6
Exceeds Expectations
Expository
Writing
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Ideas
Content
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Organization
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Voice
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5
Strong/ Experienced
Controlled, strong,
focused, interesting writing
Shows insight, originality
and depth
Specific, narrowed thesis
Topic/purpose is clearly
developed
Resources used provide
strong, accurate and
credible support
Specific, relevant , and
rich details that explain,
explore, analyze, expand,
and support the thesis
throughout
Content appropriate for
audience and purpose
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The organizational pattern
enhances the development
of the topic and fits the
purpose
Effective, logical
sequencing
Clear, smooth and/or
unexpected connections
Smooth, effective, natural
transitions between ideas
and sentences//paragraphs
Strong, inviting and
compelling opening
Strong, satisfying closure
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Shows a strong sense of
connection to the audience,
topic, and purpose; speaks
directly to reader
Demonstrates a clear point
of view
Tone is clear, effective,
appropriate, and enhances
meaning
Demonstrates originality,
conviction, and/or humor
Expressive, confident,
professional, engaging,
enthusiastic, passionate,
and sincere
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Office of Language Arts, PreK-12
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4
Competent / Capable
Focused, interesting
writing
Shows originality
Clear, identifiable thesis
Topic/purpose is
identifiable
Resources used provide
accurate and credible
support
Relevant details that
explain, expand, explore
and support the thesis
throughout
Content appropriate for
audience and purpose
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The organizational
pattern helps to develop
the topic and fits the
purpose
Logical sequencing and
smooth connections
Transitions aid reading
and connect ideas and
sentences/paragraphs
Inviting opening and
satisfying closing
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Connects with the
audience, topic and
purpose
Demonstrates a clear
point of view
Tone is clear and
effective
Demonstrates some
originality, conviction,
and/or humor
Engaging, professional,
and sincere
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3
Developing
Focused writing
Thesis is broad and general
Some originality may be
present
Topic/purpose can be
understood but may not be
explicit
Resources are used to
provide accurate support
Relevant, supporting
details, that may be
generalized but support the
thesis throughout
Content may not be
consistently well chosen
for audience and/or
purpose
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The organizational pattern
is functional to the topic
and purpose
Ideas are clear but may be
predictable
Logical sequencing
Connections may not flow
smoothly
Transitions are helpful but
may be formulaic
The opening is functional
but not compelling or
inviting
The conclusion is
functional but may not be
satisfying
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Inconsistent, but
acceptable connection with
the audience, topic and
purpose
Demonstrates a clear point
of view
Tone is present but may be
unclear or inconsistent at
times
Confidence, sincerity,
and/or professionalism is
inconsistent
Originality and passion
held in check
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2
Emerging
Writing that may be
general or simplistic
No originality
Predictable, obvious
topic and/or purpose
Resources, if used, may
not be credible/reliable
May rely on stereotypes
or clichés
Supporting details are
limited, general,
repetitious and/or offtopic; may not support
the thesis consistently
Difficulty moving from
general to specific
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The organizational
pattern may be
inconsistent, skeletal,
too rigid, or confusing
Sequencing and/or
connections among
ideas may be unclear or
out of place
Transitions are
sometimes unclear,
inconsistent, and/or
repetitive
An opening and a
conclusion are present.,
but lack direction and
closure
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Inconsistent and
sometimes inappropriate
connection with the
audience, topic and/or
purpose
Point of view may be
unclear or inconsistent
Tone is unclear,
inconsistent and lacks
emotion
Writer sounds unsure
and lacks confidence
May not sound
professional
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1
Attempted/Experimenting
Weak or unclear topic
and/or purpose
No originality
No use of resources
Support is minimal
and/or irrelevant
Supporting details are
limited, general,
repetitious and/or offtopic and do not
consistently support the
thesis
The reader is required to
make extensive
inferences
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An organizational
pattern is not present
Sequencing and
connections among
ideas are unclear or out
of place
Transitions are
ineffective, overused
and/or lacking
Details may seem
random, out of place,
and hard to follow
Opening and/or
conclusion is missing or
insignificant.
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Inappropriate or no
connection with the
audience, topic, and/or
purpose
Lacks a clear point of
view
Tone is unclear
Writing sounds dull,
flat, and lifeless.
