Common Core Writing Rubrics, Grades 78

The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove,
California. There are rubrics for each major writing type described in Writing Standards 13: argument, exposition, and
narration. Posted with permission from the EGUSD Curriculum and Professional Learning Department.

Argument (W.1)

CPL 12.10.2012

7th/8th Grade EGUSD Writing Rubric Argument (CCSS Writing #1)

Criterion
Focus/
Claim
CCSS -W:
1a
4
Organization/
Structure

CCSS
W:
1a
1c
1e
4

Evidence/
Support
CCSS -W:
1b
9

Analysis
CCSS-W:
1b
9

5 - Advanced

(Revised 12.10.12)

4 - Proficient

3 - Basic

2 - Below Basic

Insightfully addresses all aspects of

the prompt
Introduces precise claim(s) in a
sophisticated thesis statement.

Competently addresses all

aspects of the prompt
Introduces reasonable claim(s)
in a clear thesis statement

Superficially addresses all

aspects of the prompt
Introduces claim(s) in a thesis
statement

Partially addresses aspects of

the prompt
Introduces superficial or
flawed claim(s) in a weak
thesis statement

Minimally addresses some

aspect of the prompt
Fails to introduce a relevant
claim and/or lacks a thesis
statement

Skillfully orients reader to topic(s)

in introduction

Orients reader to topic(s) in

introduction

Partially orients reader to

topic(s) in introduction

Inadequately orients reader

to topic(s) in introduction

Thoroughly develops claim(s) with

relevant body paragraphs
Provides a meaningful and reflective
conclusion which draws from and
supports claim(s)
Creates cohesion through skillful
use of transition/linking words,
phrases, and clauses within and
between paragraphs
Includes purposeful and logical
progression of ideas from beginning
to end
Provides substantial and pertinent
evidence to support claim(s)

Develops claim(s) with

relevant body paragraphs
Provides a conclusion that
follows from and supports
claim(s)
Creates cohesion through
transition/linking words,
phrases, and clauses within and
between paragraphs

Superficially develops
claim(s) with body paragraphs
Provides a conclusion which
repetitively or partially
supports claim(s)
Creates some cohesion
through basic
transition/linking words,
phrases, and/or clauses within
or between paragraphs
Includes adequate progression
of ideas from beginning to end
Provides limited and/or
superficial evidence to support
claim(s)
Ineffectively integrates or
cites adequate sources and/or
text evidence
Minimally refutes specific
counter-claim(s)
Shows superficial
understanding of topic or text
Uses some valid and accurate
reasoning to connect evidence
with claim(s)

Inadequately develops
claim(s) with minimal body
paragraphs
Provides an inadequate
conclusion
Uses limited and/or
inappropriate
transition/linking words,
phrases, or clauses
Includes uneven progression
of ideas from beginning to
end
Provides minimal and/or
irrelevant evidence to
support claim(s)
Incorrectly integrates or cites
sources and/or text evidence
that may not be credible
Acknowledges alternate or
opposing claim(s)
Shows limited and/or flawed
understanding of topic or text
Uses limited, simplistic
and/or flawed reasoning to
connect evidence with

Fails to orient reader to

topic(s) in introduction or
introduction is missing
Fails to develop claim(s) with
body paragraphs

Uses mostly correct and some

varied sentence structure
Contains some errors in
conventions which may cause
confusion
Superficially uses academic
and domain-specific
vocabulary clearly appropriate
for the audience and purpose

Uses limited and/or repetitive

sentence structure
Contains numerous errors in
conventions which cause
confusion
Inadequately uses academic
and domain-specific
vocabulary clearly
appropriate for the audience
and purpose

Effectively integrates and cites

credible sources and/or text
evidence
Convincingly refutes specific
counter-claim(s)
Shows insightful understanding of
topic or text
Uses persuasive and valid reasoning
to connect evidence with claim(s)

