Informational Writing Rubric

Informative/Explanatory Writing Rubric Standards: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content (CCSS.W.2, Common Core State Standards for ELA, p. 42); Produce clear and coherent writing in which the development, organization and style are appropriate to task purpose, and audience (CCSS.W.4, Common Core State Standards for ELA, p. 43).

Purpose and Forms: “Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. ” (CCSS Appendix A, p. 23) Informative/ Advanced Proficient Basic Below Basic Explanatory 4 3 2 1 90-100 70-89 60-69 50-59 Ideas/Purpose:  Ideas, concepts and information are consistently Ideas, concepts and information are Ideas, concepts and information are sometimes Ideas, concepts and information are The writing is focused and clear, on topic, and focused consistently clear, on topic, and focused unclear, off topic, or lack focus inconsistent, unclear, off-topic or lack focus conveys information  Ideas are complex or well-developed accurately. Organization: Ideas, concepts and information are organized into Ideas, concepts and information are Ideas, concepts and information are Ideas, concepts and information are The writing has a clear clear categories: organized into clear categories: inconsistently organized into categories: inconsistently organized into categories: and effective organizational structure  Skillful and varied use of transitions  Appropriate use of transitions with  Some use of transitions  Little or no use of transitions creating unity and  Logical progression of ideas from beginning to some variety  Inadequate progression of ideas from  Confusing progression of ideas completeness. end  Adequate progression of ideas from beginning to end  Missing introduction and/or conclusion beginning to end  Purposeful introduction and conclusion  Ineffective introduction and conclusion  No connections among ideas  Strong connections among ideas  Evident introduction and conclusion  Weak connections among ideas  Adequate connections among ideas Elaboration of Provides comprehensive support/evidence for Provides adequate support/evidence Provides inadequate support/evidence Provides little or no support/evidence Evidence:     the main idea for the main idea for the main idea for the main idea The topic is developed and supported with evidence  Presents well-chosen evidence (sources,  Uses relevant evidence (sources,  Uses some irrelevant, repetitive, or  Frequently uses irrelevant, repetitive, (i.e., relevant facts, facts, and details) facts, and details) inadequate evidence (sources, facts, and or inadequate evidence (sources, facts, definitions, concrete details) and details) Skillfully integrates evidence with correct  Integrates evidence from sources details, quotations, or  citations with generally correct citations  Limited integration of evidence from  Does not integrate evidence from other information and sources with some attempt at citations sources or lacks citations examples).  Analyzes and draws strong conclusions from  Analyzes and draws logical evidence conclusions from evidence  Inconsistently analyzes evidence  Fails to analyze evidence  Conclusions drawn are sometimes not  Conclusions drawn are not logical or logical are missing Language and Uses precise, academic language Uses a mix of precise with more general Uses simplistic language  Uses limited or vague language Vocabulary:    language  Lacks topic-specific vocabulary The writing uses precise  Use of topic-specific vocabulary is clearly  Inconsistent use of topic-specific vocabulary  Lack of formal/appropriate style shows and topic-specific appropriate for the audience and purpose  Use of topic-specific vocabulary is language and maintains a  Lacks a consistent formal/appropriate style little sense of audience and purposes Establishes and consistently maintains a generally appropriate for the audience formal/appropriate style.  formal/appropriate style and purpose  Establishes and generally maintains a formal/appropriate style Conventions: The writing  Minimal errors/patterns of error in usage, Minimal errors/patterns of error in usage, Frequent errors/patterns of error in usage, Severe errors/patterns of error in usage, demonstrates a command sentence structure, punctuation, capitalization, sentence structure, punctuation, sentence structure, punctuation, capitalization, sentence structure, punctuation, capitalization, of conventions and spelling and format capitalization, spelling, and format spelling, and format spelling, and format interfere with assigned format.  Skillful use of sentence structure enhances understanding meaning 0=no evidence/missing