Rubric for Expository Writing Assignment
National Expansion (1815-1850) Emigration and Migration
ABSENT DEVELOPING DEVELOPED FULLY DEVELOPED
1 2 3 4 5 6
FOCUS Unclear topic Attempted Most ideas are Subject is clear General preview Specific preview
Confusing Subject may be related No previewing – of main idea or (carried out)
Degree to which Insufficient vague Minor lapses launching theme (carried All main points
main idea/theme or Unrelated ideas Subject clear; May end abruptly out) specified and
point of view is clear Brainstorming position is not May be prompt Must have maintained
and maintained. Insufficiency Overpromise or dependent opening and Must have
overdeliver closing opening and
SUPPORT/ Little or no Attempt to Some Some 2nd order Most elaboration Almost all
ELABORATION elaboration elaborate elaboration, but elaboration 2nd order elaboration 2nd
Confusing Unrelated list general Mix of general Specificity order
Degree to which Insufficient May be Related list and specific Specificity
main point/elements ambiguous/ Sufficiency? Sufficient, not
are elaborated redundant much depth
INTEGRATION The paper does The paper The paper is A somewhat A developed Fully developed
not fulfill the attempts to partially developed expository paper, expository paper.
Evaluation fo the assignment address the developed. expository paper. but all the Each feature is
paper based on because it barely assignment, but Some (or one) of The paper is features are not evident.
global judgment of deals with the only rudiments of the features are simple, equally well- There is a clear
how effectively the topic, uses an techniques for not sufficiently informative, and developed focus; lines of
paper as a whole inappropriate text forming focus, formed, but all clear, presenting throughout the reasoning are
uses basic features structure, or does support, and are present. nothing more paper. identified and
to address the not present most organization can The reader is than the coherently
assignment. or all of the be detected. often required to essentials. developed
features. There is often infer. throughout the
The amount of some confusion paper.
writing is not and/or
sufficient to show disjointedness.
that the criteria There may be
are met. insufficient writing
to determine that
the features can
Brian G. Bardy 21
August 15, 2005 Lesson Plan
1 2 3 4 5 6
ORGANIZATION Ideas not logically Attempted Noticeable Evident structure Most points AII points
related structure - reader structure Some appropriate appropriately appropriately
Degree to which Insufficient may work hard to Inappropriate paragraphing paragraphed paragraphed
logicical flow of ideas infer paragraphing More cohesion Coherence and Coherent and
and text plan are May be confusing Major digressions (interrelated cohesion cohesive
connected Sufficiency Sufficiency ideas) demonstrated Opening and
May have minor May have minor closing
digressions digressions paragraphs have
more than 1
CONVENTIONS Many major and Many minor Some minor A few minor A few minor Mechanical errors
minor errors errors. errors. errors. errors. One or are minor and
Use of conventions causing reader Many major Some major One or two major two major errors. infrequent.
of standard English-- confusion. errors. errors. errors. No more than five One or two minor
Usage, sentence Difficult to read. Many errors No fewer than No more than five combined errors errors.
constrction, spelling, cause reader five combined combined errors (major and No major errors.
punctuation/capitaliz confusion and errors (major and (major and minor).
ation, pararaph interference with minor). minor). Errors do not
format. understanding. Some errors Errors do not cause significant
cause reader cause significant reader confusion.
confusion. reader confusion.
There are six score points in the rubric (scoring scale) for each feature: focus, support/elaboration, and organization.
Conventions are scored as one point for minus (not developed) and two points for plus (developed). The Integration score
is multiplied by 2, thus giving a total of 32 possible points. Scores can range from a low of 6 to a high of 32. Examples are
focus score: 6 =6 focus score: 4 =4
sup/elab score: 6 =6 sup/elab score: 5 =5
organization score: 6 =6 organization: 4 =4
conventions: plus(2) =2 conventions: minus(1) =1
integration: 6 x 2 = 12 integration: 3 x 2 =6
TOTAL 32 TOTAL 20
Adapted from Illinois State Board of Education. (1995). Write On, Illinois!
Brian G. Bardy 22
August 15, 2005 Lesson Plan