COMMON CORE STATE STANDARDS
WRITING RUBRICS
Prevent Plagiarism. Engage
Students.
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Thank you for your interest in the Turnitin Common Core State Standards-aligned writing
rubrics. We hope you find them useful.
The three rubrics in this package were developed in conjunction with the English Professional Learning Council (EPLC) and include
argument, informative and narrative rubrics.
Background
When approached by Turnitin in May of 2012, the EPLC had already been looking at ways in which curricula could be aligned across
secondary and higher education writing courses to address the skills gap that exists for many students matriculating in post
secondary programs. The EPLC agreed to assist Turnitin with developing CCSS-aligned rubrics to help secondary educators
implement the Standards, support student success in writing, and align instructor expectations between secondary and higher
education.
Turnitin’s CCSS-Aligned Writing Rubrics
While developed specifically for secondary instruction, these rubrics are also useful to college instructors. They are ideal for
preparing students for more rigorous coursework in upper-level post-secondary writing courses and courses that involve writing
across the curriculum. Additionally, members of the EPLC and Turnitin agree that expectations and language—especially for
assessment—be common between secondary and higher education to increase student success in writing as their education
progresses.
Turnitin users at secondary schools and community colleges across the U.S. can attach a CCSS-aligned rubric to any GradeMark
assignment to quickly and easily convey their expectations to students, grade submitted work against the CCSS, provide critical
feedback, and track student progress.
If you are a Turnitin user at a 4-year college/university or are not located in the U.S., you will need to upload an .rbc file of the
rubrics into GradeMark: http://pages.turnitin.com/rs/iparadigms/images/CCSS Rubrics.zip
Instructions on uploading the .rbc files into GradeMark are at:
http://www.turnitin.com/en_us/support/help-center/importing-and-exporting-rubrics
If you have comments regarding these rubrics, please contact:
Jason Chu, Sr. Education Manager, jchu@turnitin.com
CCSS WRITING RUBRICS 3
COMMON CORE STATE STANDARDS WRITING RUBRICS (GRADES 9-10)
ARGUMENT
ARGUMENT (9-10)
Description
5 Exceptional
4 Skilled
3 Proficient
2 Developing
1 Inadequate
Claim:
The text introduces a compelling
The text introduces a precise claim
The text introduces a claim that
The text contains an unclear or
The text contains an
The text introduces a clear,
claim that is clearly arguable and
that is clearly arguable and takes an
is arguable and takes a
emerging claim that suggests a
arguable claim that can be
takes a purposeful position on an
identifiable position on an issue. The
position. The text has a
vague position. The text
unidentifiable claim or vague
supported by reasons and
issue. The text has a structure and
structure and organization that
attempts a structure and
position. The text has limited
evidence.
organization that is carefully crafted
is aligned with the claim.
organization to support the
structure and organization.
to support the claim.
text has an effective structure and
organization that is aligned with the
position.
claim.
Development:
The text provides convincing
The text provides sufficient data
and relevant data and evidence
and evidence to back up the claim
as well as a conclusion that supports
to back up the claim and
effectively addresses
counterclaims. The conclusion
the argument.
The text provides sufficient and
The text provides sufficient data
relevant data and evidence to
and evidence to back up the
back up the claim and addresses
claim and addresses
counterclaims fairly. The conclusion
counterclaims. The conclusion
effectively reinforces the claim and
ties to the claim and evidence.
The text provides data and
The text contains limited data and
evidence that attempts to back
evidence related to the claim and
up the claim and unclearly
counterclaims or lacks counter-
addresses counterclaims or
claims. The text may fail to
lacks counterclaims. The
conclude the argument or position.
conclusion merely restates the
strengthens the claim and
evidence.
Audience:
evidence.
The text consistently addresses
The text anticipates the audience’s
The text considers the
The text illustrates an
The text lacks an awareness of
The text anticipates the audience’s
the audience’s knowledge level
knowledge level and concerns about
audience’s knowledge level and
inconsistent awareness of the
the audience’s knowledge level
knowledge level and concerns
and concerns about the claim.
the claim. The text addresses the
concerns about the claim. The
audience’s knowledge level
and needs.
about the claim. The text addresses
The text addresses the specific
specific needs of the audience.
text addresses the needs of the
and needs.
the specific audience’s needs.
position.
audience.
needs of the audience.