Includes logical progression of

ideas from beginning to end
Provides sufficient and
relevant evidence to support
claim(s)
Competently integrates and
cites credible sources and/or
text evidence
Competently refutes specific
counter-claim(s)
Shows competent
understanding of topic or text
Uses valid reasoning to
connect evidence with claim(s)

1 - Far Below Basic

Omits conclusion
Uses few to no transition/
linking words, phrases, or
clauses
Includes little or no
discernible organization of
ideas
Provides inaccurate, little, or
no evidence to support
claim(s)
Does not use or cite sources
and/or text evidence
Fails to acknowledge
alternate or opposing claim(s)
Shows no and/or inaccurate
understanding of topic or text
Reasoning is missing or does
not connect evidence with
claim(s)

claim(s)
Language
CCSS
L:
1
2
3

Uses purposeful and varied sentence

structure
Contains minimal to no errors in
conventions (grammar, punctuation,
spelling, capitalization)
Strategically uses academic and
domain-specific vocabulary clearly
appropriate for the audience and
purpose

CPL 12.10.2012

Uses correct and varied

sentence structure
Contains few, minor errors in
conventions
Competently uses academic
and domain-specific
vocabulary clearly appropriate
for the audience and purpose

Lacks sentence mastery (e.g.,

fragments/ run-ons)
Contains serious and pervasive
errors in conventions
Fails to use academic and
domain-specific vocabulary
clearly appropriate for the
audience and purpose

ELA 7th/8th Rubric Alignment to CCSS

7th Grade Standards

Strand

Writing

1. Write arguments to support claims with clear reasons and relevant

evidence.
a. Introduce claim(s), acknowledge and address alternate or opposing
claims, and organize the reasons and evidence logically.
b. Support claim(s) or counterarguments with logical reasoning and
relevant evidence, using accurate, credible sources and demonstrating
an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and
supports the argument presented.

4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.
9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., Compare
and contrast a fictional portrayal of a time, place, or character
and a historical account of the same period as a means of
understanding how authors of fiction use or alter history).
b. Apply grade 7 Reading standards to literary nonfiction (e.g.,
Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is
relevant and sufficient to support the claims).

CPL 12.10.2012

8th Grade Standards

1. Write arguments to support claims with clear reasons and relevant
evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence
logically.
b. Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., Analyze how a
modern work of fiction draws on themes, pattersn of events, or
character types from myths, traditional stories, or religious works such
as the Bible, including describing how the material is rendered new).
b. Apply grade 8 Reading standards to literary nonfiction (e.g.,
Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
and sufficient; recognize when irrelevant evidence is introduced).

Language

1. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking. (1a-1c are more specific to grammar
instruction and are, therefore, not written on this document.)

1. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking. (1a-1c are more specific to grammar
instruction and are, therefore, not written on this document.)

2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. (Details of 2a and 2b
are not written on this document.)

2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. (Details of 2a-2c are
not written on this document.)

3. Use knowledge of language and its conventions when writing, speaking,

reading, or listening.
a. Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.

3. Use knowledge of language and its conventions when writing, speaking,

reading, or listening.
a. Use verbs in the active and passive voice and in the conditional and
subjunctive mood to achieve particular effects.

CPL 12.10.2012

Informational/Expository (W.2)

CPL 12.10.2012

7th/8th Grade EGUSD Writing Rubric Informative/Explanatory (CCSS Writing #2)

Criterion
Focus
CCSS -W:
2a
4
Organization/
Structure

CCSS W:
2a
2c
2f
4

Development
CCSS -W:
2
2b
9

Language
CCSS L:**

1
2
3
4

CCSS -W:

5 Advanced
(above grade level)

(Created 4.8.13)

