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Researchrubric

This document provides a rubric for assessing informational writing at the 7th grade level. It evaluates students on information, organization and focus, language conventions, and vocabulary. For each category, it describes the criteria for meeting expectations at different levels from does not meet to exceeds. For example, in the organization category at the meets level, it expects students to introduce their topic clearly, use logical formatting, include illustrations to aid comprehension, and link ideas using transitions. At the exceeds level, it expects a more expanded introduction and conclusion as well as clearly stated reasoning.

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91 views

Researchrubric

This document provides a rubric for assessing informational writing at the 7th grade level. It evaluates students on information, organization and focus, language conventions, and vocabulary. For each category, it describes the criteria for meeting expectations at different levels from does not meet to exceeds. For example, in the organization category at the meets level, it expects students to introduce their topic clearly, use logical formatting, include illustrations to aid comprehension, and link ideas using transitions. At the exceeds level, it expects a more expanded introduction and conclusion as well as clearly stated reasoning.

Uploaded by

api-239801087
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Writing Rubric Grade-level Standards

Informational Writing

Grade 7

Does Not Meet (1)

Partially Meets (2)

Meets (3)

Exceeds (4)

Information

-Vague, undefined topic


-Unrelated or scattered
information
-Not enough information

-Somewhat defined topic


-Partially related or
relevant information
-Almost enough
information

-Clearly defined topic


-Relevant, adequate, and
interesting information
-Shows understanding of topic
-Link ideas within and across
categories of information using
words, phrases, and clauses
-Provides support for
information using facts and
details

-Creates distinguished
conclusions based on
students personal
connections to topic
and presentation of
information

Organization
and Focus

-Does not establish a


topic
-Lacks an introduction
and/or conclusion
-Does not use transition
words to connect ideas.
-Lacks support

-Introduces topic briefly


with little related
information.
-Occasionally uses
appropriate illustrations
and/or multimedia
elements, including
headings
-Occasionally links ideas
within categories
(another, also, because)
-Provides a minimal
concluding statement or
section that refers to
information presented.

-Introduce a topic with clear


focus.
-Introduction paragraph
previews topic and supports
related to research.
-Information logically formatted
(e.g., headings).
-Uses illustrations and
multimedia when useful to
aiding comprehension.
-Body provides reasons that
support information.
-Body paragraphs have topic
and closing sentences and
adequate discussion
-Links information using
appropriate transitions
-Concluding paragraph
restates the topic and main
ideas

-Meets all expectations


in Meets (3)
-Reasons and
evidence are clearly
stated, discussed, and
organized
-Has an
expanded/extended
introductory paragraph
-Has a concluding
paragraph that restates
the information and
provides closure to the
topic

Language

-Does not establish a

-Sometimes uses a

-Uses a variety of sentence

-Exceeds all

Conventions

topic
-Lacks an introduction
and/or conclusion
-Does not use transition
words to connect ideas.
-Lacks support

variety of sentence
structures
-Sometimes uses verb
tenses, commas, and
other grammar correctly
-Spells some grade
appropriate words
correctly
-Uses some editing tools
(spell check)

structures
-Uses verb tenses, commas,
and grammar correctly,
including coordinating
adjectives
-Spells grade appropriate
words correctly
-Uses editing tools (including
spell check)
-Writing is concise

expectations set forth


in Meets (3)
-Consistently varies
sentence types: simple,
compound, complex
-Demonstrates
exceptional
understanding of
grammar

Vocabulary

-Does not use words/or


phrases learned through
listening and reading.

-Limited use of words


and/or phrases learned
through listening and
reading.

-Use precise language and


domain-specific vocabulary to
inform about or explain
-Uses words and/or phrases
learned through listening and
reading

-Consistently uses
words & phrases
learned through
listening and reading
Uses
creative/descriptive
vocabulary

Comments: 7.7.6.6, 7.7.8.8, 7.7.2.2, 7.7.6.6, 7.7.8.8., & 7.9.7.7, 7.7.2.2

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