Friendly Letter Rubric
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Content |
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I write in appropriate detail about experiences, feelings, and ideas that are important to me and that will be interesting to my reader. |
I write about experiences and feelings that are important to me. |
Sometimes, I write about experiences and feelings that are important to me, but I do not think very much about whether they will be interesting to my reader. |
I usually just write about whatever I can think of without thinking about whether it is important or interesting. |
Interaction |
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I respond appropriately to my reader’s experiences and feelings and ask questions that show I am interested. |
I ask questions about my reader’s experiences that show I am interested. |
Sometimes, I ask questions about my reader’s experiences. |
I do not ask questions about my reader’s experiences. |
Tone |
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I write in a tone appropriate for the reader of the letter (such as adult family member, teacher, brother or sister, or friend). |
I write in different tones for different readers. |
I sometimes use an inappropriate tone for the reader. |
I often use an inappropriate tone. |
Voice |
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I use language that reflects who I am, expresses my thoughts honestly and accurately, and sounds like conversation between the reader and me. |
I use language that expresses my thoughts naturally and sounds like a conversation between the reader and me. |
With help, I use language that expresses my thoughts naturally, but sometimes, my letters sound awkward and unnatural. |
I use language that sounds awkward. |
Writing: Word Choice |
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I use language that is accurate, vivid, interesting, and meaningful to me, to describe what I am thinking and feeling. |
I use accurate and interesting language to describe what I am thinking and feeling. |
I try to use interesting language, but my language is sometimes predictable. |
The language in my letter is predictable and uninteresting. |
Paragraphs |
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My letter is divided into paragraphs about single topics that help the reader understand what I am saying. |
My letter is divided into paragraphs. |
My letter has some paragraphs, but some paragraphs address more than one topic. |
I have too many or too few paragraphs, and most paragraph address more than one topic. |
Organization |
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The order of my letter makes sense, and similar topics are grouped together. |
Most of the time, similar topics in my letter are grouped together. |
My letter sometimes jumps around from topic to topic without much organization. |
My letter jumps around from topic to topic and is difficult to follow. |
Format |
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My letter and envelope correctly include all the standard components, such as return address, mailing address, date, greeting, body, and closing. |
My letter and envelope include all the standard components with only minor errors. |
My letter and envelope include all the standard components but with significant errors. |
My letter and envelope are missing some components. |
Conventions |
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I use correct spelling, grammar, punctuation, and capitalization effectively to help my writing make sense. |
I usually use correct spelling, grammar, punctuation, and capitalization effectively. If I make errors, they do not detract from the meaning of my writing. |
I am sometimes careless with spelling, grammar, punctuation, and capitalization. I frequently make errors that are distracting. |
I do not pay attention to my spelling, grammar, punctuation, and capitalization. I make so many errors that my writing is hard to understand. |