writing rubric exposition

Created by Brenda Platt 2010

This document is designed to be used as a guide during moderation of the writing process.

NORLANE WEST P.S. EXPOSITION RUBRIC

0 0.5 1.0 1.25 1.50

Structure Does not write independently and not demonstrating an understanding of the task.

Can draw what they believe for a plan and orally give a sentence to match, or orally plan the reason/s for their beliefs. Attempts to write showing knowledge of concepts about print and can write one argument with teacher support.

Can write a basic exposition text about familiar topics. One argument can be written. The introduction and conclusion may have been developed during shared writing. The teacher has assisted to provide relevant information.

With teacher assistance, can Include an introduction, at least two arguments and a concluding statement. Some of these features may result from shared writing.

Includes an introduction consisting of a statement of position, at least two arguments and a concluding statement. Some features may result from shared writing.

Language Unable to structure a sentence for this text type.

Begin to use simple, appropriate vocabulary to convey their opinion. E.g. I need to wear my hat to be sunsmart.

Use of some topic specific words and words appropriate for the text type. Use simple sentences and some compound sentences. Uses personal voice. E.g. I think that ……. because …..

Use appropriate language about the topic. Use basic sentence structures and varies sentence beginnings. Sentences provide relevant details sequenced appropriately. Beginning to use simple conjunctions to join ideas. Predominately personal voice

Beginning to use dictionary and lists to expand vocabulary and word understanding. Write both simple and complex sentences and vary the beginnings and length. Predominately personal voice.

Spelling No evidence of correctly spelt words. E.g. Writes a string of unrelated letters.

Uses initial letters. Attempts to spell words using two or more correct letters by matching sounds to letters.

Aware of letter sound relationships when spelling. Can spell taught high frequency words.

Uses some commonly used words spelt correctly. Reasonable attempts at unfamiliar words.

Can spell most commonly used words and demonstrates several spelling strategies.

Punctuation No use of punctuation.

Experiments with using capital letters and full stops.

Uses some simple punctuation such as capital letters and full stops and usually uses capitals to begin a sentence.

Use of simple ending punctuation such as full stops. Use capitals at the beginning of sentences.

Correct use capital letters, full stops and beginning to experiment with question marks and exclamation marks.

Handwriting Letters are not formed correctly. Cannot show the conventions of pencil grip, paper placement and posture.

Occasionally uses correct letter formation and spaces between words. May interchange upper and lower case letters.

Mostly uses correct letter formation and spaces between words. Uses a variety of writing implements

Uses correct letter formation on dotted thirds.

All letters are formed correctly and written on lines.

Editing

No evidence of editing.

Limited evidence of editing. Attempts to read back own writing.

Some evidence of editing using basic additional resources. Reads back writing with some accuracy.

Reads writing to others. Can check for spelling and punctuation errors with teacher help.

Re-reads to check meaning, structure and use of vocabulary. Revises to clarify ideas. Assisted by the teacher to modify if necessary.



Writing Process

No evidence. Does not attempt to plan.

Uses a graphic organizer or a simple plan before drafting.

Uses a graphic organizer and draft before publishing.

Uses a graphic organizer and draft and edits work before publishing.

Shows evidence of planning, drafting, editing, revising & publishing.

0.0

0.5

1.0

1.25

1.5

EXPOSITION RUBRIC

1.75 2.0 2.25 2.5 2.75

Structure Includes an introduction consisting of a statement of position, at least three arguments and a concluding statement. Some features may result from shared writing.

Includes an introduction consisting of a statement of position, at least two arguments with some detail, that is two to three sentences for each argument and a concluding statement. Teacher support may still be required.

Includes an introduction consisting of a statement of position, at least three arguments with some detail, and a concluding statement. Minimal teacher support may be required

Includes an introduction consisting of a statement of position, at least three arguments with some detail, and a concluding statement.

Includes an introduction as a statement of position, at least three well developed arguments and a closing statement to restate the position of the author

Language Variety of compound and simple sentences. Appropriate use of a variety of nouns, verbs and adjectives and beginning to link cause and effect. Usually grammatically correct. May include some use of impersonal voice.

Use of simple conjunctions to develop sentences and beginning to link cause and effect. Some use of emotive words. May include some use of an impersonal voice.

Some use of emotive words and uses conjunctions to link cause and effect. Beginning to use high modality words e.g. It is important to…….Everyone must ….. etc

Some use of emotive words and uses conjunctions to link cause and effect. Some use of high modality words e.g. It is important to…….Everyone must ….. etc

Aware of the need to use emotive language and high modality words to convince others. Greater use of an impersonal voice.

Spelling Can spell automatically high frequency words. Can use plausible attempts to spell unknown words.

Can spell automatically high frequency words. Can use plausible attempts to spell unknown words.

Spell accurately regular high frequency two and three syllable words.

Can describe the strategies used to spell words. Show an awareness of morphographic patterns e.g. Adding an s for plural or ed to indicate the past tense of a verb.

Spell accurately 3 syllable words of high or moderate frequency and 2 syllable words with irregular spelling patterns. Spell homonyms correctly e.g. there, their ,they’re etc.

Punctuation Mostly correct use of capital letters, full stops and question marks.

Uses full stops, question marks and capitals correctly and attempts to use exclamation marks.

Correct use basic punctuation.

Use a range of punctuation marks correctly: capitals, full stops and question marks. Experiments with use of commas in a list and quotation marks in direct and indirect speech.

