Writing Rubric: Common Core Standards, Grades 6-12: English Language Arts
Type: Narrative
Pre-Novice
Writing an
introduction
Using
narrative
technique
Sequencing
and
transitioning
Vocabulary
Novice
Does not succeed in engaging Makes some noticeable attempt
the reader; is vague and/or
to engage the reader by
disorienting
establishing a setting,
characters, and/or situation
No or little use of narrative
techniques such as dialogue,
description, pacing,
characterization,conflict
All or mostly simple
sentences with no or
very few transition words
and conjunctions used
No paragraphing
Word choice does not show
effort at being interesting and
precise.
Using formal
writing
tone
Overall tone is too informal,
including some or all of:
“texting” abbreviations, slang,
messiness, errors in spelling,
punctuation, grammar
Writing a
conclusion
No or very sketchy
conclusion
Limited but noticeable use of
more than one narrative
technique, such as dialogue,
pacing, description,
characterization, conflict
Uses only the most basic
transitional devices (words,
punctuation, phrases, clauses,
paragraphs) to convey shifts
in time and space
Glimmers of use of words that
are interesting, lively, precise,
accurate, striking, dramatic
to create characters, setting,
and conflict
Attempt at formal
writing style, but needs
more proofreading and/or
care in presentation
Some attempt at a
conclusion that leaves the
reader with a sense of
closure
Semi-Pro
Pro
Effectively engages and orients
the reader by establishing a
context and introducing a
narrator and/or characters:
organize an event sequence that
unfolds naturally and logically.
Good start toward use of
Engaging use of such narrative
more than one narrative
techniques as dialogue, pacing,
technique, such as dialogue,
description, characterization,
pacing, description,
conflict
characterization, conflict
Makes contact with the reader
by establishing at least two
of the following: character,
setting, situation.
Uses a variety of transitional
Uses some transitional
devices (words, punctuation,
devices (words, punctuation,
phrases, clauses, paragraphs,
phrases, clauses, paragraphs,
section division) to convey
section divisions) to convey
shifts in time and space
shifts in time and space
Good start at using words
that are interesting, lively,
precise, accurate, striking,
dramatic to create characters,
setting, and conflict
Good attempt at blendinig
formal English conventions
(spelling, grammar,
punctuation, capitalization)
with dialect to capture the
speech of the characters
Good start toward a strong
conclusion that leaves the
reader with a sense of
closure
Strong use of words that are
interesting, lively, precise,
accurate, striking, dramatic to
create characters, setting, and
conflict
Excellent blend of formal
English conventions (spelling,
grammar, punctuation,
capitalization) with dialect to
capture the speech of the
characters.
Strong conclusion that
rewards the reader for having
read the story.
Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects, www.amybenjamin.com
Writing Rubric: Common Core Standards, Grades 6-12: English Language Arts and Literacy for
History, Social Studies, Science, and Technical Subjects
Pre-Novice
Writing an
introduction
No or few relevant facts,
definitions, concrete details,
quotations, examples
Expressing
relationships
between ideas
Using Tier II
and III
vocabulary
All or mostly simple
sentences with no or
very few transition words
and conjunctions used
No paragraphing
Writing a
conclusion
Novice
Effectively does NEITHER of the Effectively does ONE of the
following:
following:
Clarify the topic;
Clarify the topic;
Preview how it will be
Preview how it will be
developed
developed
Explaining the
information
Language
tone
Type: Explanatory
No Tier II or III vocabulary
used
Semi-Pro
Effectively does BOTH of the
following:
Clarify the topic;
Preview how it will be
developed
Pro
Effectively does BOTH of the
following: Clarify the topic;
Preview how it will be
developed with headings
and sub-headings
Some relevant facts, definitions
concrete details quotations,
examples
Good start toward
presenting relevant facts,
definitions, concrete details,
quotations, examples
Thorough presentation of facts,
including graphics such as wellexplained charts, tables, and/or
other visuals
A few organizational
structures and transitional
words
Transitions from paragraph
to paragraph, but needs
more internal transition and
linkage within paragraphs
Establishes clear and effective
organization through:
paragraphing, sectioning,
complex sentences, transitions
and other linking devices
A few Tier II and II vocabulary
used
Tier II and III vocabulary is
evident, but there are
several instances where
Tier II vocabulary should be
used instead of Tier I
Overall tone is too informal,
including some or all of:
“texting” abbreviations, slang,
messiness, errors in spelling,
punctuation, grammar; no
attempt to use dialect to capture the speech of characters
Attempt at formal
writing style, but needs
more proofreading and/or
care in presentation; attempt
at using dialect to capture
the speech of characters
Good attempt at formal
writing style and
proofreading, but a few
glaring errors indicate that
more careful proofreading
is needed
No or very sketchy
conclusion
Some attempt at a
conclusion that leaves the
reader with a sense of
closure
Good start toward a strong
conclusion that explains the
importance of the
information
Sufficient, appropriate
use of Tier II
and III language throughout
Formal writing tone used
throughout; Few or no glaring
errors in spelling, grammar,
punctuation, capitalization;
obvious care in presentation
Strong conclusion that clearly
summarizes the information
and explains its importance
Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects, www.amybenjamin.co
Writing Rubric: Common Core Standards, Grades 6-12: English Language Arts and Literacy for
History, Social Studies, Science, and Technical Subjects
Pre-Novice
Writing an
introduction
Effectively does NONE of the
following:
State importance of issue
Make a claim
Acknowledge opposing claim
Developing
an argument
No relevant facts, statistics,
reasons, or evidence.
Expressing
relationships
between ideas
Using Tier
II and II
Vocabulary
All or mostly simple
sentences with no or
very few transition words
and conjunctions used
No paragraphing
Using formal
writing
tone
Overall tone is too informal,
including some or all of:
“texting” abbreviations, slang,
messiness, errors in spelling,
punctuation, grammar
Writing a
conclusion
no conclusion
Type: Argumentation
Novice
Effectively does ONE of the
following:
State importance of issue
Make a claim
Acknowledge opposing claim(s)
Mentions, but does not
develop, sufficient evidence;
Does not attend to opposing
claim(s)
No Tier II or III vocabulary
used
A few organizational
structures and transitional
words
A few Tier II and II vocabulary
used
Attempt at formal
writing style, but needs
more proofreading and/or
care in presentation
Sketchy conclusion that
just restates the claim
and/or the issue; does not
make an impact on the reader
Semi-Pro
Pro
Effectively does TWO of the
Effectively does ALL of the
following:
following:
State importance of issue
State importance of issue
Make a claim
Make a claim
Acknowledge opposing claim(s)
Acknowledge opposing claim(s)
Good start toward
developing claims and
opposing claims; Includes
some substantial evidence
Transitions from paragraph
to paragraph, but needs
more internal transition and
linkage within paragraphs
Tier II and III vocabulary are
evident, but there are
several instances where
Tier II vocabulary should be
used instead of Tier I
Good attempt at formal
writing style and
proofreading, but a few
glaring errors indicate that
more careful proofreading
is needed
Good start toward a
strong conclusion that
follows from the evidence
and makes an impact on
the reader
Develops claims and opposing
claims thoroughly and fairly
with evidence: facts, stats,
reasons, examples, anecdotes
Establishes clear and effective
organization through:
paragraphing, sectioning,
complex sentences, transitions
and other linking devices
Sufficient, appropriate
use of Tier II
and III language throughout
Formal writing tone used
throughout; Few or no glaring
errors in spelling, grammar,
punctuation, capitalization;
obvious care in presentation
Strong conclusion that
follows from the evidence
presented and makes an
impact on the reader
Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects, www.amybenjamin.com