1. 6 Traits of Writing With Mr. Kubacki

2. Content / Ideas This is the heart of the paper--what the writer has to say. It should be a topic that is important to the writer and should be small enough to handle in the paper. It should express the ideas clearly so every reader can understand and it should provide the reader with interesting insights. A solid, well-defined theme holds the paper together, giving a meaningful, focused, and detailed exploration of the topic.

3. Organization This is the road map which directs the reader through the paper. It begins with a strong lead or hook and catches the reader’s interest right from the beginning. The details along the way should add to that lead and should help build toward the conclusion, pulling the reader along right to the very end. It should use good transitions to move smoothly from one idea to the next, helping things fit together easily for the reader. Organization gives writing a sense of purpose and structure.

4. Voice Voice is the personality of the writer coming through on the page. It is what gives the writing a sense of flavor, a uniqueness, and give the reader the feeling that the writer is talking directly to her. A strong sense of voice demands that the writer make a commitment to the writing and write honestly with conviction. In a paper with strong voice, the reader will get a sense that someone real is there on the page, whether the reader knows the writer or not.

5. Sentence Fluency In any piece of writing, there are many possible ways to write any sentence correctly, but usually, of those correct versions, one or two will sound better than others. A writer who can pick out those versions and can use them frequently will have a strong sense of sentence fluency. This does not mean creating longer sentences, but means using long sentences when they would be best and short sentences when they would suit better. It means creating a sense of rhythm with the sentences and a flow that the reader finds enjoyable to follow along. Good sentence fluency stands out when a piece of writing is read aloud.

6. Conventions Conventions are the rules of a language. They are the common patterns of grammar, spelling, punctuation, paragraphing and capitalization that readers come to expect in good writing. They make writing easy to read and understand. A reader may not even notice when conventions are well done, but might be distracted from the good ideas that were so carefully planned if the conventions are poorly handled. This is the most mechanical of the six traits and requires writers to learn editing and proofreading skills.

7. Word Choice Good word choice involves being able to look critically at verbs and select ones that are active, powerful and energetic. It means being able to choose just the right words to make the writing sound natural and precise. Word choice is what gives an exactness to details and helps the writer paint memorable pictures in the reader¹s mind.

8. Voice Voice Advanced/5: The writer speaks directly to the reader in a way that is individual, compelling and engaging. The writer is aware and respectful of the audience and the purpose for writing. A. The reader feels a strong interaction with the writer, sensing the person behind the words. B. The writer takes a risk by revealing who they are and what they think. C. The writing makes you think about and react to the author's point of view. Acceptable/3: The writer seems sincere, but not fully engaged or involved. The result is pleasant or even personable, but not compelling. A. The writing communicates in an earnest, pleasing manner. B. Only one or two moments here or there surprise, delight, or move the reader. C. The writer seems aware of an audience but weighs ideas carefully and discards personal insights in favor of safe generalities. Unacceptable/1: The writer seems indifferent, uninvolved, or distanced from the topic and/or audience. As a result, the paper reflects more than one of the following problems: A. The writer speaks in a kind of monotone that flattens all potential highs or lows of the message. B. The writing is humdrum and risk-free. C. The writer is not concerned with the audience, or the writer's style is a complete mismatch for the intended reader.

9. Organization Organization Advanced/5: Organization supports the centrail idea (thesis). The order and structure move the reader through the text easily. A. An interesting introduction draws the reader into the paper, and a satisfying conclusion leaves the reader with a sense of resolution. B. Smooth, effective transitions exist among all elements (sentences, paragraphs, and ideas). C. Organizational patterns are effective but unobtrusive. Paragraphing is natural and appropriate. Acceptable/3: Organization supports the central idea (thesis). However, the order and structure do not readily move the reader through the text.. A. The introduction and conclusion are present. B. Transitions are present but commonplace, inappropriate, or excessive. C. Organizational patterns are present but predictable. Paragraphing is not consistently natural and appropriate. Unacceptable/1: Organization neither supports nor develops the central idea (thesis). The lack of order and structure detract from the reader¹s understanding. A. The introduction and conclusion are not present. B. Transitions are nonexistent. C. Organizational patterns are haphazard and disjointed. Paragraphing is not utilized or is misapplied.

10. Content Rubric Content/Ideas Advanced/5: The writing is focused, well developed, and enhanced by details. A. The thesis is clear and concise. B. The thesis is strongly supported by well-chosen and integrated details. C. Ideas are engaging or sophisticated. Acceptable/3: The writing may be focused, but it is only partially developed and may lack necessary details. A. The thesis is present; however, it may be too broad or predictable. B. The thesis is supported by details, but the details may be general, obvious, or insufficient in number. C. Ideas are trite. Unacceptable/1: The writing lacks focus, is incompletely developed, and has few details. A. The thesis is without direction or not evident. B. Support for the thesis is minimal or non-evident; details are limited or unclear. C. Ideas are trite.

11. Word Choice Word Choice Advanced/5: The language is rich, natural, and yet succinct. A. Words are specific, precise, and appropriate. B. Powerful words provide energy for the paper. Acceptable/3: The language is functional, and the message is conveyed. A. Words are generally correct and appropriate but may be ordinary. B. Powerful words are occasionally present. C. Expression is clear but cliches and redundancy may exist. Unacceptable/1: The language is awkward and unclear. A. Words are limited, dull, and abstract. B. No powerful words are used. C. The writer uses a limited vocabulary and/or excessive jargon.

12. Sentence Fluency Sentence Fluency Advanced/5: The writing has a natural flow and rhythm. A. Varied sentence structure and length demonstrate conscious planning. B. The sentences are rhythmic and graceful. Acceptable/3: The writing moves mechanically. A. The writer shows control over simple sentence structure, but uses complex sentences infrequently. B. The sentence rhythm is attmpted but inconsistent. Unacceptable/1: The writing moves awkwardly. A. The sentences tend to be choppy, incomplete, or rambling. B. The sentence rhythm is clumsy and jarring.

13. Conventions Rubric Conventions Advanced/5: The writer correctly utilizes a wide range of standard writing conventions. Some minor errors may exist, but they do not detract from the overall quality of the paper. Acceptable/3: The writer shows reasonable control over a limited range of standard writing conventions; however, a variety of errors or frequent errors detract from the quality of the paper. Unacceptable/1: The writer demonstrates limited control of standard writing conventions. Errors are serious and escessive.