Use of correct punctuation within the paragraph.

Handwriting Show a refined pencil Write upper and lower Write upper and Write upper and lower case Write upper and lower case



grip that leads to fluency in correct letter formation.

case letters legibly with correct formation, consistent size, slope and spacing.

lower case letters legibly with correct formation, consistent size, slope and spacing.

letters legibly with correct formation, consistent size, slope and spacing.

letters legibly with correct formation, consistent size, slope and spacing.

Editing Proofread and use resources including the computer to assist editing

Reread own writing and use a range of resources to revise and clarify meaning. Use feedback from others to revise

Proofread paragraphs and add corrections

Revise draft by adding or changing language and/or graphics to enhance the recount. Correct spelling and punctuation errors. Paraphrase to check that it meets the purpose.

Extend use of paraphrasing. Substitute over used words. Refine sentences to express the meaning more clearly.

Writing Process

Use information gathering strategies to plan and add details. Students broaden publishing strategies.

Uses a variety of planning and publishing strategies.

Greater use of graphic organizers for planning. Confidently uses planning tools to develop the draft.

Students consistently organize and plan their writing to organize ideas in an exposition structure. Able to publish using available technology. Produce a legible and effective final product.

Students consistently organize and plan their writing to organize ideas in an exposition structure. Able to publish using available technology. Produce a legible and effective final product.

1.75

2.0

2.25

2.5

2.75

EXPOSITION RUBRIC

3.0 3.25 3.50 3.75 4.0

Structure Includes an introduction as a statement of position, at least three well developed arguments and a closing statement to restate the position of the author.

Includes an introduction as a statement of position, at least three well developed arguments and a closing statement to restate the position of the author with a summary of the facts if required.

Exposition structure correctly presented with an increasing amount of detail.



Language Aware of the need to use emotive language and high modality words to convince others. Aware of need to use an impersonal voice and experimenting with this. Writes in

Aware of the need to use emotive language and high modality words to convince others. Impersonal voice. Writes in present tense and changes to past or future when appropriate.

Aware of the need to use emotive language and high modality words to convince others. Impersonal voice. Writes in present tense and changes to past or future when appropriate.

Use of increasingly complex language appropriate for an exposition text. Impersonal voice used.

Increasingly complex emotive words and high modality words. Deliberate use of impersonal voice can be seen within the text.



present tense and changes to past or future when appropriate.

Spelling Spell correctly words which are topic or context specific. Spell most high frequency words with less regular spelling patterns.

Correct spelling of common 2 and 3 syllable words and use of strategies to spell unknown words.

Use of word stems for spelling. Use knowledge of known words to write new words. E.g. light to fright.

Using knowledge of phonemes and spelling patterns to spell new words.

Use a range of approaches to spell – letter and sound patterns, visual and phonic patterns.

Punctuation Students correctly use ending punctuation including full stops, commas, question marks, and quotation marks to support meaning

Use of a range of punctuation including quotation marks and commas.

Use of appropriate punctuation including colons, semi colons and apostrophes.

Use of appropriate punctuation including colons, semi colons and apostrophes.

Use punctuation appropriately.

Handwriting Write upper and lower case letters legibly with correct formation, consistent size.

Write upper and lower case letters legibly with correct formation, consistent size.




Editing Edit the text by correcting errors in spelling, punctuation, and capitalization. May use a dictionary or other references. Students revise their draft by adding or changing appropriate language.

Use a variety of editing strategies.

Edit draft by adding or changing appropriate language.

Students use a variety of editing practices in a systematic, organized way.

Use revising strategies such as re reading to check consistency of meaning, main ideas, language use and style and modify the draft accordingly.

Writing Process

Use plan effectively to generate sentences and paragraphs.

Able to sequence and organize information by placing into paragraphs.

Map information into a draft and elaborate on details if necessary. Able to select an appropriate form of publishing.

Use planning and drafting in a systematic, organized way to lead to a final product

Focus on developing ideas, details and organizing these. Use technology to support publishing.

3.0

3.25

3.50

3.75

4.0



4.25 4.5 4.75

Structure Exposition structure correctly presented with an increasing amount of detail and well structured arguments

Exposition structure correctly presented with an increasing amount of detail and well structured arguments

Exposition structure correctly presented with an increasing amount of detail and well structured arguments.

Language Strong use of emotive language and high modality words. Use of correct tense and impersonal voice.

Sophisticated use of language appropriate for an exposition

Sophisticated use of language appropriate for an exposition text and some use of nominalization (forming a noun from a verb) to write more effectively

Spelling Represent all sounds with a logical letter combination

Can confidently add suffixes and prefixes and recognizes incorrectly spelt words.

Can confidently add suffixes and prefixes and recognizes incorrectly spelt words.

Punctuation Texts are punctuated appropriately including the use of colons and semi colons.

Texts are punctuated appropriately including the use of colons and semi colons.

Texts are punctuated appropriately including the use of colons and semi colons.

Handwriting Write upper and lower case letters legibly with correct formation, consistent size.



Editing Use revising strategies such as re reading to check consistency of meaning, main ideas, language use and style and modify the draft accordingly.

Use multiple resources to edit the text. As described with greater accuracy

Writing Process

Use a wide variety of planning strategies Students use a variety of planning and drafting strategies and are able to select an appropriate format for publishing.

Students use a variety of planning and drafting strategies and are able to select an appropriate format for publishing.

4.25

4.5

4.75

writing rubric exposition

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