Other Resources from Ruth Culham
and Scholastic Teaching Resources
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
for Grades 3 and Up
6+1 Traits of Writing:
The Complete Guide for
Grades 3 and Up
The resource for teaching with the
traits, this book contains all the tools
you need to assess student writing for
the traits and plan instruction. You’ll
find detailed definitions of each trait,
scoring guides, sample student papers
with running commentary, and focus
lessons and activities.
ISBN: 0-439-28038 • 304 pages • $26.99 U.S.
Using Picture Books to Teach
Writing With the Traits
Ruth has compiled more than 200
annotations of new and classic
books that will delight you and your
students—and inspire powerful writing.
Each annotation captures the essence
of the book and describes precisely
why it works well for the selected
trait. In addition, Ruth presents 32
step-by-step, trait-focused lessons based
on specific books.
ISBN: 0-439-55687 • 144 pages • $19.99 U.S.
40 Reproducible Forms for
the Writing Traits Classroom
A collection of essential forms for
assessing students, planning instruction,
communicating with parents, and
teaching forms of writing. From handy
rubrics to weekly planning sheets to
letters for encouraging writing at home,
all the tools teachers need to make the
most of the traits are here, with clear
guidelines for using them.
ISBN 0-439-55684 • 64 pages • $13.99 U.S.
Writing to Prompts in
the Traits-Based Classroom
R.A.F.T.S. are prompts that provide
all the elements students need to
start writing: a role, audience, format,
topic, and strong verb. They make
expectations clear so students can apply
writing traits with confidence and
creativity. The Content Area edition
contains 45 reproducible R.A.F.T.S.
organized by subject area. The
Literature Response edition contains
45 reproducible R.A.F.T.S. based on
award-winning and best-loved books.
Content Areas: ISBN: 0-439-55685-6
• 80 pages • $14.99 U.S.
Literature Response: ISBN: 0-439-55683-X
• 80 pages • $14.99 U.S.
The Traits of Writing:
A Big Classroom
Reference Guide
A unique trait-based
resource, this informative flip
chart is a student-friendly
guide to the traits. For each
trait, you’ll find a definition,
writing tips, a scoring rubric,
and two model essays (lowand high-scoring samples).
The large print and oversize
pages make it perfect for
mini-lessons, small-group
work, conferences, and more.
ISBN: 0-439-79420-X • 26 pages
• $24.99 U.S.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
The Power of the Traits
deas. Organization. Voice. Word Choice. Sentence Fluency.
Conventions. Presentation. These traits are recognized as the
key qualities of effective writing, and they provide a powerful
framework for organizing writing instruction.
Using the traits to teach and assess writing breaks down a
complex process into manageable chunks. The first five traits—
ideas, organization, voice, word choice, and sentence fluency—are
the revision traits. As students work to clarify their ideas and make
their writing flow, they are working with these traits. Conventions
and presentation are the editing traits; they help students clean
up and correct their writing and make it visually appealing to
the reader.
The traits provide a common language for talking about
writing and allow teachers and students to focus on one area of
the writing at a time. By teaching students the traits and showing
them how to develop skill within each one, we help them become
stronger writers.
I
1
What Is 100 Trait-Specific Comments?
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
I’ve written extensively about the traits in 6+1 Traits of Writing:
The Complete Guide (Scholastic, 2003), and I speak to teachers at
workshops and seminars nationwide on this topic. One aspect of
teaching writing always comes up at these meetings: how to respond
effectively and appropriately to student work. This is a challenging area
for all writing teachers. We want our written and oral comments to
support and encourage student writers, and to do this, we must learn to
be specific about what is working and what still needs attention.
100 Trait-Specific Comments is a tool designed to help you provide
accurate feedback on students’ papers to point out strengths along
with areas that need work, all within the traits-based framework
you’re using to teach and assess writing. I’ve included targeted
comments for each of the traits for all performance levels. You’ll be
able to use these trait-specific remarks to help you zero in on what
students need to learn about their writing to make it stronger. And,
you’ll be able to do this quickly since this guide provides ready-touse comments on every trait.
Many of us remember a time when our papers were returned to us
looking like this:
sp
My Summer Vacation
sp
sp
I had a grate time on my summer vacation . we went swiming,
sp
hiking, and even explored an old, musti cave that we found
depe into the woods. I saw a Grizzly bear ambling along an
old mining trail.
C+
This is a fu
n story!
2
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
Although our papers were often marked for conventions, we
didn’t do the editing ourselves, an important step in learning to
write well independently. Sometimes a general comment or two was
our only clue to how we had done. So, on the next draft, we didn’t
do more than fix the problems in conventions that were already
marked. This practice did not lead to improved writing performance.
Imagine how much more useful it would have been if you had
received scores from your teacher based on a commonly used and
understood scoring guide, with one or two trait-based comments
written in the margins to validate your strengths and point out areas
that needed improvement:
My Summer Vacation
I had a grate time on my summer vacation we went swiming
hiking and even explored an old, musti cave that we found
depe into the woods. I saw a Grizzly bear ambling along an
old mining trail.
Musty and
ambling—
a strong
adjective a
nd action
ve
rb—great
word choic
e! For con
ve
n
tions, look
for four spel
ling words
a
nd two
capitaliza
tion errors
to correct in
your next d
raft. And
there’s a
punctuatio
n mark mis
sing. Can
you find w
here it goes
?
