Middle School Expository Writing Continuum
Experimenting
Ideas
Development of the
writer’s main idea
Organization
Internal structure of the
piece
Voice
The way the writer brings
the topic to life
Word Choice
Specific vocabulary the
writer uses to convey
meaning
Sentence Fluency
The way the words and
phrases flow throughout
the text
Conventions
The mechanical
correctness of the piece
Presentation
The overall appearance of
the work
Emerging
 Hints at topic – may seem that the writer
doesn’t understand the topic
 Limited information presented
 Random thoughts leave reader unclear
as to the focus of the essay
 General topic defined
 Writer shows limited understanding of
the topic
 Some credible points are made –
supporting details may be lacking
 Writer may move off topic
 No lead or conclusion
 Sequencing of ideas not present
 May be difficult to follow
 Ineffective or cliché lead or conclusion –
conclusion may simply restate the
introduction
 Some attempt to sequence ideas
 Some structure apparent
 Little thought has been given to the
audience
 Purpose is not apparent
 Voice is not apparent or inappropriate
Developing
Effective
 Writer has narrowed the topic and
attempt to express a thesis is apparent
 Writer shows some understanding of
topic (may be limited)
 Credible points are made with some
supporting details
 Writer may move off topic at times
 Most reader questions are answered
 Routine lead and conclusion are present
 Some logical sequence of ideas is
apparent
 Promises made in lead may not be
addressed
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 Writer has made some attempt to
connect to the reader
 Purpose is inconsistent
 General statements – reader must infer
 Engages reader most of the time
 Purpose inconsistent
 Pleasing, yet “safe” point of view
 Interesting and informative – voice is
clear
 Reflects and interest in the topic
 Clear purpose in writing
 Limited, perhaps common, vocabulary
 Rarely or never employs figurative
language
 Words may be used incorrectly
 Word choice may confuse meaning
 Some attempt to use figurative language
 Word choice may be repetitive, cliché, or
unimaginative – little use of synonym
 Words used correctly to convey general
meaning
 Choppy or rambling sentences
 Repetitive beginnings to sentences
 Hard to read aloud
 Attempts to use compound and complex
sentences
 Sentences begin in different ways
 Sentences usually connect and flow
 Figurative language enhances meaning
 Some attempt to vary word choice using
synonyms
 Writer has avoided obvious clichés
 Some excess words may be present –
lack of precision in language
 Begins to have easy flow and rhythm
 Varied sentence structure
 Sentences well crafted
 Many spelling errors
 Errors in basic punctuation and
capitalization
 Frequent grammatical errors such as
fragments and run-ons
 Lack of paragraphing
 Hard to read
 Messy appearance
 Little or no thought has been given to
spacing or margins
 Requirements (font, layout, MLA/APA)
not followed
 Spelling generally correct – especially No
Excuse words
 Grammar errors limited and infrequent
 Some attempt at appropriate
paragraphing
 Figurative language is used effectively
and accurately
 Vocabulary is strong and varied
 Word choice is precise and conveys the
writer’s intention
 Essay is not “wordy”
 Rhythm and flow reflect natural
structure of the language – makes
expressive reading easy
 Sentence length and structure are
appropriate to purpose
 Most sentences relate and build upon
each other
 Spelling correct, - even on difficult words
 Accurate use of punctuation and
capitalization
 Grammar and usage correct
 Paragraphing is appropriate throughout
 Mostly legible
 Appearance is acceptable with
appropriate spacing and margins
 Requirements (font, layout, MLA/APA)
may not be as specified
 Paper is of acceptable, though possibly
minimal, length
 Few spelling errors - even on more
difficult words
 Consistent use of correct punctuation
and capitalization
 Grammar and usage correct
 Generally correct use of paragraphing
 Work shows care and is readable
 Appearance neat and tidy
 Spacing is appropriately balanced and
proportioned
 Experiments with graphic elements
 Correct formatting and length - though
may be sense of rushing to finish
Strong
Clear thesis consistently developed
Shows insight into topic
Relevant, accurate details support thesis
Reader’s questions are answered – no
loose ends
 Interesting and unique thesis
 Focus on thesis is strong and consistent
throughout
 Supporting details go beyond the
obvious
 Makes effective real-life connections
and shares insights effectively
 Effective lead and conclusion
 All promises made in lead are addressed
in the body of the essay
 Logical sequence of ideas that reinforce
the thesis
 Introduction engages the reader and
conclusion is satisfying
 Introduction and conclusion may be
unusual/unique but strongly connected
in a surprising way
 Structure reinforces central ideas or
thesis
 Compelling and engaging voice
 Displays commitment to and ownership
of thesis
 May take effective risks
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Clear and attractive
Good balance of space and text
Effectively integrates graphic elements
Overall appearance makes easy to read
Correct formatting and length
throughout – no sense of rushing to
finish
 Powerful, engaging, and “just right”
words
 Wording accurate and precise
 Words and phrases create lingering
images
 Figurative language enhances meaning
 Reading aloud is easy and expression is
guided by sentence structure
 Sentences reflect natural rhythms and
usage
 Creative or non-standard use of phrasing
 Sentences relate and build on each other
to enhance the theme
 Spelling is accurate – even of foreign
words and proper names
 Punctuation and capitalization are
accurate
 Grammar, usage, and paragraphing
contributes to clarity and style
 Beautiful penmanship – overall pleasing
 White space, text, and graphic elements
are synchronized & aligned in harmony
 Graphic elements strongly reinforce
focus of paper
 Correct formatting throughout
 Length reflects commitment to
excellence and thoroughness