Voice
Organization
Ideas & Content
Informational/Expository Rubric - Student Friendly
1
2
3
4
 My idea is not clear, or I did not
answer a key question. It does not
tell the reader what I want to say.
 I guessed or had random thoughts
about this idea or key question.
 I did not provide my reader with
clear, accurate, insightful
information. Too many questions
were asked.
 I did not gather information from
other sources, so I did not make my
own meaning.
 Little-to-no support to the idea or
key question makes what I write
unconvincing to the reader.
 My idea is somewhat clear, or I
somewhat answer a key question. It
does not tell the reader completely
what I want to say.
 I do not know enough or feel
comfortable with this idea or key
question.
 I somewhat provided my reader
with clear, accurate, insightful
information. Some questions were
asked.
 I gathered some information from
sources, and I attempted to make
my own meaning.
 Some support to the idea or key
question makes what I write
somewhat convincing to the reader.
 My organization occasionally uses
informational form and
paragraphing appropriately from
point to point. It is organized to
make learning about this topic
somewhat easy.
 My lead is somewhat functional and
may kick things off. The conclusion
weakly signals the end of
discussion and may not help the
reader draw conclusions.
 Transitions may not be clear, may
be missing, or may not be helpful to
the reader in linking ideas or key
questions.
 The piece has a quiet voice, which
dampens the reader’s enthusiasm
for the topic.
 The writer’s confidence and comfort
with the topic seem limited.
 A quiet voice hinders the reader’s
enthusiasm for the topic. The
reader may struggle through the
piece.
 The piece is not quite ready to
share aloud. The piece has
potential.
 My idea is clear, or I answer a key
question. It tells the reader what I
want to say.
 I know this idea or key question.
 I give my reader accurate, insightful
information with maybe just a
question or two from the reader.
 I gathered information from several
sources, and I wove it together to
make my own meaning.
 Support to the idea or key question
makes what I write convincing to
the reader.
 My idea is crystal clear, or I
completely answer a key question.
It tells the reader all I want to say.
 I know this idea or key question so
well it shows.
 I give my reader clear, accurate,
insightful information. No
questions from the reader.
 I gathered information from
multiple and varied sources, and I
wove it together to make my own
meaning.
 Strong support to the idea or key
question makes everything I write
convincing to the reader.
 My organization generally uses
informational form and
paragraphing appropriately from
point to point. It is organized to
make learning about this topic for
the most part easy.
 My lead is functional and kicks
thing off. The conclusion signals the
end of discussion and helps the
reader draw conclusions.
 Transitions make most connections
clear and helpful to the reader in
linking ideas or key questions.
 My organization uses
informational form and
paragraphing appropriately from
point to point. It is organized to
make learning about this topic
easy.
 My lead clearly sets up the
discussion and invites the reader
to be a part of it. The ending
allows the reader draw important
conclusions.
 Transitions consistently make
important connections clear and
helpful to the reader in linking
ideas or key questions.
 The piece has a professional,
enthusiastic voice, which
welcomes the reader into the
discussion.
 The confidence of the piece
reflects the writer’s knowledge and
inspires the readers trust.
 The writer’s clear enthusiasm for
the topic is compelling and
contagious.
 The reader feels eager to read this
piece aloud.
 My organization does not use
informational form and/or
paragraphing appropriately. This
piece is confusing. It is not
organized to make learning about
this topic easy.
 My lead does not set up the
discussion and it does not invite the
reader to be a part of it. The ending
does not help the reader draw any
conclusions.
 Transitions are unclear, missing, or
not helpful to the reader in linking
ideas or key questions.
 The piece has a distant,
encyclopedic or just the wrong
voice for the audience or topic.
 The writer’s limited knowledge of
the topic keeps the voice in check.
The writer often hides behind facts
and generalities.
 The reader struggles to pay
attention to the piece and complete
the reading.
 The piece is not a read aloud
candidate. It feels stiff and
mechanical if read aloud.
 The piece has a sincere,
appropriate voice, which signals the
writer’s presence.
 The writer’s confident moments
reflect the writer’s variable
knowledge of the topic.
 The writer’s enthusiastic moments
encourage the reader to hang in
and complete reading the piece.
 The entire piece is not ready to be
read aloud. Yet, there are some
parts, which could be read aloud.
Informational/Expository Rubric - Student Friendly
Conventions
Sentence Fluency
Word Choice
1
2
 The writer uses imprecise or
vague language, which creates
confusion or an incomplete
picture.
 The writer uses terms incorrectly
or omits terms.
 The writer uses language, which
is general, unclear, wordy or
jargonistic.
 The reader must work hard to
understand the message.
 The weak sentence structure
causes the reader to take more
time to read the piece, plus,
use effort and attention to
maintain focus on the piece.
 A confusing structure makes the
reader pause and go back,
requiring constant mental
editing.
 Sentence beginnings are
repetitive or hard to spot. It is
hard to tell where sentences
begin and end.
 The piece has tangled,
awkward, choppy sentences
using repetitive patterns.
 The piece has frequent,
distracting errors in editing.
These errors reflect minimal
editing.
 The writer’s error in the use of
conventions does not support
the meaning and voice of the
piece.
 Word-by-word editing is need
prior to publication.
3
4
 The writer uses words, which
make the message generally
clear to the reader. Some parts
of the piece may be unclear or
vague.
 The writer does not always
define or explain new words or
concepts.
 The writer is not comfortable
with the language of the content
area and may misuse terms.
 The reader must work hard to
make sense of the message.
 Sentences are readable.
 Awkward moments make rapid
reading difficult.
 The piece has repetitive
sentence beginnings, which are
noticeable. The piece needs
more transitions.
 Sentences could use some
variety. Some sentences are
overly long or short.
 The writer uses words, which
make the message clear to the
reader.
 The writer defines or explains
new words or concepts.
 The writer is comfortable with
the language of the content
area.
 The reader can readily make
sense of the message.
 The writer uses explicit, precise
words which make the
message consistently clear to
the reader
 The writer clarifies new words
or concepts for the reader.
 The writer’s uses of language
supports the reader’s
understanding of the
message.
 The reader easily understands
and follows the piece.
 Sentences are clear and direct.
 The piece has few to no
awkward moments to slow the
reader.
 Purposeful sentence beginnings
connect ideas and set up
examples.
 Sentences are balanced without
extremes of too long or too
short.
 Sentences are consistently
clear, direct, and to the point.
 Smooth phrasing enhances the
readability. The text is graceful
and is designed to promote
rapid easy, reading.
 Purposeful sentence
beginnings help the reader
follow the text.
 Sentences are varied and
balanced with no extremes of
long or short sentences.
 The piece has noticeable,
districting errors in editing. The
editing is erratic and mistakes
are missed.
 The writer’s error in the use of
conventions interferes with the
meaning and voice of the piece.
 Thorough, careful editing
needed prior to publication.
 The piece has noticeable errors
in editing. Yet, the reader
breezes right through them.
 The writer’s use of conventions
supports the meaning and
voice of the piece.
 Ready to publish with light
touch-ups.
 The piece is edited well. Minor
errors are easily overlooked.
 The use of conventions
enhances the meaning and
voice of the piece.
 Ready to publish.
Adapted from Spandel, V. (2008). Creating Writers through 6-trait Writing Assessment and Instruction (5th ed.). Boston: Pearson.