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iRubric: Informational Writing rubric

iRubric: Informational Writing rubric

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Informational Writing 
Informational Writing
A How-to Essay is a written, step-by-step explanation of a process. Students are to examine a topic and convey ideas and information clearly.
Rubric Code: AX8X87A
By dgolrick
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

Powered by iRubric How-to Essay
  4

Advanced

4 pts

3

Proficient

3 pts

2

Basic

2 pts

1

Below Basic

1 pts

Focus

4

The overall purpose is clear; the steps are presented in the order in which they are performed; words/phrases are explained; transitional words and phrases that show order are used effectively. Most of the word choices are precise.
3

The purpose is generally clear; most steps are presented in the order in which they are performed; some supporting details are evident. Some of the word choices are precise.
2

The purpose is unclear; steps may be presented out of order; the writing lacks transitional words and phrases that show order. Most word choices are imprecise, redundant, or confusing.
1

No purpose is apparent; steps are not presented in any order. Word choices are imprecise, redundant, or confusing.
Content

4

The writer wrote at least 4 paragraphs: introduction, two body and a conclusion. There were at least 4 sentences in each of the 2 body paragraphs. All paragraphs were indented.
3

The writer wrote 4 paragraphs: an introduction, three body and a conclusion. There were at least 3 sentences in each of the 3 body paragraphs. Most of the paragraphs were indented.
2

The writer wrote 3 paragraphs. There were at least 2-3 sentences in each of the paragraphs. 1-2 of the paragraphs were indented.
1

The writer wrote 1-2 paragraphs. There were at least 2 sentences in each of the paragraphs. None the paragraphs were indented.
Organization

4

The introduction contains an interesting beginning(hook) with a clearly stated topic sentence (in a paragraph); the body fully and clearly explains the steps involved in doing or making something;supporting details are evident; the writing has a conclusion with a clincher statement what the writer hopes the reader learned or a logical reflection on the process.
3

The introduction contains an interesting beginning (hook) with a topic sentence (in a paragraph) ; the body explains most of the steps involved in doing or making something; many supporting details are evident; the conclusion is somewhat defined and expresses a logical reflection on the process.
2

The introduction contains a interesting a beginning with a topic sentence (in a paragraph), but the sentence may be unclear, imprecise, or undeveloped; the body explains only some of the steps involved in doing or making something; the conclusion is not well defined and does not present any other logical reflection on the process.
1

The introduction lacks a topic sentence (in a paragraph); the body does not break the process into steps;no supporting details are evident; the conclusion is missing.
Style

4

Writer made deliberate word choices to have an effect on readers. He used advanced vocabulary. They may have blended story-telling, summary, other genres. Consistent inviting and teaching tone with varied sentences.
3

Writer made deliberate word choices to teach readers. They may have used repetition, interesting comparisons, figurative language. They may have used a teaching tone... that means... what it really means... let me explain.
2

Writer chose expert words to teach readers a lot about the subject.
1

Writer tried to include words that showed she was an expert in the subject.
Conventions

4

All sentences are complete. There are few or no errors in mechanics, usage, grammar, or spelling.
3

Most sentences are complete. There are some errors in mechanics, usage, grammar, or spelling.
2

Many sentences are incomplete. Errors in mechanics, usage, grammar, or spelling interfere with the reader's understanding of the process.
1

Most sentences are incomplete. Serious and numerous errors in mechanics, usage, grammar, or spelling block the reader's understanding of the process.




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