For Texas RLA teachers, English I and English II
The STAAR English I and II Informational writing rubric, explained
How TEA scores the informational extended constructed response in English I and English II: what each score point means, what separates a 3 from a 5, and the mistakes that cost the most. Paste a student’s essay below for a free score.
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The rubric, explained
The informational rubric, point by point
One reader scores two traits: ideas, 0 to 3, and conventions, 0 to 2, for 0 to 5. The ideas score judges the controlling idea, the organization, the evidence and how clearly the ideas are expressed.
Development and Organization of Ideas (0–3)
Four things are judged at every level: the controlling idea, the organization, the evidence, and the expression of ideas.
- 3 points
Clear and fully developed
The controlling idea is clear, and the essay stays focused on it from start to finish. It is organized so a reader can follow it, with an introduction and a conclusion that do real work. Evidence from the reading is specific, well chosen and relevant, and the writer explains how each piece supports the controlling idea. Ideas are expressed clearly. When there are two passages, a 3 needs evidence from both.
- 2 points
Present and partly developed
There is a controlling idea, but it is only partly developed and the focus may drift. Organization is limited: the essay does not progress smoothly. Evidence is limited, may include details that do not matter, and is often not explained. Ideas are expressed in a basic way, with general or repeated wording.
- 1 points
Evident but not developed
A controlling idea can be found, but it is not developed. Organization is minimal or weak. Evidence is insufficient or mostly irrelevant, with little taken from the reading. The expression of ideas is ineffective, so the reader has to work to follow the point.
- 0 points
No workable controlling idea
A controlling idea may be hinted at, but there is no introduction or conclusion, no evidence or only irrelevant evidence, and the writing is unclear. A 0 also goes to a response that only restates the prompt, does not address it, is mostly copied from the passage, or is blank or only a few words long.
Conventions (0–2)
Sentence construction, punctuation, capitalization, grammar and spelling, judged against what is expected at the student’s grade.
- 2 points
Consistent command
The writer shows consistent command of grade-level conventions. There may be a few errors, but they do not get in the way of understanding the writing.
- 1 points
Inconsistent command
There are several errors in sentence construction, punctuation, capitalization, grammar or spelling, but the reader can still understand what the writer means.
- 0 points
Little or no command
There are many errors, and they make the writing hard to understand. A paper that scores 0 on Ideas automatically scores 0 on Conventions, because that rule is printed on the rubric.
3 versus 5
What separates a 3 from a 5
These are one reader’s totals out of 5, Ideas plus Conventions. On the test two readers’ totals are added, so a 3 and a 5 here are about a 6 and a 10 on the report. Length is not what separates them: what the evidence does for the writer’s point is.
| A 3 out of 5 often looks like | A 5 out of 5 looks like | |
|---|---|---|
| The score | Usually Ideas 2 and Conventions 1. It can also be Ideas 1 with Conventions 2, or Ideas 3 with Conventions 0. | Ideas 3 and Conventions 2: the top of both traits. |
| The controlling idea | Present, but only partly developed, or the focus drifts | Clear from the start and held all the way through |
| Evidence | Quotations or details that are relevant but thin, or explained by repeating them | Specific evidence, often short quotations worked into the writer’s own sentences, each followed by what it shows |
| Organization | An introduction and a conclusion may be there, but the essay does not move smoothly from one idea to the next | Each paragraph moves the controlling idea forward, and the conclusion does more than repeat the introduction |
| Conventions | Several errors in sentences, punctuation, capitalization, grammar or spelling, though the meaning comes through | Consistent command for the grade; a few slips that never get in the way |
Common mistakes
What costs points on informational essays in English I and English II
These patterns cost the most points in TEA’s released scored papers. Look for them first in your students’ drafts.
Retelling instead of explaining
The essay walks through the passage in order instead of explaining a controlling idea about it. Without a controlling idea, the details have nothing to support.
A list of facts
Facts from the reading are listed one after another, with no sentence saying how each one connects to the controlling idea.
Evidence dropped in, not explained
A quotation or detail appears and the writer moves on, or the next sentence only repeats it. Evidence that is not explained holds Ideas at 2.
The same point, again and again
One reason returns in every paragraph in slightly different words. Readers count it once, and the repetition pulls Ideas down.
Evidence from one passage only
With paired passages, a 3 in grade 6 and up needs evidence from both texts.
Slipping into opinion
An informational prompt asks the writer to explain. An essay that argues a side instead may not answer the prompt as asked.
English I and II
What is different in English I and English II
English I and English II use the same rubric as grades 6 to 8. Every English I and II prompt TEA released from 2023 to 2026 was informational, so this is the rubric those papers were scored on. The standard is set by the released scored papers, which at this level often work short quotations into the writer’s own sentences.
Two readers score every essay and their totals are added, so the score on the report runs from 0 to 10.
FAQ
English I and II Informational rubric questions teachers ask
What is on the STAAR English I and II Informational rubric?
Two traits. Development and Organization of Ideas is scored 0 to 3 and Conventions 0 to 2, for 0 to 5 from one reader. Two readers’ scores are added for 0 to 10.
What separates a 3 from a 5?
A 5 is the top of both traits: a clear controlling idea developed with evidence that is explained, an organized essay, and consistent command of conventions. A 3 usually has a controlling idea that is only partly developed or evidence that is not explained, plus several conventions errors.
What counts as a controlling idea?
A sentence in the student’s own words that says what the essay will explain about the topic in the prompt. A summary of the reading or a restatement of the prompt is not a controlling idea.
Does a longer essay score higher?
No. In TEA’s released papers, short responses with explained evidence have earned the top Ideas score, and long ones that repeat themselves have not. The score follows what the evidence does for the writer’s point.
What scores a zero?
A response that only restates the prompt, does not address it, is mostly copied from the passage, or is blank or only a few words long. A 0 on Ideas always means a 0 on Conventions.
Does the free scorer use this rubric?
Yes. Pick the student’s grade and the scorer uses the calibrated setup for that grade, built from TEA’s released scoring guides. Paste the prompt your students answered, and the passage if you have it.
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