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  • 6+1 Trait Writing Model: MLA Paper: Category

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    This document contains a rubric for evaluating student writing based on the 6+1 Trait Writing Model. The rubric assesses writing on five traits: grammar and spelling, focus on topic, support for topic, accuracy of facts, and pacing. For each trait there are descriptors and scoring criteria for levels 4, 3, 2, and 1. A score of 4 represents exemplary demonstration of the trait, while 1 indicates needs improvement. The rubric provides a framework for teachers to systematically evaluate and provide feedback to students on key elements of their writing.

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    This document contains a rubric for evaluating student writing based on the 6+1 Trait Writing Model. The rubric assesses writing on five traits: grammar and spelling, focus on topic, support for topic, accuracy of facts, and pacing. For each trait there are descriptors and scoring criteria for levels 4, 3, 2, and 1. A score of 4 represents exemplary demonstration of the trait, while 1 indicates needs improvement. The rubric provides a framework for teachers to systematically evaluate and provide feedback to students on key elements of their writing.

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    454 views1 page

    6+1 Trait Writing Model: MLA Paper: Category

    Uploaded by

    api-280409593
    This document contains a rubric for evaluating student writing based on the 6+1 Trait Writing Model. The rubric assesses writing on five traits: grammar and spelling, focus on topic, support for topic, accuracy of facts, and pacing. For each trait there are descriptors and scoring criteria for levels 4, 3, 2, and 1. A score of 4 represents exemplary demonstration of the trait, while 1 indicates needs improvement. The rubric provides a framework for teachers to systematically evaluate and provide feedback to students on key elements of their writing.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 1

    6+1 Trait Writing Model : MLA Paper

    Teacher Name: Mr. Fischer


    Student Name:

    CATEGORY

    ________________________________________

    Grammar &
    Spelling
    (Conventions)

    Writer makes no
    errors in grammar or
    spelling that distract
    the reader from the
    content.

    Writer makes 1-2


    errors in grammar or
    spelling that distract
    the reader from the
    content.

    Writer makes 3-4


    errors in grammar or
    spelling that distract
    the reader from the
    content.

    Writer makes more


    than 4 errors in
    grammar or spelling
    that distract the
    reader from the
    content.

    Focus on Topic
    (Content)

    There is one clear,


    well-focused topic.
    Main idea stands out
    and is supported by
    detailed information.

    Main idea is clear


    but the supporting
    information is
    general.

    Main idea is
    somewhat clear but
    there is a need for
    more supporting
    information.

    The main idea is not


    clear. There is a
    seemingly random
    collection of
    information.

    Support for
    Topic (Content)

    Relevant, telling,
    quality details give
    the reader important
    information that
    goes beyond the
    obvious or
    predictable.

    Supporting details
    and information are
    relevant, but one key
    issue or portion of
    the storyline is
    unsupported.

    Supporting details
    and information are
    relevant, but several
    key issues or
    portions of the
    storyline are
    unsupported.

    Supporting details
    and information are
    typically unclear or
    not related to the
    topic.

    Accuracy of
    Facts (Content)

    All supportive facts


    are reported
    accurately.

    Almost all supportive Most supportive


    facts are reported
    facts are reported
    accurately.
    accurately.

    NO facts are
    reported OR most
    are inaccurately
    reported.

    Pacing
    (Organization)

    The pacing is wellcontrolled. The writer


    knows when to slow
    down and elaborate,
    and when to pick up
    the pace and move
    on.

    The pacing is
    generally wellcontrolled but the
    writer occasionally
    does not elaborate
    enough.

    The pacing often


    feels awkward to the
    reader. The writer
    elaborates when
    there is little need,
    and then leaves out
    necessary
    supporting
    information.

    The pacing is
    generally wellcontrolled but the
    writer sometimes
    repeats the same
    point over and over,
    or spends too much
    time on details that
    don\'t matter.

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