1. Writing Rubric: Common Core Standards, Grades 6-12: English Language Arts
Type: Narrative
Pre-Novice
Novice
Semi-Pro
Pro
Effectively engages and orients
the reader by establishing a
context and introducing a
narrator and/or characters:
organize an event sequence that
unfolds naturally and logically.
Does not succeed in engaging
the reader; is vague and/or
disorienting
Makes some noticeable attempt
to engage the reader by
establishing a setting,
characters, and/or situation
Makes contact with the reader
by establishing at least two
of the following: character,
setting, situation.
Writing an
introduction
Limited but noticeable use of
more than one narrative
technique, such as dialogue,
pacing, description,
characterization, conflict
Good start toward use of
more than one narrative
technique, such as dialogue,
pacing, description,
characterization, conflict
No or little use of narrative
techniques such as dialogue,
description, pacing,
characterization,conflict
Engaging use of such narrative
techniques as dialogue, pacing,
description, characterization,
conflict
Using narrative technique
Sequencing
and
transitioning
All or mostly simple
sentences with no or
very few transition words
and conjunctions used
No paragraphing
Uses a variety of transitional
devices (words, punctuation,
phrases, clauses, paragraphs,
section division) to convey
shifts in time and space
Uses only the most basic
transitional devices (words,
punctuation, phrases, clauses,
paragraphs) to convey shifts
in time and space
Uses some transitional
devices (words, punctuation,
phrases, clauses, paragraphs,
section divisions) to convey
shifts in time and space
Word choice does not show
effort at being interesting and
precise.
Strong use of words that are
interesting, lively, precise,
accurate, striking, dramatic to
create characters, setting, and
conflict
Glimmers of use of words that
are interesting, lively, precise,
accurate, striking, dramatic
to create characters, setting,
and conflict
Good start at using words
that are interesting, lively,
precise, accurate, striking,
dramatic to create characters,
setting, and conflict
Vocabulary
Overall tone is too informal,
including some or all of:
“texting” abbreviations, slang,
messiness, errors in spelling,
punctuation, grammar
Attempt at formal
writing style, but needs
more proofreading and/or
care in presentation
Good attempt at blendinig
formal English conventions
(spelling, grammar,
punctuation, capitalization)
with dialect to capture the
speech of the characters
Excellent blend of formal
English conventions (spelling,
grammar, punctuation,
capitalization) with dialect to
capture the speech of the
characters.
Using formal writing tone
Writing a
conclusion
No or very sketchy
conclusion
Some attempt at a
conclusion that leaves the
reader with a sense of
closure
Good start toward a strong
conclusion that leaves the
reader with a sense of
closure
Strong conclusion that
rewards the reader for having
read the story.
Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects,

2. Writing Rubric: Common Core Standards, Grades 6-12: English Language Arts and Literacy for
History, Social Studies, Science, and Technical Subjects
Type: Explanatory
Pre-Novice
Novice
Semi-Pro
Pro
Effectively does NEITHER
of the following:
Clarifies the topic;
Previews how it will be
developed
Effectively does ONE of the
following:
Clarifies the topic;
Previews how it will be
developed
Effectively does BOTH of the
following:
Clarifies the topic;
Previews how it will be
developed
Effectively does BOTH of the
following: Clarifies the topic;
Previews how it will be
developed with headings
and sub-headings
Writing an
introduction
Explaining the
information
No or few relevant facts,
definitions, concrete details,
quotations, examples
Some relevant facts, definitions
concrete details quotations,
examples
Good start toward
presenting relevant facts,
definitions, concrete details,
quotations, examples
Thorough presentation of facts,
including graphics such as well-
explained charts, tables, and/or
other visuals
Expressing
relationships
between ideas
All or mostly simple
sentences with no or
very few transition words
and conjunctions used
No paragraphing
Establishes clear and effective
organization through:
paragraphing, sectioning,
complex sentences, transitions
and other linking devices
A few organizational
structures and transitional
words
Transitions from paragraph
to paragraph, but needs
more internal transition and
linkage within paragraphs
Using Tier II
and III
vocabulary
Sufficient, appropriate
use of Tier II
and III language throughout
No Tier II or III vocabulary
used
A few Tier II and II vocabulary
used
Tier II and III vocabulary is
evident, but there are
several instances where
Tier II vocabulary should be
used instead of Tier I
Overall tone is too informal,
including some or all of:
“texting” abbreviations, slang,
messiness, errors in spelling,
punctuation, grammar; no
attempt to use dialect to cap-
ture the speech of characters
Attempt at formal
writing style, but needs
more proofreading and/or
care in presentation; attempt
at using dialect to capture
the speech of characters
Good attempt at formal
writing style and
proofreading, but a few
glaring errors indicate that
more careful proofreading
is needed
Formal writing tone used
throughout; Few or no glaring
errors in spelling, grammar,
punctuation, capitalization;
obvious care in presentation
Language
tone
Some attempt at a
conclusion that leaves the
reader with a sense of
closure
Strong conclusion that clearly
summarizes the information
and explains its importance
Writing a
conclusion
Good start toward a strong
conclusion that explains the
importance of the information
No or very sketchy
conclusion
Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects,

3. Writing Rubric: Common Core Standards, Grades 6-12: English Language Arts and Literacy for
History, Social Studies, Science, and Technical Subjects
Type: Argumentation
Pre-Novice
Novice
Semi-Pro
Pro
Effectively does NONE of the
following:
States importance of issue
Makes a claim
Acknowledges opposing claim
Effectively does ONE of the
following:
States importance of issue
Makes a claim
Acknowledges opposing claim(s)
Effectively does TWO of the
following:
States importance of issue
Makes a claim
Acknowledges
opposing claim(s)
Effectively does ALL of the
following:
States importance of issue
Makes a claim
Acknowledges opposing claim(s)
Writing an
introduction
Mentions, but does not
develop, sufficient evidence;
Does not attend to opposing
claim(s)
Develops claims and opposing
claims thoroughly and fairly
with evidence: facts, stats,
reasons, examples, anecdotes
Developing
an argument
No relevant facts, statistics,
reasons, or evidence.
Good start toward
developing claims and
opposing claims; Includes
some substantial evidence
All or mostly simple
sentences with no or
very few transition words
and conjunctions used
No paragraphing
Establishes clear and effective
organization through:
paragraphing, sectioning,
complex sentences, transitions
and other linking devices
Expressing
relationships
between ideas
A few organizational
structures and transitional
words
Transitions from paragraph
to paragraph, but needs
more internal transition and
linkage within paragraphs
Using Tier
II and II
Vocabulary
No Tier II or III vocabulary
used
A few Tier II and II vocabulary
used
Tier II and III vocabulary are
evident, but there are
several instances where
Tier II vocabulary should be
used instead of Tier I
Sufficient, appropriate
use of Tier II
and III language throughout
Using formal writing
tone
Overall tone is too informal,
including some or all of:
“texting” abbreviations, slang,
messiness, errors in spelling,
punctuation, grammar
Attempt at formal
writing style, but needs
more proofreading and/or
care in presentation
Good attempt at formal
writing style and
proofreading, but a few
glaring errors indicate that
more careful proofreading
is needed
Formal writing tone used
throughout; Few or no glaring
errors in spelling, grammar,
punctuation, capitalization;
obvious care in presentation
Writing a
conclusion
no conclusion
Good start toward a
strong conclusion that
follows from the evidence
and makes an impact on
the reader
Sketchy conclusion that
just restates the claim
and/or the issue; does not
make an impact on the reader
Strong conclusion that
follows from the evidence
presented and makes an
impact on the reader
Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects,