Writing Standard 2: Informative/Explanatory Writing Rubric (6th Grade)
10
(Above Grade Level)
Topic/Prompt
CCSS:
● W.2.a
● W.9
Ideas
● W.2.b
Organization:
CCSS:
● W.2.a
● W.2.c
- Clearly states the topic and
provides a detailed claim (thesis)
statement
- Responds to all aspects of the
prompt presenting well
developed, sophisticated ideas
and corresponding details
- Shows an in-depth
understanding of the topic
- Thoroughly develops the topic
through the use of multiple,
relevant main ideas with
concrete supportive details;
quotations used if and where
appropriate
- Integrates text evidence to fully
develop topic, ideas and reasons
- When assigned, uses multiple,
credible sources to fully develop
the topic and support the reasons
presented
- Provides consistent & thorough
explanation/analysis how text
evidence supports the claim and
reasons presented
- Logically & consistently groups
related information; organization
enhances clarity and meaning
- Provides a detailed conclusion
that reflects upon the pertinent
information presented for the
topic/claim
- Consistently and skillfully uses
a variety of transitions (words,
phrases, and clauses) to clearly link
main ideas presented within to
their supportive details
- Logical, coherent flow of
connected ideas and details
within and across paragraphs
enhance the writer’s meaning
and fluency
9
(At Grade Level)
8
(Approaching Grade Level)
7
(Below Grade Level)
- Addresses the topic and
presents a simple claim (thesis)
statement
- Responds to the basic focus of
the prompt by repeating or
including a portion of the prompt
- Shows understanding of the
topic
- Topic is presented yet vague;
claim (thesis) statement is unclear
- Responds to minimal aspects of
the prompt but focus of writing is
unclear
-Shows a limited understanding of
the topic
- Develops the topic with main
ideas and connected support
details
- Text evidence used to support
topic, ideas and reasons
- When assigned, uses sources to
develop the topic and reasons
presented
- Provides some
explanation/analysis of how text
evidence supports the claim and
reasons presented
- Develops the topic with limited or
irrelevant main ideas; supportive
details are lacking in substance
- Minimal text evidence used to
support topic, ideas and reasons
- Uses limited sources; sources
used do not support one’s reasons
presented therefore topic/claim
lacks development
- Explanation/analysis of how text
evidence supports the claim and
reasons is limited or irrelevant
- Topic and claim (thesis)
statement is unclear and/or not
present
- Incorrectly responds to the
prompt; does not address the
prompt causing lack of focus to
writing
- Does not show an understanding
of the topic
- Topic not developed and does
not include related main ideas or
support details
- No text evidence used to support
topic, ideas and reasons
- Does not use any sources
- Does not explain/analyze how
text evidence supports the claim and
any reasons proposed/presented
- Groups related information to
allow a basic focus to writing and
one’s understanding
- Provides a conclusion related to
the topic/claim
- Uses a variety transitions
(words, phrases, and clauses) to
link main ideas within to support
details
- Written ideas and details within
and across paragraphs are clearly
connected
- Information is not logically
and/or consistently organized;
writing lacks a clear sense of
direction causing confusion for
reader
- Provides a limited conclusion that
does not directly relate to the
topic/claim
- Uses minimal and/or inaccurate
transitions (words, phrases, and
clauses) to link main ideas to
support details
- Ideas and details not fully
connected or developed within and
across paragraphs
- Writer does not organize
information therefore meaning,
focus and understanding of topic is
unclear and incoherent
- Conclusion is missing
-Lacks transitions/linking words
- Main ideas and details do not
connect
Language
*Word
Choice/Voice
CCSS:
● L.6
Language
*Sentence
Fluency
CCSS:
● L.3
● W.1.d
● W.4
Language
*Conventions
● L.1
● L.2
10
(Above Grade Level)
9
(At Grade Level)
8
(Approaching Grade Level)
7
(Below Grade Level)
- Consistently uses precise, topicspecific vocabulary to inform
about or explain the topic.
- Word choice is powerful,
factual and accurate providing
reader with a strong visual
understanding
- Consistently uses formal
writing style to appeal to specific,
targeted audience
- Consistently uses varied
sentence structure (varied starts
and lengths) to best enhance
meaning
- Consistently uses well
structured, complete sentences
- Avoids run-ons and/or
fragments
- Writer skillfully constructs
sentences that provide fluidity to
overall piece
- Consistently uses accurate
grammar, punctuation,
capitalization, and spelling
- Correct use of conventions
enhance meaning
- Proper citing of evidence and
assigned format followed
throughout written piece
- Uses topic-specific vocabulary
to inform about or explain the
topic.
- Word choice is clear and
concise
- Uses appropriate writing style
to appeal to a general audience
- Uses limited topic-specific
vocabulary
- Writer struggles to find words to
convey information
- Inconsistently uses formal
writing style; audience is unclear
- Does not use topic specific
vocabulary
- Writer unable to express oneself
and thus unable to explain stated
topic or reasoning
- Does not use formal writing style
- Uses some varied sentence
structure though varied starts are
lacking
- Sentences are adequately
constructed and mostly uses
complete sentences
- Minimal run-ons and
fragments
- Some choppiness occurs
throughout written structure
- Uses basic, simple sentence
structure which lacks in variety
and interest
- Inconsistently uses complete
sentences
- Frequent run-ons and
fragments
- Writing is choppy so overall
meaning is obscured
- Uses incorrect sentence
structure with no variation in style
- Sentences are poorly constructed;
majority of sentences are run-ons
and fragments
- Writing is choppy and difficult
to follow
- Limited errors in grammar,
punctuation, capitalization, and
spelling
- Simple errors do not interfere
with reader’s understanding
- Writer shows some difficulty
with citing evidence and
following assigned format
- Multiple errors in grammar,
punctuation, capitalization, and
spelling
- Frequent errors obscure
meaning
- Writer does not cite evidence
accurately or consistently
- Demonstrates limited
understanding of grammar,
punctuation, capitalization, and
spelling conventions
- Errors interfere with meaning
and causes confusion for reader
- Writer does not cite evidence
correctly
Student Name _____________________________
Total Score _______________________ / 60 points