📋 About This Rubric

This rubric will help you write a clear, well-organised information report about plants using classification vocabulary. Use it to check your work before you hand it in. Your teacher will also use it to give you feedback.

Task: Write an information report about how plants are classified, using scientific vocabulary such as taxonomy, genus, species, kingdom, classify, attributes, and characteristics.

⭐ Writing Rubric

1. Organisation

Does your report have a clear introduction, body paragraphs, and conclusion?

Report has a strong introduction explaining why plants are classified, well-developed body paragraphs with topic sentences and supporting details, and a clear conclusion. Headings and subheadings are used effectively throughout.

Report includes an introduction, body, and conclusion. Most paragraphs have a topic sentence and supporting details. Headings are used in most places.

Report attempts an introduction, body, and conclusion, but some sections are underdeveloped. Headings may be missing or inconsistent.

Report lacks clear structure. Introduction, body, and conclusion are difficult to identify. Headings are absent or used incorrectly.

Teacher comment:

2. Use of Scientific and Classification Vocabulary

Have you used words like taxonomy, genus, species, kingdom, classify, attributes, and characteristics correctly?

Uses five or more classification vocabulary words accurately and confidently in context. Meanings are clearly understood through the way words are used in sentences.

Uses three to four classification vocabulary words correctly. Most words are used in appropriate context.

Uses one or two classification vocabulary words. Some words may be used incorrectly or without clear meaning.

Classification vocabulary is largely absent or used incorrectly. Scientific terms are not demonstrated in writing.

Teacher comment:

3. Clarity and Coherence

Is your writing easy to follow? Do you use linking words and varied sentences?

Writing flows logically. Uses a variety of compound and complex sentences with linking words (e.g., because, although, for example, also, therefore). Ideas connect clearly from sentence to sentence.

Writing is mostly clear and easy to follow. Some linking words are used. Mix of simple and compound sentences present.

Writing is sometimes unclear or hard to follow. Limited use of linking words. Mostly simple sentences with little variety.

Writing is difficult to follow. Sentences are repetitive or incomplete. Linking words are not used.

Teacher comment:

4. Vocabulary Development

Have you used morphology (prefixes/suffixes) and context clues to show understanding of new words?

Demonstrates clear understanding of word meanings through context. Shows awareness of word parts (e.g., tax- in taxonomy, -ology meaning study of). Uses a wide and interesting range of vocabulary.

Shows understanding of most new vocabulary. Some evidence of using word parts or context to explain terms. Vocabulary is appropriate and varied.

Shows basic understanding of some new vocabulary. Limited evidence of using morphology or context clues. Vocabulary is simple but generally appropriate.

Vocabulary is very limited or frequently misused. Little evidence of understanding new words through context or word parts.

Teacher comment:

5. Presentation

Is your report neat, well set out, and easy to read?

Writing is very neat and easy to read. Headings and subheadings are clearly labelled and consistently formatted. Layout makes the report easy to navigate.

Writing is mostly neat. Headings are used but may not be fully consistent. Layout is generally clear.

Writing is sometimes difficult to read. Headings are attempted but inconsistently applied. Layout could be improved.

Writing is difficult to read. Headings are missing. Layout does not support the reader.

Teacher comment:

✏️ Overall Feedback