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Two-Part Expository Essays |
4” Advanced |
“3” Proficient (At grade
level) |
“2” Basic (Caution--not passing) |
“1” Below Basic (Alert) |
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Expository
writing explains or informs. Two-part
expository essays require two different types of thinking about a subject: §
Problem and Solution §
Cause and Effect §
Compare and Contrast §
Before and After |
A “4” paper demonstrates advanced control of the
conventions of written language as well as unique qualities in style or
content. A “4” paper is clear,
organized, easy to understand, and may be characterized by a unique
perspective or a mature approach to the topic. Its length is appropriate for the writer to
demonstrate skills and conventions to fulfill the prompt’s purpose. A score of “4” indicates that a student’s
writing for that particular day and prompt is clearly advanced beyond grade
level. |
A “3” paper demonstrates an understanding of the
organization and development of two-part expository essay. A “3” indicates control of the conventions
of written language at grade level.
Its length is appropriate for the writer to capably demonstrate
required skills and conventions to fulfill the prompt’s purpose. A score of “3” indicates that the student’s
writing for that particular day and prompt is at grade level. |
A
“2” paper demonstrates some understanding of basic, two-part expository
writing, but is clearly flawed. A “2”
paper reveals one or more of the following weaknesses: 1.
Inadequate
organization 2.
Inadequate development
of events and details 3.
Limited or
inappropriate word choices 4.
A pattern or
accumulation of errors in mechanics, usage sentence structure, or word
choices A score of ‘2” indicates that the student’s writing for
that day and prompt is developing toward proficiency at grade level. |
A “1” paper demonstrates fundamental writing deficiencies
and exhibits one or more of the following: 1.
Serious and persistent
writing errors 2.
Incoherency 3.
Lack of development 4.
One or more of the
following characteristics: blank; illegible; too brief to assess;
written in a language other than English; not written black ink pen; written
to a topic other than specified in prompt; written in mode other than
expository A score of “1” indicates that the student’s writing for that
day and prompt is minimal at grade level. |
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Focusing on Six Traits |
“4” Papers Exhibit MOST
of the Characteristics Listed Below |
“3” Papers Exhibit MOST
of the Traits Listed Below |
“2” Papers Exhibit MOST
of the Traits Listed Below |
“1” Papers Exhibit MOST
of the Traits Listed Below |
Ideas
Ideas are the focus of the essay that,
together with elaboration, anecdotes, and/or selected details, build reader’s understanding. Organization Organization, the internal structure
of an essay, includes the introduction, conclusion and supporting
paragraphs. Transitions within the
essay assist the reader to avoid getting lost. |
§
Clear and focused
purpose §
Relevant and quality
details provide information reaching beyond the obvious and/or predictable §
Strong sense of
audience awareness anticipates and answers reader’s questions §
Higher-level thinking:
application, analysis, and/or evaluation §
Demonstrates a clear
understanding of two-part expository writing §
Organization flows
smoothly and enhances the central idea or theme §
Inviting introduction
/ satisfying conclusion §
Thoughtful
transitions: alignment, phrases, clauses, and parallelism |
§ Evident purpose § Supporting details and examples § Sense of audience awareness - may leave reader with
questions § May demonstrate higher-level thinking skills § Demonstrates knowledge of two-part expository writing § Logical organization moves reader through text § Apparent introduction / Evident conclusion § Intentional transitions connect sentences and paragraphs |
§ Occasional lack of purpose § Supporting details are omitted or presented as a list § Limited awareness of audience § Thought processes may be difficult to follow; shifts or
changes topic § Weak or nonexistent two-part expository writing format § Ideas do not flow smoothly § Weak or ineffective introduction/Conclusion may or may not
be evident § Transitions may be lacking or do not unify essay |
§ Purpose lacks clarity or development § Limited information with little or no attention to detail;
too short § Lack of understanding of audience and purpose § Difficult-to-follow thought processes/Topic
unclear/requires rereading for understanding § Limited or no evidence of two-part expository essay format § Inadequate organization; may display disjointed ideas § Ineffective/lacking introduction and/or conclusion § Transitions between ideas are confusing or are nonexistent |
Voice
Voice involves effective writing that holds the reader's
attention through the use of appropriate vocabulary. Descriptive and figurative language makes
writing unique by creating mood and feeling for the reader. Word Choice
Word Choice involves selecting
words to create the mood, impression, or word picture a writer desires to
instill within the reader. |
§ Powerful, engaging, and confident voice § Tone and voice provide flavor and texture to the message
and are appropriate for purpose and audience § Strong commitment to two-part essay topic § Possible risk-taking § Shows rather than tells § Clear understanding and use of above-grade-level vocabulary § Powerful verbs-precise nouns-modifiers § Use of literary devices: personification, similes,
metaphors, alliteration, allusion, irony, hyperboles, oxy-morons, and
understatements |
§ Occasional strong voice § Generally consistent point of view, verb tense, and voice § Appropriate vocabulary for audience—may be mechanical or
quite general, use of thesaurus may be evident § May “show” rather than “tell” § Does not overuse “I” or incorporate other redundancies § Attempts to use colorful language,; may include jargon or
clichés |
§ Inconsistent or inappropriate voice § Passive and/or simplistic verbs; few precise nouns and
specific modifiers § Limited and/or below-grade-level vocabulary § Inappropriate, ineffective, or incorrectly used word
choices § Tells rather than shows § Too frequent use of “I”; simplistic style |
§ Lack of voice/ Inappropriate voice § Restricted vocabulary/ Inadequate word pool, lacks language
development, incorrect word choices § Overuse of such connectives as “and,” “and so,” “then,” and
“because” § Telling or showing not evident § Too frequent use of “I”/hard to follow |
Sentence Fluency
Effective
construction of a sentence and its rhythm and grace determine sentence
fluency. Aspects of fluency include
the following: logic, phrasing,
parallel structure, alliteration, and sentence length. Conventions
Punctuation, spelling, grammar,
usage, capitalization, and paragraphing fall under the umbrella of
Conventions. |
§ Purposeful and varied sentence beginnings § Variety in sentence structures and length § An easy flow, rhythm, and cadence § Mechanically correct and few surface errors; may manipulate
mechanics to enhance style and/or voice § Logical paragraphing § Strong command of standard written English |
§ Varied sentence beginnings § Some variety in sentence structures and length § For the most part, a smoothly flowing text § For the most part, surface and mechanical errors
(capitalization, punctuation and/or spelling) do not detract from meaning or
readability § Infrequent use of nonstandard sentence structure § Evident paragraphing § Few spelling errors in common words § Command of standard written English |
§ Attempts to vary sentence beginnings § Predominant use of short, simple sentences § Incomplete and/or run-on sentences/ Frequent listing of
events: I did, then I did § Surface and mechanical errors hinder and/or detract from
meaning and readability § Errors in punctuation and spelling may require rereading
for clarity and/or understanding § Attempted paragraphing § Limited command of standard written English |
§ No variety in sentence beginnings and structure § Choppy, incomplete, rambling, and/or awkward sentences § Unnatural-sounding phrasing § Too frequent connectives (and, and so, but the, because,
and then) or lack of connectives § Glaring surface and mechanical errors detract from meaning
and readability § Errors in punctuation and spelling may require rereading
for clarity and/or understanding § Little or no attempt at paragraphing § Poor command of standard written English |