Word Choic
e—3
Convention
s— 2
When students are doing
well, they should hear from us,
their teachers, exactly what
makes their pieces effective. If
they are struggling, they depend
on us to show them what isn’t
working and what to do about
it. This guide will help you
give students the targeted feedback they
need to progress as writers.
3
How to Use 100 Trait-Specific Comments
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
As you assess student writing, you may wish to assign scores for one
or more traits at a time. Follow these steps to use the comments
from this guide to make your assessment meaningful for your
students regardless of the number of traits you are assessing.
1. Read the paper carefully. Take your time.
2. Assess the paper using the scoring guide for the trait(s); the
scoring guides appear on the left-hand side of each tabbed
section. Write the trait name and the score, 1–5, on the
paper. (I use a scoring continuum from 1 to 5; I provide
comments for ratings of 1, 3, and 5. When a paper falls in
between two levels, simply choose the comments that reflect
the strengths and areas in need of revision for that paper
from the two adjacent scores.)
3. Select comments that align with your score and write them on
the paper; the comments for each trait are on the facing page
Scoring Guide: Ideas
IDEAS
Comments: Ideas
IDEAS
5
STRONG: This paper is clear and focused. It holds the reader’s attention.
Relevant anecdotes and details enrich the central theme.
5
A. By narrowing your topic, your idea was manageable and covered thoroughly.
A. The topic is narrow and manageable.
B. You selected interesting, specific details that show how much you understand about this
topic. They make your idea clear.
B. Relevant, quality details give the reader important information that goes beyond the
obvious or predictable.
C. The details you selected are accurate and make good sense. Your idea is supported well.
C. Reasonably accurate details are present to support the main ideas.
D. Thank you for adding your own fresh and original way of thinking about this topic. It brings your
idea to life.
D. The writer seems to be writing from knowledge or experience; the ideas are fresh
and original.
E. You’ve made your idea clear by thinking about what the reader needs to know. Thanks for
not leaving me with unanswered questions.
E. The reader’s questions are anticipated and answered.
F. The way you zeroed in on what is really important about this topic makes the idea very interesting
to me as the reader.
F. Insight—an understanding of life and a knack for picking out what is significant—is an
indicator of high-level performance, though not required.
3
IDEAS
DEVELOPING: The writer is beginning to define the topic, even though
development is still basic or general.
3
C. Thank you for adding details, but try adding some that are specific and show the depth of
your understanding of this idea.
C. Ideas are reasonably clear, though they may not be detailed, personalized, accurate, or
expanded enough to show in-depth understanding or a strong sense of purpose.
D. I can tell this was an interesting topic for you, but it’s still fairly general. Add specific examples from
your own experience or reading to make the idea work a little better.
D. The writer seems to be drawing on knowledge or experience but has difficulty going from
general observations to specifics.
E. I have two particular questions as I read this piece: #1 …. and #2 ….. Please answer them
in your next draft to make the idea easier for me to understand.
E. The reader is left with questions. More information is needed to “fill in the blanks.”
F. The writer generally stays on the topic but does not develop a clear theme. The writer has
not yet focused the topic beyond the obvious.
To extract meaning, the reader must make inferences based on sketchy
or missing details.
A. The writer is still in search of a topic or has not yet decided what the main idea of the
piece will be.
B. Information is limited or unclear, or the length is not adequate for development.
C. The idea is a simple restatement of the assigned topic or an answer to the question with
little or no attention to detail.
8
4
Your idea is developing.
B. You’ve danced around the core idea of this piece. Ask yourself, “What is this piece about?”
and add information to make that one specific idea come to life.
B. Support is attempted but doesn’t go far enough in fleshing out the key issues or
story line.
NOT YET: As yet, the paper has no clear sense of purpose or central theme.
DEVELOPING: This paper is heading in the right direction, but it’s pretty general.
A. Your topic is fairly broad. To make your idea clear, you need to narrow the topic.
A. The topic is fairly broad; however, you can see where the writer is headed.
1
STRONG: This paper is focused and stays on the topic. Your idea is strong.
F. You have a topic, but I’m not sure you’ve decided the main theme for this piece yet. Ask yourself,
“What is this piece all about?” Zero in on that idea on the next draft.
IDEAS
1
NOT YET: I'm confused about what you are writing about. You have potential
ideas here, but none of them works on its own yet.
A. Pick one idea from your paper to write about in more detail. Save the others for writing about later.
B. There’s just not enough information here to make your idea clear. Can you add some interesting
details or examples?
C. You’ve stated the topic. Now, think about what readers would find interesting or fascinating about
this topic and idea and write about that, including details and examples.
D. The writer has not begun to define the topic in a meaningful, personal way.
D. I’m sure you have some ideas of your own about this topic. Think about adding details or
information that only you know, showing the reader why this is important to you.
E. Everything seems as important as everything else; the reader has a hard time sifting
out what is important.
E. Read back through your paper and circle the most important moment. Add more information
about that part to make your main idea stand out.
F. The text may be repetitious or may read like a collection of disconnected, random thoughts
with no discernible point.
F. You have a collection of miscellaneous pieces of information here. Keep the ones that go
with the topic, or main idea, and get rid of the rest.
9
from the scoring guide. You should adapt the comments to
match the student’s paper, using examples from their work
whenever possible.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
4. If you are assessing for more than two traits, it is not necessary
to write comments for all of them. Think about the strengths
and the weaknesses of the piece and what will help the student
improve most on the next draft. Be choosy.
5. Select at least one comment that shows a relative strength
in the piece and one idea for improvement, choosing those
you feel will speak to the student most clearly. Avoid writing
negative comments.
