Informative/Explanatory Essay

[rev Feb. 2014]

High - 5 High - 4 Mid - 3 Low - 2 Low - 1 Footnote

1. Ambitious treatment of complex ideas, 1. Thoughtful treatment of complex 1. Clear treatment of ideas, concepts and 1. Treatment of ideas, concepts and 1. Ideas, concepts and Multiple sources:
concepts and information, appropriate to task, ideas, concepts and information information, appropriate to task, purpose, information attempted, but needs information, unclear OR e.g. internet, news
purpose, and audience appropriate to task, purpose, and and audience clarification; limited awareness of task, significance of issue not media, texts,
audience purpose and audience established inappropriate to interviews, personal
task, purpose, and audience experience, extended
observations
2. Suitable methods yield accurate, appropriate 2. Clear methods yield accurate 2. Includes generally accurate relevant 2. Information selected from only one 2. Insufficient information from
information from multiple sources relevant information from at least information from at least two sources to source OR is based solely on personal any source Suitable Methods:
two appropriate sources support position opinion OR is not relevant includes primary and
secondary sources
and/or interviews
Scope

3. Topic or thesis statement based on extensive, 3. Topic or thesis statement based on 3. Topic or thesis statement based on 3. Limited topic or thesis statement 3. Unclear topic or thesis
well synthesized information well-synthesized information generally relevant information with some presented OR based on general or statement Limited sense of Rhetorical
synthesis irrelevant information; may not include overall purpose Techniques: logic,
synthesis evidence, contrast,
causality, analogy
4. May use a range of rhetorical techniques, 4. Appropriate use of rhetorical 4. Significance of information conveyed with 4. Information listed without explicit
genres, media to vividly express significance techniques, genres to express some rhetorical techniques explanations to indicate significance Synthesized
of information significance of information information:
Explains how, specific
individuals, ideas or
5. Explanations skillfully address audience’ 5. Explanations address audience 5. Explanations demonstrate awareness of 5. Explanations demonstrate inconsistent events are introduced
expectations, concerns, interests expectations, concerns, interests audience awareness of audience and developed, and
how connections are
drawn between them.

1. Strong focus overall, coherent thesis, clear 1. Thesis establishes topic clear 1. Clear central topic, perspective organized 1. Central topic can be discerned, 1. Arrangement confusing; no Perspective: the
perspective organized to make important perspective organized to make and attempts to make important perspective may not identify clear focus, lacks writer’s (student) point
connections and distinctions, consistent tone important connections and connections and/or distinctions, connections and/or distinctions perspective of view
distinctions, consistent tone identifiable tone

2. Unique introduction entices; closing inspires
thought and supports the information or
explanation presented; may include
implications or the significance of the topic.
Sequence
2. Introduction invites interest and/or 2. Opening reveals context/purpose; some 2. May lack clear opening and/or closing 2. Lacks clear opening and
closing is convincing and supports closure that may support the information does not support the information or closing
the information or explanation or explanation presented explanation presented
presented; may include
implications or the significance of
the topic.

3. Strong organization of whole text using
appropriate and varied transitions - words,
phrases and clauses - to link the major
sections of the text to create cohesion.
3. Whole text organized using
appropriate and varied transitions –
words, phrases and clauses - to
link the major sections of the text to
create cohesion.
3. Text organized using appropriate 3. Points follow loose plan in whole text, or 3. Single/limited focus requires
transitions to link the sections of the text unplanned text may ramble, leave gaps no planned arrangement of
to create some cohesion: may follow rigid further material
formula.

4. Relationships among complex ideas and 4. Relationships among complex 4. May demonstrate relationships among 4. Relationships between ideas and
concepts are insightful ideas and concepts are clear. ideas and concepts. concepts may not be clear.

5. Ideas build and are logically linked within and 5. Ideas logically structured within and 5. Ideas generally coherent, not self- 5. Sequence of ideas may be repetitive,
between paragraphs between paragraphs contradictory circular, or contradictory within and
between paragraphs

