that is inconsistent, further
unbalanced or absent complicating readability
so the piece is mostly
illegible

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