6. Choose at least one comment that supports the student’s work
in one of the revision traits: ideas, organization,
voice, word choice, and sentence fluency.
7. Select at least one comment that deals with
editing for spelling, punctuation, grammar,
paragraphing, and capitalization. Comments about
presentation should be saved for final copies.
For more specific support in using the trait-based
scoring guide, consult my book, 6+1 Traits of Writing:
The Complete Guide (Scholastic, 2003). Practice papers
and scoring tips are generously provided in this text.
Holistic Comments
Use the comments on page 6 to convey your overall response to a
piece of student writing and mark specific places in the paper so
the student knows exactly what you are referring to. Couple these
comments with the detailed ones found on the individual trait pages
that follow and students will have a clear understanding of how their
writing is progressing.
5
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
You have exceeded my expectations in the ________
* Wow!
trait on this paper. Congratulations. This is exemplary work.
5
Your work in this trait is strong. I can see evidence of how
much you know about ________ and how to use it to make
your writing clear.
4
In general, this piece has more strength in _____ than need
for revision [or editing] in the trait. You are using this trait
effectively, although there are places where you could revise
for this trait to make it even stronger.
3
Your piece shows developing skill in the ________ trait. I can
see evidence of this trait working well in some parts of your
piece, but it is not as strong in other places.
2
This trait is just emerging in your writing. I see glimmers of
it beginning to show through.
1
Getting started is sometimes the hardest part. Although the
_______ trait is not working well for you yet, don’t give up.
Your next draft will show improvement.
The power of the writing traits model, however, is that it is analytic.
This means we can get inside the writing and—in very specific and
accurate ways—describe for students what is working and what still
needs attention in each of the individual traits. As you apply the scoring
guide on the following pages to assess student writing in one or more of
the traits, use the parallel comments that go with each bullet (on the
facing page) to explain to students what they are doing well or should
improve on in the next draft. Notice that comments include the name
of the trait. This is important because it builds students’ understanding
of the trait while helping them plan how to revise and edit. You will
find it easy and natural to use trait terminology in your written and oral
comments once you start using this collection of trait-based comments.
And students will benefit from your useful feedback by becoming skilled,
independent writers. It’s a win-win situation.
6
The Traits of Writing
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
Analytic Writing Assessment Continuum
WOW!
Exceeds expectations
STRONG
5
Shows control and skill in this trait; many strengths present
EFFECTIVE
4
On balance, the strengths outweigh the weaknesses; a small
amount of revision is needed
DEVELOPING
3
Strengths and need for revision are about equal; about
halfway home
EMERGING
2
1
Need for revision outweighs strengths; isolated moments hint
at what the writer has in mind
NOT YET
A bare beginning; writer not yet showing any control
7
Scoring Guide: Ideas
5
STRONG: This paper is clear and focused. It holds the reader’s attention.
Relevant anecdotes and details enrich the central theme.
A. The topic is narrow and manageable.
B. Relevant, quality details give the reader important information that goes beyond the
obvious or predictable.
C. Reasonably accurate details are present to support the main ideas.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
D. The writer seems to be writing from knowledge or experience; the ideas are fresh
and original.
E. The reader’s questions are anticipated and answered.
F. Insight—an understanding of life and a knack for picking out what is significant—is an
indicator of high-level performance, though not required.
3
DEVELOPING: The writer is beginning to define the topic, even though
development is still basic or general.
A. The topic is fairly broad; however, you can see where the writer is headed.
B. Support is attempted but doesn’t go far enough in fleshing out the key issues or
story line.
C. Ideas are reasonably clear, though they may not be detailed, personalized, accurate,
or expanded enough to show in-depth understanding or a strong sense of purpose.
D. The writer seems to be drawing on knowledge or experience but has difficulty going
from general observations to specifics.
E. The reader is left with questions. More information is needed to “fill in the blanks.”
F. The writer generally stays on the topic but does not develop a clear theme. The writer
has not yet focused the topic beyond the obvious.
1
NOT YET: As yet, the paper has no clear sense of purpose or central theme.
To extract meaning, the reader must make inferences based on sketchy
or missing details.
A. The writer is still in search of a topic or has not yet decided what the main idea of
the piece will be.
B. Information is limited or unclear, or the length is not adequate for development.
C. The idea is a simple restatement of the assigned topic or an answer to the question
with little or no attention to detail.
D. The writer has not begun to define the topic in a meaningful, personal way.
E. Everything seems as important as everything else; the reader has a hard time sifting
out what is important.
F. The text may be repetitious or may read like a collection of disconnected, random
thoughts with no discernible point.
8
5
Comments: Ideas
IDEAS
IDEAS
STRONG: This paper is focused and stays on the topic. Your idea is strong.
A. By narrowing your topic, your idea was manageable and covered thoroughly.
B. You selected interesting, specific details that show how much you understand about this
topic. They make your idea clear.
C. The details you selected are accurate and make good sense. Your idea is supported well.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
D. Thank you for adding your own fresh and original way of thinking about this topic. It brings
your idea to life.
E. You’ve made your idea clear by thinking about what the reader needs to know. Thanks for
not leaving me with unanswered questions.
F. The way you zeroed in on what is really important about this topic makes the idea very
interesting to me as the reader.
IDEAS
3
DEVELOPING: This paper is heading in the right direction, but it’s pretty
general. Your idea is developing.
A. Your topic is fairly broad. To make your idea clear, you need to narrow the topic.
B. You’ve danced around the core idea of this piece. Ask yourself, “What is this piece about?”
and add information to make that one specific idea come to life.
