iRubric: SGFNYSSB - ELA Proficiency rubric

The writer discussed complex concepts, presenting facts and information in an engaging manner, teaching the reader significant concepts and information. The writer conveyed the sources of the information and analyzed them when relevant.

The writer discussed key concepts, and made it clear why these concepts are important. She provided examples with relevant information, using a variety of text structures ad formatting, as needed, to make concepts and information compelling and accessible.

The writer brought together ideas and information about a subject in a text that develops a subtopic and/or an idea. He incorporated a variety of text structures as needed, including argument, explanation, narrative, and procedural passages.

The writer used transitional
phrases to show the relationship between parts of the text, including references to prior
sections, and previewing future sections. The writer may have used transitions to show the source of cited information. These transitions might include adapted from, excerpted from, according to, building from, revealed in, suggested by, illustrated by, and demonstrated in.

The writer used transitions to lead the reader across parts of the text and to help the reader note how parts of the text relate back to earlier parts, using phrases such as just as, returning to, as we saw earlier, similarly to, unlike, and yet.

The writer used transitions to link concepts with related information.
The transitions help the reader follow from part to part and make it clear when information is an
example of a bigger idea, follows from an earlier point, introduces a
new idea, or suggests a contrast.

The writer’s organizational
structure introduced and layered key concepts and information.
The writer layered information to maintain tension, engage the
reader’s interest, and/or build complexity. The writer build the sections upon each other logically, allowing the reader to build knowledge and deeper understandings.

The writer focused on key
concepts within the topic.
The writer organized information and ideas into broader categories
and clarified how sections and ordered and connected. The sections and information built on each other throughout the piece: concepts and examples were introduced in a logical fashion.

The writer focused her writing on a subtopic or a particular point or two.
The writer organized her piece into parts and used structures (claims and supports, problem/
solution, sequence, etc.) to organize those parts (and perhaps the whole).
The writer used introductions, topic sentences, transitions, formatting, and graphics, where appropriate, to clarify the structure of the piece and to highlight main points.

The writer intended to affect the reader in particular ways—to
make the reader think, realize, or feel a particular way—and chose
particular language to do that. In addition to using other literary
devices, the writer may have used allusions. The writer varied the tone to match the different purposes of different sections of the
argument, as well as to develop its overall impact. The writer made choices about formatting, considering the best form to best convey informatio

The writer intended to affect her
reader in particular ways—to make the reader think, realize, or feel a particular way—and she
chose language to do that.
The writer consistently used comparisons, analogies, vivid examples, and/or anecdotes to help readers grasp the meaning of concepts and the significance of
information. The writer varied her tone to match the different purposes of different sections of her piece.

The writer used words
purposefully to affect meaning and tone.
The writer chose precise words and used metaphors, anecdotes,
images, or comparisons to explain what he meant.
The writer included domain specific,technical vocabulary, and defined these when appropriate.
The writer used a formal tone, but varied it appropriately to engage
the reader.