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iRubric: 6th Grade CCSS Expository Essay rubric

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6th Grade CCSS Expository Essay Students wrote an expository essay on the topic "My Favorite Place". Writing piece and lessons were designed to focus on the CCSS Writing Standards W.6.2, W.6.4, W.6.5, W.6.10. Rubric Code: MACBC6 By petersensnyder Draft Public Rubric Subject: English Type: Writing Grade Levels: 6-8

W.6.2, W.6.4, W.6.5
	Poor 1 pts	Fair 2 pts	Average 3 pts	Excellent 4 pts
Introduction (W.6.2.a) Hook + Connect	Poor Student has not attempted to use one of the hook strategies. No attempt was made to connect the hook with the thesis.	Fair Student has made no attempt to use one of the hook strategies. Attempts to connect hook and thesis.	Average Student has written a somewhat attention grabbing hook using one of the strategies. Somewhat clear connection from hook to thesis.	Excellent Student successfully used one of the hook strategies. Clear connection from hook to thesis.
Introduction (W.6.2.a) Thesis = Answer + Reason + Reason + Reason	Poor Thesis is vague or unclear - OR - missing reasons.	Fair Somewhat clear, but only 1 clear reason given to support.	Average Answer the question, but reasons are not specific and/or one is missing.	Excellent Clearly answers the question - AND - provides 3 specific reasons to support.
Body Paragraphs (W.6.2.b) Main Idea Sentences	Poor Main idea sentences are not evident and/or clear.	Fair MI sentences need work. An attempt has been made, but they are not clear. MI sentences may also be missing.	Average MI sentences are stated for all three paragraphs, but are not as clearly noted - OR - MI for 1 out of 3 paragraphs missing.	Excellent Clear MI sentences for all 3 body paragraphs.
Body Paragraphs (W.6.2.b) Details + Explanations	Poor Details and explanations may be unclear and/or missing.	Fair An attempt has been made to support the MI of each paragraph with details. Explanations may be lacking and/or confusing.	Average Each paragraph contains 2-3 details that try to support the MI. Most details are explained/expanded upon.	Excellent Each paragraph contains 3+ specific details that support the MI. All details are explained/expanded upon.
Conclusion (6.W.2.f) Restated Thesis + Interesting Ending	Poor There has not been an attempt to restate the thesis and what is written is unclear. No attempt has been made to add an interesting conclusion sentence.	Fair Thesis is somewhat clear, but sounds too much like the original. An attempt has been made to include an interesting conclusion sentence.	Average Answer the question, but reasons are not specific and/or one is missing. There has been an attempt made to restate. Student's conclusion sentence is somewhat interesting.	Excellent Clearly answers the question, provides 3 specific reasons to support, and does not sound exactly like the original thesis. Student clearly has written an interesting conclusion sentence related to hook.
Drafting + Revising (W.6.5) Sensory Details 5W + H Details	Poor Lacks details that help the reader envision and/or understand.	Fair Student has attempted to add at least two details to help the reader envision/understand.	Average Student has included several details that may help the reader envision/understand.	Excellent Details are specific, clear, and truly add to the piece. Readers have few questions after reading.
Drafting + Revising (W.6.5) Transition Words	Poor Little to no transitional words used.	Fair Transition words are used occasionally but may not be appropriate.	Average Transition words included and most are appropriate.	Excellent Transition words included and appropriately used.
Drafting + Revising (W.6.5) Sentence Variety	Poor Sentences all sound the same or extremely similar.	Fair More variety needed to spice up writing and flow.	Average Definite attempt to add sentence variety. Flow is good.	Excellent Great variety and flow.
Editing (W.6.5)	Poor Little to no evidence the student has participated in the editing step.	Fair More effort needed during the editing step. Student needs to demonstrate the use of the editing checklist.	Average Evidence that student self edited and attempted to peer edit.	Excellent Evidence of successfully self and peer editing work.
Published Work (W.6.5)	Poor Reading was challenging. Many errors. Effort needed to improve neatness.	Fair Neat but reading was slightly difficult. Numerous errors.	Average Neat and generally easy to read. Few errors.	Excellent Neat and reading was smooth and easy. Few errors.
W.6.10
	2 pts	3 pts	4 pts	5 pts
Writing Process Followed each step + Evidence	2 Student did not use class time well and there is limited/no evidence that each writing step was attempted. Some supporting material turned in.	3 Student did not use class time well, but there is evidence that each writing step was attempted. Some supporting material turned in.	4 Student spent adequate time on each of the writing steps. Most supporting material turned in.	5 Student spent adequate and appropriate time on each of the writing steps/lessons. All supporting material turned in.
Completion + Due Date	2 Work is complete and turned in 2 days late.	3 Work is complete and turned in 1 day late.	4 Work is complete and turned in by end of the due date.	5 Work is complete and turned in on time.

Keywords:

Expository CCSS

Subjects:

English

Types:

Writing

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