deconstructing the expository writing rubric

1. Snapshot of Victoria Young’s
Deconstruction of the Persuasive
Writing Rubric

2.  The same 3 overarching aspects of writing are
addressed in each rubric:
 Organization/Progression
 Development of Ideas
 Use of Language/Conventions
 There are 8 bullets altogether. Important to
understand the rubric on two levels:
 what each bullet means in terms of writing skills
 how the bullets—the writing skills—are interrelated

3.  Bullet #1: Responsiveness
 Focus on the charge
 Organizational structure must “fit” the purpose
 Bullet #2: Focus/Sustaining Focus
 The thesis
 Very narrow
 Bullet #3: Progression/Connections
 All details/ideas must enhance/add to meaning
 Unified/coherent piece

4.  Expository essays must:
 explain what the student thinks about the
topic.
 be a direct response to the central “charge”
of the prompt (the “Write about”), not the
stimulus (the “Read”) or the “Think about.”
 use organizational strategies appropriate to
informational writing (e.g., cause/effect,
compare/contrast, problem/solution).

5.  To be focused, a expository essay must:
 Be centered around an explicit, specific
controlling idea/ thesis.
 Have a controlling idea that represents the
student’s “take” on the topic.
 Have a controlling idea that gives the reader
the clear goal of the essay.
 Not have a controlling idea that is
broad/general and/or evolving.

6. Write an essay
explaining whether
failure can strengthen
a person.

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8.  The expository essay must:
 Have sentences that logically connect to each other.
 Have meaningful transitions between sentences,
paragraphs, and ideas.
 Not have perfunctory transitions.
 Not have repeated sentences or paragraph
 Refrain from repeating the prompt in the
introduction.
 Refrain from repeating the introduction in the
conclusion.

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11.  Bullet #4: Quality of the Development
 Meaningful transitions
 Logically connected sentences
Superficial/basic vs. Insightful/accomplished
 Bullet #5: Thoughtfulness/Individuality
 Unique ideas and display
 Not formulaic

12.  When writing expository essays, students should:
 Rely on personal experiences/real world connections.
 Logically build upon ideas through meaningful
transitions.
 Refrain from using random/unconnected ideas.
 Use few yet specific, deep ideas.
 Refrain from listing many ideas without depth.

13.  When writing expository essays, students
should:
 Allow the reader to “see” who they are.
 Express personal feelings and thinking about the
task (purpose + topic).
 Refrain from using formulas.
 Refrain from using ideas that are too abstract or
philosophical.

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16.  Bullet #6: Word Choice
 Words used must establish an appropriate tone.
 Word choice makes writing clearer, more precise, and
more interesting.
 No evidence of slang
 Bullet #7: Sentence Control
 Varied in length and structure
 Bullet #8: Sentence Boundaries and
Conventions
 Correct sentences
 Correct use of grammar and mechanics

17.  When writing expository essays, students:
 Can use 1st, 2nd, or 3rd person as long as they are
developing the explanation.
 Should refrain from using vague, general, or
imprecise words.
 Be mindful of using “impressive” words out of
context.
 Should be aware of denotation vs. connotation in
context of their writing.

18.  When writing expository essays, students
should:
 Write well-connected sentences.
 Write meaningful sentences that enhance
understanding and flow.
 Be aware of unclear or awkward sentences.

19.  When writing expository essays, students
must:
 Demonstrate a firm understanding/ mastery
of grammar, capitalization, spelling, and
usage.

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