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It evaluates understanding of content, organization and purpose including introduction, controlling focus, cohesion, transitions, and conclusion, and the effectiveness of evidence and elaboration techniques. Additional criteria cover formatting, illustrations, multimedia integration, precise language and domain-specific vocabulary, formal style and objective tone, and conventions such as punctuation, capitalization, and spelling. Levels 4 through 1 describe increasing proficiency and common weaknesses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/grade-910-informativeexplanatory-writing-rubric-draft/504037/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/grade-910-informativeexplanatory-writing-rubric-draft/504037.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What criteria does the rubric use to assess understanding?","Question",{"text":112,"@type":113},"It measures whether the student demonstrates deep, solid, limited, or no understanding of the content, including misunderstandings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the rubric define Organization/Purpose at each performance level?",{"text":117,"@type":113},"It looks for an effective introduction with insightful focus, a conclusion that follows and supports the explanation, logical progression, and appropriate use of transitional strategies; lower levels describe unclear focus, weak conclusions, unclear connections, or missing/off-topic components.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the rubric evaluate under Evidence/Elaboration and conventions?",{"text":121,"@type":113},"It checks how well evidence from sources is integrated and developed (facts, definitions, details, quotations, examples), as well as how conventions like punctuation, capitalization, and spelling are used consistently or with frequent errors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},504037,1791095242,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Grade 9/10 : Informative/Explanatory Writing Rubric DRAFT  \nWrites informative/explanatory texts to examine a topic and convey ideas, concepts and information clearly and accurately through  \nthe effective selection, organization and analysis of content.  \n\n|  | 4-Exceeds | 3-Proficient | 2-Approaching | 1-Beginning |\n| --- | --- | --- | --- | --- |\n| Understanding | Demonstrates a deep understanding of content | Shows a solid understanding of content | Demonstrates a limited understanding of content | Does not demonstrate understanding, or shows amisunderstanding, of content |\n| Organization/ Purpose | Effective or engaging introduction.\u003Cbr>Focus is insightful or compelling\u003Cbr>Effective or engaging conclusion\u003Cbr>Logical progression of ideas: strong connections between and among ideas\u003Cbr>Uses a variety of transitional strategies to clarify the relationships between and among ideas and concepts | Introduces a topic clearly, provides a controlling idea / focus that previews what is to follow and is consistently maintained throughout the piece\u003Cbr>Concluding statement or section follows clearly from and supports the explanation or information presented ( articulates implications or significance of topic)\u003Cbr>Organizes complex ideas, concepts, and information to make important connections and distinctions\u003Cbr>Effectively uses words, phrases, and clauses to link the major sections of the text, create cohesion and clarify relationship among complex ideas and concepts | Introduction may not provide needed context.\u003Cbr>Focus may be unclear and/orinsufficiently maintained\u003Cbr>Conclusion is only weakly related to the information presented.\u003Cbr>Connections between and among ideas are unclear\u003Cbr>Incorrectly uses transitional strategies and/or little variety in strategies applied | Introduction may be missing or off-topic\u003Cbr>Focus is confusing or ambiguous or missing\u003Cbr>Conclusion may be missing or off-topic.\u003Cbr>Frequent extraneous ideas; ideas may be randomly ordered\u003Cbr>Few or no transitions used |\n\nNote: Descriptors in bold are taken directly from the CCSS for this grade level. Some of the language used in this rubric has been adapted from the SBAC and PAARC rubrics.  \n\n| Evidence/\u003Cbr>Elaboration | Effective use of a variety ofelaborative techniques Information / evidence from the source material is integrated as needed, relevant, and specific | Develops the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples from sources, appropriate to the audience’s knowledge of topic; integrated as needed | Topic is insufficiently developed with facts and details from source materials; evidence maybe imprecise, repetitive or vague. | Supporting facts and details are minimal, irrelevant, absent, in error or incorrectly used |\n| --- | --- | --- | --- | --- |\n|  | Formatting, illustrations, or multimedia significantly enhance comprehension\u003Cbr>Word choice is nuanced and clearly appropriate for the audience and purpose | Includes formatting, illustrations, and multimedia when useful to aiding comprehension\u003Cbr>Uses precise language and domainspecific vocabulary to manage the complexity of the topic | Formatting, illustrations, or multimedia used do not aid comprehension\u003Cbr>Uses some domain-specific vocabulary | Formatting, illustrations, or multimedia used interfere with comprehension.\u003Cbr>Uses basic vocabulary, and simple or repetitive sentence structure |\n| Style | Formal style and tone enhance the overall effectiveness of the writing | Establishes and maintains a formal style and objective tone, attending to norms of the discipline in which they are writing | Style / tone may be informal or inconsistent | No evidence of intentional formal style evident; style /tone may be inappropriate |\n\nNote: Descriptors in bold are taken directly from the CCSS for this grade level. Some of the language used in this rubric has been adapted from the SBAC and PAARC rubrics.  \n\n| Convention","cbCaipyoZPntmtf1","https://ap.wps.com/l/cbCaipyoZPntmtf1","pdf",290281,"English","# Understanding\n# Organization / Purpose\n# Evidence / Elaboration\n# Formatting, illustrations, or multimedia\n# Style\n# Conventions","[{\"question\":\"What criteria does the rubric use to assess understanding?\",\"answer\":\"It measures whether the student demonstrates deep, solid, limited, or no understanding of the content, including misunderstandings.\"},{\"question\":\"How does the rubric define Organization/Purpose at each performance level?\",\"answer\":\"It looks for an effective introduction with insightful focus, a conclusion that follows and supports the explanation, logical progression, and appropriate use of transitional strategies; lower levels describe unclear focus, weak conclusions, unclear connections, or missing/off-topic components.\"},{\"question\":\"What does the rubric evaluate under Evidence/Elaboration and conventions?\",\"answer\":\"It checks how well evidence from sources is integrated and developed (facts, definitions, details, quotations, examples), as well as how conventions like punctuation, capitalization, and spelling are used consistently or with frequent errors.\"}]","Grade 9/10 - Informative/Explanatory Writing Rubric DRAFT | PDF",1791062939]