Informational Writing Rubric
Writing Target:​ I can write an informative/explanatory text about a topic where information is organized into main idea paragraphs
and strengthened by supporting details using nonfiction sources. (​CCSS.ELA-LITERACY.W.6.2​)
Element
CCSS.ELA-LITERACY.W.6.2.A
The following is included:
● Writing piece is focused on
one ​topic
● The topic is organized using
one​ of the following ​text
structures
○ Description
○ Compare/Contrast
○ Problem/Solution
○ Sequence
○ Cause/Effect
● Includes ​non-fiction text
features​ that strengthens their
topic
CCSS.ELA-LITERACY.W.6.2.B
Develops the topic with most of the
following in each main idea
paragraph:
● Facts
● Definitions
● Details
● Quotations/citations
● Other information and
examples
CCSS.ELA-LITERACY.W.6.2.C
Uses ​transition words​ correctly to
introduce information at the
beginning of each paragraph and
when introducing a citation.
On Target - 6 Mid-
Range - 5
● Student writing includes all
elements in a manner that
shows a strong
understanding of both the
topic selected and writing
craft.
● Text structure(s) is easily
identified and utilized
correctly
● Non-fiction text features add
to the writing in a clear and
thoughtful manner
● Student writing includes all
elements
● Writing flows naturally,
without awkward transitions
● Elements enhance the
writing
● Student writing includes
varied transition words and
phrases appropriately
● Transition words and
phrases enhance writing
Approaching - 4
● Student writing includes
some elements in a manner
that shows some
understanding of either the
topic or writing craft.
● Text structure(s) is somewhat
clearly identified. Structure
may be a bit unclear or
confusing to the reader.
● Non-Fiction text features are
used correctly but don’t add
to writing
● Student writing includes
some elements
● Writing flows somewhat
naturally with some awkward
transitions
● Use of elements partially
enhances the writing
● Student writing includes
some transition words and
phrases that are partially
correct
● Transition words or phrases
partially add to the writing
Mid Range - Beginner - 2
3
● Student writing includes
limited elements; writing
shows a limited
understanding of the topic
selected; writing is that of a
beginner and does not meet
language expectations.
● Text structure is unclear or
missing
● Text features are missing or
used in a manner that
detracts from writing
● Student writing includes
only limited elements (1-2)
● Writing is awkward
● Elements are used in a
manner that detracts from
message
● Transition words or
phrases are missing or
used incorrectly
CCSS.ELA-LITERACY.W.6.2.D
Uses precise language and
vocabulary​ to ​inform​ or ​explain
the topic.
CCSS.ELA-LITERACY.W.6.2.F
Provides a ​conclusion paragraph
that ​restates​ the topic and main
ideas shared in the writing piece.
CCSS.ELA-LITERACY.W.6.2.E
WRITING CONVENTIONS
Writing is done using
developmentally and grade
appropriate grammar, punctuation,
and phrasing.
1. Subject-Verb Agreement
2. Compound/Complex
Sentences
ISTE.6C
Students communicate complex
ideas clearly and effectively by
creating or using a variety of digital
objects such as visualizations,
models or simulations.
● Student uses topic-specific
vocabulary and language that
enhances the writing and
sounds natural
● Concluding paragraph
restates main paragraph
using slightly different
wording
● Transition words are used
correctly
● Spelling, punctuation, and
grammar contain few or no
errors
● Subject-verb agreement is
correctly and consistently
used
● Student included more than
two correctly written
compound or complex
sentences
Article
● Article includes…
○ Title
○ Subheading
○ Author Bio
● Information is organized and
designed in a manner that is
easy to understand and
pleasing to the eye
● Two additional text features
used support main ideas in a
meaningful way and
enhance the reader’s
understanding of the topic.
● Student uses some
topic-specific vocabulary and
language that is a bit
awkward
● Concluding paragraph
restates the main idea and
topic using the same wording
● Transition words are missing
or used incorrectly
● Spelling, punctuation, and
grammar have some
mistakes that slightly impede
understanding.
● Subject-verb agreement is
used correctly most of the
time
● Student wrote at least one
compound or complex
sentence, though there may
be some awkward or
incorrect phrasing
● Article includes…
○ Title
○ Subheading
○ Author Bio
● Student organizes
information in an effective
manner that is easy to read.
● Two additional text features
support main ideas and are
not distracting.
● Topic-specific vocabulary is
missing, incomplete or
incorrect
● Concluding paragraph is
missing or written
incorrectly
● Spelling, punctuation, and
grammar do not meet
expectations
● Subject-verb agreement is
incorrect throughout writing
● Student used only simple
sentences.
● Article may be missing one
or all of the following
features:
○ Title
○ Subheadings
○ Author Bio
● Information is not
organized or may be
designed in a way that is
difficult to understand.
● Additional text features
may be missing and/or
they do not support the
main ideas of this article.