C. Thank you for adding details, but try adding some that are specific and show the depth of
your understanding of this idea.
D. I can tell this was an interesting topic for you, but it’s still fairly general. Add specific examples
from your own experience or reading to make the idea work a little better.
E. I have two particular questions as I read this piece: #1 …. and #2 ….. Please answer them
in your next draft to make the idea easier for me to understand.
F. You have a topic, but I’m not sure you’ve decided the main theme for this piece yet. Ask
yourself, “What is this piece all about?” Zero in on that idea on the next draft.
IDEAS
1
NOT YET: I'm confused about what you are writing about. You have potential
ideas here, but none of them works on its own yet.
A. Pick one idea from your paper to write about in more detail. Save the others for writing about later.
B. There’s just not enough information here to make your idea clear. Can you add some
interesting details or examples?
C. You’ve stated the topic. Now, think about what readers would find interesting or fascinating
about this topic and idea and write about that, including details and examples.
D. I’m sure you have some ideas of your own about this topic. Think about adding details or
information that only you know, showing the reader why this is important to you.
E. Read back through your paper and circle the most important moment. Add more information
about that part to make your main idea stand out.
F. You have a collection of miscellaneous pieces of information here. Keep the ones that go
with the topic, or main idea, and get rid of the rest.
9
Scoring Guide: Organization
5
STRONG: The organization enhances and showcases the central idea or theme.
The order, structure, or presentation of information is compelling and
moves the reader through the text.
A. An inviting introduction draws the reader in. A satisfying conclusion leaves the reader
with a sense of closure and resolution.
B. Thoughtful transitions clearly show how ideas connect.
C. Details seem to fit where they’re placed; sequencing is logical and effective.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
D. Pacing is well-controlled; the writer knows when to slow down and elaborate and when
to pick up the pace and move on.
E. The title (if requested) is original and captures the central theme of the piece.
F. Organization flows so smoothly the reader hardly thinks about it; the choice of structure
matches the purpose and audience.
3
DEVELOPING: The organizational structure is strong enough to move the
reader through the text without too much confusion.
A. The paper has a recognizable introduction and conclusion. The introduction may not
create a strong sense of anticipation; the conclusion may not tie up all loose ends.
B. Transitions usually work well; at other times, connections between ideas are fuzzy.
C. Sequencing shows some logic but is not under enough control to consistently support
the ideas. Sometimes, in fact, it is so predictable and rehearsed that the structure
distracts from the content.
D. Pacing is fairly well-controlled, though the writer sometimes lunges ahead too quickly
or spends too much time on details that do not matter.
E. A title (if requested) is present, although it may be uninspired or a restatement of the
prompt or topic.
F. The organization sometimes supports the main point or story line; at other times, the
reader feels an urge to slip in a transition or move things around.
1
NOT YET: Writing lacks a clear sense of direction. Ideas, details, or events
seem strung together in a loose or random fashion; there is no
identifiable internal structure.
A. There is no real lead to set up what follows, no real conclusion to wrap things up.
B. Connections between ideas are confusing or not even present.
C. Sequencing needs lots and lots of work.
D. Pacing feels awkward; the writer slows to a crawl when the reader wants to get on with
it, and vice versa.
E. No title (if requested) is present or, if present, it does not match well with the content.
F. Organization problems make it hard for the reader to grasp the main point or story line.
10
Comments: Organization
ORGANIZAT
ION
5
STRONG: The way you laid out all the information so logically, with a strong
beginning, middle, and ending made this piece a pleasure to read.
ORGANIZATION
A. Your introduction drew me right in. Your ending left me thinking. That’s stellar organization.
B. I appreciate the way you used transitions to show how one idea connected to the next.
The organization works well in your paper.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
C. Thank you for creating an organizational structure to this piece that shows effective use of
sequencing. Your details fell into place logically.
D. I appreciate how you moved me through the piece, slowing down when necessary and
speeding up to move things along. You understand pacing and that makes strong organization.
E. Interesting title! I wanted to read your piece the minute I saw it. That’s effective organization.
F. Your idea stands out because the organization supports it so well. Thank you.
ORGANIZAT
ION
3
DEVELOPING: You have a beginning, middle, and ending—that’s a great start.
Now, let’s work on your organization and make it even stronger.
A. You have the basics down for a beginning and ending. Now, come up with a way to start and
end that is attention-grabbing and thought-provoking to make the organization even better.
B. I see where you are going most of the time. However, a few sentences confuse me, such as
[indicate them]. I’m not sure how these connect and it makes your organization a little unsteady.
C. You have a structure in mind, but it’s so obvious that it’s distracting. Almost every sentence
starts with “then” or “next.” Can you be more subtle and thoughtful as you organize your ideas?
D. The pacing usually works. However, there are some spots where you could slow down and
give the reader an in-depth look at one or more ideas such as [indicate two places] to
strengthen the organization.
E. Your title clearly tells what this piece is about. Now, how about trying for something a little more
original to support the organization of your piece?
F. You’ve got a good sense of organization in this piece, but let’s try moving some things around to
make it flow even more smoothly and logically.
ORGANIZAT
ION
1
NOT YET: I’m not sure how all these details fit together. Let’s work on putting
them in an order that makes sense on your next draft.
A. Begin your piece with a specific lead that makes the reader want to keep going. At the
end, give the reader something to think about. This will help your overall organization.
