iRubric: Expository Writing, Grade 4 rubric

The opening sentence is well-thought out. It grabs the reader's attention and really makes them start thinking about the topic. The reader is interested and motivated to read further and learn more about the topic.

The opening sentence relates to the topic. It gives the reader an idea of what the topic may be, but it doesn't make the reader think more deeply about it, nor does it strongly motivate and interest the reader to continue on.

There is an opening sentence, but it doesn't clearly relate to the topic or cause the reader to think about the topic before reading.

There is no opening sentence.

The sentences are developed in a logical order, appropriate to the writer's purpose and readers needs. Each detail supports, or tells more about the topic. Follow up sentences provide additional support. Relevant facts and examples are used. The writer uses effective transition words that clearly connect one idea to the next.

Most of the sentences are presented in a logical order. Each detail supports the main idea, but there are no followup sentences for additional support.Readers should have little trouble following the supporting details. Some transition words are used.

The writer attempts to develop the sentences in a logical order, but some of the writing may be presented in an order readers may find confusing. Some of the details support the main idea, but there are some that do not. Few if any transition words are used.

The supporting sentences within the paragraph as a whole are not developed in a logical order. The details do not support the main idea.

The paragraph contains no more than two errors. There is nothing in the spelling, usage or mechanics that is distracting to the reader.
A detailed organized plan is created before writing. Detailed thought about the topic, supporting details, and the order in which the details will appear in the piece is evident in the planning.

The paragraph contains 1 or 2 errors in usage, spelling and mechanics, but they are not distracting to the reader.
The student creates a planning organizer. Thought is given to the topic and the supporting details, but the planning is not highly organized or the ideas are not in logical order.

The paragraph contains 3 to 5 errors in usage, spelling and mechanics, some of which are distracting to the reader. The student creates a planning organizer. Minimal thought is given to the topic and the supporting details. The planning is not organized and easy to follow. The ideas are not in a logical order.

The paragraph contains 6 or more errors in usage, spelling and mechanics most of which are distracting to the reader.
The student does not include a planning sheet.