4 Proficient
(at grade level)

3 - Basic

2 - Below Basic

1 - Far Below Basic

Insightfully addresses all aspects of

the prompt
Introduces topic(s) in a sophisticated
thesis statement

Competently addresses all aspects

of the prompt
Introduces topic(s) in a clear thesis
statement

Superficially addresses all aspects

of the prompt
Introduces topic(s) in a thesis
statement

Skillfully orients reader to topic(s) in

introduction and previews what is to
follow

Orients reader to topic(s) in

introduction and previews what is
to follow

Partially orients reader to topic(s)

in introduction and previews what
is to follow

Minimally addresses all

aspects of the prompt
Fails to introduce a relevant
topic(s) and/or lacks a
thesis statement
Fails to orient reader to
topic(s) in introduction or
introduction is missing

Thoroughly develops topic(s) with

relevant body paragraphs
Provides a meaningful and reflective
conclusion that follows from and
supports information or explanation
presented
Creates cohesion and clarifies
relationships through skillful use of
transition/linking words, phrases, and
clauses within or between paragraphs

Develops topic(s) with relevant

body paragraphs
Provides a conclusion that follows
from and supports information or
explanation presented

Superficially develops topic(s)

with relevant body paragraphs
Provides a conclusion which
repetitively or partially follows
from and supports information or
explanation presented
Creates some cohesion and
clarifies relationships through
transition/linking words, phrases,
and clauses within or between
paragraphs
Uses some techniques (e.g.,
headings, charts) to adequately
organize ideas, concepts and
information to aid comprehension
Develops the topic using facts,
definitions, concrete details,
quotes, and other information and
examples that are limited or
superficial
Ineffectively integrates and cites
sources
Shows superficial understanding
of topic or text

Partially addresses all aspects

of the prompt
Introduces superficial or flawed
topic(s) in a weak thesis
statement
Inadequately orients reader to
topic(s) in introduction and/or
fails to preview what is to
follow
Inadequately develops topic(s)
with minimal body paragraphs
Provides a sense of closure, but
may weakly articulate
significance of the topic
Uses limited or inappropriate
transition/linking words,
phrases, and clauses

Uses few to no
transition/linking words,
phrases, or clauses

Uses few techniques (e.g.,

headings, charts) to
inadequately organize ideas,
concepts, and information to
aid comprehension
Provides minimal and/or
irrelevant evidence to develop
the topic

Includes little or no
discernible organization of
ideas

Incorrectly integrates/cites
sources
Shows limited or flawed
understanding of topic or text

Does not use or cite sources

Uses mostly correct and some

varied sentence structure
Contains some errors in
conventions which may cause
confusion
Usually uses academic and
domain-specific vocabulary
clearly appropriate for the
audience and purpose

Uses limited and/or repetitive

sentence structure
Contains numerous errors in
conventions which cause
confusion
Inadequately uses academic and
domain-specific vocabulary
clearly appropriate for the
audience and purpose

Lacks sentence mastery

(e.g., fragments/run-ons)
Contains serious and
pervasive errors in
conventions
Fails to use academic and
domain-specific vocabulary
clearly appropriate for the
audience and purpose

Purposefully and logically uses a

variety of techniques (e.g., headings,
charts) to organize ideas, concepts,
and information to aid comprehension
Skillfully develops the topic using
well-chosen facts, definitions,
concrete details, quotes, and other
information and examples that are
pertinent and substantial
Effectively integrates and cites
credible sources*
Shows insightful understanding of
topic or text
Uses purposeful and varied sentence
structure
Contains minimal to no errors in
conventions(grammar, punctuation,
spelling, capitalization)
Strategically uses academic and
domain-specific vocabulary clearly
appropriate for the audience and
purpose
*if applicable

CPL 12.10.2012

Creates cohesion and clarifies

relationships through
transition/linking words, phrases,
and clauses within or between
paragraphs
Uses a variety of techniques (e.g.,
headings, charts) to organize ideas,
concepts, and information to aid
comprehension
Develops the topic using wellchosen facts, definitions, concrete
details, quotes, and other
information and examples that are
relevant and sufficient
Competently integrates and cites
credible sources
Shows competent understanding of
topic or text
Uses correct and varied sentence
structure
Contains few, minor errors in
conventions
Competently uses academic and
domain-specific vocabulary clearly
appropriate for the audience and
purpose

