Common Core Explanatory/Informative Writing 9-10 (W.9-10.2)
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  Missing
(weakest)
Attempting Developing Refining Achieving
(strongest)
Introduction (  )
paragraph-level
  • - Need an introduction before this paragraph.
  • - The topic you are presenting is unclear.
  • - Topic is mostly evident but slightly confusing.
  • - Topic is evident, but could be stated better.
  • - Topic is clear and well stated.
Supporting Detail
sentence-level
  • - Need to provide supporting details here.
  • - Not a relevant or sufficient fact, extended definition, concrete detail, quotation, or other information or example appropriate to the audience's knowledge of the topic.
  • - A somewhat relevant and sufficient fact, extended definition, concrete detail, quotation, or other information or example appropriate to the audience's knowledge of the topic.
  • - A mostly relevant and sufficient fact, extended definition, concrete detail, quotation, or other information or example appropriate to the audience's knowledge of the topic.
  • - A well-chosen, relevant, and sufficient fact, extended definition, concrete detail, quotation, or other information or example appropriate to the audience's knowledge of the topic.
Transitions
sentence-level
  • - A transition is needed here.
  • - This transition does not link the major sections of the text, create cohesion, or clarify the relationships among ideas and concepts.
  • - This transition only partially links the major sections of the text, creates cohesion, and/or clarifies the relationships among ideas and concepts.
  • - This transition is adequate but could do more to link the major sections of the text, create cohesion, and/or clarify the relationships among ideas and concepts.
  • - This transition links the major sections of the text, creates cohesion, and/or clarifies the relationships among ideas and concepts.
Conclusion (  )
paragraph-level
  • - This is not a concluding statement. It must follow from and support the information or explanation presented (e.g., articulating implications or the significance of the topic).
  • - Need a conclusion after this paragraph.
  • - This is an incomplete concluding statement; must follow from or support the information or explanation presented (e.g., articulating implications or the significance of the topic).
  • - This is an ineffective concluding statement; must follow from and support the information or explanation presented (e.g., articulating implications or the significance of the topic).
  • - This is a mostly complete, but only partially effective concluding statement; must follow from and support the information or explanation presented (e.g., articulating implications or the significance of the topic).
  • - This is a complete but only modestly effective concluding statement that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
  • - This is a complete and effective concluding statement that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Organization & Presentation
whole document
  • - Does not adequately present a topic; organize complex ideas, concepts, and information to make important connections and distinctions; includes formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • - Does not effectively present a topic; organize complex ideas, concepts, and information to make important connections and distinctions; includes formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • - Only partially presents a topic; organizes complex ideas, concepts, and information to make important connections and distinctions; includes formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • - Adequately presents a topic; organizes complex ideas, concepts, and information to make important connections and distinctions; includes formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension, but could still use improvement.
  • - Thoroughly presents a topic; organizes complex ideas, concepts, and information to make important connections and distinctions; includes formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Sentence Structure
whole document
  • - Sentence structure lacks any variation.
  • - Sentence structure could use more variation.
  • - Many attempts to vary sentence structure were ineffective or awkward.
  • - Some effective use of varied sentence structures.
  • - Adequate and mostly effective use of varied sentence structures.
  • - Excellent and effective use of varied sentence structures.
Language & Vocabulary
whole document
  • - Does not use precise language and domain-specific vocabulary to manage the complexity of the topic.
  • - Makes little or frequently incorrect use of precise language and domain-specific vocabulary to manage the complexity of the topic.
  • - Makes some though often incorrect use of precise language and domain-specific vocabulary to manage the complexity of the topic.
  • - Makes frequent use with only a few errors of precise language and domain-specific vocabulary to manage the complexity of the topic.
  • - Consistently and accurately uses precise language and domain-specific vocabulary to manage the complexity of the topic.
Style & Tone
whole document
  • - Does not establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • - Attempts to establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing, but does so inconsistently.
  • - Begins to establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing, but does so with some inconsistencies.
  • - Establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing, but with a few inconsistencies.
  • - Fully establishes and consistently maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


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