Explanatory Writing Rubric
Criteria for Explanatory Writing
Animal Farm chs. 1-5 Analytical Paragraph
Exemplary Performance
Meeting Expectations
Needs
Attention
Critical Area for
Improvement
Dynamic understanding
Exemplary understanding
Basic understanding
Little to no understanding
(quotes thoroughly support claim AND
explanations/analysis connects
clearly)
(quotes support claim and
explanations/analysis connects)
(quotes don’t support effectively and
analysis is basic and brief)
(quotes are missing or don’t support
claim – missing analysis)
Compelling topic (topic sentence
Credible topic (topic sentence is
Unclear topic (topic sentence is
No topic
is clear and compelling – thoroughly
addresses prompt)
Ample evidence (2 quotes that
concretely support claim)
clear – addresses prompt)
basic or unclear – may not address
prompt)
Unclear or insufficient evidence
(fewer than 2 quotes or quotes don’t
effectively support claim)
(missing or doesn’t address prompt)
Illuminating focus on task,
Clear focus on task, purpose,
Some focus on task, purpose, or
No discernible focus on task,
purpose, and audience (details are
vivid and thorough – and concludes
effectively)
and audience (details are thorough
and concluding sentence is evident)
audience (details are vague – vague
or basic concluding sentence)
purpose, or audience (missing strong
details – missing concluding
sentence)
Compelling use of precise
Clear use of precise language
Ineffective use of language and
Use of unclear language and
language and vocabulary (uses 2
vocab words correctly – enhances
meaning and flow of para.)
Consistent formal style,
academic vocabulary, and
conventions (few to no stops and
starts when read out loud)
Outstanding transitions (shows
relationship between points)
and vocabulary (uses 2 vocab words
correctly)
poor vocabulary (no vocab from units
used)
vocabulary, and conventions
(some stops and starts aloud)
vocabulary (uses only 1 vocab word
correctly or words are used
incorrectly)
Inconsistent formal style,
academic vocabulary, and
conventions (difficult to read aloud)
Sufficient transitions
Occasional transitions
Little or no transitions
Few if any errors (less than 3)
Some errors (4-5)
Several errors (6-7)
Numerous errors (more than 7)
Two properly cited sources
Two sources improperly cited
One source, properly or
No sources cited
sources
improperly cited
Comprehension and Meaning
Knowledge: The writer demonstrates an accurate
grasp, in-depth command, and comprehensive
understanding of both the explicit and inferred ideas
and details they are writing about.
Development and Elaboration
Topic: The write introduces a topic to examine and
convey complex ideas, concepts, and information
Evidence: The writer develops a topic with wellchosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other
information and examples
Development: The writer [addresses the prompt and]
produces clear and coherent writing in which the style
is appropriate to task, purpose, and audience
Sufficient evidence (2 quotes that
support claim)
No evidence
(no quotes)
Language and Clarity
Vocabulary: The writer uses precise language and
domain-specific vocabulary to manage the complexity
of the topic
Tone: The writer establishes and maintains a formal
style and objective tone while attending to the norms
and conventions of the discipline in which they are
writing
Transitions: The writer uses appropriate and varied
transitions to link the major sections of the text, create
cohesion, ad clarify the relationships among complex
ideas and concepts
Sufficient formal style, academic
Lacks formal style, academic
vocabulary, and conventions
Conventions
Conventions: The writer demonstrates a command of
grammatical English and mechanical conventions.
Sources: The writer uses an appropriate number of
sources, avoids plagiarism, and follows a standard
format for citation
Rubric Score ______/__36___
*Vocabulary words used correctly: _______ (place a check mark here if student used 2 vocabulary words from our units correctly
and underlined them.)
*Write 1 constructive piece of feedback (something the writer could improve)
*Write 1 compliment for the writer (be specific)
Reviewed by: _________________________