EXPOSITORY WRITING
IDEAS AND CONTENT FOCUSED CORRECTION RUBRIC
Ideas and Content
4 Points (Exceeds)
The paper is clear, focused, and purposeful.
It thoughtfully explains the selected topic in
understandable and comprehensive terms.
Relevant details provide enrichment.
3 Points (Meets)
The paper addresses an identifiable topic by
offering the reader general basic
information. Although the paper is clear and
focused, the development is limited and/or
general.
2 Points (Partially Meets)
Writing displays some elements beyond a 1
yet does not reach the level of sophistication
of a 3.
1 Point (Does Not Meet)
The writer has not clarified the selected
topic. The paper has no clear sense of
purpose..
Student Name:________________________________________________
Title:________________________________________ Date:___________
___ The main idea(s) or thesis statement is clearly defined.
___ The writer is well-informed. Appropriate relevant information
and details are shared from a variety or sources including personal
experiences, observations, and prior knowledge.
___ The writer anticipates and responds to readers’ informational
needs.
___ Supporting details are accurate, relevant, and helpful in
clarifying the main idea(s).
___ Factual details are effectively used to support the focus and
purpose of the paper.
___ The main idea can be identified.
___ The writer shares some relevant information,
facts and experience.
___ The writer sometimes responds to the reader’
informational needs.
___ The details strengthen the paper.
___ Factual details are sometimes used to enhance the
focus and purpose of the paper.
___ The main idea is not identifiable.
___ The writer shares some information, but it is limited or unclear.
___ The writer does not have the readers’ informational needs in
mind.
___ Details are missing or repetitious.
___ Factual details are missing or repetitious.
 EXPOSITORY WRITING
ORGANIZATION FOCUSED CORRECTION RUBRIC
ORGANIZATION
4 Points (Exceeds)
The organization enhances and showcases
the central idea or theme. The order,
structure, or presentation is compelling and
moves the reader through the text.
3 Points (Meets)
The organizational structure is strong
enough to move the reader from point to
point without undue confusion and is
functional.
2 Points (Partially Meets)
The organizational structure moves the
reader from point to point, but at times is
confusing and the reader must reread for
clarity.
1 Point (Does Not Meet)
The writing lacks a clear sense of direction.
Ideas, details, or events seem strung together
in a random, haphazard fashion or else there
is no identifiable structure at all
Student Name:________________________________________________
Title:________________________________________ Date:___________
___ Details seem to fit where they are placed; sequencing is logical,
effective, and promotes the reader’s understanding.
___ An inviting introduction draws the reader in and a satisfying
conclusion leaves the reader with a sense of resolution.
___ Transitions are smooth and connect the information into a
cohesive whole.
___ Organization flows so smoothly the reader hardly thinks about
it. The reader’s understanding of the topic grows throughout the
paper.
___ Pacing is very well controlled. The writer delivers the right
amount of information and then moves on to the next relevant point.
___ Sequencing is usually logical.
___ The paper has a recognizable introduction and
conclusion.
___ There are instances when connections between
ideas are unclear or call for inferences.
___ The organization does not seriously get in the
way of the main point.
___ The writer lingers too long on some points and
skims over other points.
___ Sequencing, if it exists, needs work.
___ The writer has not yet drafted an introduction or conclusion.
___ Connections between ideas are confusing or incomplete.
___ Lack of organization makes it hard for the reader to see how the
ideas link to each other or how they link to a main idea.
 EXPOSITORY WRITING
VOICE FOCUSED CORRECTION RUBRIC
VOICE
4 Points (Exceeds)
The writer speaks directly to the reader in a
way that is individualistic, expressive, and
engaging. Clearly, the writer is involved in
the text and is writing for an audience.
3 Points (Meets)
The writer is sincere and engaged,
committed, or involved. The result is
pleasant, personable, and effective.
2 Points (Partially Meets)
The writer seems sincere and somewhat
engaged, committed or involved. The result
is often pleasant and sometimes even
personable, but short of compelling.
1 Point (Does Not Meet)
The writer seems indifferent, uninvolved, or
distanced from the topic and/or the audience.
As a result, the writing is flat, lifeless, or
mechanical; depending on the topic. It may
be overly technical.
Student Name:________________________________________________
Title:________________________________________ Date:___________
___ The paper is honest and enthusiastic. It has the ring of
conviction.
___ The language is natural yet thought-provoking. It brings the
topic to life.
___ The reader feels a strong sense of interaction with the writer and
senses the person behind the words.
___ The projected tone and voice give flavor to the writer’s message
and seem very appropriate for the purpose and the audience.
___ The reader is compelled to read on, regardless of previous
knowledge or interest.
___ The writing is sincere and serious. Some
moments amuse, surprise, enlighten or move the
reader.
___ Writer’s voice may emerge strongly on occasion.
___ The writer seems aware of an audience.
___ The reader is informed.
___ The writer does not seem to reach out to an audience, or make
use of voice to connect with that audience.
___ The writer speaks in a kind of monotone that tends to flatten all
potential highs and lows of the message.
___ The writing communicates on a functional level.
___ The writer is not yet sufficiently engaged or comfortable with
the topic.
___ The reader must work hard to pay attention or to get the needed
information.
 EXPOSITORY WRITING
WORD CHOICE FOCUSED CORRECTION RUBRIC
WORD CHOICE
4 Points (Exceeds)
Words convey the intended message in an
interesting, precise, and natural way. The
writing is rich, concise, and increases the
reader’s understanding..