Cohesion:
The text strategically uses words,
The text skillfully uses words,
The text uses words, phrases,
The text contains limited
The text contains few, if any, words,
The text uses words, phrases,
phrases, and clauses to link the
phrases, and clauses to link the
and clauses to link the major
words, phrases, and clauses to
phrases and clauses to link the
and clauses to link the major
major sections of the text. The text
major sections of the text. The text
sections of the text. The text
link the major sections of the
major sections of the text. The text
sections of the text, creates
explains the relationships between
identifies the relationship between
connects the claim and reasons.
text. The text attempts to
does not connect the claims and
cohesion, and clarifies the
the claim and reasons as well as
The text links the counterclaims
connect the claim and reasons.
reasons.
relationships between the
the evidence. The text strategically
links the counterclaims to the
the claim and reasons as well as the
evidence. The text effectively links
to the claim.
claim.
the counterclaims to the claim.
between claims and counterclaims.
Style and Conventions:
The text presents an engaging,
The text presents an appropriate and
The text presents a formal,
The text illustrates a limited
The text illustrates a limited
The text presents a formal,
formal and objective tone. The text
formal, objective tone. The text
objective tone. The text
awareness of formal tone. The
awareness or inconsistent
objective tone that demonstrates
intention- ally uses standard
demonstrates standard English
demonstrates standard
text demonstrates some
tone. The text illustrates
standard English conventions of
English conventions of usage and
conventions of usage and mechanics
English conventions of usage
accuracy in standard English
inaccuracy in standard
usage and mechanics along with
mechanics along with discipline-
along with discipline specific
and mechanics along with
conventions of usage and
English conventions of usage
discipline specific
mechanics.
and mechanics.
claim and reasons, between
reasons and evidence, and
discipline- specific requirements
specific requirements (i.e. MLA,
(i.e. MLA, APA, etc.).
APA, etc.).
requirements (i.e. MLA, APA, etc.).
requirements (i.e. MLA, APA,
etc.).
© 2012 iParadigms, LLC All rights reserved. 0812
This rubric may be copied and/or edited for educational purposes as long as the copyright notice is maintained.
CCSS WRITING RUBRICS 3
COMMON CORE STATE STANDARDS WRITING RUBRICS (GRADES 9-10)
INFORMATIVE
INFORMATIVE (9-10)
Description
5 Exceptional
4 Skilled
3 Proficient
2 Developing
1 Inadequate
Focus:
The text clearly focuses on a
The text focuses on an interesting
The text focuses on a topic to inform
The text has an unclear topic with
The text has an
The text focuses on a topic to inform
compelling topic that informs
topic that informs the reader with
a reader with ideas, concepts,
some ideas, concepts, information,
a reader with ideas, concepts,
the reader with ideas, concepts,
ideas, concepts, information, etc.
information, etc.
etc.
information, etc.
information, etc.
unidentifiable topic with
minimal ideas, concepts,
information, etc.
Development:
The text presents relevant facts,
definitions, concrete details,
quotations, and examples. The
conclusion ties to and supports the
information/explanation.
The text provides significant facts,
The text provides effective facts,
definitions, concrete details, and
definitions, concrete details,
quotations that fully develop and
quotations, and examples that
explain the topic. The conclusion
provides insight to the implications,
explains the significance of the
sufficiently develop and explain
The text provides relevant facts,
definitions, concrete details,
The text provides facts, definitions,
details, quotations, and examples
The text contains limited
facts
and
examples
related to the topic. The
quotations, and examples that
that attempt to develop and explain
develop and explain the topic. The
the topic. The conclusion merely
conclusion ties to and supports
restates the development.
conclusion.
text may fail to offer a
the topic. The conclusion provides
the information/explanation.
The text considers the audience’s
The text illustrates an inconsistent
The text lacks an
knowledge level and concerns about
awareness of the audience’s
awareness of the
knowledge level and needs.
audience’s knowledge
Audience:
topic,
and
projects toaddresses
the future, the
etc.
The
text
consistently
The author anticipates the audience’s
audience’s knowledge level and
the implications, significance of
The text anticipates the audience’s
and future relevance
of the topic,
knowledge
level and concerns
about
background knowledge of the topic.
concerns about the topic. The text
the
etc.topic. The text addresses the
the claim. The text addresses the
addresses the specific needs of the
specific needs of the audience.
needs of the audience.
level and needs.
audience.
