Georgia Milestones American Literature and Composition Seven-Point Two-Trait Rubric for Informational/Explanatory Genre for High School

The student's response is a well-developed informative/explanatory text that examines a topic in depth and presents related information based on text as a stimulus. Effectively introduces the topic and main idea(s) to be examined. Uses an organizational strategy to present information effectively and includes facts, definitions, and other concrete details and examples. Thoroughly develops the topic with well-chosen, relevant, and enough facts; extended definitions; concrete details; quotations; or other information and examples, and makes important connections and distinctions. Uses appropriate and varied transitions to create cohesion, to link major sections of the text, and to clarify the relationships among ideas and concepts. Uses an appropriate style and tone for an informative/explanatory essay. The response maintains a formal style and objective tone throughout and follows the rules of standard English conventions. Concludes with a strong statement or section that follows from the ideas presented.

The student's response is a developed informative/explanatory text that examines a topic based on text as a stimulus. Introduces the topic and main ideas to be examined. Uses a general organizational strategy to present information. Adequately develops the topic with facts, definitions, concrete details, quotations, or other information with some connections among ideas, though information may not always be extended/explained. Uses some transitions to connect ideas; word choice is generally appropriate. Maintains a formal style and objective tone, for the most part. Provides a concluding statement or section that follows from the ideas presented.

The student's response is an incomplete or oversimplified informative/explanatory text that cursorily examines a topic based on text as a stimulus. Attempts to introduce a topic or main idea. Ineffectively organizes ideas, concepts, and information. Develops topics, sometimes unevenly, with little relevant information. Attempts to link ideas and concepts, but cohesion is inconsistent. Uses limited precise language and/or domain-specific vocabulary to manage the topic. Attempts to establish formal style and objective tone but struggles to maintain them. Provides a weak concluding statement or section.

The student's response is a weak or limited attempt to write an informative/explanatory text that examines a topic based on text as a stimulus. May not introduce a topic or main idea, or the topic or main idea must be inferred. May be too brief to demonstrate an organizational structure, or no structure is evident. Provides minimal information to develop the topic, little or none of which is from sources. Struggles to link some ideas and concepts, but cohesion is weak throughout. Uses vague, ambiguous, incoherent, or repetitive language. Lacks appropriate formal style and tone. May not provide a conclusion or closing statement.

Too Limited to Score/Illegible/Incomprehensible. Non-English/Foreign Language. Off Topic/Off Task/Offensive.

The student's response demonstrates full command of language usage and conventions. Uses clear and complete sentence structure, with appropriate range and variety. Makes an attempt to attribute paraphrases and direct quotations to their sources via in-text or parenthetical citations. Has no errors in usage and/or conventions that interfere with meaning.

The student's response demonstrates partial command of language usage and conventions. Uses complete sentences, with some variety. Attributes paraphrases and direct quotations inconsistently to their sources via in-text or parenthetical citations. Has minor errors in usage and/or conventions with no significant effect on meaning.

The student's response demonstrates weak command of language usage and conventions. Has fragment, run-ons, and/or other sentence structure errors. Makes little, if any, attempt to attribute paraphrases and direct quotations to their sources. Has frequent errors in usage and conventions that interfere with meaning.

Blank. Copied. Too Limited to Score/Illegible/Incomprehensible. Non-English/Foreign Language. Off Topic/Off Task/Offensive.