Explanatory/Informative Writing
W8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Writing Standards
Grade 8
a. Introduce a topic
clearly, previewing what
is to follow; organize
ideas, concepts, and
information into
broader categories;
include formatting (e.g.,
headings), graphics (e.g.,
charts, tables), and
multimedia when useful
to aiding
comprehension.
Level 1
Just beginning
Introduction:
- Has no attention-getter
- No build-up to topic
- May be lacking a thesis
- Does not convey any type
of purpose for essay
- Does not follow any
format
- Does not have an
introduction
Level 2
Not quite there yet
Introduction:
- Uses a basic questioning
attention-getter
- Makes an attempt to
develop topic
- Includes a partial thesis
that does not clearly
convey what is to follow
- The purpose of the essay
may not be clear
- Uses a format that is not
complete or consistent
Level 3
Where we want to be
Introduction:
- Has an effective attentiongetter
- Effectively develops a
build up for the topic
- Includes an effective thesis
statement that previews
what is to follow
- Conveys the purpose of the
essay (i.e. definition,
cause/effect, etc.)
- Uses an appropriate format
Level 4
Above and beyond
Introduction:
- Uses an attention-getter that
stands out and grabs the reader
- Flows from the attention-getter
building toward the thesis
smoothly and effectively
- Includes a thesis statement that is
clear and thoughtfully previews
what is to follow
- Clearly conveys the purpose
- Consistently uses the proper
format with spacing, indentation,
etc.
Writing Standards
Grade 8
b. Develop the topic with
relevant, well-chosen
facts, definitions,
concrete details,
quotations, or other
information and
examples.
Level 1
Just beginning
Elaboration:
- Limited, if any, facts,
details, quotes or examples
(textual evidence) are
included in essay
- Facts, details, quotes or
examples are not relevant
to the topic
Level 2
Not quite there yet
Elaboration:
- Some, but not all
paragraphs include fact,
detail, quote or example
(textual evidence)
- Not all facts, details,
quotes or examples may be
relevant to topic
- Unclear whether quotes are
clearly cited
Level 3
Where we want to be
Elaboration:
- Uses at least one relevant
fact, detail, quote or
example (textual evidence)
per paragraph
- Simply explains the fact,
detail, quote or example
connection to the topic
- All quotes include a
citation
Level 4
Above and beyond
Elaboration:
- Uses several well-chosen,
relevant facts, details, quotes or
examples (textual evidence) per
paragraph
- Analyzes the facts, details,
quotes, or examples connection to
the topic beyond the obvious
- All quotes include a lead-in and
citation
Writing Standards
Grade 8
c. Use appropriate and
varied transitions to
create cohesion and
clarify the relationships
among ideas and
concepts.
Level 1
Just beginning
Transitions:
- None are apparent in essay
- No transitions that help
move from one paragraph
to the next
Level 2
Not quite there yet
Transitions Included:
- In some paragraphs
- Included but do not help
with cohesion or clarifying
relationships among ideas
- Only transitions included
are those that help move
from one paragraph to the
next
Level 3
Where we want to be
Transitions Included:
- Within paragraphs that
help cohesion
- Within paragraphs that
attempt to clarify
relationships among ideas
- That help move from one
paragraph to the next
Level 4
Above and beyond
Transitions Included:
- A variety within paragraphs that
clearly used to create cohesion
- A variety within paragraphs that
clearly clarify relationships
among ideas
- That effectively and smoothly
move from one paragraph to the
next
Writing Standards
Grade 8
d. Use precise language
and domain-specific
vocabulary to inform
about or explain the
topic.
Level 1
Just beginning
Language:
- Does not appear to pertain
to topic
- Vocabulary is very basic,
not always appropriate to
topic or audience
Level 2
Not quite there yet
Language:
- An attempt is made to use
language that pertains to
topic
- Vocabulary is basic and is
mostly appropriate to topic
Level 3
Where we want to be
Language:
- Is used that pertains to
topic
- Vocabulary is appropriate
to topic and educational
level
Level 4
Above and beyond
Language:
- Is used throughout the essay that
clearly pertains to topic
- Vocabulary is clearly appropriate
to topic and there is evidence that
advanced vocabulary is used
Writing Standards
Grade 8
e. Establish and
maintain a formal style
Level 1
Just beginning
Formal style:
- There is no apparent style
- Audience was not
considered
Level 2
Not quite there yet
Formal style:
- Style is appropriate for an
essay, not necessarily for
topic or purpose of essay
- Audience was only
basically taken in
consideration in style
choice
Level 3
Where we want to be
Formal style:
- Style is appropriate for
topic and purpose of essay
- Audience was obviously
considered in style choice
Level 4
Above and beyond
Formal style:
- Style is clearly appropriate for
topic and purpose of essay was
clearly considered
- Audience was obviously and
carefully considered in style
choice
- Style consistent with writer’s
goals and message
Writing Standards
Grade 8
f. Provide a concluding
statement or section that
follows from and
supports the
information or
explanation presented.
Level 1
Just beginning
Conclusion:
- Includes no concluding
statement or copy of thesis
- Is only a list of points
covered in essay
- Does not include a
conclusion
Level 2
Not quite there yet
Conclusion:
- Includes mainly an exact
copy of the thesis
- Provides little insight as to
purpose of essay
- Consists of mainly a list of
the main points covered
Level 3
Where we want to be
Conclusion:
- Has a restatement
(rewritten) of thesis
statement
- Provides some insight as to
overall purpose of the
essay (answers the So
What?)
Level 4
Above and beyond
Conclusion:
- Has a well-written restatement of
the thesis
- Provides clear articulated insight
as to the significance of the essay