Cohesion:
The text strategically uses words,
The text skillfully uses words,
The text uses words, phrases, and
The text contains limited words,
The text uses appropriate and varied
phrases, and clauses to link the
phrases, and clauses to link the
clauses to link the major sections of
phrases, and clauses to link the
transitions to link the major sections
major sections of text. The text
major sections of the text. The text
the text. The text connects the topic
major sections of the text. The text
of the text, creates cohesion, and
explains the relationships between
identifies the relationship between
and the examples and/or facts.
attempts to connect the topic and
clarifies the relationships among
the topic and the examples and/or
complex ideas and concepts.
facts.
the examples and/or facts.
the topic and the examples and/or
facts.
The text contains few, if
any, words, phrases, and
clauses to link the major
sections of the text. The
text does not connect the
topic and the examples
and/or facts.
Language and Style:
The text presents an engaging,
The text presents an appropriate
The text presents a formal, objective
The text illustrates a limited
The text illustrates a
The text presents a formal, objective
formal, and objective tone and
formal, objective tone and uses
tone and uses precise language and
awareness of formal tone and
limited or inconsistent
tone and uses precise language and
uses sophisticated language and
relevant language and topic-specific
topic-specific vocabulary to manage
awareness of topic-specific
tone and aware-ness of
vocabulary to manage the complexity
the complexity of the topic.
vocabulary.
topic-specific vocabulary.
topic-specific vocabulary to manage
topic-specific vocabulary to manage
the complexity of the topic.
the complexity of the topic.
of the topic.
Conventions:
The text intentionally uses standard
The text uses standard English
The text demonstrates standard
The text demonstrates some
The text contains
The text demonstrates standard
English conventions of usage and
conventions of usage and mechanics
English conventions of usage and
accuracy in standard English
multiple inaccuracies
English conventions of usage and
mechanics along with discipline-
along with discipline-specific
mechanics along with discipline-
conventions of usage and
in Standard English
mechanics along with discipline-
specific requirements (i.e. MLA, APA,
specific requirements (i.e. MLA, APA,
mechanics.
conventions of usage
specific requirements (i.e. MLA, APA,
etc.).
requirements (i.e. MLA, APA, etc.).
etc.).
and mechanics.
etc.).
© 2012 iParadigms, LLC All rights reserved. 0812
This rubric may be copied and/or edited for educational purposes as long as the copyright notice is maintained.
CCSS WRITING RUBRICS 4
COMMON CORE STATE STANDARDS WRITING RUBRICS (GRADES 9-10)
NARRATIVE (9-10)
Description
5 Exceptional
4 Skilled
3 Proficient
2 Developing
1 Inadequate
Exposition:
The text creatively engages the
The text engages and orients the
The text orients the reader by setting
The text provides a setting with
The text provides a
The text sets up a story by
reader by setting out a well-developed
reader by setting out a conflict,
a vague conflict, situation, or ob-
setting that is unclear
introducing the
conflict, situation, or observation. The
situation, or observation. It estab-
servation with an unclear point of
with a vague conflict,
event/conflict, characters,
text establishes one or multiple points of
lishes one or multiple points of view
and setting.
view and introduces a narrator and/or
complex characters.
Narrative Techniques and
Development:
The story is developed using
dialogue, pacing, description,
reflection, and multiple plot
lines.
Organization and Cohesion:
The text follows a logical
sequence of events.
Style and Conventions:
The text uses sensory language and
details to create a vivid picture of
the events, setting, and characters.
and introduces a narrator and/or
well-developed characters.
out a conflict, situation, or
observation. It establishes one point
of view and introduces a narrator
view. It introduces a narrator and/
or underdeveloped characters.
and/or developed characters.
situation, or observation.
It has an unclear point of
view and underdeveloped
The text uses narrative techniques
The text uses some narrative
use of narrative techniques such
such as dialogue, description, and
techniques such as dialogue or
dialogue, artistic pacing, vivid description,
as dialogue, pacing, description,
description that merely retells
reflection, and multiple plot lines
to
reflection that illustrate events
complex reflection, and multiple plot
lines to develop experiences, events,
develop experiences, events, and/or
and/or characters.
The text creates a seamless progression
characters.
