Grade 11 Instructional Writing Rubric* (Last Revised 11/1/2012)
Aligned to Next Generation West Virginia Content Standards and Objectives for English Language Arts and Literacy
Smarter Balanced Claim 2: Students can produce effective and well-grounded writing for a range of purposes and audiences.
Organization
Statement of
Purpose/Focus
INFORMATIVE/EXPLANATORY
4
Exemplary – Exceeds Standard
3
Proficient – Meets Standard
The writer
 effectively and consistently focuses
on a clearly identified purpose and
topic throughout

effectively considers the audience’s
knowledge of the topic
2
Partial – Approaches Standard
1
Minimal – Begins Standard
The writer
 adequately focuses on an identified
purpose and topic
The writer
 somewhat focuses on an identified
purpose and topic
The writer
 seldom focuses on purpose and
topic, and response may be very
brief, confusing or ambiguous



adequately considers the
audience’s knowledge of the topic
shows some consideration of the
audience’s knowledge of the topic
does not consider the audience’s
knowledge of the topic
The writer
 uses a clear and effective
organizational structure that
effectively and logically presents
complex ideas, concepts and
information building on new
elements to create a unified whole
 includes formatting (e.g. headings),
graphics (e.g. figures and tables),
and multimedia when useful to
aiding comprehension
 effectively and consistently uses a
variety of transitional strategies
(efficient and meaningful words,
phrases and clauses, as well as
varied syntax) to:
o link major sections of text
o create cohesion
o clarify relationships among
complex ideas and
concepts
 provides an effective introduction
The writer
 uses an evident organizational
structure that adequately presents
complex ideas, concepts and
information building on new
elements to create a sense of
completeness
 includes formatting (e.g. headings),
graphics (e.g. figures and tables),
and multimedia when useful to
aiding comprehension
 adequately uses transitional
strategies (words, phrases and
clauses, as well as varied syntax)
with some variety to:
o link major sections of text
o create cohesion
o clarify the relationships
among complex ideas and
concepts
The writer
 uses an inconsistent organizational
structure that partially presents
ideas, concepts and information,
partially incorporating new elements
but with some evident flaws
The writer
 uses little or no discernible
organizational structure to present
ideas, concepts and information,
seldom incorporating new elements

uses some formatting, graphics and
multimedia when useful to aiding
comprehension

uses little or no formatting, graphics
or multimedia

inconsistently uses basic
transitional strategies (some words,
phrases or clauses) with little
variety and simple syntax to
o link major sections of text
o create cohesion
o clarify the relationships
among complex ideas and
concepts

uses few or no transitional
strategies (limited language
structures) with frequent extraneous
ideas that may intrude

provides an adequate introduction

provides a limited introduction



provides a conclusion that follows
from and adequately supports the
information or explanation
presented (e.g. articulating
implications or the significance of
the topic.)

provides a conclusion that partially
supports the information or
explanation presented

provides a minimal or no
introduction
does not provide a conclusion that
adequately supports the information
or explanation presented
provides a powerful conclusion that
follows from and effectively
supports the information or
explanation presented (e.g.
articulating implications or the
significance of the topic.)
Development: Elaboration of
Evidence
Language and Vocabulary
Conventions
The writer
 supplies thorough and convincing
support/evidence:
o facts
o extended definitions
o concrete details
o quotations or other information
o strong examples
 effectively uses a variety of
elaborative techniques
 effectively uses evidence from
sources that is smoothly integrated,
comprehensive and concrete
The writer
 clearly and effectively expresses
ideas, using precise words, phrases
and clauses, vividly incorporating
metaphor, simile and analogy to
manage the complexity of the
information/explanation

uses academic and domain-specific
vocabulary that is clearly
appropriate for the audience and
purpose
 effectively establishes and
maintains a formal style and
objective tone
The writer
 demonstrates a strong command of
conventions:
o demonstrates effective use of
capitalization, punctuation, and
spelling, with insignificant errors
that need little or no editing
o effectively demonstrates correct
usage of hyphenation
conventions
o demonstrates few, if any, errors
in usage and sentence
formation
The writer
 supplies significant and relevant
support/evidence
o facts
o extended definitions
o concrete details
o quotations or other information
o strong examples
 adequately uses some elaborative
techniques
 adequately uses some evidence
from sources that is integrate,
though citations may be general or
imprecise
The writer
 adequately expresses ideas,
employing a mix of precise with
more general words, phrases and
clauses and appropriately
incorporating metaphor, simile and
analogy to convey the
information/explanation
 uses domain-specific vocabulary
that is generally appropriate for the
audience and purpose
The writer
 supplies some relevant
support/evidence
o facts
o details
o examples
The writer
 provides little or no relevant
support/evidence
o facts
o details
o examples



adequately establishes and
maintains a formal style and
objective tone
The writer
 demonstrates an adequate
command of conventions:
o demonstrates adequate use of
capitalization, punctuation, and
spelling, with few errors that
need editing but do not distract
from the information/explanation
o adequately demonstrates
correct usage of hyphenation
conventions
o demonstrates some errors in
usage and sentence formation
that do not obscure meaning

uses weak or uneven elaborative
techniques
uses evidence from sources that is
weakly integrated, and citations, if
present, are uneven

uses little or no elaborative
techniques
uses little or no evidence from
sources or evidence that is
erroneous or irrelevant
The writer
 unevenly expresses ideas, using
simplistic language words, phrases
and clauses and occasionally
incorporating metaphor, simile and
analogy to support the
information/explanation
The writer
 expresses vague, unclear or
confusing ideas, rarely using words,
phrases and clauses that support
the information/explanation

uses domain-specific vocabulary
that may at times be inappropriate
for the audience and purpose

uses limited language or domainspecific vocabulary

partially establishes a formal style
and objective tone

rarely establishes a formal style and
objective tone
The writer
 demonstrates a partial command of
conventions:
o demonstrates inconsistent use
of capitalization, punctuation,
and spelling, with errors that
need editing to clarify the
information/explanation
o sometimes demonstrates
correct usage of hyphenation
conventions
o demonstrates frequent errors in
usage and sentence formation
that may obscure meaning
The writer
 demonstrates a lack of command of
conventions:
o demonstrates incorrect use of
capitalization, punctuation, and
spelling, with frequent and
severe errors that need editing
to convey the
information/explanation
o seldom demonstrates correct
usage of hyphenation
conventions
o demonstrates frequent and
severe errors in usage and
sentence formation that often
obscure meaning
*This instructional writing rubric is designed as an instructional tool for teachers and students to use as they begin implementation of the Next Generation WV Content Standards and Objectives in
the classroom. The existing WV Writing Rubric, aligned to the 21st Century WV Content Standards and Objectives, will continue to be used to assess student writing produced for WESTEST 2 Online
Writing, a component of WESTEST 2, through 2014. Classroom teachers, schools and school systems implementing the Next Generation Content Standards prior to 2014 should use this instructional
rubric to assess student growth in writing relevant to the expectations set forth in the Next Generation Standards prior to 2014-15 when the SMARTER Balanced Assessment is scheduled to be
administered as the state summative assessment.