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It defines criteria for statement of purpose/focus and organization, including controlling idea, transitional strategies, logical progression, and effective introduction and conclusion. It also assesses development through support and evidence integration, elaborative techniques, and appropriate academic vocabulary. Final conventions review punctuation, capitalization, and spelling accuracy at each performance level.",{"@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/smarter-balanced-informative-explanatory-writing-rubric-grades-6-11/504395/",{"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/smarter-balanced-informative-explanatory-writing-rubric-grades-6-11/504395.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does Score 4 require in informative-explanatory writing (Grades 6-11)?","Question",{"text":112,"@type":113},"The response must be fully sustained and consistently focused on a clearly stated controlling idea. It must show a clear organizational structure and provide thorough, convincing evidence with elaborative techniques, using precise academic vocabulary and demonstrating strong command of conventions with few or no errors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are organization and transitions evaluated across the rubric levels?",{"text":117,"@type":113},"Organization is judged by the presence and strength of the controlling idea, the use and variety of transitional strategies, logical progression from beginning to end, and the effectiveness of introduction and conclusion. Higher scores indicate stronger connections among ideas and more complete unity.",{"name":119,"@type":110,"acceptedAnswer":120},"What conventions and language skills are assessed?",{"text":121,"@type":113},"The rubric assesses effective, consistent use of punctuation, capitalization, and spelling. 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The response achieves substantial depth that is specific and relevant:\u003Cbr>􀁸 use of evidence from sources is smoothly integrated, comprehensive, and concrete\u003Cbr>􀁸 effective use of a variety ofelaborative techniques | The response clearly and effectively expresses ideas, using precise language:\u003Cbr>􀁸 use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose | The response demonstrates a strong command of conventions:\u003Cbr>􀁸 few, if any, errors are present in usage and sentence formation\u003Cbr>􀁸 effective and consistent use of punctuation, capitalization, and spelling |\n| 3 | The response is adequately sustained and generally focused:\u003Cbr>􀁸 focus is clear and for the most part maintained, though some loosely related material maybe present\u003Cbr>􀁸 some context for the controlling idea or main idea of the topic is adequate | The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:\u003Cbr>􀁸 adequate use of transitional strategies with some variety\u003Cbr>􀁸 adequate progression of ideas from beginning to end\u003Cbr>􀁸 adequate introduction and conclusion\u003Cbr>􀁸 adequate, if slightly inconsistent, connection among ideas | The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details:\u003Cbr>􀁸 some evidence from sources is integrated, though citations may be general or imprecise\u003Cbr>􀁸 adequate use of some elaborative techniques | The response adequately expresses ideas, employing a mix of precise with more general language:\u003Cbr>􀁸 use of domain-specific vocabulary is generally appropriate for the audience and purpose | The response demonstratesan adequate command of conventions:\u003Cbr>􀁸 some errors in usage and sentence formation maybe present, but no systematic pattern of errors is displayed\u003Cbr>􀁸 adequate use of punctuation, capitalization, and spelling |\n| 2 | The response is somewhat sustained and may have a minor drift in focus:\u003Cbr>􀁸 may be clearly focused on the controlling or main idea, but isinsufficiently sustained\u003Cbr>􀁸 controlling idea or main idea may be unclear and somewhat unfocused | The response has an inconsistent organizational structure, and flaws are evident:\u003Cbr>􀁸 inconsistent use of transitional strategies with little variety\u003Cbr>􀁸 uneven progression of ideas from beginning to end\u003Cbr>􀁸 conclusion and introduction, if present, are weak\u003Cbr>􀁸 weak connection among ideas | The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details:\u003Cbr>􀁸 evidence from sources is weakly integrated, and citations, if present, are uneven\u003Cbr>􀁸 weak or uneven use of ","cbCaivMNlIEn1ru8","https://ap.wps.com/l/cbCaivMNlIEn1ru8","pdf",209356,"English","# Score 4\n## Statement of Purpose/Focus and Organization\n## Development: Language and Elaboration of Evidence\n## Conventions\n# Score 3\n## Statement of Purpose/Focus and Organization\n## Development: Language and Elaboration of Evidence\n## Conventions\n# Score 2\n## Statement of Purpose/Focus and Organization\n## Development: Language and Elaboration of Evidence\n## Conventions\n# Score 1\n## Statement of Purpose/Focus and Organization\n## Development: Language and Elaboration of Evidence\n## Conventions\n# Score 0","[{\"question\":\"What does Score 4 require in informative-explanatory writing (Grades 6-11)?\",\"answer\":\"The response must be fully sustained and consistently focused on a clearly stated controlling idea. It must show a clear organizational structure and provide thorough, convincing evidence with elaborative techniques, using precise academic vocabulary and demonstrating strong command of conventions with few or no errors.\"},{\"question\":\"How are organization and transitions evaluated across the rubric levels?\",\"answer\":\"Organization is judged by the presence and strength of the controlling idea, the use and variety of transitional strategies, logical progression from beginning to end, and the effectiveness of introduction and conclusion. Higher scores indicate stronger connections among ideas and more complete unity.\"},{\"question\":\"What conventions and language skills are assessed?\",\"answer\":\"The rubric assesses effective, consistent use of punctuation, capitalization, and spelling. It also evaluates language choices, emphasizing appropriate use of academic and domain-specific vocabulary for the audience and purpose, with higher levels requiring more precision and accuracy.\"}]","Smarter Balanced Informative-Explanatory Writing Rubric - Grades 6-11 | PDF",1791066803]