The text creates a smooth progres-
The text creates a logical
of experiences or events using multiple
sion of experiences or events using a
progression of experiences or
techniques—such as chronology,
variety of techniques—such as
events using some techniques
flashback, foreshadowing, suspense,
chronology, flashback, foreshadow-
—such as chronology, flashback,
etc.—to sequence events so that they
ing, suspense, etc.—to sequence
build on one another to create a coherent
events so that they build on one
sequence events so that they build
whole.
another to create a coherent whole.
on one another to create a coherent
The text uses eloquent words and
The text uses precise words and
whole.
The text uses words and phrases,
The text uses words and phrases
The text merely
phrases, showing details and
telling details and sensory language
and telling details to convey
tells about
controlled sensory language and
to convey a vivid picture of the
experiences, events, settings,
experiences,
mood to convey a realistic picture of
experiences, events, setting, and/or
and/or characters.
events, settings,
the experiences, events, setting, and/
characters.
The text demonstrates sophisticated
The text demonstrates deliberate
narrative techniques such as engaging
phrases, showing details and rich sensory
language and mood to convey a realistic
picture of the experiences, events, setting,
and/or characters.
events and/or experiences.
and/or characters.
narrator
The
text and/or
lacks narrative
characters.
techniques and merely
retells events and/or
experiences.
The text creates a sequence or
The text lacks a
progression of experiences or
sequence or progression
events.
of experiences or events
or presents an illogical
foreshadowing, suspense, etc.—to
sequence of events.
and/or characters.
or characters.
Conclusion:
The text moves to a conclusion that artfully
The text builds to a conclusion that
The text provides a conclusion that
The text provides a conclusion
The text may provide a
The text provides a conclusion
follows from and thoughtfully reflects on
logically follows from and reflects
follows from and reflects on what
that follows from what is
conclusion to the events
experienced, observed, or
of the narrative.
that follows from the course of the
narrative. The conclusion provides
a reflection on or resolution of
what is experienced, observed, or
resolved over the course of the narrative.
on what is experienced, observed,
or resolved over the course of the
narrative.
is
experienced,
observed,
or
resolved over the course of the
resolved over the course of the
narrative.
narrative.
the events.
© 2012 iParadigms, LLC All rights reserved. 0812
This rubric may be copied and/or edited for educational purposes as long as the copyright notice is maintained.
CCSS WRITING RUBRICS 6
COMMON CORE STATE STANDARDS WRITING RUBRICS (GRADES 9-10)
ARGUMENT (11-12)
Description
5 Exceptional
4 Skilled
3 Proficient
2 Developing
1 Inadequate
Claim:
The text introduces a compelling
The text introduces a precise claim
The text introduces a claim that
The text contains an unclear or
The text contains an
The text introduces a clear, arguable
claim that is clearly arguable and
that is clearly arguable and takes an
is arguable and takes a
emerging claim that suggests a vague
claim that can be supported by
takes a purposeful position on an
position. The text attempts a structure
unidentifiable claim or
issue. The text has a structure and
identifiable position on an issue.
position. The text has a
reasons and evidence.
structure and organization that
and organization to support the
vague position. The text has
organization that is carefully crafted
The text has an effective structure
is aligned with the claim.
position.
limited structure and
to support the claim.
Development:
The text provides convincing and
The text provides sufficient data
relevant data and evidence to back
up the claim and skillfully addresses
and evidence to back up the claim
counterclaims. The conclusion
while pointing out the strengths and
effectively strengthens the claim
limitations of both the claim and
and evidence.
counterclaim. The text provides a
organization.
and organization that is aligned with
the claim.
The text provides sufficient and
relevant data and evidence to back
up the claim and fairly addresses
counterclaims. The conclusion
effectively reinforces the claim and
The text provides data and
The text provides data and evidence
The text contains limited data
evidence to back up the claim and
that attempt to back up the claim and
and evidence related to the
addresses counterclaims. The
unclearly addresses counterclaims or
claim and counterclaims or
conclusion ties to the claim and
lacks counterclaims. The conclusion
lacks counterclaims. The text
evidence.
merely restates the position.
may fail to conclude the
argument or position.
evidence.
conclusion that supports the
argument.
