Grade 6 Informative/Explanatory Writing Rubric

Focus/Controlling Idea
CCSS.ELA-Literacy.W.6.2: Write
informative/explanatory texts to
examine topics and convey ideas,
concepts, and information through
selection, organization, and analysis
of relevant content.
CCSS.ELA-Literacy.W.6.4: Produce
clear and coherent writing in which
development, organization, and style
are appropriate to tasks, purposes,
and audiences.

Organization (Structure:
Overall, Lead, Transitions,
Ending)
CCSS.ELA-Literacy.W.6.2a:
Introduce topics; organize ideas,
concepts, and information, using
strategies, such as definition,
classification, comparison/contrast,
and cause/effect; include formatting
(e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension.
CCSS.ELA-Literacy.W.6.2c: Use
appropriate transitions to clarify
relationships among ideas and
concepts.
CCSS.ELA-Literacy.W.6.2f: Provide
concluding statements or sections
that follow from information or
explanation presented.

Development (Elaboration,
Description)
CCSS.ELA-Literacy.W.6.2b:
Develop topics with relevant facts,
definitions, concrete details,
quotations, or other information and
examples.
CCSS.ELA-Literacy.W.6.2d: Use
precise language and domainspecific vocabulary to inform about
or explain topics.
CCSS.ELA-Literacy.W.6.2e:
Establish and maintain formal style.

Conventions
CCSS.ELA-Literacy.L.6.1:
Demonstrate command of
conventions of standard English
grammar and usage when writing or
speaking.

Advanced

Meets

Approaches

Not Yet

4 (Distinguished)

3 (Effective)

2 (Approaching)

1 (Not Meeting)

I address all aspects of the

prompt appropriately, and I have
a strongly developed focus that
builds reader interest.
I demonstrate strong
understanding of the topic or
text(s).

I introduce my topic in a clear

manner by beginning with a
question, quote, or strong
statement that also hooks
readers interest.
I organize my ideas and
information into a purposeful
structure that engages readers.
I use transitions that clearly
connect relationships among
ideas and concepts in an
engaging way.
My concluding statement is clear
and thought-provoking.

I develop my ideas with relevant

facts, definitions, details, and
examples, but I also present
them in an interesting manner.
I use academic vocabulary and
precise word choice to engage
and inform readers.
I consistently vary my sentence
structure to add interest to my
paper.

I show a well-developed
command of standard English
conventions, including pronouns
and verb tense, with few, if any,
errors.
I consistently use correct

I address the prompt

appropriately and maintain a
clear and steady focus.

I address the prompt

appropriately, but I get off-topic
at times.

I attempt to address the prompt,

but my paper lacks focus or is
off-task.

I demonstrate understanding of
the topic or text(s).

I demonstrate limited
understanding of the topic or
text(s).

I demonstrate little to no
understanding of the topic or
text(s).

I introduce my topic in a clear

manner by beginning with a
question, quote, or strong
statement.

I introduce my topic.

I do not introduce my topic, or

the way I try to introduce it is
confusing.

I organize my ideas and

information into a logical
structure to best inform readers.
I use transitions consistently to
clarify relationships among ideas
and concepts.

I organize some of my
information into a logical
structure, but I am not
consistent and/or I am unclear at
times.
I use transitions occasionally to
clarify relationships among ideas
and concepts, but I am not
consistent.

I include a clear concluding

statement or section that follows
from information presented.

I try to include a concluding

statement, but I am not clear.

I develop my ideas with relevant

facts, definitions, details, and
examples.

I develop my ideas with some

facts, definitions, details, or
examples, but I am not
completely consistent or some
of my development is confusing.

I use academic vocabulary

consistently.
I vary my sentence structure
and avoid choppy sentences

I use some academic

vocabulary, but I am not
consistent.

I do not organize my ideas and

information coherently due to a
lack of structure.
I do not use transitions to clarify
relationships among ideas and
concepts.
I do not provide a concluding
statement or section, or what I
provide does not follow from
information presented.

I do not develop my ideas fully. I

need to include more facts,
definitions, details, and
examples.
I do not use academic
vocabulary.
Most of my sentences are short
and choppy.

I have some choppy sentences.

I show a consistent command of

standard English conventions,
including pronouns and verb
tense, and have few errors, but
they do not detract from my
essay.

I show an uneven command of

standard English conventions,
such as pronouns and verb
tense, which makes my essay
hard to understand.

I attempt to demonstrate
standard English conventions,
but I lack control of pronouns
and verb tense, which makes my
essay very hard to understand.

I make several errors in

I make many errors in

CCSS.ELALiteracy.L.6.1a: Ensure pronouns

are in the proper case (subjective,
objective, possessive).
CCSS.ELALiteracy.L.6.1c: Recognize and
correct inappropriate shifts in
pronoun number and person.
CCSS.ELA-Literacy.L.6.2:
Demonstrate command of conventions
of standard English capitalization,
punctuation, and spelling when writing.

punctuation, spelling, and

capitalization, which contributes
to the coherence of my essay.
I cite my sources consistently
and accurately.

I have a few minor errors in

punctuation, spelling, and/or
capitalization, but they do not
detract from my essay.
I cite my sources consistently
with a few minor errors.

punctuation, spelling, and/or

capitalization that detract from
my essay.

punctuation, spelling, and

capitalization that detract from
my essay.

I cite my sources, but I am not

consistent, or I do not cite them
correctly.

I do not cite my sources.