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Animal Research Paper 
Information "All About" Writing
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. CCSS.ELA-Literacy.W.3.2d Provide a concluding statement or section.
Rubric Code: GXW2X3A
By oursavior
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

Powered by iRubric Informational Writing
  Exceeds

4 pts

Meets

3 pts

In progress

2 pts

Does not meet

1 pts

Ideas

Exceeds

I have written clearly on the topic, it includes facts and details about the topic. I have included strong examples and facts that are completely developed. It shows that I fully understand the topic.<BR>
I have taught the reader something new.
Meets

My writing shows that I have an understanding of the topic, but some facts or examples are not developed.
I have a few details , but they are not fully developed. I need to elaborate more to teach the reader more about my topic.
In progress

My writing shows that I have some understanding of the topic, but did not include facts or examples to developed my topic.
Details include basic information that most people already know. I did not elaborate to teach the reader about my topic.
Does not meet

My writing doesn't show that I understand the topic, because I didn't give any meaningful facts or examples. I did not teach the reader.
Organization

Exceeds

I have a clear topic sentence, with supporting details, and a closing sentence for each paragraph. I elaborated on the topic. I have written the most important information first. I included a developed clonclusion.
Meets

My writing is organized with a topic sentence, but has little supporting details. Information is not in order from most important to least important. I included a conclusion.
In progress

My writing shows that I tried to organize my ideas, but it's missing one of the elements -
*topic sentence, *supporting details,
or
*conclusion.
Does not meet

My writing isn't organized in a meaningful way to teach the reader new information.
Style

Exceeds

The writing is in my own words, and I have used. I have used strong vocabulary to keep the reader engaged.

Language and tone is appropriate for informational writing.
Meets

The writing is in my own words, but my sentence structure is simple. I used strong vocabulary to keep the reader engaged.

Language and tone is appropriate for informational writing.
In progress

The writing is partly in my own words, but parts of it have been copied from other sources.

Language or tone is basic & flat.
Does not meet

The writing is not in my own words. It has been copied from other sources.

Language and tone is basic & flat.
Mechanics

Exceeds

There are no errors in capitalization, punctuation, and/or spelling.

Subject and verb tense is correct.

Handwriting is neat.
Meets

There are a few errors in capitalization, punctuation, and/or spelling. The errors do not make my paper hard to read.

Some mistakes in subject and verb agreement.

Handwriting is readable.
In progress

There are several errors in capitalization, punctuation, and/or spelling. The errors make my paper hard to read.

Several mistakes in subject and verb agreement.

Handwriting is hard to read.
Does not meet

There are many mistakes in capitalization, punctuation, and/or spelling.

My paper is messy and hard to read.
Paragraph Structure

Exceeds

Student has 5 sentences in each paragraph - an opening sentence, 3 facts, and a closing sentence. There should be 4 paragraphs that follow the same pattern.
Meets

Student is lacking 1 sentence from 1 or 2 paragraphs (there should be 4 paragraphs).
In progress

Student is lacking 2 or more sentences from some paragraphs - 3 or 4 paragraphs - should be 4 paragraphs.
Does not meet

Student did not write 4 complete paragraphs.
Typing

Exceeds

Student typed the four paragraphs without any errors.
Meets

Student typed the four paragraphs with 1 - 4 errors.
In progress

Student typed the four paragraphs with 4 - 8 errors.
Does not meet

Student typed the four paragraphs with more than 8 errors.




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