Audience:
The text consistently addresses the
The text anticipates the audience’s
The text considers the audience’s
The text illustrates an inconsistent
The text lacks an
The text anticipates the audience’s
audience’s knowledge level, con-
knowledge level, concerns, values,
knowledge level, concerns,
awareness of the audience’s
awareness of the
knowledge level, concerns, values,
cerns, values, and possible biases
and possible biases about the
values, and possible biases about
knowledge level and needs.
audience’s knowledge
and possible biases about the claim.
about the claim. The text addresses
claim. The text addresses the
the claim. The text addresses the
The text addresses the specific
the specific needs of the audience.
specific needs of the audience.
needs of the audience.
Cohesion:
The text strategically uses words,
The text skillfully uses words,
The text uses words, phrases,
The text contains limited words,
The text contains few, if any,
The text uses words, phrases, and
phrases, and clauses as well as
phrases, and clauses as well as
and clauses as well as varied
phrases, and clauses to link the major
words, phrases, and clauses
clauses as well as varied syntax to
varied syntax to link the major
varied syntax to link the major
syntax to link the major sections
sections of the text. The text attempts
to link the major sections of
link the major sections of the text,
sections of the text. The text
sections of the text. The text
of the text. The text connects the
to connect the claim and reasons.
the text. The text does not
creates cohesion and clarifies the
explains the relationships
identifies the relationship between
claim and reasons. The text links
connect the claims and
the counterclaims to the claim.
reasons.
level and needs.
needs of the audience.
between the claim and reasons as
relationship between the claim and
reasons, between reasons and
evidence, and between claims and
well as the evidence. The text
strategically links the
the claim and reasons as well as the
evidence. The text effectively links
counterclaims to the claim.
the counterclaims to the claim.
Style and Conventions:
The text presents an engaging, formal
The text presents a formal,
The text presents a formal tone.
The text illustrates a limited awareness
The text illustrates a limited
The text presents a formal, objective
and objective tone. The text
objective tone. The text demon-
The text demonstrates standard
of formal tone. The text demonstrates
aware- ness of or
tone that demonstrates standard
intentionally uses standard English
strates standard English conven-
English conventions of usage
some accuracy in standard English
inconsistent tone. The text
English conventions of usage and
conventions of usage and mechanics
tions of usage and mechanics
and mechanics while attending
conventions of usage and mechanics.
demonstrates inaccuracy in
mechanics while attending to the
while attending to the norms of the
while attending to the norms of the
to the norms of the discipline
standard English conventions
norms of the discipline (i.e. MLA,
discipline (i.e. MLA, APA, etc.).
discipline (i.e. MLA, APA, etc.).
(i.e. MLA, APA, etc.).
of usage and mechanics.
counterclaims.
APA, etc.).
© 2012 iParadigms, LLC All rights reserved. 0812
This rubric may be copied and/or edited for educational purposes as long as the copyright notice is maintained.
CCSS WRITING RUBRICS 6
COMMON CORE STATE STANDARDS WRITING RUBRICS (GRADES 11-12)
INFORMATIVE
INFORMATIVE (11-12)
Description
5 Exceptional
4 Skilled
3 Proficient
2 Developing
1 Inadequate
Focus:
The text clearly focuses on a
The text focuses on an interesting
The text has a topic that informs the
The text has an unclear topic with
The text has an
The text focuses on a topic to inform
compelling topic that informs the
topic that informs the reader with
reader with ideas, concepts, and
some ideas, concepts, and
a reader with ideas, concepts, and
reader with ideas, concepts, and
ideas, concepts, and information that
information that creates a unified
information.
information that creates a unified
information that creates a
creates a unified whole.
whole.
whole.
unified whole.
Development:
The text provides significant and
The text presents facts, extended
relevant facts, extended definitions,
definitions, concrete details,
concrete details, quotations and/or
unidentifiable topic with
minimal ideas, concepts,
and information.
The text provides relevant facts,
The text provides facts, extended
The text provides facts, definitions,
extended definitions, concrete details,
definitions, concrete details,
The text contains
limited facts
details, quotations, and/or examples
and examples related to
quotations, and/or examples that
quotations, and/or examples that
that attempt to develop and explain
the topic. The text may or
develop the topic. The text
the topic. The text may provide a
may
provides a conclusion that supports
conclusion that supports the topic.
conclusion.
quotations, and examples. The text
examples that thoroughly develop
sufficiently develop and explain the
provides a conclusion that supports
and explain the topic. The text
topic. The text provides a competent
provides an engaging conclusion that
conclusion that supports the topic
implications and significance.
supports the topic and examines its
and examines its implications and
tions and significance.
