Student Work Rubric - Informational/Explanatory Teaching Task - Grades 9-12 Emerging Approaches Expectations Meets Expectations Advanced Scoring Elements 1 1.5 2 2.5 3 3.5 4 Addresses prompt. Addresses prompt. Addresses prompt. Addresses prompt. Presents and maintains a precise, Presents and maintains a clear, Controlling Idea substantive controlling idea that takes into Presents a general or Presents a clear controlling specific controlling idea that takes account the complexity of the topic and, unclear controlling idea. idea with an uneven focus. into account the complexity of the where appropriate, acknowledges gaps in topic. evidence or information. Includes details, examples, and/or Includes well-chosen details, examples, Includes details, examples, Includes minimal details quotations from sources that and/or quotations from sources that fully and/or quotations from from sources. support the controlling and support the controlling and supporting Selection & sources that are relevant to supporting ideas. ideas. Citation of the controlling idea. Evidence Sources are used without citation. Consistently cites sources with Consistently cites sources using Inconsistently cites sources. minor formatting errors. appropriate format. Explains source material to Development / source Explanation of source Accurately explains source material Thoroughly and accurately explains support the controlling idea, Explanation of material material is irrelevant, and how it supports the controlling to support and develop the with some incomplete Sources incomplete, or inaccurate. idea. controlling idea. reasoning or explanations. Groups ideas and uses Groups and sequences ideas to Groups and sequences ideas in a logical Lacks an evident structure. transitions to develop the develop a cohesive explanation. progression in which ideas build to create Makes unclear connections Organization controlling idea, with minor Uses transitions to clarify the a unified whole. Uses varied transitions to among ideas, concepts, and lapses in coherence or relationships among complex ideas, clarify the precise relationships among information. organization. concepts, and information. complex ideas, concepts, and information. Errors in standard English Major errors in standard Consistently applies standard English Consistently applies standard English conventions sometimes English conventions conventions; minor errors, while conventions, with few errors. interfere with the clarity of the interfere with the clarity of noticeable, do not interfere with the Demonstrates varied syntax and precise writing. the writing. clarity of the writing. word choice. Conventions Uses language and tone that Language or tone is Uses language and tone appropriate Consistently uses language and tone are sometimes inappropriate inappropriate. to the audience and purpose. appropriate to the audience and purpose. for the audience and purpose.
Student Work Rubric - Informational/Explanatory Teaching Task - Grades 9-12 Scoring Elements Emerging Approaches Expectations Meets Expectations Advanced 1 1.5 2 2.5 3 3.5 4 Controlling Idea Addresses prompt. Presents a general or unclear controlling idea. Addresses prompt. Presents a clear controlling idea with an uneven focus. Addresses prompt. Presents and maintains a clear, specific controlling idea that takes into account the complexity of the topic. Addresses prompt. Presents and maintains a precise, substantive controlling idea that takes into account the complexity of the topic and, where appropriate, acknowledges gaps in evidence or information. Selection & Citation of Evidence Includes minimal details from sources. Sources are used without citation. Includes details, examples, and/or quotations from sources that are relevant to the controlling idea. Inconsistently cites sources. Includes details, examples, and/or quotations from sources that support the controlling and supporting ideas. Consistently cites sources with minor formatting errors. Includes well-chosen details, examples, and/or quotations from sources that fully support the controlling and supporting ideas. Consistently cites sources using appropriate format. Development / Explanation of Sources Explanation of source material is irrelevant, incomplete, or inaccurate. Explains source material to support the controlling idea, with some incomplete reasoning or explanations. Accurately explains source material and how it supports the controlling idea. Thoroughly and accurately explains source material to support and develop the controlling idea. Organization Lacks an evident structure. Makes unclear connections among ideas, concepts, and information. Groups ideas and uses transitions to develop the controlling idea, with minor lapses in coherence or organization. Groups and sequences ideas to develop a cohesive explanation. Uses transitions to clarify the relationships among complex ideas, concepts, and information. Groups and sequences ideas in a logical progression in which ideas build to create a unified whole. Uses varied transitions to clarify the precise relationships among complex ideas, concepts, and information. Conventions Major errors in standard English conventions interfere with the clarity of the writing. Language or tone is inappropriate. Errors in standard English conventions sometimes interfere with the clarity of the writing. Uses language and tone that are sometimes inappropriate for the audience and purpose. Consistently applies standard English conventions; minor errors, while noticeable, do not interfere with the clarity of the writing. Uses language and tone appropriate to the audience and purpose. Consistently applies standard English conventions, with few errors. Demonstrates varied syntax and precise word choice. Consistently uses language and tone appropriate to the audience and purpose.