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5-Paragraph Essay 
Expository 5-Paragraph Essay Final
5 Paragraph Essay
Rubric Code: XCXB97
By sbenzing
Draft
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

Powered by iRubric Expository Essay
Guidelines for scoring an expository paragraph
  Distinguished

4 pts

Accomplished

3 pts

Proficient

2 pts

Developing

1 pts

Opening Paragraph

Does the author include all necessary components in their opening paragraph?
Distinguished

There is an effective hookable lead. The main idea of the paper is clearly stated. The bing, the bang, and the bongo are clearly stated.
Accomplished

There is a hookable lead. The main idea is clearly stated. The bing, the bang, and the bongo are clearly stated.
Proficient

There is a weak hookable lead or no hookable lead. The topic sentence hints at the topic of the paper. The bing, the bang, and the bongo may be present.
Developing

There is no hookable lead. The main idea is not present or is unclear. There is no bing, bang, and bongo.
Supporting details

Does each detail support, or tell more about, the topic?
Distinguished

Each detail supports, or tells more about the topic. Follow up sentences skillfully provide additional support.
Accomplished

Each detail supports the main idea, but there are limited follow up sentences.
Proficient

Some of the details support the main idea, but there are some that do not.
Developing

The details do not support the main idea or there are not supporting details.
Logical order

Does the order of the supporting details make sense?
Distinguished

The essay is developed in a logical order appropriate to the writer's purpose and reader's needs.
Accomplished

Most of the essay is presented in a logical order, and readers should have little trouble following the supporting details.
Proficient

The writer attempts to develop the essay in a logical order, but some of the essay may be presented in an order readers may find confusing.
Developing

The supporting details within the essay as a whole are not developed in a logical order.
Transitions

Do linking words, or transition words, connect details so that each paragraph reads smoothly? Are there transitions from one paragraph to the next?
Distinguished

Transitions are present and effectively direct readers from one example to the next both within the paragraphs and from paragraph to paragraph.
Accomplished

Transitions are present and direct readers from one example to the next though not to the level of excellence. They may be basic and/or confusing.
Proficient

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

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

Does the conclusion restate the topic in a new way to tie the details together?
Distinguished

The conclusion does an excellent job of summing up or restating the topic and tieing the details together.
Accomplished

The conclusion sums up the topic by restating it, but it does not tie the details together.
Proficient

There is an attempt at a conclusion, but it doesn't restate the topic or tie the details together.
Developing

There is no conclusion. The essay just ends without summing up or restating the topic. It doesn't tie the the details together.
Conventions

Does the paper indicate that the writer has control of the rules of spelling, grammar and mechanics
Distinguished

The essay contains little to no errors in grammar usage and spelling conventions.
Accomplished

The essay contains some errors in grammar and/or spelling, but they do not interfere with the reader's ability to understand the text.
Proficient

The contains many errors in grammar and/or spelling that interfere with the reader's ability to understand the text. Little editing was done.
Developing

There are many errors indicating the author made no attempt to edit their original draft.
Prewriting

Did the student organize their thoughts and revise and edit their rough draft?
Distinguished

A graphic organizer was effectively used as a starting point. An excellent job of revising to include interesting vocabulary and varied sentences was apparent. Self-editing was effectively completed.
Accomplished

A graphic organizer was used. Some revisions of word choice and sentence structure were apparent. Some self-editing was done.
Proficient

There was an attempt at using a graphic organizer. Limited revisions of word choice and sentence structure were apparent.
Developing

There was no attempt to use the graphic organizer. There was no attempt at revisions or self-editing.



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  • Expository

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