Fails to develop topic(s)

with body paragraphs
Provides an inadequate
conclusion or omits
conclusion

Provides inaccurate, little,

or no evidence to support
topic

Shows no and/or inaccurate

understanding of topic or
text

**please refer to CCSS Language Progressive Skills, by grade

ELA 7th/8th Rubric Alignment to CCSS

7th Grade Standards

Strand

Writing

1.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize
ideas, concepts, and information,
b. Using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
c. Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
d. Use appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
e. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
f. Establish and maintain a formal style.
g. Provide a concluding statement or section that follows from and supports the
information or explanation presented.

4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade- specific expectations for writing
types are defined in standards 13.)
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grade 7 Reading standards to literature (e.g., Compare and contrast a
fictional portrayal of a time, place, or character and a historical account of the same
period as a means of understanding how authors of fiction use or alter history).
b. Apply grade 7 Reading standards to literary nonfiction (e.g., Trace and evaluate
the argument and specific claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient to support the claims).

CPL 12.10.2012

8th Grade Standards

1.

Write informative/explanatory texts, including career development documents (e.g.,

simple business letters and job applications), to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant
content.
a. Introduce a topic or thesis statement; clearly, previewing what is to follow;
organize ideas, concepts, and information into broader categories; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.

4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3).
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of
fiction draws on themes, patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible, including describing how the
material is rendered new).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient; recognize when irrelevant evidence is
introduced).

Language

1. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking. (1a-1c are more specific to grammar
instruction and are, therefore, not written on this document.)

1. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking. (1a-1c are more specific to grammar
instruction and are, therefore, not written on this document.)

2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. (Details of 2a and 2b
are not written on this document.)

2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. (Details of 2a-2c are
not written on this document.)

3. Use knowledge of language and its conventions when writing, speaking,

reading, or listening.
a. Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.

3. Use knowledge of language and its conventions when writing, speaking,

reading, or listening.
a. Use verbs in the active and passive voice and in the conditional and
subjunctive mood to achieve particular effects.

CPL 12.10.2012

Narrative (W.3)

CPL 12.10.2012

7th/8th Grade EGUSD Writing Rubric Narrative (CCSS Writing #3)

Criterion
Focus/
Exposition

CCSS -W:
3a
4

Organization/
Plot

CCSS W:
3a
3c
3e
4

Narrative
Techniques

CCSS -W:
3b
3d

Language
CCSS L:
1
2
3

5 Advanced
(above grade level)

(Created 2.14.13)

4 Proficient
(at grade level)

3 - Basic

2 - Below Basic

1 - Far Below Basic

The narrative, real or

imagined, competently
addresses all aspects of the
prompt
Engages and orients the reader
by establishing a context and
point of view

The narrative, real or imagined,

superficially addresses all aspects
of the prompt

The narrative, real or

imagined, partially addresses
aspects of the prompt

Attempts to engage or orient the

reader by establishing a context
and point of view

Might engage or orient the

reader by establishing a
context and point of view

The narrative, real or

imagined, minimally
addresses some aspect of the
prompt
Does not engage or orient
the reader by establishing a
context a point of view

Introduces a narrator and/or

characters
Organizes a clear event
sequence that unfolds
logically and naturally
Uses a variety of transitional
words, phrases, and clauses to
convey sequence and signal
shifts from one time frame or
setting to another

Introduces a narrator and/or

characters
Organizes an event sequence
that unfolds naturally but may
not be logical
Uses a variety of transitional
words, phrases, and clauses to
convey sequence and signal
shifts from one time frame or
setting to another

Provides a conclusion that clearly

follows from and reflects on what is
experienced, observed or resolved
over the course of the narrative

