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Descriptive writing rubric: grades K–2, 3–5 and 6–8

This descriptive writing rubric scores how well a student paints a picture with words: a clear focus, details from the five senses, precise word choice, comparisons such as similes, a sensible order, and conventions. It fits a description of a place, a person, an object or a moment. Grades 3–5 and 6–8 use four levels with points, with sensory details counting twice; K–2 uses three plain levels. Print it, or open it in the rubric maker to change any cell.

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Descriptive writing rubric, grades K–2

3 levels, 4 criteria, no points (a switch in the maker adds them).

Descriptive writing rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
What I describeI name what I describe and every sentence tells about it.I name what I describe.My reader cannot tell what I describe yet.
My sensesI tell what I see, hear, feel and more: three senses or more.I use two senses.I use one sense.
Describing wordsI use many describing words like fuzzy, loud and shiny.I use some describing words.I do not use describing words yet.
Capitals and periodsEvery sentence has a capital and a period.Most sentences have a capital and a period.I forget capitals and periods.
Open in the maker
  • I can tell what I am describing.
  • I can use my senses to describe.
  • I can use describing words.
  • I can start with a capital and end with a period.

Descriptive writing rubric, grades 3–5

4 levels, 5 criteria, 24 points in all.

Descriptive writing rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
FocusEvery sentence builds a picture of one clear subject.Stays on one subject.Wanders away from the subject at times.Subject is unclear./ 4
Sensory detailscounts ×2Rich details from four or five senses help the reader see and feel it.Details from three senses.Details from one or two senses.Few or no sensory details./ 8
Word choiceExact nouns, strong verbs and fresh adjectives throughout.Some exact and strong words.Mostly plain words such as nice, good and big.Words are vague./ 4
Figurative languageUses two or more fresh similes or metaphors that fit.Uses one simile or metaphor that fits.Tries a comparison that does not fit.No comparisons./ 4
OrganizationClear order such as top to bottom or near to far, with a strong opening and closing.A clear order.Order jumps around in places.No order to the details./ 4
Open in the maker
  • I can describe one clear subject.
  • I can use details from several senses.
  • I can choose exact nouns, verbs and adjectives.
  • I can use a simile or metaphor.
  • I can describe in a sensible order.

Descriptive writing rubric, grades 6–8

4 levels, 6 criteria, 28 points in all.

Descriptive writing rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 28
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Dominant impressionEvery detail builds one clear mood or impression the reader can name.A clear impression comes through.Impression is mixed or unclear.No impression./ 4
Sensory detailcounts ×2Specific, unexpected details across the senses show the subject without telling.Specific details from several senses.Details are general or mostly sight.Few details; mostly telling./ 8
Figurative languageOriginal similes, metaphors or personification deepen the mood.Figurative language fits and adds to the picture.Figurative language is cliched or forced.No figurative language./ 4
Word choice and sentencesPrecise words and varied sentence lengths create rhythm.Precise words and some sentence variety.Repeated words or sentence patterns.Vague words; sentences all alike./ 4
StructureSpatial, time or importance order is deliberate, with an opening that draws in and a closing that lingers.Clear, logical order.Order is loose in places.No clear order./ 4
ConventionsAlmost no errors.A few errors that do not distract.Errors distract in places.Errors get in the way of meaning./ 4
Open in the maker
  • I can create one main mood or impression.
  • I can choose specific sensory details that show rather than tell.
  • I can use figurative language with purpose.
  • I can use precise words and varied sentences.
  • I can arrange details in a deliberate order.
  • I can edit for grammar, punctuation and spelling.

When to use it

  • Describing a favorite place, a mystery object in a bag, a photo, or a moment outdoors.
  • Before a story unit, to build the detail skills a story needs.
  • As a quick lesson check: score only the senses row.

What to say to students

  • Close your eyes and picture it. What do you see, hear, smell, taste and feel?
  • Trade plain words for exact ones: not big, but towering.
  • Try a comparison: it looked like, it sounded like.
  • Your reader should be able to draw what you wrote.

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The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.