B. Can you tell me what you wanted to show with these two details, [list them]? I’m not sure
how they go together and that weakens your organization.
C. Putting this piece in an order that makes sense to the reader is a good goal for the next draft
and will make the organization more effective.
D. Think about how long you should spend at each place in the writing to make the organization
work well. If it’s an important part, slow down. If it isn’t, speed through it.
E. Oops. You need a good title. Your organization will be stronger with a clear title.
F. I’m struggling to see how the pieces of your writing fit together. Let’s work on organization.
11
Scoring Guide: Voice
5
STRONG: The writer speaks directly to the reader in a way that is
individual, compelling, and engaging. The writer crafts the piece with
an awareness of and respect for the audience and the writing’s purpose.
A. The tone of the writing adds interest to the message and is appropriate for the
purpose and audience.
B. The reader feels a strong interaction with the writer, sensing the person behind
the words.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
C. The writer takes a risk by revealing who he or she is consistently throughout
the piece.
D. Expository or persuasive writing reflects a strong commitment to the topic by showing
why the reader needs to know this and why he or she should care.
E. Narrative writing is honest, personal, and engaging and makes the reader think about
and react to the author’s ideas and point of view.
3
DEVELOPING: The writer seems sincere but not fully engaged or involved.
The result is pleasant, or even personable, but not compelling.
A. The writer seems aware of an audience but discards personal insights in favor of
obvious generalities.
B. The writing communicates in an earnest and pleasing yet safe manner.
C. Only one or two moments here and there intrigue, delight, or move the reader.
These places may emerge strongly for a line or two but quickly fade away.
D. Expository or persuasive writing lacks consistent engagement with the topic to
build credibility.
E. Narrative writing is reasonably sincere but doesn’t reflect unique or individual
perspective on the topic.
1
NOT YET: The writer seems indifferent, uninvolved, or distanced from
the topic and/or the audience.
A. The writer is not concerned with the audience. The writer’s style is a complete mismatch
for the intended reader, or the writing is so brief that little is accomplished beyond
introducing the topic.
B. The writer speaks in a kind of monotone that flattens all potential highs or lows in
the message.
C. The writing is humdrum and “risk-free.”
D. The writing is lifeless or mechanical; depending on the topic, it may be overly technical
or filled with jargon.
E. The development of the topic is so limited that no point of view is present—zip, zero,
zilch, nada.
12
VOICE
5
Comments: Voice
STRONG: This piece sounds like you. It really sings out with your voice.
A. You’ve selected just the right tone for this kind of writing. Your voice is matched perfectly
to this purpose and audience. Good work.
B. It’s easy to see how engaged you were with this topic. Your voice is expressive in just the
right way.
D. I can feel how committed you are to this topic. It’s exciting to read something that the
author really cares about. Your voice brings the topic to life.
E. The emotion in this story rings true. The voice is personal and engaging. Way to go.
VOICE
3
DEVELOPING: This piece is on the verge of being truly expressive.
VOICE
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
C. By trying a new way to approach this topic, your unique style and voice shine through.
Don’t be afraid to say what you really think and feel. To have strong
voice, you have to go for it.
A. To make your voice stronger, look for places where you have hidden behind obvious
statements. Come up with a clearer way to say things and use your own examples.
B. This piece is nice. And that’s not so bad, but it could be powerful. Try finding a place to
add more punch and energy, and see if it doesn’t improve the voice of the writing.
C. I hear your voice [indicate two places] but then it fades away. Can you add voice to more
places in the writing?
D. Do you know enough to engage the reader on this topic? Your credibility as an expert here
is important from beginning to end if the piece is to have strong voice. Consider doing
more thinking and research, if necessary.
E. I’m sure there are things you could tell me about this story to make it unique and allow
me to see it through your eyes. Adding that information will contribute to the voice.
VOICE
1
NOT YET: Your lack of energy for this topic shows in the limited voice. Let’s
think of a way to approach this topic that will add life to your writing.
A. Who did you expect to read this piece? Is this the right voice for that reader? Make sure to
think about your reader as you write.
B. It’s important to bring the topic to life. Figure out the most important part in this piece and
add energy and punch with a specific example or detail; that will create voice.
C. You’ve played it very safe here. I’m excited to read your next draft where you show what
you really think and feel about this topic. That is what will add to the voice.
D. Remember that readers may not always know the same words as you do. Use words and
phrases that make it easy for the reader to feel how much this topic means to you and
why. This will establish your voice.
E. I’m not sure how you feel about this topic. Do you like it? Dislike it? Think it is fun?
Take a stand to create voice on your next draft and sell your position to the reader.
13
Scoring Guide: Word Choice
5
STRONG: Words convey the intended message in a precise, interesting,
and natural way. The words are powerful and engaging.
A. Words are specific and accurate. It is easy to understand just what the
writer means.
B. Striking words and phrases often catch the reader’s eye and linger in the
reader’s mind.
C. Language and phrasing are natural, effective, and appropriate for the audience.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
D. Lively verbs add energy while specific nouns and modifiers add depth.
E. Choices in language enhance the meaning and clarify understanding.
F. Precision is obvious. The writer has taken care to put just the right word or phrase
in just the right spot.
3
DEVELOPING: The language is functional, even if it lacks much energy.
It is easy to figure out the writer’s meaning on a general level.
A. Words are adequate and correct in a general sense, and they support the meaning
by not getting in the way.
B. Familiar words and phrases communicate but rarely capture the reader’s imagination.
C. Attempts at colorful language show a willingness to stretch and grow but sometimes
reach beyond the audience (thesaurus overload!).
