Languages and literacy
Writing feedback rubric
Use a four-level rubric to discuss a piece of writing, support ratings with a few quoted words and agree one next step. The second page offers sentence starters for praise, questions and a reply. Adapt criteria to the task.
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Use a four-level rubric to discuss a piece of writing, support ratings with a few quoted words and agree one next step. The second page offers sentence starters for praise, questions and a reply. Adapt criteria to the task.
Complete resource. Use the preview for diagrams and layout.
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WRITER INITIALS REVIEWER INITIALS PIECE TITLE DATE LEARNING GOAL Give kind, specific feedback on a piece of writing. SUCCESS CRITERIA I can choose a level for each row and say why. I can copy a few words from the writing as evidence. I write about the work, never about the writer. 1 Rate the writing Levels 1 to 4 Read twice. Highlight the words that match, then write 1 to 4 in the ring. LEVEL Ideas and purpose clear purpose, holds the reader I cannot find the purpose. I lost interest. The purpose is there but it wobbles. Some parts hold me. The purpose is clear. Most of it holds my interest. The purpose is clear and sharp. I wanted to keep reading. 1 TO 4 EVIDENCE copy a few words from the writing Structure opening, paragraphs, ending The order is hard to follow. There is no clear opening or ending. There is an opening or an ending. The paragraphs are uneven. A clear opening and ending. Paragraphs are in a sensible order. A strong opening and ending. Each paragraph leads to the next. 1 TO 4 EVIDENCE copy a few words from the writing Vocabulary and tone exact words, suits the reader Words are vague or repeated. The tone does not fit the reader. Some exact words. The tone fits in places. Mostly exact words. The tone suits the reader. Precise, well-chosen words. The tone suits the reader throughout. 1 TO 4 EVIDENCE copy a few words from the writing Sentences varied, control, flow Mostly short or run-on sentences. It reads in jumps. Some variety. A few sentences feel awkward. Varied sentences under control. It flows. Sentences vary on purpose. It reads smoothly aloud. 1 TO 4 EVIDENCE copy a few words from the writing Spelling and punctuation accurate, easy to read Errors often make it hard to read. Several errors, but I can still follow it. Mostly accurate. Easy to read. Accurate, with only the odd slip. Easy to read. 1 TO 4 EVIDENCE copy a few words from the writing Writing feedback rubric · Ages 11 to 14 Page 1 of 2 ENGLISH AGES 11 TO 14 PEER FEEDBACK Writing feedback rubric Choose a level for each row and show your evidence. 1 NOT YET 2 GETTING THERE 3 SECURE 4 STRONG
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Sentence starters PRAISE I liked because . PICTURE When you wrote I could picture . PUZZLED I got lost when . STRONGER One way to make it even stronger is . ASK Could you add to show ? Use one to start your praise and one to start your target. INSTEAD OF Good TRY Your opening question made me want to read on. INSTEAD OF Check your spelling TRY Look again at the word “because” in paragraph 2. Writing feedback rubric · Ages 11 to 14 Page 2 of 2 ENGLISH AGES 11 TO 14 PEER FEEDBACK Praise and targets Say what worked, then one thing to try next. Highlight your favourite sentence, then copy it here. PRAISE 1 Highlight your favourite sentence, then copy it here. PRAISE 2 TARGET REPLY It works because... It works because... My target: How to fix it: Try it: rewrite one sentence here. My reply: what I will change:
A teaching sequence
Use criteria to describe strengths and a next step in a piece of writing, choose a level for each row and support the judgement with evidence from the text.
Read for meaning and criterion evidence
Read the writing twice, first for meaning and then for words that relate to each criterion.
Which words in the writing relate to the selected feedback criterion?
Choose levels with quoted evidence
Choose a level for ideas and purpose, structure, vocabulary and tone, sentences, and spelling and punctuation. Copy a few words from the text as evidence for each choice.
What few words support each judgement about the work?
Give specific praise and one manageable target
Use the second page to give specific praise, ask a question or suggest one manageable target.
Which sentence shows what works or where the writer could try a change?
Invite the writer's chosen reply
Invite the writer to reply with what they may change, while retaining their choice about revision and next steps for the draft.
What revision would the writer like to make next?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Check that each rating refers to the wording of a criterion and includes evidence from the piece. Look for feedback that is specific, kind and actionable, and ensure pupils do not treat the combined ratings as a fixed measure of a person’s writing ability.
Give a little support
Model one criterion at a time with a shared text, provide a short evidence phrase to complete and let pupils dictate feedback before writing. Focus on one target rather than filling every section.
Take the idea further
Ask pupils to compare two possible targets and choose which change would most improve clarity for a reader. Invite them to revise one sentence and explain how the new version addresses the feedback.
Things to keep in mind
The rubric is a discussion aid, not a validated or standardised assessment instrument. Adapt criteria to the writing purpose and taught expectations; avoid comparing pupils by adding their levels into a single score for feedback.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Joel Abraham
I pay attention when a class begins to disagree about a text, because that can be the moment pupils stop repeating a first response and start reading more closely.
Meet the creator
Nadia Okoro
Notes should be specific enough that a new teacher can use them in the next lesson, not simply describe what went well or badly.
Meet the creator
Chalk Dust & Checklists
This two-page rubric asks a reviewer to rate writing across criteria, highlight matching words as evidence and give kind, specific feedback. Its stated rule is to write about the work, never about the writer.
Coffee Before Copies
The level descriptions connect ideas and purpose, structure and other writing features to evidence from the text. Copying a few words can make a judgement easier to discuss.
Bright Idea Break
Read the piece twice, select one criterion and point to the words that fit before choosing a level. Agree one next step that the writer can act on.
Step by Step
This general rubric needs the actual writing and criteria to support a meaningful judgement. A level is not a measure of the writer as a person; keep the feedback focused on revisable features.