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It assesses clear topic/thesis introduction, organization (definition, classification, compare/contrast, cause/effect), inclusion of headings/graphics/multimedia, development with facts and evidence, transitions and domain-specific vocabulary, formal style, and a supported conclusion. 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WITH GUIDANCE and SUPPORT FROM ADULTS |\n| --- | --- | --- | --- |\n| 4\u003Cbr>Exceeds | 􀂅 Meets all expectations in level 3\u003Cbr>􀂅 Uses well chosen, relevant, and sufficient facts\u003Cbr>􀂅 Maintains a formal style and objective tone in argument\u003Cbr>􀂅 Document is very well presented and documented with excellent organization | Mostly correct use of language conventions, and some above grade level skills used, for example:\u003Cbr>􀂅 Meets all expectations in level 3\u003Cbr>􀂅 Uses verbs in active/passive voice and in conditional/subjunctive mood to achieve particular effects | \u003Cbr>\u003Cbr>Level of guidance and support from adults before writing:\u003Cbr>Check off what was done before the student wrote the piece being scored.\u003Cbr>􀂅 Discussion\u003Cbr>􀂅 Read aloud or shared reading\u003Cbr>􀂅 Drawing\u003Cbr>􀂅 Vocabulary\u003Cbr>word bank\u003Cbr>􀂅 Shared or interactive writing\u003Cbr>􀂅 Graphic organizer\u003Cbr>􀂅 Language frames |\n| 3\u003Cbr>Meets | INFORMATIVE/EXPLANATORY WRITING (W2)\u003Cbr>􀂅 Introduces topic or thesis statement clearly, previewing what is to follow (W2a)\u003Cbr>􀂅 Organizes ideas, concepts, and information using strategies such as definition, classification, compare/contrast, cause and effect (W2a)\u003Cbr>􀂅 Includes formatting (headings), graphics (charts/tables), and multimedia when aid comprehension (W2a)\u003Cbr>􀂅 Develops topic with relevant facts, definitions, concrete details, quotations, and other information/examples (W2b)\u003Cbr>􀂅 Uses appropriate transitions to create cohesion and clarify relationships among ideas/concepts (W2c)\u003Cbr>􀂅 Uses precise language and domain-specific vocabulary to inform/explain about topic (W2d)\u003Cbr>􀂅 Establishes and maintains a formal style (W2e)\u003Cbr>􀂅 Provides a concluding statement or section that follows from and supports the information or explanation presented (W2e) | Adequate use of correct sentence formation, punctuation, capitalization, grammar usage and spelling for grade level, for example:\u003Cbr>􀂅 Chooses among simple, compound, complex, and compound-complex sentences to signal differing relationships between ideas (L3b)\u003Cbr>􀂅 Places phrases and clauses within a sentence, recognizing and correcting misplaced or dangling modifiers (L1b)\u003Cbr>􀂅 Uses a comma to separate coordinate adjectives (L2a)\u003Cbr>􀂅 Spells correctly (L2b)\u003Cbr>􀂅 Chooses language that expresses ideas precisely and concisely (L3a)\u003Cbr>􀂅 Eliminates wordiness and redundancy (L3a) |  |\n|  | WRITING PROCESS (W4-W8)\u003Cbr>􀂅 Writes clearly and coherently and organization and style are appropriate to task, purpose and audience (W4)\u003Cbr>􀂅 WGASFA* Develops and strengthens writing as needed, by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed (W5)\u003Cbr>􀂅 Uses technology to produce writing and link to and cite sources (W6)\u003Cbr>􀂅 Assesses credibility of each source and quotes/paraphrases the data/conclusions of each source (W8)\u003Cbr>􀂅 Avoids plagiarism and follows a standard format for citation (W8) |  |  |\n| 2\u003Cbr>Almost Meets | 􀂅 Introduction to topic or thesis statement is present but not clear\u003Cbr>􀂅 Has some facts and details but may not be logical or relevant\u003Cbr>􀂅 Does not establish or maintain a formal style\u003Cbr>􀂅 Concluding statement may be unclear or not well supported\u003Cbr>􀂅 Writing may not fully address audience, task, or purpose\u003Cbr>􀂅 Language may not be precise or domain-specific | Limited use of correct sentence formation, punctuation, capitalization, grammar usage and spelling for grade level, for example:\u003Cbr>􀂅 Contains some run-on sentences\u003Cbr>􀂅 Uses mostly simple or compound sentences\u003Cbr>􀂅 Language may not always be precise or appropriate\u003Cbr>􀂅 Contains some punctuation errors\u003Cbr>􀂅 Contains some capitalization and/or spelling errors |  |\n| 1\u003Cbr>Does Not\u003Cbr>Meet | 􀂅 Has very limited information on topic\u003Cbr>􀂅 Has no formal style\u003Cbr>􀂅 Includes little to no facts or focus\u003Cbr>􀂅 Inf","cbCaiaCetQXQH79k","https://ap.wps.com/l/cbCaiaCetQXQH79k","pdf",74899,"English","# Informative/Explanatory Writing Rubric - Grade 7\n## Level 4 Exceeds\n## Level 3 Meets\n## Level 2 Almost Meets\n## Level 1 Does Not Meet\n## Writing Process and Adult Support","[{\"question\":\"What criteria does Level 4 Exceeds focus on for informative/explanatory writing?\",\"answer\":\"Level 4 requires meeting all Level 3 expectations and adds strong evidence use, a formal objective tone, and excellent organization and presentation. It also emphasizes mostly correct language conventions with some above-grade skills.\"},{\"question\":\"What must a student demonstrate in Level 3 Meets?\",\"answer\":\"Level 3 includes a clear topic or thesis with preview, logical organization (such as definition/classification/compare-contrast/cause-effect), appropriate formatting and visuals, relevant facts and examples, effective transitions, precise domain vocabulary, a formal style, and a conclusion that follows from the information presented.\"},{\"question\":\"What adult guidance and supports are suggested before writing?\",\"answer\":\"The rubric lists supports such as discussion, read aloud/shared reading, drawing, vocabulary (word bank), shared or interactive writing, graphic organizers, and language frames, to be checked off before scoring the student’s piece.\"}]","INFORMATIVE/EXPLANATORY WRITING RUBRIC - California Common Core Standards Based - Grade 7 | PDF",1790991418]