Audience:
implications and significance.
The text consistently addresses the
significance.
The text anticipates the audience’s
The text considers the audience’s
The text illustrates an inconsistent
The text lacks an
The text anticipates the audience’s
audience’s knowledge level and
knowledge level and concerns about
knowledge level about the topic. The
awareness of the audience’s
awareness of the
background knowledge of the topic.
concerns about the topic. The text
the topic. The text includes appropri-
text includes formatting, graphics,
knowledge level about the topic.
audience’s knowledge
The text includes formatting,
includes effective formatting,
ate formatting, graphics, and/or multi-
and/or multimedia when useful to
The text may include some
level about
media that strengthen comprehension.
aiding comprehension.
formatting, graphics, and/or
the topic. The text includes
multimedia that may be distracting
limited or inaccurate
or irrelevant.
formatting, graphics, and/ or
The text uses words, phrases, and
The text contains limited words,
multimedia that impedes
The
text contains few, if
comprehension.
the topic and examines its
graphics, and/or multimedia when
useful to aiding comprehension.
graphics, and/or multimedia that
not
provide
a
the topic and examines its implica-
enhance comprehension.
Cohesion:
The text strategically uses words,
The text skillfully uses words,
The text explains the relationship
phrases, and clauses to link the
phrases, and clauses to link the major
clauses to link the major sections of
phrases, and clauses to link the
any, words, phrases, and
between ideas and concepts. The
major sections of text. The text
sections
the text. The text connects the topic
major sections of the text. The text
clauses to link the major
text includes appropriate and varied
explains the relationships between
attempts to connect the topic and
sections of the text. The
transitions and syntax.
the topic and the examples and/or
identifies the relationship between the
and the examples and/or facts.
the examples and/or facts.
text does not connect the
facts.
topic and the examples and/or facts.
Language and Style:
The text presents an engaging,
The text presents a formal, objective
The text presents a formal, objective
The text illustrates a limited
and/or facts.
The text illustrates a limited
The text presents a formal style and
formal, and objective tone. The
tone. The text uses precise language,
tone. The text uses relevant language,
awareness of formal tone. The text
or inconsistent tone. The
objective tone and uses language,
text uses sophisticated language,
vocabulary, and techniques such as
vocabulary, and techniques such
attempts to use language,
text uses imprecise
vocabulary, and techniques such
vocabulary, and techniques such
metaphor, simile, and analogy to man-
as metaphor, simile, and analogy to
vocabulary, and some techniques
language, vocabulary, and
as metaphor, simile, and analogy to
as metaphor, simile, and analogy to
age the complexity of the topic.
manage the complexity of the topic.
such as metaphor, simile, and
limited techniques.
manage the topic.
manage the complexity of the topic.
Conventions:
The text intentionally uses standard
The text demonstrates standard
The text demonstrates standard
The text demonstrates some accu-
The text contains multiple
The text demonstrates standard
English conventions of usage and
English conventions of usage and
English conventions of usage and
racy in standard English conven-
inaccura- cies in Standard
English conventions of usage and
mechanics while specifically
mechanics while suitably attending to
mechanics while attending to the
tions of usage and mechanics.
English conventions of
the norms of the discipline in which
norms of the discipline in which they
they are writing (MLA, APA, etc.).
are writing (MLA, APA, etc.).
mechanics while attending to the
attending to the norms of the
norms of the discipline in which they
discipline in which they are writing
are writing (MLA, APA, etc.).
(MLA, APA, etc.).
of
the
text.
The
text
topic and the examples
analogy.
© 2012 iParadigms, LLC All rights reserved. 0812
This rubric may be copied and/or edited for educational purposes as long as the copyright notice is maintained.
usage and mechanics.
