What this rubric measures
The TCAP Explanatory Writing Rubric, Grades 9–12 is the official scoring guide used to evaluate student writing on Tennessee TCAP assessments. It is an Analytic rubric that scores responses across 4 distinct criteria, allowing teachers to give precise, targeted feedback on each area of writing.
All 4 scoring criteria
Click any criterion to expand its score level descriptors. The language below is taken verbatim from the official Tennessee Department of Education TCAP scoring guide.
1 Focus and Organization
In response to the task and the stimuli, the writing:
- contains an effective and relevant introduction.
- utilizes effective organizational strategies to create a unified whole and to aid in comprehension.
- effectively clarifies relationships among ideas and concepts to create cohesion.
- contains an effective and relevant concluding statement or section.
In response to the task and the stimuli, the writing:
- contains a relevant introduction.
- utilizes adequate organizational strategies to create a mostly unified whole and to aid in comprehension.
- clarifies most relationships among ideas and concepts, but there may be some gaps in cohesion.
- contains a relevant concluding statement or section.
In response to the task and the stimuli, the writing:
- contains a limited introduction.
- demonstrates an attempt to use organizational strategies to create some unification, but ideas may be hard to follow at times.
- clarifies some relationships among ideas and concepts, but there are lapses in focus.
- contains a limited concluding statement or section.
In response to the task and the stimuli, the writing:
- contains no or an irrelevant introduction.
- demonstrates an unclear organizational structure; ideas are hard to follow most of the time.
- fails to clarify relationships among ideas and concepts; concepts are unclear and/or there is a lack of focus.
- contains no or an irrelevant concluding statement or section.
2 Development
In response to the task and the stimuli, the writing:
- utilizes well-chosen, relevant, and sufficient evidence from the stimuli to thoroughly and insightfully develop the topic.
- thoroughly and accurately explains and elaborates on the evidence provided, demonstrating a clear, insightful understanding of the topic, task, and stimuli.
In response to the task and the stimuli, the writing:
- utilizes relevant and sufficient evidence from the stimuli to adequately develop the topic.
- adequately and accurately explains and elaborates on the evidence provided, demonstrating a sufficient understanding of the topic, task, and stimuli.
In response to the task and the stimuli, the writing:
- utilizes mostly relevant but insufficient evidence from the stimuli to partially develop the topic. Some evidence may be inaccurate or repetitive.
- explains some of the evidence provided, demonstrating only a partial understanding of the topic, task, and stimuli. There may be some level of inaccuracy in the explanation.
In response to the task and the stimuli, the writing:
- utilizes mostly irrelevant or no evidence from the stimuli, or mostly/only personal knowledge, to inadequately develop the topic. Evidence is inaccurate or repetitive.
- inadequately or inaccurately explains the evidence provided, demonstrating little understanding of the topic, task, and stimuli.
Evidence includes facts, extended definitions, concrete details, quotations, or other information and examples as appropriate to the task and the stimuli.
3 Language
The writing:
- illustrates consistent and sophisticated command of precise language, domain-specific vocabulary, and literary techniques appropriate to the task.
- illustrates sophisticated command of syntactic variety for meaning and reader interest.
- utilizes sophisticated and varied transitional words and phrases.
- effectively establishes and maintains a formal style and an objective tone.
The writing:
- illustrates consistent command of precise language, domain-specific vocabulary, and literary techniques appropriate to the task.
- illustrates consistent command of syntactic variety for meaning and reader interest.
- utilizes appropriate and varied transitional words and phrases.
- establishes and maintains a formal style and an objective tone.
The writing:
- illustrates inconsistent command of precise language, domain-specific vocabulary, and literary techniques.
- illustrates inconsistent command of syntactic variety.
- utilizes basic or repetitive transitional words and phrases.
- establishes but inconsistently maintains a formal style and an objective tone.
The writing:
- illustrates little to no use of precise language, domain-specific vocabulary, and literary techniques.
- illustrates little to no syntactic variety.
- utilizes no or few transitional words and phrases.
- does not establish or maintain a formal style and an objective tone.
Domain-specific vocabulary refers to the terminology used in the stimuli and/or associated with the topic. Literary techniques, such as metaphor, simile, and analogy, help to manage the complexity of the topic and are expected at grades 11–12.
4 Conventions
The writing:
- demonstrates consistent and sophisticated command of grade-level conventions of standard written English.
- may contain a few minor errors that do not interfere with meaning.
The writing:
- demonstrates consistent command of grade-level conventions of standard written English.
- contains occasional minor and/or major errors, but the errors do not significantly interfere with meaning.
The writing:
- demonstrates inconsistent command of grade-level conventions of standard written English.
- contains frequent errors that may significantly interfere with meaning.
The writing:
- demonstrates limited command of grade-level conventions of standard written English.
- contains numerous and repeated errors that seriously impede meaning.
Conventions of standard written English include sentence structure, grammar, usage, spelling, capitalization, and punctuation.
How to score with the TCAP Explanatory Writing Rubric, Grades 9–12.
A practical guide for teachers and norming teams. How to apply each descriptor consistently, the pitfalls that hurt inter-rater reliability, and a workflow for calibrating with colleagues.
Four traits, scored independently
- Score each trait (Focus and Organization, Development, Language, Conventions) on its own 1 to 4 scale. Sum for the rubric total out of 16.
- Each trait has its own descriptor language at each score point. Do not borrow descriptors from one trait to score another.
