CCSS Informative/Explanatory Writing Rubric Grades 6-12

Informative/Explanatory Rubric

5 - Exceptional

4 - Skilled

3 - Proficient

2 - Developing

1 - Inadequate

Focus:
The text focuses on a topic to inform a
reader with ideas, concepts, information
that creates a unified whole.
CCSS.ELA-Literacy.W.2
CCSS.ELA-Literacy.W.2a
CCSS.ELA-Literacy.W.7
CCSS.ELA-Literacy.W.10

The text clearly focuses on a

compelling topic that informs the
reader with ideas, concepts, and
information that creates a unified
whole.

The text focuses on an

interesting topic that informs
the reader with ideas, concepts,
and information that creates a
unified whole.

The text has a topic that

informs the reader with ideas,
concepts, and information that
creates a unified whole.

The text has an unclear topic The text has an

with some ideas, concepts, and unidentifiable topic with
information.
minimal ideas, concepts, and
information.

Development & Support (Evidence):

The text presents relevant facts,
definitions, concrete details, quotations, and
examples.
CCSS.ELA-Literacy.W.2b
CCSS.ELA-Literacy.W.2f
CCSS.ELA-Literacy.W.7
CCSS.ELA-Literacy.W.8
CCSS.ELA-Literacy.W.9

The text provides significant

facts, definitions, concrete details,
and quotations that fully develop
and explain the topic.

The text provides effective

facts, definitions, concrete
details, quotations, and examples
that sufficiently develop and
explain the topic.

The text provides relevant

facts, definitions, concrete
details, quotations, and examples
that develop and explain the
topic.

The text provides facts,

The text contains limited
definitions, details, quotations, facts and examples related to
and examples that attempt to the topic.
develop and explain the topic.

Cohesion:
The text uses appropriate and varied
transitions to link the major sections of the
text, creates cohesion, and clarifies the
relationships among complex ideas and
concepts.
The conclusion ties to and supports the
information/explanation.
CCSS.ELA-Literacy.W.2
CCSS.ELA-Literacy.W.2c
CCSS.ELA-Literacy.W.2f
CCSS.ELA-Literacy.W.4

The text strategically uses words,

phrases, and clauses to link the
major sections of text. The text
explains the relationships between
the topic and the examples and/or
facts.
The conclusion provides insight
to the implications, explains the
significance of the topic, and
projects to the future, etc.

The text skillfully uses words,

phrases, and clauses to link the
major sections of the text. The
text identifies the relationship
between the topic and the
examples and/or facts.
The conclusion provides the
implications, significance of and
future relevance of the topic,
etc.

The text uses words, phrases,

and clauses to link the major
sections of the text. The text
connects the topic and the
examples and/or facts.
The conclusion ties to and
supports the information/
explanation.

The text contains limited

words, phrases, and clauses to
link the major sections of the
text. The text attempts to
connect the topic and the
examples and/or facts.
The conclusion merely
restates the development.

The text contains few, if any,

words, phrases, and clauses to
link the major sections of the
text. The text does not
connect the topic and the
examples and/or facts.
The text may fail to offer a
conclusion.

Language, Style, and Audience:

The text presents a formal, objective tone
and uses precise language and topicspecific vocabulary to manage the
complexity of the topic.
The author anticipates the audiences
background knowledge of the topic.
CCSS.ELA-Literacy.W.2d
CCSS.ELA-Literacy.W.4

The text presents an engaging,

formal, and objective tone and uses
sophisticated language and topicspecific vocabulary to manage the
complexity of the topic.
The text consistently addresses
the audiences knowledge level and
concerns about the topic.

The text presents an

appropriate formal, objective
tone and uses relevant language
and topic-specific vocabulary to
manage the complexity of the
topic.
The text anticipates the
audiences knowledge level and
concerns about the topic.

The text presents a formal,

objective tone and uses precise
language and topic-specific
vocabulary to manage the
complexity of the topic.
The text considers the
audiences knowledge level and
concerns about the claim.

The text illustrates a limited

awareness of formal tone and
awareness of topic-specific
vocabulary.
The text illustrates an
inconsistent awareness of the
audiences knowledge level and
needs.

The text illustrates a limited

or inconsistent tone and
awareness of topic-specific
vocabulary.
The text lacks an awareness
of the audiences knowledge
level and needs.

Conventions/Documentation:
The text demonstrates standard English
conventions of usage and mechanics along
with discipline- specific requirements
(MLA).
CCSS.ELA-Literacy.W.2e
CCSS.ELA-Literacy.W.5

The text intentionally uses

standard English conventions of
usage and mechanics.
Used proper citations and
documentation using MLA
requirements.

The text uses standard English

conventions of usage and
mechanics.
MLA requirements were met
for documentation and citations.

The text demonstrates

standard English conventions of
usage and mechanics.
MLA requirements were met
for documentation and citations.

The text demonstrates some

accuracy in standard English
conventions of usage and
mechanics.
Documentation and citations
are missing or incomplete.

The text contains multiple

inaccuracies in standard
English conventions of usage
and mechanics.
Documentation and
citations are missing or
incomplete.

Technology:
The student uses technology, including the
internet, to produce, publish, and update
individual or shared writing products, taking
advantage of technologys capacity to link
to other information and to display
information flexibly and dynamically.
CCSS.ELA-Literacy.W.2a
CCSS.ELA-Literacy.W.6

Students use of technology to

produce and publish work displays
exemplary skills; the text is
presented in a dynamic manner that
enhances the content.
Graphs, photos, and other visual
elements complement the content
and aid comprehension.

Students use of technology to

produce and publish work is
skilled; the text is presented in a
manner that greatly enhances the
content.
Graphs, photos, and other
visual elements may complement
the content and aid
comprehension.

Students use of technology to

produce and publish work
displays proficient skills; the text
is presented sufficiently but may
lack some appeal visually.
Graphs, photos, and other
visual elements set off the
content and may or may not aid
comprehension.

Students use of technology to

produce and publish work
displays exemplary skills; the
text is presented in a dynamic
manner that enhances the
content.
Graphs, photos, and other
visual elements distract from
the content and may not aid
comprehension.

Student did not use

technology to produce and
publish work; the text is
presented in a distracting
manner.
Graphs, photos, and other
visual elements are absent.

NAME: ______________________________________ Topic: __________________________________________ Date: ______________________

Copyright 2013, Tracee Orman