Smarter Balanced Informational Writing Rubric: Grades 3–5

A clear, effective structure that feels unified and complete, with a consistent, purposeful focus.

• The organization holds up between and within paragraphs.
• The controlling or main idea of the topic is clearly communicated, and the focus stays strong for the purpose and audience.
• A variety of transitions is used consistently to show how ideas relate to each other.
• The introduction and conclusion are effective.
• Ideas move logically from beginning to end, with strong links between them and some variety in sentence structure.

An evident structure and a sense of completeness; any flaws are minor and do not hurt overall coherence, and the response is generally focused.

• The organization is adequately sustained between and within paragraphs.
• The controlling or main idea is clear, and the focus is mostly held for the purpose and audience.
• Transitions are adequate and show some variety.
• The introduction and conclusion are adequate.
• Ideas progress adequately, with adequate links between them.

An inconsistent structure with some evident flaws; some ideas are loosely connected and the focus may drift a little.

• The organization is only somewhat sustained between and within paragraphs.
• The controlling or main idea may be somewhat unclear, or the focus is not held well enough for the purpose and/or audience.
• Transitions are used inconsistently or with little variety.
• The introduction or conclusion, if there is one, may be weak.
• Ideas progress unevenly or follow a formula, and the links between them may be inconsistent or unclear.

Little or no discernible structure; the response may relate to the topic but has little or no focus.

• The controlling or main idea may be confusing or ambiguous, the response may be too brief, or the focus may shift away from the purpose or audience.
• There are few or no transitions.
• The introduction and/or conclusion may be missing.
• Unrelated ideas show up often, and ideas may be in random order or hard to follow.

Thorough elaboration of the support for the thesis or controlling idea, with effective use of the sources; ideas are expressed clearly in precise language.

• Evidence (facts and details) from the sources is comprehensive, relevant and specific, and it is worked into the writing.
• Citations or attributions to the sources are clear.
• A variety of elaboration techniques is used effectively.
• Vocabulary clearly fits the audience and purpose.
• An effective, appropriate style strengthens the content.

Adequate elaboration of the support for the thesis or controlling idea, with use of the sources and a mix of precise and more general language.

• Evidence from the sources is relevant and integrated, but it may be general.
• Citations or attributions to the sources are adequate.
• Some elaboration techniques are used adequately.
• Vocabulary is generally appropriate for the audience and purpose.
• The style is generally appropriate.

Uneven, cursory elaboration with uneven or limited use of the sources; ideas are developed unevenly in simple language.

• Some evidence from the sources is weakly integrated, imprecise, repetitive, vague or copied.
• Citations or attributions to the sources are weak.
• Elaboration techniques are weak or uneven; the development may be mostly a summary of the sources.
• Vocabulary is uneven or somewhat ineffective for the audience and purpose.
• The attempt at an appropriate style is inconsistent or weak.

Minimal elaboration with little or no use of the sources; the response is vague, unclear or confusing.

• Evidence from the sources is minimal, irrelevant, missing, used incorrectly or mostly copied.
• Citations or attributions to the sources are insufficient.
• Elaboration techniques are minimal, if present.
• Vocabulary is limited or ineffective for the audience and purpose.
• There is little or no sign of an appropriate style.

Adequate command of conventions.

• Sentence formation, punctuation, capitalization, grammar usage and spelling are adequately correct for the length of the response.

Partial command of conventions.

• Correct use of sentence formation, punctuation, capitalization, grammar usage and spelling is limited.

Little or no command of conventions.

• Correct use of sentence formation, punctuation, capitalization, grammar usage and spelling is infrequent.