CCSS WRITING RUBRICS 7
COMMON CORE STATE STANDARDS WRITING RUBRICS (GRADES 11-12)
NARRATIVE
NARRATIVE (11-12)
Description
5 Exceptional
4 Skilled
3 Proficient
2 Developing
1 Inadequate
Exposition:
The text creatively engages the
The text engages and orients the
The text orients the reader by setting
The text provides a setting with a
The text provides a
The text sets up a story by
reader by setting out a well-developed
reader by setting out a conflict,
out a conflict, situation, or
introducing the
conflict, situation, or observation and
situation, or observation and its
observation and its significance.
its significance. It establishes one or
significance. It establishes one or
observation with an unclear point of
with a vague conflict,
event/conflict, characters,
It establishes one point of view and
view. It introduces a narrator and/or
situation, or observation.
and setting.
mul- tiple points of view and introduces
multiple points of view and
introduces a narrator and/or
underdeveloped characters.
It has an unclear point of
introduces a narrator and/or
developed characters.
The text uses narrative techniques,
The text uses some narrative
narrator and/or
The text lacks narrative
characters.
a narrator and/or complex characters.
setting that is unclear
vague conflict, situation, or
view and underdeveloped
Narrative Techniques and
Development:
The text demonstrates sophisticated
well-developed characters.
The text demonstrates deliberate
narrative techniques—such as
use of narrative techniques—such
such as dialogue, description,
techniques, such as dialogue or
techniques and merely retells
The story is developed using
engaging dialogue, artistic pacing,
as dialogue, pacing, description,
description and merely retells
events and/or experiences.
dialogue, pacing, description,
vivid description, complex reflection,
reflection, and multiple plot lines—to
reflection, to showing events,
reflection and multiple plot
and multiple plot lines—to develop
lines.
experiences, events, and/or characters.
Organization and Cohesion:
The text creates a seamless progression
The text creates a smooth progres-
The text creates a logical progression
The text creates a sequence or
The text lacks a sequence
The text follows a logical sequence
of experiences or events using multiple
sion of experiences or events using a
of experiences or events using some
progression of experiences or events.
or progression of experien-
of events.
techniques—such as chronology,
variety of techniques—such as
techniques—such as chronology,
The text lacks an identifiable tone
ces or events or presents
chronology, flashback, foreshadowing,
flashback, foreshadowing, suspense,
and/or outcome.
flashback, foreshadowing, suspense,
etc.—to sequence events so that they
build on one another to create a
coherent whole. These techniques build
toward a crafted tone and outcome.
develop experiences, events, and/or
events and/or experiences.
and/or experiences.
characters.
an illogical
sequence of
events. The text lacks an
suspense, etc.—to sequence events
etc.—to sequence events so that
so that they build on one another to
they build on one another to create
identifiable
create a coherent whole. These
a coherent whole. These techniques
outcome.
techniques build toward a clear tone
build toward a particular tone and
and outcome.
outcome.
tone
and/or
Style and Conventions:
The text uses eloquent words and
The text uses precise words and
The text uses words and phrases,
The text uses words and phrases,
The text merely tells
The text uses sensory language and
phrases, showing details and rich
phrases, showing details and con-
telling details and sensory language
telling details to convey experiences,
experiences, events, settings,
details to create a vivid picture of
sensory language and mood to convey
trolled sensory language and mood
to convey a vivid picture of the
events, settings, and/or characters.
and/or characters.
the events, setting, and characters.
a realistic picture of the experiences,
to convey a realistic picture of the
experiences, events, setting, and/or
events, setting, and/or characters.
experiences, events, setting, and/or
characters.
characters.
Conclusion:
The text moves to a conclusion that
The text builds to a conclusion that
The text provides a conclusion that
The text provides a conclusion that
The text may provide a
Conclusion that follows from the
artfully follows from and thoughtfully
logically follows from and reflects
follows from and reflects on what
follows from what is experienced,
conclusion to the events of
course of the narrative. The
reflects on what is experienced, ob-
observed, or resolved over the
the narrative.
on what is experienced, observed,
conclusion provides a reflection
served, or resolved over the course
or resolved over the course of the
on or resolution of the events.
of the narrative.
narrative.
is
experienced,
observed,
or
course of the narrative.
resolved over the course of the
narrative.
© 2012 iParadigms, LLC All rights reserved. 0812
This rubric may be copied and/or edited for educational purposes as long as the copyright notice is maintained.
CCSS WRITING RUBRICS 8
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© 2012 iParadigms, LLC All rights reserved. 0812
This rubric may be copied and/or edited for educational purposes as long as the copyright notice is maintained.
CCSS WRITING RUBRICS 9