© 2014 University of California, Berkeley – The PUENTE Project


High - 5
1. Impressive amount of concrete details and
explanations in support of thesis & topic
sentences
2. Develops the topic thoroughly by selecting the
most significant and relevant, and sufficient facts,
Development
extended definitions, concrete details, quotations,
or other information and examples from a variety
of appropriate sources.
3. Succinctly & purposefully summarizes/
paraphrases event and background to clarify &
illustrate points
4. Extensive explanations make connections and
distinctions and build to create a unified whole
1. Unusual fluency with explanatory prose, mature
vocabulary, precise language; strong voice
2. Mature, varied syntax shows relations between
ideas; advanced and skillful use of various types of
phrases and clauses
3. Skillful use of logical connectors, transitions, and
Craft
qualifiers
4. Skillfully uses rhetorical techniques
5. Skillfully integrates source and support material
with commentary using when appropriate
6. Tone is effective for audience, purpose, &
formality of context
1. Skilled proofreading of ambitious prose with a few
production slips
2. Challenging words spelled correctly
3. Advanced, skillful use of punctuation (colon, dash,
Edit
ellipses); may be experimental in poetic writing
4. A few advanced errors allowed (semi-colon,
complex idiom)
5. Formatting according to MLA guidelines
High - 4
1. Sufficient amount of concrete details
and explanations to support thesis &
topic sentences
2. Develops the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details,
quotations, or other information and
examples from appropriate sources.
3. Clearly summarizes/paraphrases
events and background to clarify &
illustrate points
4. Well-developed explanations make
connections and distinctions to further
main idea.
1. Fluent explanatory prose, mature
vocabulary, precise language; voice
2. Mature varied syntax, shows relations
between ideas; use of various types of
phrases and clauses
3. Appropriate use of logical connectors,
transitions, and qualifiers
4. Effective use of rhetorical techniques
5. Integrates source & support material
with commentary using citations when
appropriate
6. Tone is appropriate for audience &
purpose
1. Generally successful proofreading of
ambitious, readable paper
2. Spells most challenging words
correctly
3. Effective, correct use of punctuation
4. A few expected errors in ambitious
prose, shows signs of development
5. Mostly formatted according to MLA
guidelines
© 2014 University of California, Berkeley – The PUENTE Project
Informative/Explanatory Essay
[rev Feb. 2014]
Mid - 3 Low - 2 Low - 1 Footnote
1. Some concrete details and explanations in 1. Basic concrete details and explanations may 1. Concrete details with few Concrete details :
support of thesis & related topic sentences have some connection to thesis; may have explanations, may have direct quotes of words,
topic sentences that link to thesis single point about with little phrases, passages,
support and summaries,
2. Develops the topic with sufficient facts, 2. Some facts, definitions, concrete details, paraphrases or
extended definitions, concrete details, concrete details, quotations, or other 2. Information needed to allusions
quotations, or other information and information and examples develop topic
examples from appropriate sources.
3. Summarizes/paraphrases events and 3. Overly used summaries/ paraphrases / 3. May not include
background to clarify & illustrate points; background to clarify & illustrate points summaries/paraphrases /
summaries may be lengthy background to clarify &
illustrate points
4. Explanations may make connections/ 4. Explanations drift from main point; vague
distinctions and generally further main idea connections/distinctions 4. Explanations irrelevant or
limited explanations if any
1. Standard vocabulary, some elevated use of 1. Basic and/or oral vocabulary 1. Meaning or purpose Syntax: verbals,
language, some voice obscured by language appositives, Adj.
difficulties Clauses, parallel
2. Sentence control with some variety (e.g. 2. Oral style relies on short or rambling structure,
sentence joining or clausal and phrasal sentences; has difficulty expressing complex subordination, proper
modifiers),shows some relations between ideas placement of modifiers,
ideas, use of some phrases and clauses clauses, phrases
3. Inconsistent use of logical connectors, 3. Incorrect use of logical connectors, Rhetorical
transition, and qualifiers transitions, and qualifiers Techniques: logic,
evidence, contrast,
4. Some rhetorical techniques attempted 4. Limited, irrelevant rhetorical techniques causality, analogy
5. Correctly presents quotations or paraphrase 5. Quotes, if present, may be inaccurate; Source & support
of text; blends with commentary, but may use sources of literary text cited inconsistently, if material: use of direct
citations inconsistently. at all quotations,
paraphrasing
6. Tone is generally appropriate for level of 6. Tone is inconsistent or overly informal for
formality purpose
1. Generally successful proofreading, a few 1. Number of errors suggests further 1. Serious error patterns (e.g.
“typos” proofreading needed, or lack of mastery few sentence boundaries)
2. Some spelling errors 2. Misspellings of common words (to, too; 2. Confusing word order, word
their, there) choice, idioms
3. Generally correct punctuation 3. Some punctuation errors
4. Minor error patterns (possessives), most 4. Some errors of verb/subject agreement,
verb endings correct tenses, word order
5. Inconsistent formatting