3rd Grade Informative/Explanatory Writing Rubric
W3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Scoring 1 2 3 4
Criteria Beginning Approaching Competent* Advanced
Launches directly into topic Introduces the topic being examined Introduces the topic being examined Orients the reader with engaging
without an introduction. vaguely. clearly. introduction to topic being examined.
Shows little or no awareness of Shows some awareness of purpose. Establishes an informative purpose. Establishes informative purpose;
purpose. Shows some awareness of audience. Shows an awareness of writing for an maintains focus throughout.
Shows little or no awareness of audience. Writes clearly with an audience in
Does not organize ideas and Organizes ideas and information in an Organizes ideas and information into Organizes ideas and information into
information coherently due to a attempted introduction, body and logical introduction, body and purposeful, coherent introduction, body
lack of introduction, body and conclusion. conclusion. and conclusion.
conclusion. Uses some information or examples to Uses information and examples to Uses information and examples
W3.2.a-d; W3.4; W3.7; W3.8
Gives information and examples develop the main idea(s). develop the main idea(s). insightfully to develop main idea(s).
that are incomplete or unrelated Uses some information to answer the Uses selected facts, definitions, and Uses carefully selected facts,
to the topic. reader’s anticipated questions. details to answer the reader’s definitions, and details to insightfully
Does not anticipate reader’s Does not organize information well. anticipated questions. answer the reader’s anticipated
questions. Uses some transitional words and Organizes related information together, questions.
Lists information in no particular phrases, but may be repetitive. including illustrations when useful to Organizes facts, definitions and details
order. Provides a concluding statement or aiding comprehension. into sections or paragraphs in a
Does not use transitional words sentences that may feel abrupt or Uses appropriate linking words and meaningful way, including illustrations
and phrases to link information. insufficient. phrases to connect ideas within when useful to aiding comprehension.
Ends seemingly in the middle categories of information (e.g., also, Uses transitional words and phrases,
with no sense of closure. another, and, more, but). including some that are more
Provides a satisfactory concluding sophisticated (e.g., for example,
statement or section. because).
Provides a compelling concluding
statement or section.
Shows little evidence of correct Shows some evidence of correct Shows frequent evidence of correct Demonstrates correct grammar and
grammar and usage, including grammar and usage, including nouns, grammar and usage, including nouns, usage, including nouns, verbs,
nouns, verbs, adjectives, and verbs, adjectives, and adverbs. verbs, adjectives, and adverbs. adjectives, and adverbs throughout.
adverbs. Uses mostly simple sentences. Constructs simple, compound, and Constructs a variety of sentence
Uses many incomplete Makes some convention errors (e.g., complex sentences. structures.
sentences. spelling, punctuation, capitalization) Uses conventions correctly (e.g., Uses conventions (e.g., spelling,
Makes several convention that do not impede communication. spelling, punctuation, capitalization). punctuation, capitalization) to
errors (e.g., spelling, Shows some awareness of good word Makes good word choices to convey an communicate effectively and clarify the
punctuation, capitalization) that choice to convey appropriate tone for appropriate tone for audience. writing.
impede communication. audience. Uses words and phrases skillfully to
Shows little or no awareness of connect with audience.
good word choice to convey
appropriate tone for audience
(e.g., formal vs. informal).