D. Despite a few successes, the writing is marked by passive verbs, everyday nouns, and
mundane modifiers.
E. The words and phrases are functional with only one or two fine moments.
F. The words may be refined in a couple of places, but the language looks more like the
first thing that popped into the writer’s mind.
1
NOT YET: The writer demonstrates a limited vocabulary or has not
searched for words to convey specific meaning.
A. Words are so nonspecific and distracting that only a very limited meaning
comes through.
B. Problems with language leave the reader wondering. Many of the words just
don’t work in this piece.
C. Audience has not been considered. Language is used incorrectly, making the message
secondary to the misfires with the words.
D. Limited vocabulary and/or misused parts of speech seriously impair understanding.
E. Words and phrases are so unimaginative and lifeless that they detract from
the meaning.
F. Jargon or clichés distract or mislead. Redundancy may turn off the reader.
14
WORD CH
OICE
5
Comments: Word Choice
STRONG: Your words are just right in this piece. I especially like ____ and _____.
A. Thank you for choosing your words with such care. They are accurate and specific.
B. You have some words in this piece that really catch my attention such as _______ and _______.
They helped me see what you were writing about very clearly.
C. The natural sound to your words and phrases makes this piece strong in word choice.
E. You’ve spent time thinking about which words to use to make the meaning clear. Thank you.
F. I like how you put these words together, [name a few phrases]. The way you phrased your
thoughts on this topic shows strength in word choice.
WORD CH
OICE
3
DEVELOPING: The words in your piece make sense, but they don’t have much
energy or punch except for ________ and ________. Can you revise to make
more words specific and interesting?
A. You use your words correctly, but they lack specificity. Try ____ instead of _____ , for instance.
B. I understand what you are saying in a general way. Try a new way to express your idea that has
some original wording to liven up the text.
WORD CHOICE
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
D. Your lively verbs such as _____ and ______ make the piece come alive. Good use of specific
nouns and adjectives for strong word choice, too.
C. Thank you for trying some new words. However, several of these words don’t fit, such as
________ and ________. Try to find more accurate words to use here.
D. On the next draft try adding an active verb such as ________ , a noun that is very specific, such
as ________ , and a colorful adjective or two to make your words stand out.
E. You have shown how to use words well here ________ and here ______. Can you revise the
words in the rest of the piece so they’re just as strong?
F. On a first draft, it’s fine to write with ordinary words or to repeat words. On the next draft, think
about changing the words and phrases to be specific, interesting, and precise.
WORD CH
OICE
1
NOT YET: Your words are not communicating clearly to the reader yet.
The way you have used the words is confusing.
A. I’m not sure what you are writing about because the words you have chosen are unclear.
B. You’ve used some words incorrectly, such as ______ and ______ , and that makes your piece
difficult to understand.
C. Think about who you are writing for and make sure to choose words that work for this audience.
D. There isn’t a lot of evidence yet that you have enough words to make your idea clear. Try
stretching for some new ones in the next draft.
E. Can you think of a different way to say this using a couple of really wonderful words that make
a picture in the reader’s mind?
F. On the next draft, consider coming up with your own, original way to express this idea without
repeating the same words or falling back on tired, old words.
15
Scoring Guide: Sentence Fluency
5
STRONG: The writing has an easy flow, rhythm, and cadence. Sentences
are well-built, with strong and varied structure that invites expressive
oral reading.
A. Sentences are constructed in a way that underscores and enhances the meaning.
B. Sentences vary in length as well as structure. Fragments, if used, add style. Dialogue,
if present, sounds natural.
C. Purposeful and varied sentence beginnings add originality and energy.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
D. The use of creative and appropriate connectives between sentences and thoughts
shows how each relates to, and builds upon, the one before it.
E. The writer has thought about the sound of the words as well as the meaning.
The piece is a breeze to read aloud the first time.
3
DEVELOPING: The text hums along with a steady beat but tends to
be more pleasant or businesslike than musical, more mechanical
than fluid.
A. Although sentences may not seem artfully crafted or musical, they get the job done
in a routine fashion.
B. Sentences are usually constructed correctly. They hang together; they are sound.
C. Sentence beginnings are not ALL alike; some variety is attempted.
D. The reader sometimes has to hunt for clues that show how sentences interrelate
through connecting words and phrases.
E. Parts of the text invite expressive oral reading; others may be stiff, awkward, choppy,
or gangly.
1
NOT YET: The reader has to practice quite a bit in order to give this paper
a fair interpretive reading.
A. Sentences are choppy, incomplete, rambling, or awkward; they need work. Phrasing
does not sound natural. The patterns may create a sing-song rhythm or a chop-chop
cadence that lulls the reader to sleep.
B. There is little to no “sentence sense” present. Even if this piece were flawlessly edited,
the sentences would not hang together.
C. Many sentences begin the same way and may follow the same patterns
(e.g., subject-verb-object) in a monotonous way.
D. Endless connectives (and, and so, but then, because, and then, etc.) or a complete
lack of connectives create a massive jumble of language.
E. The text does not invite expressive oral reading.
16
Comments: Sentence Fluency
UENCY
SENTENCE FL
5
STRONG: Your piece has a nice easy flow and rhythm. I appreciate how
you’ve crafted the sentences so carefully. It’s a pleasure to read your
writing aloud.
A. The way you constructed your sentences helps me connect with the most important
parts of the writing. You really show sentence sense.
C. You’ve begun sentences in different ways, which gives your writing a pleasant rhythm
and cadence. Well done.