3 Points (Meets)
The language is mostly used correctly and is
effective in getting the message across to the
reader.
2 Points (Partially Meets)
The language is functional; it gets the
message across. However, the language may
at times be used incorrectly. Word choices
may be simplistic.
1 Point (Does Not Meet)
The writer struggles with a limited
vocabulary, searching for words to convey
meaning.:
___ Words are specific and accurate.
___ Explicit, vivid words and phrases are used to catch the reader’s
attention; the language is natural and never overdone.
___ Expressions are fresh and appealing and appropriate.
___ The vocabulary suits the writer, subject, and audience. The
meaning of specialized vocabulary is defined or can be determined
by context.
___ Words are almost always correct.
___ Expressions are used effectively.
___Specialized vocabulary is sometimes used.
___ Uses colorful language effectively.
___ Words are used incorrectly in more than one or two cases,
sometimes making the message hard to understand.
___ Persistent redundancy clouds the message and distracts the
reader. Cliches or jargon serve as a crutch.
___ Specialized vocabulary is overused or missing or misused.

Student Name:________________________________________________

Title:________________________________________ Date:___________
 EXPOSITORY WRITING
SENTENCE FLUENCY FOCUSED CORRECTION RUBRIC
SENTENCE FLUENCY
4 Points (Exceeds)
The writing has an easy flow when read
aloud. Sentences are constructed well, with
consistently strong and varied structure.
3 Points (Meets)
The text moves along efficiently for the most
part. There are instances of sophisticated
sentence construction.
2 Points (Partially Meets)
The text mostly moves along efficiently with
instances of incomplete, choppy or awdward
sentence construction. At times, the flow of
the piece is difficult to follow.
1 Point (Does Not Meet)
The paper is difficult to follow or read aloud.
Most sentences tend to be choppy,
incomplete, rambling, or awkward; they need
work. More than one of the following
problems is likely to be evident.
Student Name:________________________________________________
Title:________________________________________ Date:___________
___ Sentence structure reflects logic and sense, helping to show how
ideas relate. Purposeful sentence beginnings guide the reader readily
from one sentence to another.
___ The writing sounds natural and fluent. One sentence flows
effortlessly into the next.
___ Variation in sentence structure and length, as well as transitions,
adds interest to the text.
___ All sentences have a specific purpose. There is nothing that is
superfluous.
___ The writer shows good control over simple
sentence structure, but control over complex sentence
structure varies.
___ Sentences may not seem skillfully crafted, but
they are grammatically correct. Some transitions are
evident and sentences work together. They get the job
done.
___ The writer may tend to favor a particular
pattern(e.g., subject-verb, subject-verb), but there
is at least some variation in sentence length and
structure (sentence beginnings are NOT all alike).
___ The reader sometimes has to hunt for transitional
phrases that show how one sentence leads into the
next.
___ Sentences do not sound natural, the way someone might speak.
Word patterns are often jarring or irregular, forcing the reader to
pause or reread.
___ Sentence structure tends to obscure meaning, rather showing the
reader how ideas relate.
___ Word patterns are very monotonous (e.g., subject-verb, subject-
verb-object). There is little or no real variety in length or structure.
___ Sentences may be very choppy. Words may run together in one
giant “sentence” linked by “and’s” or other connectives.
 EXPOSITORY WRITING
CONVENTIONS FOCUSED CORRECTION RUBRIC
CONVENTIONS
4 Points (Exceeds)
The writer demonstrates a good grasp of
standard writing conventions (e.g.,grammar,
capitalization, punctuation, usage, spelling,
paragraphing) and uses them effectively to
enhance readability. Errors tend to be so few
and minor the reader can easily skim right
over them unless specifically searching for
them.
3 Points (Meets)
The writer shows reasonable control over
standard writing conventions. Some errors
are evident, but do not take away from the
overall effect of the paper.
2 Points (Partially Meets)
The writer shows control over a limited
range of standard conventions. However, the
paper would require moderate editing for
publication. Errors are numerous or serious
enough to be somewhat distracting but the
writer handles some conventions well.
1 Point (Does Not Meet)
Errors in spelling, punctuation, usage and
grammar, capitalization and/or
paragraphing repeatedly distract the reader
and make the text difficult to read
Student Name:________________________________________________
Title:________________________________________ Date:___________
___ Paragraphing tends to be sound and to reinforce the
organization structure.
___ Grammar and usage are correct and contribute to clarify
and style.
___ Punctuation is smooth and guides the reader through the
text.
___ Spelling is generally correct, even on more difficult words.
___ The writing is sufficiently long and complex to allow the writer
to show skill in using a wide range of conventions.
___ Internal Punctuation is used correctly.
___ Spelling is usually correct on common words.
___ Terminal (end-of-sentence) punctuation is almost
always correct; internal punctuation (commas,
apostrophes, semicolons) may be incorrect or missing.
___ Problems with grammar usage are not serious
enough to confuse meaning.
___ Paragraphing is attempted. Paragraphs sometimes
run together or begin in the wrong places.
___ Spelling errors are frequent, even on common words.
___ Punctuation (including terminal punctuation) is often missing or
incorrect.
___ Paragraphing is missing or irregular.
___ Errors in grammar and usage are very noticeable, and may affect
meaning.
___ The reader must read more than once to comprehend.