- Trait scores can differ widely on the same response. A clear introduction with weak evidence might earn 3 on Focus and 2 on Development.
What's new at grades 9–12
- The Language trait at grades 9–12 explicitly adds literary techniques (metaphor, simile, analogy) alongside precise language and domain-specific vocabulary.
- Per the source footnote, literary techniques are expected at grades 11 and 12 specifically. At grades 9 and 10 they appear in the descriptor list but are not required for the top score.
- The Focus, Development, and Conventions traits use language nearly identical to the grades 6–8 Explanatory rubric. The big shift is in Language.
Common pitfalls to avoid
- Treating literary techniques as optional at grade 11 or 12. The footnote names them as expected at those grades; their absence typically caps Language at 3.
- Counting evidence quantity instead of quality. The Development trait rewards well-chosen and relevant evidence.
- Letting strong vocabulary inflate the Development score. Vocabulary lives in the Language trait.
Tips for norming with your team
- Anchor with 3 to 5 sample responses scored by your most experienced high school ELA teacher before the session.
- Score the first 5 silently, then compare. Discuss any trait where graders are more than one point apart, especially literary-technique evaluation at grades 11–12.
- Re-norm halfway through a long batch. Drift is real.
Notes for the TCAP Explanatory Writing Rubric, Grades 9–12
TCAP Grades 9–12 Explanatory uses the same four-trait analytic structure as the other rubrics at this grade band. Each trait is scored 1 to 4 for a total of 16 possible points.
The most significant shift from grades 6–8 Explanatory is in the Language trait, which now explicitly names literary techniques (metaphor, simile, analogy) alongside precise language and domain-specific vocabulary. The source footnote specifies that literary techniques are expected at grades 11–12.
Focus and Organization, Development, and Conventions use language that is nearly identical to the grades 6–8 Explanatory rubric. The increase in expected sophistication is implicit in the grade-level conventions clause.
TDOE prompts at grades 9–12 always include stimuli. Responses that ignore the stimuli typically cap Development at 1.
See this rubric in action.
EnlightenAI scores student writing on this exact rubric, with per-criterion feedback that mirrors how you grade by hand. The sample response below shows how the rubric applies to a real piece of student writing, scored against every criterion.
How coastal cities are adapting to rising seas
As sea levels climb at rates not seen in millennia, coastal cities have begun deploying a layered set of strategies that fall into three broad categories: physical barriers, ecological restoration, and managed retreat. Together these approaches function less like a single defensive wall and more like an immune system, each layer absorbing a different kind of stress.
Physical infrastructure as the first line
The most visible adaptation is built infrastructure. The first article describes how Rotterdam has installed adaptive storm-surge barriers that close automatically when North Sea levels exceed a threshold, and how lower Manhattan is constructing a 2.4-mile coastal berm system designed to protect against a 100-year flood. These are large investments, often in the hundreds of millions of dollars, and they buy decades of additional viability for densely populated coastal districts.
Ecological restoration as a quieter strategy
A second strategy uses ecological systems as defense. The second article details how cities including Miami and New Orleans are restoring coastal wetlands and mangrove forests because mature wetlands absorb storm surge with roughly six times the efficiency of bare shoreline. Unlike concrete barriers, restored ecosystems can grow in step with rising water, accumulating sediment year by year. This is the difference between a wall and a sponge.
Managed retreat as a last resort
The third strategy is the most politically difficult: managed retreat, the deliberate relocation of buildings, infrastructure, and sometimes whole communities away from the coast. The third article documents how the village of Isle de Jean Charles in Louisiana became the first community in the United States to be relocated wholesale under a federally funded climate-adaptation program. Managed retreat is a recognition that some places cannot be defended indefinitely, and that planned departure causes less suffering than emergency departure.
Why a layered approach matters
Each strategy has limits. Barriers protect against acute events but not slow inundation. Wetlands buffer storms but cannot stop a Category 5 hurricane on their own. Retreat preserves people at the cost of place. Used together, the three strategies cover a range of timescales and threat types that no single approach addresses alone.
Conclusion
Coastal adaptation is no longer a single decision but a portfolio of decisions. Cities that combine engineered barriers, restored ecosystems, and honest planning for retreat are better positioned for a future that the sea-level data make unavoidable. The question is no longer whether to adapt but how thoughtfully to layer the adaptations available.
Unified whole with cohesion across categories
Introduction uses a precise three-part frame (barriers, ecology, retreat) sustained throughout. Each body section develops one category. The synthesis section reinforces relationships among them. Conclusion abstracts to portfolio-level thinking.
Well-chosen evidence, insightful explanation
Uses evidence from all three articles (Rotterdam barriers, Manhattan berm, wetland efficiency, Isle de Jean Charles relocation). Each is explained, not just cited. The wall-vs-sponge framing demonstrates insight into trade-offs. Connection back to layered defense is sustained.
Sophisticated language including literary techniques
Uses domain vocabulary (storm-surge barriers, managed retreat, sediment accumulation) precisely. Includes literary techniques expected at grade 11 (immune system analogy, wall-vs-sponge metaphor). Maintains formal style and objective tone. Transitions are sophisticated.
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About the TCAP Explanatory Writing Rubric, Grades 9–12
What is the TCAP Explanatory Writing Rubric for Grades 9 to 12?
How is the grades 9–12 explanatory rubric different from grades 6–8?
When are literary techniques expected on TCAP explanatory?
Does TCAP grades 9–12 explanatory require evidence from the stimuli?
Is this rubric the official version from TDOE?
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