D. I appreciate how you connected one part of the sentence to the other. You show strength
in how to carefully construct sentences—not an easy task for writers at any age.
E. It was a breeze to read this piece aloud. Your sentences work so well that I had no
trouble hearing a natural and pleasing sound and tempo.
UENCY
SENTENCE FL
3
DEVELOPING: The sentences in this piece are mostly correct, but they
need variety to add interest and rhythm.
A. Your sentences are built correctly, but they lack creativity. Try making some longer or
shorter. Read your writing aloud and revise to make them sound more fluent.
B. I appreciate how your sentences have all the right parts and are complete.
C. Your sentences don’t always begin the same way, which is a positive. Go for even
more variety on the next draft.
D. I got lost a few times understanding why one sentence followed the one before. Try
adding more connecting words and phrases on your next time through this piece.
SENTENCE FLUENCY
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
B. Thank you for using sentences of different lengths. This variety makes reading your
piece a pleasure.
E. Although I had to stop and reread part of the text, other sections had sentences that
were smooth and easy to read aloud.
UENCY
SENTENCE FL
1
NOT YET: It’s difficult to understand where your sentences begin and end
at this stage of the writing.
A. Your sentences all sound the same, and several are not complete. Try for a more
natural sound when reading them aloud.
B. I’m not sure where the sentences begin and end on this draft. Try reading it aloud and
adding punctuation to tell the reader when to pause.
C. Almost all of your sentences begin in the same way; the pattern is not as effective as
sentences that begin differently. Try a couple new beginnings and see if they become
more fluent.
D. There are so many and’s, but’s, or so’s that I have a hard time catching my breath. Try
breaking these longer pieces into smaller sentences.
E. It’s hard to read this piece aloud. I get lost. Let’s work on finding where the sentences
go so it’s easier to read aloud on the next draft.
17
Scoring Guide: Conventions
5
STRONG: The writer demonstrates a good grasp of standard writing conventions
(e.g., spelling, punctuation, capitalization, grammar and usage, paragraphing)
and uses conventions effectively to enhance readability. Errors tend to be
so few that just minor touch-ups would get this piece ready to publish.
A. Spelling is generally correct, even on more difficult words.
B. The punctuation is accurate, even creative, and guides the reader through the text.
C. A thorough understanding and consistent application of capitalization skills are present.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
D. Grammar and usage are correct and contribute to clarity and style.
E. Paragraphing tends to be sound and reinforces the organizational structure.
F. The writer may manipulate conventions for stylistic effect—and it works! The piece is
very close to being ready to publish.
3
DEVELOPING: The writer shows reasonable control over a limited range
of standard writing conventions. Conventions are sometimes handled
well and enhance readability; at other times, errors are distracting and
impair readability.
A. Spelling is usually correct or reasonably phonetic on common words, but more difficult
words are problematic.
B. End punctuation is usually correct; internal punctuation is sometimes missing or wrong.
C. Most words are capitalized correctly; control over more sophisticated capitalization skills
may be spotty.
D. Problems with grammar or usage are not serious enough to distort meaning but may
not be correct or accurately applied all of the time.
E. Paragraphing is attempted but may run together or begin in the wrong places.
F. Moderate editing (a little of this, a little of that) would be required to polish the text
for publication.
1
NOT YET: Errors in spelling, punctuation, capitalization, grammar and usage,
and/or paragraphing repeatedly distract the reader and make the text
difficult to read.
A. Spelling errors are frequent, even on common words.
B. Punctuation (including terminal punctuation) is often missing or incorrect.
C. Capitalization is random, and only the easiest instances show awareness of correct use.
D. Errors in grammar or usage are quite noticeable and frequent and affect meaning.
E. Paragraphing is missing, irregular, or so frequent (every sentence) that it has no relationship
to the organizational structure of the text.
F. The reader must read once to decode, then again for meaning. Extensive editing
(virtually every line) would be required to polish the text for publication.
18
Comments: Conventions
CONVENTI
ONS
5
STRONG: Only minor editing is needed to get this piece ready to share.
It’s very cleanly edited. Nice work with conventions.
A. Your spelling is handled very well, even on more difficult words.
B. The punctuation on your piece guides me easily through the text. Thank you.
C. You’ve used capital letters effectively and with skill.
D. The grammar in your piece is correct and gives your piece the “just right” sound.
F. I appreciate how you’ve tried to use conventions to add some style to your writing and
give the piece some added interest. Your piece is ready to go public.
CONVENTI
ONS
3
DEVELOPING: Some strength in conventions is present, but there other
conventions that need cleaning up, too.
A. Most of your high-frequency words are spelled correctly, but you’ve missed on some others.
B. Thank you for adding end punctuation. Try adding punctuation inside the sentences, too.
C. Good work on capitalizing at the beginnings of sentences and on the obvious proper nouns.
Next time through, think of additional words that should or should not be capitalized as well.
D. There are a few places where the grammar needs attention, such as [indicate two places],
but mostly it’s working effectively.
E. On a piece this long, you’ll want to break the writing up into a few paragraphs. Look for a
logical place to start a new paragraph.
F. A moderate amount of editing is needed here to get this ready for your audience to read
and enjoy. Go back through and look again for conventions you can fix.
CONVENTI
ONS
1
NOT YET: There are many problems with conventions in this piece, and they
are of all different types. There’s a lot of work to do to get this ready for
a reader.
A. There are quite a few spelling problems on this draft. Check back through and look for
high-frequency words that you can spell correctly on the next draft.
