Fourth Grade Persuasive and Expository Essay Rubric
| Focus | Elaboration | Organization | Integration | |||
| 6 | I have a great introduction that explains
my topic.
I kept my focus. The paper is logical. I have a great closing, although it may be a restatement of points from the introduction. |
All my ideas have specific supporting details.
I developed my paper with many examples, reasons, or explanations. I used interesting and clear words to support my topic. |
I ordered my ideas logically.
I used paragraphs appropriately. My paper is connected between the paragraphs and flows within the paragraphs. I used a variety of sentences. I used a variety of appropriate transitions |
I have a fully developed paper for my grade
level.
I have a clear and developed focus. I have balanced, specific details. My sentences and paragraphs fit smoothly together |
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|
5 |
I introduced my topic
. I keep my focus.
|
Most of my ideas have specific supporting
details.
I develop my paper with some examples, reasons, or explanations. I used interesting and clear words that support my topic. |
I put my ideas in logical order.
Most of my paragraphs are correct. Most of my paper is connected between the paragraphs and flows within the paragraphs. Some of my sentences are varied. I used appropriate transitions. |
My paper is developed for my grade level.
I have developed all writing features, but some parts of my paper are better developed than others. |
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| 4 | I may begin my writing without a clear introduction.
If I introduced the paper with a preview, I wrote only about my previewed points. I gave some support to maintain the subject. Some of my paper is focused and logical. I may have a closing. |
Some of my ideas have specific supporting
details.
I developed my paper with some general examples, reasons, or explanations. |
I put my ideas in logical order.
Many of my paragraphs are correct. Some of my paper is connected between the paragraphs and flows within the paragraphs. Some ideas do not fit my paper. I used some simple transitions. |
My paper is developed for my grade level.
My paper is simple, clear, and presents the essentials. |
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| 3 | I may begin my paper with no introduction.
My subject or position may depend on my readers knowing the prompt. I may not have stayed on topic with my subject or position. I may have more than one position without tying them together. |
I may not have written enough.
Few of my ideas have specific supporting details. My details may look like a list. I may not have written enough to support my topic. |
I tried to explain my topic, but
it was unclear.
Few of my ideas were in paragraphs, and they may not have been in order. Many ideas do not fit my paper. I may not have written enough. I have inappropriate transitions. |
My paper is partially developed for my grade
level.
I have included all writing features, but at least one of these features is not complete. I may not have written enough. |
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| 2 | My subject is unclear.
I wrote about different subjects, or I changed my focus. I may not have written enough. I may not have written a persuasive or expository paper. |
I may have used unclear or unrelated supporting
details.
My details may be a list of ideas that do not go together. I have not written enough to show support. |
I tried to explain my subject,
but it did not make sense.
My paper has few correct paragraphs. My paper has few transitions that make sense. I may not have written enough. |
My paper is not developed for my grade level.
I tried to use the features of writing in my paper but my readers may be confused. My paper is not persuasive or expository. I may not have written enough. |
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| 1 | My writing is confusing.
I did not write about the topic. I have not written enough. |
I did not write enough to support my topic.
My writing is confusing. |
My writing is confusing.
I did not write enough. |
I did not write enough. | ||
| C
Conventions |
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| 2 | I have mastered sentence
construction.
My paper may have a few invented spellings of uncommon words. Subjects and their verbs agree correctly. My paper has demonstrated mastery of basic punctuation and capitalization. |
1 | The number of errors in my paper interferes with my readers understanding. | |||