Serious lack of
confidence and/or
professionalism
Voice is suppressed
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Lacks a topic and/or
purpose
No originality
No use of resources
Ideas are incomplete,
lack development, and
are limited and vague
Supporting details are
unrelated or missing
An organizational
pattern is not present
No apparent
sequencing or
connections among
ideas
Transitions are not
present
Lack of identifiable
opening and/or closing
Inappropriate or no
connection with the
audience, topic, and/or
purpose
No point of view and/or
tone
Not engaging or
moving to the reader
No involvement or
commitment of writer
Writer does not know
the topic and/or may
not like the topic
No sense of the writer
behind the words
Summer, 2008
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Word Choice
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Sentence
Fluency
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Conventions
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Presentation
Words are appropriate to
the audience and purpose
Words convey the intended
message in exceptionally
interesting, natural way
Words are accurate,
precise, distinctive, strong
Vocabulary is appropriate,
rich, and varied
Vivid verbs and striking
words/phrases are present
Words evoke strong
images and use figurative
language as appropriate
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Sentences show a high
degree of variety in
structure and length
Varied and purposeful
openings
Very effective flow and
rhythm with a natural,
smooth, graceful, fluent
style—one sentence flows
into the next
Stylistic control of
fragments, dialog, and
dialect is strong
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Exceptionally strong
control of conventions
Use of conventions
enhance meaning
Little or no errors in
conventions
Conventions used
strategically to add to the
style and impact of the text
Effective use of
punctuation adds to style
Text is ready to publish
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Eye catching layout that
enhances the writing
Text features enhance
meaning and are attractive
Handwriting is consistent,
neat, and legible or font is
no larger than 12 pt.,
Times New Roman
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Office of Language Arts, PreK-12
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Words are appropriate
to audience and purpose
Words convey the
intended message in an
natural way
Words are accurate and
specific
Vocabulary is
appropriate and varied
Vivid verbs
Words evoke clear
images and use
figurative language as
appropriate
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Sentences vary in
structure and length
Varied openings
Contains a flow and
rhythm with a natural,
smooth, fluent style—
one sentence flows into
the next
Stylistic control of
fragments, dialog, and
dialect is present
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Strong control of
conventions
Use of conventions
enhance meaning
Effective use of
punctuation
Minor errors have no
impact on clarity
Conventions facilitate
the meaning of the text
Needs very little editing
to be ready to publish
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Balanced layout
contributes to the
writing
Text features contribute
to meaning
Handwriting is neat and
legible or font is no
larger than 12 pt., Times
New Roman
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Words are appropriate to
audience and purpose
Words convey the intended
message
Some strong words and
verbs are used
Flat, vague language or
jargon is balanced by
correct, accurate words
Vocabulary, imagery, and
figurative language are
appropriate but may not
energize writing
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Sentence have some
variety in structure and
length but may be
somewhat repetitious
Some repetition in
sentence beginnings
Contains a flow of words
but may be less than fluid
and lack rhythm and grace
There may be lapses in
stylistic control with some
awkward or unnatural
sentences/phrases and
unintentional fragments
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Control of basic
conventions with some
noticeable and./or
distracting errors but the
errors do not affect
meaning
Internal punctuation may
be incorrect
Moderate but careful need
of editing before
publishing
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Acceptable layout
Text features and/or
spacing need some
attention
Handwriting is legible or
font is no larger than 12
pt., Times New Roman
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Some words may not be
appropriate to audience
and/or purpose
Words convey the
intended message
Problems with
wordiness, jargon,
clichés, and/ or vague
language
Stronger words and
verbs are needed
Images may be unclear
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Little variety in
structure, length or
sentence beginnings
Repetitious
Many sentences are
choppy or rambling
The flow of language is
stilted and somewhat
unnatural or mechanical
No stylistic control with
unintentional fragments
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Limited control of basic
conventions with
noticeable, distracting
errors that may not
affect meaning but
distract the reader
Errors in spelling,
capitalization,
punctuation, grammar
and/or usage
Significant, careful
editing needed
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Layout has some errors
Text features and/or
spacing need attention.
Handwriting, letter
shape, size, and/or slant
is inconsistent or font
style or size may be
inappropriate
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Some words may not be
appropriate to audience
and/or purpose
Words are vague,
misused, colorless,
imprecise, and/or
distracting
Repetitious
Strong verbs are rare or
missing
Images are unclear or
are missing
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Lacking variety in
structure, length or
sentence beginnings
Repetitious
Many sentences are
awkward, incomplete,
choppy and/or rambling
Doesn’t flow naturally
and difficult to read
aloud
No stylistic control with
unintentional fragments
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Little control of basic
conventions with
noticeable, distracting
errors that affect
meaning
Frequent errors in
spelling, capitalization,
punctuation, grammar
and/or usage
Substantial, thorough
editing needed
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Layout has major errors
Text features and/or
use of spacing are
missing
Handwriting, letter
shape, size, and/or slant
are inconsistent or font
style/size is
inappropriate
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Words are not
appropriate to audience
and/or purpose
Limited vocabulary or
misuse of words
obstructs meaning
Words are imprecise,
inadequate or incorrect
Limited range of words
and verbs
Sentence structure
interferes with meaning
Many sentences are
awkward, incomplete,
disjointed, confusing,
choppy and/or
rambling
Ideas, phrases, and/or
clauses are connected
together unnaturally
Irregular word patterns
Text extremely difficult
to read aloud—requires
mental editing
No control of basic
conventions with errors
that affect meaning and
make the text very
difficult to read
Serious errors in
spelling, capitalization,
punctuation, grammar
and/or usage
Extensive, thorough
word-by-word editing
needed
Layout completely
needs to be reworked
Text features and/or
use of spacing are
missing
Handwriting is messy
and unreadable or font
style/size is completely
inappropriate
Summer, 2008
Office of Language Arts, PreK-12
Summer, 2008