9th/10th Grade LTUSD Writing Rubric Informational/Explanatory (CCSS Writing #2) (Created 4.8.

13)

Criterion 5 Advanced 4 Proficient 3 - Basic 2 - Below Basic 1 - Far Below Basic

(above grade level) (at grade level)
Focus Insightfully addresses all aspects of Competently addresses all Superficially addresses all Partially addresses all aspects Minimally addresses all aspects
the prompt aspects of the prompt aspects of the prompt of the prompt of the prompt
CCSS -W: Introduces topic(s) in a sophisticated Introduces topic(s) in a clear Introduces topic(s) in a thesis Introduces superficial or Fails to introduces a relevant
2a thesis statement thesis statement statement flawed topic(s) in a weak topic(s) and/or lacks a thesis
4 thesis statement statement
Organi- Skillfully orients reader to topic(s) in Orients reader to topic(s) in Partially orients reader to Inadequately orients reader to Fails to orient reader to topic(s)
zation/ introduction introduction topic(s) in introduction topic(s) in introduction in introduction or introduction is
Structure missing
Thoroughly develops complex topic(s) Develops complex topic(s) with Superficially develops topic(s) Inadequately develops topic(s) Fails to develop topic(s) with
with relevant body paragraphs relevant body paragraphs with relevant body paragraphs with minimal body paragraphs body paragraphs
CCSS Provides a meaningful and reflective Provides a conclusion that Provides a conclusion which Provides a sense of closure, Provides an inadequate
W: conclusion that follows from and follows from and supports repetitively or partially follows but may weakly articulate conclusion or omits conclusion
2a supports information or explanation information or explanation from and supports information significance of the topic.
2c presented, articulating significance of presented, articulating or explanation presented,
2f the topic significance of the topic articulating superficial
4 significance of the topic
Creates cohesion and clarifies Creates cohesion and clarifies Creates some cohesion and Uses limited or inappropriate Uses few to no transition/linking
relationships through skillful use of relationships through clarifies relationships through transition/linking words, words, phrases, or clauses
transition/linking words, phrases, and transition/linking words, transition/linking words, phrases, and clauses
clauses within or between paragraphs phrases, and clauses within or phrases, and clauses within or
and sections between paragraphs and sections between paragraphs and sections Includes little or no discernible
Purposefully and logically uses a Uses a variety of techniques Uses some techniques (e.g., Uses few techniques (e.g., organization of ideas
variety of techniques (e.g., headings, (e.g., headings, charts) to headings, charts) to adequately headings, charts) to
charts) to organize ideas, concepts, organize ideas, concepts, and organize ideas, concepts and inadequately organize ideas,
and information to aid comprehension information to aid information to aid concepts, and information to
comprehension comprehension aid comprehension
Develop- Skillfully develops the topic using Provides sufficient and relevant Provides limited and/or Provides minimal and/or Provides inaccurate, little, or no
ment well-chosen facts, definitions, concrete evidence to develop the topic superficial evidence to develop irrelevant evidence to develop evidence to support topic
details, quotes, and other information appropriate to audience the topic appropriate to audience the topic appropriate to
CCSS -W: and examples that are pertinent and audience
2 substantial
2b Effectively integrates and cites Competently integrates and cites Ineffectively integrates and cites Incorrectly integrates or cites Does not use or cite sources*
9 credible sources* credible sources* sources* sources*
Shows insightful understanding of Shows competent understanding Shows superficial understanding Shows limited or flawed Shows no and/or inaccurate
topic or text of topic or text of topic or text understanding of topic or text understanding of topic or text
Language Uses purposeful and varied sentence Uses correct and varied sentence Uses mostly correct and some Uses limited and/or repetitive Lacks sentence mastery (e.g.,
structure structure varied sentence structure sentence structure fragments/run-ons)
CCSS Contains minimal to no errors in Contains few, minor errors in Contains some errors in Contains numerous errors in Contains serious and pervasive
L**: conventions(grammar, punctuation, conventions conventions which may cause conventions which cause errors in conventions
1 spelling, capitalization) confusion confusion
2 Strategically uses academic and Competently uses academic and Usually uses academic and Inadequately uses academic Fails to use academic and
2e domain-specific vocabulary clearly domain-specific vocabulary domain-specific vocabulary and domain-specific domain-specific vocabulary
3 appropriate for the audience and clearly appropriate for the clearly appropriate for the vocabulary clearly appropriate clearly appropriate for the
4 purpose audience and purpose audience and purpose for the audience and purpose audience and purpose
CCSS-W
4
*if applicable
**please refer to CCSS Language Progressive Skills, by grade
 ELA 9th/10th Rubric Alignment to CCSS
Strand 9th/10th CCSS-Aligned Standards
1. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audiences knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
Writing

are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 13.)

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 910 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific
work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]).
b. Apply grades 910 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning).
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun,
relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Language

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Details of 2a 2c are not written
on this document.)

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turbians Manual for Writers) appropriate for the
discipline and writing type.