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iRubric: Informative Essay rubric

iRubric: Informative Essay rubric

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Informative Essay 
Informative Essay
Rubric Code: M2X5W38
By mamajockee
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Process Analysis
A How-to Essay is a written, step-by-step explanation of a process. Choose a process that you enjoy and write a how-to essay that will help readers perform the process, even if it's something they've never done before.
  ADVANCED

4 pts

PROFICIENT

3 pts

DEVELOPING

2 pts

EMERGING

1 pts

Organization
15 pts

11-12 W.04
ADVANCED

I can create an introduction that skillfully orients the reader to the topic. I can also create an introduction that contains a clearly stated thesis sentence.

I can thoroughly develop complex topics with relevant body paragraphs, building on preceding information.

I can create a conclusion that provides meaningful information or explanation. I can also create a conclusion that articulates the significance of the topic.
PROFICIENT

I can create an introduction that orients the reader to the topic. I can also create an introduction that contains a thesis sentence.

I can develop complex topics with relevant body paragraphs building on preceding information.

I can create a conclusion that presents a logical ending by supporting information or explaining the significance of the topic.
DEVELOPING

I can create an introduction that inadequately orients the reader to topic. I can also create a thesis sentence, but the sentence may be unclear, imprecise, or undeveloped.

I can create body paragraphs but they inadequately develop the topic and the paragraphs only build on some of the preceding information.

I can create a conclusion but it weakly articulates the significance of the topic.
EMERGING

I can create an introduction but it fails to orient the reader to the topic it also lacks a thesis sentence.

I can create body paragraphs but they do not clearly develop the topic.

The conclusion is missing or repetitive.
Informative Process Analysis
20 pts

11-12 W.02
ADVANCED

I can create an essay in which the overall purpose is clear; I can also create an essay that examines and conveys complex ideas and information.

I can incorporate transitional words and phrases that creates cohesion and clarifies relationships concepts.
PROFICIENT

I can create an essay in which the purpose is generally clear; I can also create an essay that mostly conveys complex ideas, concepts, and information.

I can create an essay that incorporates transitional words and phrases.
DEVELOPING

I can create an essay in which the purpose is somewhat clear. I can also create an essay that sometimes conveys complex ideas, concepts, and information.

I can create an essay but it incorporates very few transitional words and phrases.
EMERGING

I can create an essay but no clear purpose is apparent. The essay also does not convey complex ideas, concepts and information.

I can create an essay but it does not incorporate any transitional words or phrases.
Development and Research
35 pts

11-12 W.08
ADVANCED

I can skillfully provide substantial and pertinent evidence to develop the topic appropriate to the audience. I can effectively integrate and cite credible sources. I can incorporate in-text citations and a work cited page.

I can portray an insightful understanding of the topic.
PROFICIENT

I can provide sufficient and relevant evidence to develop the analysis of the informative topic.

I can competently integrate and cite credible sources.

I can portray a competent understanding of the topic.
DEVELOPING

I can create an essay but the evidence is limited or superficial to develop the topic.

I can create an essay but am unable to effectively integrate and cite evidence.

I can create an essay but it shows superficial understanding of the topic.
EMERGING

I can create an essay but it provides minimal or irrelevant evidence to develop the topic.

I can create an essay but do not use in-text citations or cite sources.

I can create an essay but it shows limited or flawed understanding of the topics.
Language, Details, and Vocabulary
15 pts

11-12 L.08
ADVANCED

I can strategically use academic and domain-specific vocabulary appropriate for the audience and purpose.

I can skillfully develop the topic by selecting the most significant facts, extending definitions, and using concrete details and quotations.
PROFICIENT

I can mostly use academic and domain-specific vocabulary appropriate for the audience and purpose.

I can sufficiently develop the topic by mostly selecting significant facts, extending definitions, using concrete details and some quotations.
DEVELOPING

I can create an essay that sometimes uses language that is academic and usually appropriate to the audience and purpose.

I can create an essay but the domain-specific vocabulary is used infrequently and may not be sufficiently defined.

I can create an essay that develops the topic with some significant facts and details. I can also occasionally extend the definitions and use some quotations. Some inconsequential details may be included.
EMERGING

I can create an essay but the language is often not appropriate to the audience and purpose.

I can create an essay but domain-specific vocabulary is used rarely and is not sufficiently defined.

I can create an essay but definitions are not extended and quotations are not used.
Conventions
15 pts

Grammer, Usage, Mechanics, and Spelling
ADVANCED

I can create an essay in which there are few or no errors in mechanics, usage, grammar, spelling, or MLA format.
PROFICIENT

I can create an essay in which there are some errors in mechanics, usage, grammar, spelling, or MLA format.
DEVELOPING

I can create an essay but there are errors in mechanics, usage, grammar, or spelling that interfere with the audience's understanding of the essay. MLA format is not followed.
EMERGING

I can create an essay but serious and numerous errors in mechanics, usage, grammar, or spelling block the audience's understanding of the information. MLA format is not followed.




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