Name: Teacher: Score: Date:
Informational Writing / Level 1:Does Not Meet Standards / Level 2:
Does Not Meet Standards / Level 3:
Meets Standards / Level 4:
Exceeds Standards / Level 5:
Exceeds Standards
IDEA DEVELOPMENT
· Purpose
· Controlling
Main Idea/Topic
· Development/
Completeness
· Supporting Details / · Needed to focus on topic
· Needed to state topic in the introduction
· Needed to state topic in conclusion
· Unclear supporting ideas and development is lacking due to brevity of the response or insufficient writing to determine competence of ideas
· Majority of details are irrelevant. / · Limited focus on topic
· Stated topic in the introduction
· Stated topic in the conclusion
· Some ideas may be partially developed, while others are simply listed without development. / · Generally focused on topic
· Stated topic and gave some background in the intro.
· Restated or repeated topic in the conclusion
· Some parts of the paper are well developed, while other parts of the paper are only partially developed, all details are relevant / · Consistently focused on topic
· Stated topic and gave enough background to set the stage in the introduction
· Summarized the topic in the conclusion
· Supporting ideas and elaboration are relevant to the writer’s topic (uses some examples) / · Consistently focused on the assigned topic and purpose.
· Stated topic and gave enough background to set the stage in the introduction
· Summarized the topic and gave additional details in the conclusion
· Supporting ideas are fully elaborated throughout the paper and relevant (uses examples throughout)
ORGANIZATION
· Introduction, Body,
and Conclusion
· Organization Plan
Main Idea & Details
Compare & Contrast
Chronological Order
Cause & Effect
Question & Answer
· Transitions / · Had undeveloped introduction, body, and conclusion
· Minimal evidence of an appropriate organization
· Lack of transitions or inappropriate transitions
· Had 1 paragraph
· Insufficient writing to determine competence in organization / · Had an introduction, body, and conclusion: only body developed
· Limited evidence of a appropriate organization
· Limited use of transitions (transitions may be formulaic, repetitive, ineffective or overused)
· Had 2 paragraph; followed rules
· Demonstration of competence limited by brevity of the response / · Had an introduction, body, and conclusion: body developed with developed introduction or conclusion
· Generally followed an appropriate organization
· Transitions link parts of the paper
· Had 3 paragraphs; followed rules / · Had an introduction, body, and conclusion: all 3 developed
· Consistently followed an appropriate organization
· Varied transitions link parts of the paper, major and minor ideas
· Had 4 or more paragraphs; followed rules / · Had an introduction, body, and conclusion: all 3 developed and engaged the audience
· Consistently followed an appropriate organization
· Use effective and varied transitional elements to link all elements of the response: parts of the paper, ideas, paragraphs, and sentences
· Had 5 or more paragraphs; followed rules
STYLE
· Audience Awareness
· Word Choice
Descriptive language:
specific nouns, vivid
verbs, adjectives and
adverbs
Sensory details
Technical vocabulary
Figurative Language
· Sentence Variety:
Declarative Interrogative
Imperative Exclamatory
Compound Complex
Quotations / · Needed to use my writer’s voice
· Needed a title
· Word choice is inaccurate, imprecise, and/or confusing
· Lack of sentence variety
· Insufficient writing to determine competence in style / · Used my writer’s voice to inform in 1 part: introduction , body, or conclusion
· Used the given title
· Word choice is simple and/or repetitive
· Little variation in the sentence length and structure
· Demonstration of competence limited by the brevity of the response / · Used my writer’s voice to inform in 2 parts: the introduction, body, or conclusion
· Created a relevant title
· Word choice is generally engaging with occasional lapses into simple and/or repetitive language.
· Some variation in sentence length and structure / · Used my writer’s voice to inform in 3 parts: the introduction, conclusion, and once in the body
· Created an original content related title
· Word choice is precise and engaging
· Sentences vary in length and structure / · Used my writer’s voice to inform in 3 parts: the introduction, conclusion, and more than once in the body
· Used a creative and engaging title
· Varied, precise, and engaging language throughout that is appropriate to the assigned genre
· A variety of sentence lengths, structures, and beginnings
Conventions
· Mechanics
· Usage
· Sentence Formation / · Rarely followed grade level punctuation, capitalization, grammar, and spelling rules.
· Incomprehensible
· Did not follow correct sentence formation rules / · Sometimes followed grade level punctuation, capitalization, grammar, and spelling rules.
· Sometimes followed correct sentence formation rules / · Often followed grade level punctuation, capitalization, grammar, and spelling rules.
· Often followed correct sentence formation rules / · Most always followed grade level punctuation, capitalization, grammar, and spelling rules.
· Most always followed correct sentence formation rules / · Consistently followed grade level punctuation, capitalization, grammar, and spelling rules throughout essay.
· Consistently followed correct sentence formation rules throughout essay