iRubric: Expository Writing Rubric

Thesis is present and clear and supports the essay's purpose.
Student exceeds expectations.

Thesis is present and clearly written with some support of essay's purpose.

Thesis is present but doesn't include reasons for the essay's purpose.

No thesis is present.

Each body paragraph contains more than three supporting details.

Each body paragraph contains three supporting details.

Each body paragraph contains one or two supporting detail.

No supporting details are present in body paragraphs.

Transitions are present and effectively direct readers from one example to the next. They exhibit sophistication on the part of the writer.

Transitions are present and direct readers from one example to the next but seem functional. They may be basic and/or confusing.

Transitions are present but do not effectively direct readers from one example to the next. They may be basic and/or confusing.

Transitions are not present or do not effectively direct readers from one example to the next.

Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Consistent and appropriate tone and word choice is used throughout the paragraph.

Writing is clear and sentences have varied structure. There is consistent tone and word choice is appropriate.

Writing is clear, but sentences may lack variety. The tone is inconsistent and word choice, while adequate, could be better.

Writing is confusing and hard to follow. Contains many fragments and/or run-on sentences. The tone and purpose is incosistent and difficult to determine.

The conclusion does an excellent job of summing up or restating the topic and tying the details together, and leaves the reader thinking. Student produces a quality product that exceeds sixth grade understanding.

The conclusion sums up the topic by restating it, but it does not tie the details together or leave the reader thinking. Student produces a quality product that demonstrates a sixth grade understanding.

The conclusion sums up the topic by restating it, but it does not tie the details together. Student produces a quality product that does/not demonstrates a sixth grade understanding.

There is no conclusion. The essay just ends without summing up or restating the topic. It doesn't tie the details together. Student produces a quality product.