B. You need to add the missing punctuation. Try reading your piece aloud and listening for
where to add periods and commas.
CONVENTIONS
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
E. The paragraphs are in the right places and show good use of indenting skills. Nice work.
C. Think about the basics of capitalization: on the first word of the sentence and on proper
nouns. Check back through for use of capitals on this draft and mark them for next time.
D. The grammar is not standard. It might work for oral language, but not in written text. For example,
find the subject of each sentence and be sure the verb is singular or plural to match.
E. You got so interested in what you were writing you forgot to show the paragraphs. Don’t forget
them in your next draft.
F. I had to stop and try to sort this text out before I could read it. You will need to clean up the
conventions on the next draft so it’s easy for the reader to understand what you are saying.
19
Scoring Guide: Presentation
5
STRONG: The form and presentation of the text enhances the ability
for the reader to understand and connect with the message. It is
pleasing to the eye.
A. If handwritten, the slant is consistent, letters are clearly formed, spacing is uniform
between words, and the text is easy to read.
B. If word-processed, there is appropriate use of fonts and font sizes to invite the reader
into the text.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
C. The use of white space on the page allows the intended audience to focus on the text
and message without distractions. The formatting suits the purpose for writing.
D. The use of a title, side heads, page numbering, bullets, and evidence of correct use of
a style sheet makes it easy for the reader to access the desired information and text.
E. There is effective integration of text and illustrations, charts, graphs, maps, and tables.
There is clear alignment between the text and visuals.
3
DEVELOPING: The writer’s message is understandable in this format.
A. Handwriting is readable, although there may be discrepancies in letter shape and form,
slant, and spacing that may make some words or passages easier to read than others.
B. Experimentation with fonts and font sizes is successful in some places but begins to get
fussy and cluttered in others. The effect is not consistent throughout the text.
C. While margins may be present, some text may crowd the edges. Consistent spacing is
applied, although a different choice may make text more accessible.
D. Although some markers are present (titles, numbering, bullets, side heads), they are not
used to their fullest potential as a guide for the reader to access the greatest meaning
from the text.
E. An attempt is made to integrate visuals and the text, although the connections may
be limited.
1
NOT YET: The reader receives a garbled message due to problems relating
to the presentation of the text.
A. Because the letters are irregularly slanted, formed inconsistently or incorrectly, and the spacing
is unbalanced or not even present, it is very difficult to read and understand the text.
B. The writer has gone wild with multiple fonts and font sizes. It is a major distraction to
the reader.
C. The spacing is random and confusing to the reader. There may be little or no white space
on the page.
D. Lack of markers leaves the reader wondering how one section connects to another and
why the text is organized in this manner on the page.
E. The visuals do not support or further illustrate key ideas presented in the text. They may
be misleading, indecipherable, or too complex to be understood.
20
Comments: Presentation
TION
PRESENTA
5
STRONG: You took great care to create a finished, final copy that looks neat
and is visually pleasing. The presentation is very appealing to the eye.
A. Your handwriting is neat and legible. All your letters are easy to read.
B. The font you chose is clear and the size works well for the amount of text you have on
the page.
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
C. The way you used the white space on the page really makes the text stand out clearly.
D. You’ve added some nice markers [like bullets, side heads, or numbering] to make it easy
for me to figure out how the parts of the text go together.
E. I appreciate how you’ve added [charts, graphs, pictures] to make the piece even more
interesting to look at and appealing to the eye. Nice work with presentation.
TION
PRESENTA
3
DEVELOPING: It’s clear that you thought about how this finished piece should
look, although it will take a little more time to make the final copy as neat
as possible. Your presentation still needs work.
A. I don’t have problems reading your handwriting, but some of your letter shapes and how
they slant are not standard.
B. I like how you’ve tried to experiment with fonts and sizes; some of them are more clear
than others, however. Try to make your entire piece very clean and readable on the
next copy.
C. Don’t forget that margins should frame the whole piece of writing, not just one side.
D. Try adding some additional markers [bullets, side heads, numbering] to make the writing
stand out even more on the next copy.
E. Thanks for adding some visual elements to the piece. On the next draft, consider adding
color and detail to the pictures and illustrations to make the presentation more effective.
TION
PRESENTA
1
NOT YET: I’m not sure I understand what you have written because it is so
hard to read your piece. Try making a clean, final copy so the presentation
doesn’t hinder the reader.
A. Your letter shapes and slant run together and are difficult to sort out. Try standardizing the
letters on the next copy.
B. Oh my. This is a lot of different fonts for one piece; they are hard to read. Select one to use
on this piece, and try another one next time.
C. The spacing on this piece is uneven and tricky to figure out. Can you make it more even
next time?
E. I found the overall look of your piece to be hurried and careless. Slow down and think
about how to make your paper easy to read for presentation on the next draft.
21
PRESENTATION
D. I’m not sure you’ve shown the reader how one section connects to the next. Try using
some markers such as bullets, side heads, or numbering to show that relationship.
Personal Comments
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
You will develop your own favorite comments to use on students’
papers as you practice with the ones in this guide. Use these pages
to record these comments so you have them for future reference.
Ideas
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Organization
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
22
Voice
_____________________________________________
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
_____________________________________________
_____________________________________________
_____________________________________________
Word Choice
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Sentence Fluency
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
23
Conventions
100 Trait–Specific Comments (Grades 3-5) © Ruth Culham, Scholastic Teaching Resources
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Presentation
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
24