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iRubric: Expository Paragraph Assessment Rubric

iRubric: Expository Paragraph Assessment Rubric

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Expository Paragraph Assessment Rubric 
Expository Paragraph Assessment Rubric
A rubric that assesses students' application of the process approach to writing in an expository paragraph.
Rubric Code: CX4W6CA
By acipriano
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

Powered by iRubric The Writing Process
Five Steps of The Writing Process
  Super Star

4 pts

On target

3 pts

So-So

2 pts

Missed The Buss

1 pts

Prewriting/Writing
4 pts

First Step in the Writing Process
Super Star

*Detailed evidence showing time spent brainstorming and organizing thoughts
*writing out ideas for this piece of writing.
On target

*Evidence shows the use of brainstorming and organizing thoughts
*writing out ideas for this piece of writing
So-So

*Some evidence that shows time spent brainstorming and organizing thoughts
*writing out ideas for this piece of writing
Missed The Buss

* Little to no time spent brainstorming and organizing thoughts
*writing out ideas for this piece of writing
Drafting
4 pts

Second Step in The Writing Process
Super Star

*Draft clearly includes ideas that were brainstormed and organized during prewriting
On target

*Draft includes ideas from prewriting session.
So-So

*Draft includes limited ideas from prewriting session.
*An attempt was made to include the information from prewriting in draft.
Missed The Buss

*Draft includes little to no ideas from the prewriting session.
*Little to no
information from prewriting is evident in draft
Revising
4 pts

Third Step in The Writing Process
Super Star

*Student made numerous changes to writing, changing/adding details and description to make writing more attractive to reader.
On target

*Student revision shows adequate changes made to content and ideas in writing.

*Details were added to enhance writing.
So-So

*Student attempted to make changes to their writing, however the changes were few and focused on editing verses content and description presented in writing.
Missed The Buss

*Student spent little to no time revising.

*Little to no changes were made to paragraph based upon the class directions.
Editing
4 pts

Fourth Step in The Writing Process
Super Star

*Few errors were made in spelling, capitalization, and punctuation.

*All errors corrected.
On target

*Few errors were made in spelling, capitalization, and punctuation.

*Student spent ample time working on identifying and correcting editing errors.
So-So

*Frequent errors made in spelling, capitalization, paragraphing, and punctuation.

*Student attempted to correct errors.
Missed The Buss

*Numerous errors in spelling, capitalization, and punctuation found in writing.

*Student did not attempt to correct errors.
Publishing
4 pts

Fifth Step in The Writing Process
Super Star

*Final copy was neat and easy to read.

*All parts of writing - prewriting, first draft, second draft, and any other notes needed were turned in with draft.
On target

*Final copy was easy to read.

*Some parts of writing were missing.
So-So

*Final copy was somewhat legible.

*Parts of writing such as first draft, prewriting, etc., missing.
Missed The Buss

*Final copy not turned in on time. AND/OR

Too messy to read.
Participation
4 pts

Use of time during writing workshop
Super Star

*Student used classtime wisely, meeting with a teacher to revise.

*Conversations during class were focused on revising/editing work.
On target

*Student mostly used classtime wisely, meeting with a teacher to revise and edit.
*The majority of the time the student was focused and only one or two times did the student get off-task.
So-So

*Student sometimes used classtime wisely, however, student had to be refocused and reminded to work on writing, conversations/actions focused on other topics.
Missed The Buss

*Student frequently had to be refocused/reminded to work on writing, revising, and editing during class.

*Student did not use classtime wisely.




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