Grade 6 Informative/Explanatory Writing Rubric
Focus/Controlling Idea
CCSS.ELA-Literacy.W.6.2: Write
informative/explanatory texts to
examine topics and convey ideas,
concepts, and information through
selection, organization, and analysis
of relevant content.
CCSS.ELA-Literacy.W.6.4: Produce
clear and coherent writing in which
development, organization, and style
are appropriate to tasks, purposes,
and audiences.
Organization (Structure:
Overall, Lead, Transitions,
Ending)
CCSS.ELA-Literacy.W.6.2a:
Introduce topics; organize ideas,
concepts, and information, using
strategies, such as definition,
classification, comparison/contrast,
and cause/effect; include formatting
(e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension.
CCSS.ELA-Literacy.W.6.2c: Use
appropriate transitions to clarify
relationships among ideas and
concepts.
CCSS.ELA-Literacy.W.6.2f: Provide
concluding statements or sections
that follow from information or
explanation presented.
Development (Elaboration,
Description)
CCSS.ELA-Literacy.W.6.2b:
Develop topics with relevant facts,
definitions, concrete details,
quotations, or other information and
examples.
CCSS.ELA-Literacy.W.6.2d: Use
precise language and domainspecific vocabulary to inform about
or explain topics.
CCSS.ELA-Literacy.W.6.2e:
Establish and maintain formal style.
Conventions
CCSS.ELA-Literacy.L.6.1:
Demonstrate command of
conventions of standard English
grammar and usage when writing or
speaking.
Advanced
Meets
Approaches
Not Yet
4 (Distinguished)
3 (Effective)
2 (Approaching)
1 (Not Meeting)
I address all aspects of the
prompt appropriately, and I have
a strongly developed focus that
builds reader interest.
I demonstrate strong
understanding of the topic or
text(s).
I introduce my topic in a clear
manner by beginning with a
question, quote, or strong
statement that also hooks
readers interest.
I organize my ideas and
information into a purposeful
structure that engages readers.
I use transitions that clearly
connect relationships among
ideas and concepts in an
engaging way.
My concluding statement is clear
and thought-provoking.
I develop my ideas with relevant
facts, definitions, details, and
examples, but I also present
them in an interesting manner.
I use academic vocabulary and
precise word choice to engage
and inform readers.
I consistently vary my sentence
structure to add interest to my
paper.
I show a well-developed
command of standard English
conventions, including pronouns
and verb tense, with few, if any,
errors.
I consistently use correct
I address the prompt
appropriately and maintain a
clear and steady focus.
I address the prompt
appropriately, but I get off-topic
at times.
I attempt to address the prompt,
but my paper lacks focus or is
off-task.
I demonstrate understanding of
the topic or text(s).
I demonstrate limited
understanding of the topic or
text(s).
I demonstrate little to no
understanding of the topic or
text(s).
I introduce my topic in a clear
manner by beginning with a
question, quote, or strong
statement.
I introduce my topic.
I do not introduce my topic, or
the way I try to introduce it is
confusing.
I organize my ideas and
information into a logical
structure to best inform readers.
I use transitions consistently to
clarify relationships among ideas
and concepts.
I organize some of my
information into a logical
structure, but I am not
consistent and/or I am unclear at
times.
I use transitions occasionally to
clarify relationships among ideas
and concepts, but I am not
consistent.
I include a clear concluding
statement or section that follows
from information presented.
I try to include a concluding
statement, but I am not clear.
I develop my ideas with relevant
facts, definitions, details, and
examples.
I develop my ideas with some
facts, definitions, details, or
examples, but I am not
completely consistent or some
of my development is confusing.
I use academic vocabulary
consistently.
I vary my sentence structure
and avoid choppy sentences
I use some academic
vocabulary, but I am not
consistent.
I do not organize my ideas and
information coherently due to a
lack of structure.
I do not use transitions to clarify
relationships among ideas and
concepts.
I do not provide a concluding
statement or section, or what I
provide does not follow from
information presented.
I do not develop my ideas fully. I
need to include more facts,
definitions, details, and
examples.
I do not use academic
vocabulary.
Most of my sentences are short
and choppy.
I have some choppy sentences.
I show a consistent command of
standard English conventions,
including pronouns and verb
tense, and have few errors, but
they do not detract from my
essay.
I show an uneven command of
standard English conventions,
such as pronouns and verb
tense, which makes my essay
hard to understand.
I attempt to demonstrate
standard English conventions,
but I lack control of pronouns
and verb tense, which makes my
essay very hard to understand.
I make several errors in
I make many errors in
CCSS.ELALiteracy.L.6.1a: Ensure pronouns
are in the proper case (subjective,
objective, possessive).
CCSS.ELALiteracy.L.6.1c: Recognize and
correct inappropriate shifts in
pronoun number and person.
CCSS.ELA-Literacy.L.6.2:
Demonstrate command of conventions
of standard English capitalization,
punctuation, and spelling when writing.
punctuation, spelling, and
capitalization, which contributes
to the coherence of my essay.
I cite my sources consistently
and accurately.
I have a few minor errors in
punctuation, spelling, and/or
capitalization, but they do not
detract from my essay.
I cite my sources consistently
with a few minor errors.
punctuation, spelling, and/or
capitalization that detract from
my essay.
punctuation, spelling, and
capitalization that detract from
my essay.
I cite my sources, but I am not
consistent, or I do not cite them
correctly.
I do not cite my sources.