Provides a conclusion that

follows from and reflects on
the narrated experiences or
events

Provides a conclusion that

connects to the narrated
experiences or event

Attempts to introduce a
narrator and/or characters
Organizes an event
sequence but may not be
logical
Uses some transitional
words, phrases, and clauses
to convey sequence and
signal shifts from one time
frame or setting to another
(may be repetitive)
Provides a weak conclusion
that may not connect to the
narrated experiences or
events

Skillfully uses a variety of narrative

techniques such as dialogue, pacing,
description, reflection, and multiple
plot lines to develop experiences,
events, and/or characters

Effectively uses a variety of

narrative techniques such as
dialogue, pacing, and
description to develop
experiences, events, and/or
characters

Adequately uses a variety of

narrative techniques such as
dialogue, pacing, and
description to develop
experiences, events, and/or
characters

Uses limited narrative

techniques, such as
dialogue, pacing, and
description to develop
experiences, events, and/or
characters

Sophisticated use of precise words

and phrases, telling details, and
sensory language to convey a vivid
picture of the experiences, events,
setting, and/or characters
Uses purposeful and varied sentence
structure
Contains minimal to no errors in
conventions (grammar, punctuation,
spelling, capitalization)
Utilizes precise and sophisticated
word choice

Uses precise words and

phrases, relevant descriptive
details, and sensory language
to capture the action and
convey experiences and events
Uses correct and varied
sentence structure
Contains few, minor errors in
conventions

Uses some descriptive details,

and sensory language to
convey experiences and events

Uses concrete words or

phrases with limited use of
descriptive details and
sensory language

Does not use sensory

language or descriptive
details

Uses limited and/or

repetitive sentence structure
Contains numerous errors in
conventions which cause
confusion
Utilizes vague or basic word
choice

Lacks sentence mastery

(e.g., fragments/ run-ons)
Contains serious and
pervasive errors in
conventions
Utilizes incorrect and/or
simplistic word choice

The narrative, real or imagined,

insightfully addresses all aspects of
the prompt
Purposefully engages and orients the
reader by setting out a problem,
situation, and establishing one or
multiple point(s) of view
Expertly introduces a narrator and/or
characters
Creates a smooth progression of
experiences or events
Skillfully uses a variety of
techniques to sequence events so
that they build on one another to
create a coherent whole

CPL 12.10.2012

Utilizes strong and grade-level

appropriate word choice

Uses mostly correct and some

varied sentence structure
Contains some errors in
conventions which may cause
confusion
Usually utilizes grade-level
appropriate word choice

Does not introduce a

narrator and/or characters
Event sequence unfolds
unnaturally and/or
illogically
Uses few to no transition
words, phrases, and/or
clauses to convey sequence
or time shifts
Provides no conclusion or
one that is not connected to
the narrated experiences or
events
Uses few to no narrative
techniques

ELA 7th/8th Rubric Alignment to CCSS

7th Grade Standards

8th Grade Standards

3. Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a context and point of view
and introducing a narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated
experiences or events.

4. Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a context and point of view
and introducing a narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey
sequence, signal shifts from one time frame or setting to another, and
show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated
experiences or events.

4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.
(Grade- specific expectations for writing types are defined in standards 13.)

4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1-3).

1. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking. (1a-1c are more specific to grammar
instruction and are, therefore, not written on this document.)

1. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking. (1a-1c are more specific to grammar
instruction and are, therefore, not written on this document.)

2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. (Details of 2a and 2b
are not written on this document.)

2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. (Details of 2a-2c are
not written on this document.)

3. Use knowledge of language and its conventions when writing, speaking,

reading, or listening.
a. Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.

3. Use knowledge of language and its conventions when writing, speaking,

reading, or listening.
a. Use verbs in the active and passive voice and in the conditional and
subjunctive mood to achieve particular effects.

Language

Writing

Strand

CPL 12.10.2012