South Orange-Maplewood School District: 5th Grade Writing Rubric – Research Expository Writing
Student Name __________________________
Exceeding
Expectations
Date _________________
Meeting
Expectations
Approaching
Expectations
Below
Expectations
Content/Ideas
-Develops an engaging central
idea around a self-directed
compelling investigation
-Skillfully and effectively
supports the central idea with
compelling research-based
evidence or facts
-Uses appropriate resources
including technology to locate
and skillfully present relevant
information
-Clearly explains and
interprets information in
student’s own words
-Presents a clear beginning,
middle and end that includes
a bibliography
-Develops a focused, central
idea to support a self-directed
investigation
-Effectively supports the
central idea with relevant
research-based evidence (i.e.
facts, details, examples,
explanations)
-Uses appropriate resources
including technology to locate
and present relevant
information
-Effectively explains and
interprets information in
student’s own words
-Contains a beginning, middle
and end that includes a
bibliography
-A central idea to investigate is
stated
-Limited support for the central
idea
-Uses limited resources to
locate and present information
-Provides some explanation
and interpretation
-Contains a beginning and may
contain a vague middle and
conclusion
-Bibliography is evident but
may be incomplete
-Vague central idea is stated
-Little or vague support for the
central idea
-Little evidence of the use of
resources or use of irrelevant
resources
-Explanation and
interpretation is missing or
irrelevant
-May or may not include a
beginning, middle, end or
bibliography
Organization
-Introduction skillfully
establishes the thesis
statement and central
idea/research questions
-The structure is purposeful to
the task and genre, clear to
the reader and skillfully
developed
-Conclusion skillfully
summarizes important ideas
and findings
-Introduction establishes the
thesis statement and central
idea/research questions
-Structures is purposeful to
the task, genre and clear to
the reader
-Conclusion summarizes
important ideas and findings
-Introduction is evident but
underdeveloped
-Thesis statement is presented
but may be vague
-Structure is formulaic
-Conclusion is underdeveloped
-Introduction is confusing or
absent
- Structure is vague and/or
underdeveloped
-Conclusion is confusing or
absent
This work was completed in class during the writing workshop process. The scoring on this rubric is based on the student’s work with teacher assistance. This
piece of writing reflects peer and teacher conferencing.
Parents, please read over your child’s work and return within three school days.
2010-2011
South Orange-Maplewood School District: 5th Grade Writing Rubric – Research Expository Writing
Student Name __________________________
Exceeding
Expectations
Voice
Word Choice
Sentence Fluency
Conventions
Date _________________
Meeting
Expectations
-Writer’s voice adds interest
to the message
-Point of view of the argument
or thesis is evident and
skillfully articulated
-Words/phrases convey
precise meaning appropriate
to purpose, audience and
genre
-Skillfully uses quotes to make
the writing more interesting
-Purposeful and innovative
sentence structures are
consistently used to enhance
intended meaning/effect
-Transitional expressions
skillfully connect ideas within
and between sentences and
paragraphs
-Writer’s voice is appropriate
to the audience and purpose
-Point of view of the
argument or thesis is evident
-Skillfully used an editing
checklist and made necessary
revisions
-Demonstrates an exceptional
understanding of: sentence
structure, grammar,
punctuation, capitalization,
spelling
-Shows creativity and
flexibility when using
conventions to enhance
meaning
Approaching
Expectations
Below
Expectations
-Writer’s voice is mechanical
and/or repetitive (i.e. series of
facts/ideas)
-Point of view of the argument
or thesis is not clear
-Words/phrases are vague or
repetitive
-May or may not use quotes
-Writer’s voice is dull and has
no sense of audience
-Point of view of the argument
or thesis is absent
-Uses purposeful and varied
sentence structures to convey
intended meaning
-Transitional expressions
effectively connect ideas
within and between
sentences and paragraphs
-Sentence structures convey
meaning but are mechanical or
repetitive
-Limited/repetitive use of
transitional expressions
-Sentences are incomplete
and do not convey sufficient
meaning
-Little transitional expressions
- Used an editing checklist and
made necessary revisions
-Demonstrates a competent
understanding of:
sentence structure, grammar,
punctuation, capitalization,
spelling
-Errors are minor and do not
obscure meaning
-Used an editing checklist but
few revision were made
-Demonstrates basic
understanding of: sentence
structure, grammar,
punctuation, capitalization,
spelling
-Errors occasionally obscure
meaning
-Little evidence of use of the
editing checklist
-Minor revisions/editing are
attempted
-Demonstrates little
understanding of: sentence
structure, grammar,
punctuation, capitalization,
spelling
-Errors frequently obscure
meaning
-Words/phrases convey
meaning appropriate to
purpose, audience and genre
-Uses quotes to add interest
to the writing
-Limited use of specific
language
This work was completed in class during the writing workshop process. The scoring on this rubric is based on the student’s work with teacher assistance. This
piece of writing reflects peer and teacher conferencing.
Parents, please read over your child’s work and return within three school days.
2010-2011