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iRubric: Process approach to writing an expository paragraph rubric

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Process approach to writing an expository paragraph 
Process approach to writing an expository paragraph
Rubric Code: FXW572B
By Sjenni3
Draft
Public Rubric
Subject: (General)  
Type: Writing  
Grade Levels: K-5

Powered by iRubric Process approach to writing
Use all 5 steps to write an expository paragraph.
  Exceptional

4 pts

Meets Standards

3 pts

Needs Improvement

2 pts

Unsatisfactory

1 pts

Pre-Writing

First step to writing process.
Exceptional

* Topic is included

* Detailed evidence (at least 4 details) shows time spent brainstorming and organizing ideas for this written assignment.
Meets Standards

* Topic is included

* Evidence (3 details) shows time spent brainstorming and organizing ideas for this written assignment.
Needs Improvement

* Topic is included

* Some evidence (2 details) shows time spent brainstorming and organizing ideas for this written assignment.
Unsatisfactory

* Topic is not included

* Little to no evidence (1 or 0 detail) to show time spent brainstorming and organizing ideas for this written assignment.
Drafting

Second step to writing process.
Exceptional

* Marked as rough draft

*Clearly includes ideas that were brainstormed and organized during
pre-writing.
Meets Standards

* Marked as rough draft

* Includes ideas that were brainstormed and organized during
pre-writing.
Needs Improvement

* Marked as rough draft

* Includes some ideas that were brainstormed and organized during pre-writing.
Unsatisfactory

* Is not marked as rough draft

* Includes little to no information from pre-writing.
Revising

Third step to writing process.
Exceptional

* Student shared their writing with a peer and the teacher.

* Student made significant changes to content and/or ideas to enhance their composition.
Meets Standards

* Student shared their writing with a peer and the teacher.

* Student made sufficient changes to content and/or ideas.
Needs Improvement

* Student shared their writing with a peer and the teacher.

* Student made some changes, but changes did not focus on the content and/or ideas.
Unsatisfactory

* Student did not share their writing with a peer and the teacher.

* Student made little to no changes to content and/or ideas.
Editing

Fourth step to writing process
Exceptional

* Student met with the teacher for final editing.

* No grammar, spelling, capitalization or punctuation errors.

* All errors were corrected.
Meets Standards

* Student met with the teacher for final editing.

* Few grammar, spelling, capitalization or punctuation errors.

* Showed great effort to identify and correct their own errors.
Needs Improvement

* Student met with the teacher for final editing.

* Frequent grammar, spelling, capitalization or punctuation error.

* Attempted to correct their own errors.
Unsatisfactory

* Student did not meet with the teacher for final editing.

* Numerous grammar, spelling, capitalization or punctuation errors.

* No attempt to correct errors.
Publishing

Fifth step to writing process.
Exceptional

* Final copy is written neatly and content is clear and easy to understand.
Meets Standards

* Final copy is written nicely and content is easy to understand.
Needs Improvement

* Final copy is written somewhat legibly and some content is easy to understand.
Unsatisfactory

* Final copy is written illegibly and content is difficult to understand.
Focus on Topic

Expository paragraph- explains "how to".
Exceptional

The main idea stands out and is supported by detailed information to explain "how to".
Meets Standards

The main idea is clear and is supported by general information to explain "how to".
Needs Improvement

The main idea is somewhat clear, but there is a need for more supporting information to explain "how to".
Unsatisfactory

The main idea is not clear. The collection of information does not explain "how to".




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