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
 Skillful and varied use of transitions  Appropriate use of transitions with  Some use of transitions  Little or no use of transitions
organizational structure
 Logical progression of ideas from beginning to some variety  Inadequate progression of ideas from  Confusing progression of ideas
creating unity and
end  Adequate progression of ideas from beginning to end  Missing introduction and/or conclusion
completeness.
 Purposeful introduction and conclusion beginning to end  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 the  Provides adequate support/evidence for  Provides inadequate support/evidence for  Provides little or no support/evidence for
Evidence: main idea the main idea the main idea the main idea
The topic is developed and  Presents well-chosen evidence (sources, facts,  Uses relevant evidence (sources, facts,  Uses some irrelevant, repetitive, or  Frequently uses irrelevant, repetitive, or
supported with evidence and details) and details) inadequate evidence (sources, facts, and inadequate evidence (sources, facts, and
(i.e., relevant facts,  Integrates evidence from sources with details) details)
 Skillfully integrates evidence with correct citations
definitions, concrete generally correct citations  Limited integration of evidence from  Does not integrate evidence from sources
 Analyzes and draws strong conclusions from
details, quotations, or  Analyzes and draws logical conclusions sources with some attempt at citations or lacks citations
evidence
other information and from evidence  Inconsistently analyzes evidence  Fails to analyze evidence
examples).  Conclusions drawn are sometimes not  Conclusions drawn are not logical or are
logical 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
 Use of topic-specific vocabulary is clearly  Inconsistent use of topic-specific vocabulary
The writing uses precise  Lack of formal/appropriate style shows
appropriate for the audience and purpose  Use of topic-specific vocabulary is  Lacks a consistent formal/appropriate style
and topic-specific little sense of audience and purposes
 Establishes and consistently maintains a generally appropriate for the audience
language and maintains a
formal/appropriate style and purpose
formal/appropriate style.
 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