Name: Informational Essay Rubric



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Name: Informational Essay
Rubric





Novice


Apprentice


Practitioner


Expert

All of Practitioner column plus:

Title

  • Relates to the piece of writing




  • Fits the whole piece of writing

  • Avoids being a label

  • Attracts a reader’s attention




  • Fits the whole piece of writing

  • Avoids being a label

  • Attracts a reader’s attention

  • Is grounded in the piece; isn’t too obscure

  • Is memorable

Is a strong or beautiful combination of words and sounds

Essay Lead

  • Introduces the topic

  • Lead is focused

  • Introduces the topic

  • Attempts one of the of 5 “Leads to Try” (Anecdote, Quotation, News, Background or Announcement)

  • Lead is focused

  • Introduces the topic

  • Lead is crafted and developed

  • Successfully uses one of 5 “Leads to Try” (Anecdote, Quotation, News, Background or Announcement)




Grabs the reader’s attention and introduces topic in informed and interesting way

Thesis Statement




  • Thesis is stated

  • Thesis presents one main topic




  • Thesis is focused (not too broad or too vague)

  • Thesis presents one main topic

  • Thesis makes a claim or takes a stand

Is a strong or beautiful combination of words and sounds


Body Paragraph # 1

  • First main point is introduced

  • Point is supported



  • First main point is introduced via a clear main idea sentence

  • Paragraph is focused on one main point

  • Paragraph length is appropriate

  • Point is well-supported with sufficient evidence and includes quotes properly cited

  • Evidence clearly supports the thesis

  • First point is tied up via a conclusion sentence




Details are purposefully arranged to build up a strong argument


Body Paragraph # 2

  • Second main point is introduced

  • Point is supported

  • Second main point is introduced

  • Paragraph is focused on one main point

  • Paragraph length is appropriate

  • Point is well-supported

  • Evidence relates to the thesis

  • Conclusion sentence is attempted

  • Second main point is introduced via a clear main idea sentence

  • Paragraph is focused on one main point

  • Paragraph length is appropriate

  • Point is well-supported with sufficient evidence and includes quotes properly cited

  • Evidence clearly supports the thesis

  • Second point is tied up via a conclusion sentence




Details are purposefully arranged to build up a strong argument


Body Paragraph # 3

  • Third main point is introduced

  • Point is supported




  • Third main point is introduced

  • Paragraph is focused on one main point

  • Paragraph length is appropriate

  • Point is well-supported

  • Evidence relates to the thesis

  • Conclusion sentence is attempted

  • Third main point is introduced via a clear main idea sentence

  • Paragraph is focused on one main point

  • Paragraph length is appropriate

  • Point is well-supported with sufficient evidence and includes quotes properly cited

  • Evidence clearly supports the thesis

  • Third point is tied up via a conclusion sentence




Details are purposefully arranged to build up a strong argument

Essay Structure




  • Essay attempts to follow one of the common non-fiction text structures (Cause & Effect, Compare & Contrast, or Chronological Order)

  • Paragraphs are logically arranged to “flow well”

  • Transitions are used between paragraphs




  • Essay is organized according to one of the common non-fiction text structures

  • Paragraphs are purposefully arranged to build up a strong argument

  • Uses paragraph structure point by point or block by block

  • Transitions are used effectively between paragraphs and ideas




Structure and transitions work well creating cohesive and sophisticated writing

Essay Craft

  • Demonstrates use of at least 1 writing craft and/or compositional risk

  • Example is highlighted

  • Demonstrates use of at least 2 different writing crafts and/or compositional risks

  • Examples of crafts are highlighted




  • Demonstrates use of at least 3 different writing crafts and/or compositional risks

  • In-text citation

  • Quote followed by a debriefing sentence

  • Examples of crafts are highlighted




Attention to writer’s crafts and word choice is evident


Essay Conclusion

□ Makes an attempt to bring closure to the essay

□ Summarizes (some of) the points made and returns to the thesis.

□ Attempts one of the 6 “Conclusions to Try” (Admonition or instruction, Prediction, Strong, punched statement, Anecdote, Pointed Questions, or Echo)




□ Echoes the lead paragraph and revisits the thesis

□ Successfully uses one of of the 6 “Conclusions to Try” (Admonition or instruction, Prediction, Strong, punched statement, Anecdote, Pointed Questions, or Echo)



□ Leaves the reader thinking

Word choice makes an impact on the reader


Writing Mechanics

□ Regular errors in grammar, punctuation, and spelling.

Some errors in grammar, punctuation, and spelling.

□ Few errors in grammar, punctuation, and spelling.


No errors in grammar, punctuation, and spelling.


Total Points:













Nicely done:


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