The document provides a rubric for assessing exposition writing in 5 areas: structure, language, spelling, punctuation, and writing process. It rates student work on a scale from 0 to 2.75. Higher scores are given for including more elements in writing structure like introductions, arguments, and conclusions. Language use is assessed based on vocabulary, sentence structure, and voice. Spelling, punctuation, and editing skills are also evaluated. The rubric is intended as a guide for teachers to use when moderating the writing process and student work.

1. NORLANE WEST P.S. EXPOSITION RUBRIC
0 0.5 1.0 1.25 1.50
Structure Does not write Can draw what they believe Can write a basic With teacher assistance, can Includes an introduction
independently and for a plan and orally give a exposition text about Include an introduction, at consisting of a statement
not demonstrating sentence to match, or orally familiar topics. One least two arguments and a of position, at least two
an understanding of plan the reason/s for their argument can be written. concluding statement. Some arguments and a
the task. beliefs. Attempts to write The introduction and of these features may result concluding statement.
showing knowledge of conclusion may have been from shared writing. Some features may result
concepts about print and developed during shared from shared writing.
can write one argument writing. The teacher has
with teacher support. assisted to provide
relevant information.
Language Unable to structure Begin to use simple, Use of some topic specific Use appropriate language Beginning to use dictionary
a sentence for this appropriate vocabulary to words and words about the topic. Use basic and lists to expand
text type. convey their opinion. E.g. I appropriate for the text sentence structures and vocabulary and word
need to wear my hat to be type. Use simple varies sentence beginnings. understanding. Write both
sunsmart. sentences and some Sentences provide relevant simple and complex
compound sentences. details sequenced sentences and vary the
Uses personal voice. E.g. I appropriately. Beginning to beginnings and length.
think that ……. because use simple conjunctions to join Predominately personal
….. ideas. Predominately personal voice.
voice
Spelling No evidence of Uses initial letters. Aware of letter sound Uses some commonly used Can spell most commonly
correctly spelt Attempts to spell words relationships when words spelt correctly. used words and
words. E.g. Writes a using two or more correct spelling. Can spell taught Reasonable attempts at demonstrates several
string of unrelated letters by matching sounds high frequency words. unfamiliar words. spelling strategies.
letters. to letters.
Punctuation No use of Experiments with using Uses some simple Use of simple ending Correct use capital letters,
punctuation. capital letters and full punctuation such as capital punctuation such as full stops. full stops and beginning to
stops. letters and full stops and Use capitals at the beginning experiment with question
usually uses capitals to of sentences. marks and exclamation
begin a sentence. marks.
Handwriting Letters are not Occasionally uses correct Mostly uses correct letter Uses correct letter formation All letters are formed
formed correctly. letter formation and spaces formation and spaces on dotted thirds. correctly and written on
Cannot show the between words. between words. Uses a lines.
conventions of May interchange upper and variety of writing
pencil grip, paper lower case letters. implements
placement and
posture.
Editing No evidence of Limited evidence of editing. Some evidence of editing Reads writing to others. Can Re-reads to check
editing. Attempts to read back own using basic additional check for spelling and meaning, structure and
writing. resources. Reads back punctuation errors with use of vocabulary. Revises
writing with some teacher help. to clarify ideas. Assisted by
accuracy. the teacher to modify if
necessary.
Created by Brenda Platt 2010
This document is designed to be used as a guide during moderation of the writing process.

2. Writing No evidence. Does Uses a graphic organizer or Uses a graphic organizer Uses a graphic organizer and Shows evidence of
Process not attempt to plan. a simple plan before and draft before draft and edits work before planning, drafting, editing,
drafting. publishing. publishing. revising & publishing.
0.0 0.5 1.0 1.25 1.5
EXPOSITION RUBRIC
1.75 2.0 2.25 2.5 2.75
Structure Includes an Includes an introduction Includes an Includes an introduction Includes an introduction as
introduction consisting consisting of a statement introduction consisting of a statement of a statement of position, at
of a statement of of position, at least two consisting of a position, at least three arguments least three well developed
position, at least three arguments with some statement of position, with some detail, and a arguments and a closing
arguments and a detail, that is two to three at least three concluding statement. statement to restate the
concluding statement. sentences for each arguments with some position of the author
Some features may argument and a detail, and a
result from shared concluding statement. concluding
writing. Teacher support may still statement. Minimal
be required. teacher support may
be required
Language Variety of compound Use of simple Some use of emotive Some use of emotive words and Aware of the need to use
and simple sentences. conjunctions to develop words and uses uses conjunctions to link cause emotive language and high
Appropriate use of a sentences and beginning conjunctions to link and effect. Some use of high modality words to convince
variety of nouns, verbs to link cause and effect. cause and effect. modality words e.g. It is important others. Greater use of an
and adjectives and Some use of emotive Beginning to use high to…….Everyone must ….. etc impersonal voice.
beginning to link words. May include some modality words e.g. It
cause and effect. use of an impersonal is important
Usually grammatically voice. to…….Everyone
correct. May include must ….. etc
some use of
impersonal voice.
Spelling Can spell Can spell automatically Spell accurately Can describe the strategies used Spell accurately 3 syllable
automatically high high frequency words. regular high to spell words. Show an words of high or moderate
frequency words. Can Can use plausible frequency two and awareness of morphographic frequency and 2 syllable
use plausible attempts attempts to spell three syllable words. patterns e.g. Adding an s for words with irregular spelling
to spell unknown unknown words. plural or ed to indicate the past patterns. Spell homonyms
words. tense of a verb. correctly e.g. there, their
,they’re etc.
Punctuation Mostly correct use of Uses full stops, question Correct use basic Use a range of punctuation marks Use of correct punctuation
capital letters, full marks and capitals punctuation. correctly: capitals, full stops and within the paragraph.
stops and question correctly and attempts to question marks. Experiments with
marks. use exclamation marks. use of commas in a list and
quotation marks in direct and
indirect speech.
Handwriting Show a refined pencil Write upper and lower Write upper and Write upper and lower case Write upper and lower case
Created by Brenda Platt 2010
This document is designed to be used as a guide during moderation of the writing process.

3. grip that leads to case letters legibly with lower case letters letters legibly with correct letters legibly with correct
fluency in correct letter correct formation, legibly with correct formation, consistent size, slope formation, consistent size,
formation. consistent size, slope formation, consistent and spacing. slope and spacing.
and spacing. size, slope and
spacing.
Editing Proofread and use Reread own writing and Proofread Revise draft by adding or Extend use of paraphrasing.
resources including use a range of resources paragraphs and add changing language and/or Substitute over used words.
the computer to assist to revise and clarify corrections graphics to enhance the recount. Refine sentences to
editing meaning. Use feedback Correct spelling and punctuation express the meaning more
from others to revise errors. Paraphrase to check that it clearly.
meets the purpose.
Writing Use information Uses a variety of Greater use of Students consistently organize Students consistently
Process gathering strategies to planning and publishing graphic organizers for and plan their writing to organize organize and plan their
plan and add details. strategies. planning. Confidently ideas in an exposition structure. writing to organize ideas in
Students broaden uses planning tools to Able to publish using available an exposition structure.
publishing strategies. develop the draft. technology. Produce a legible and Able to publish using
effective final product. available technology.
Produce a legible and
effective final product.
1.75 2.0 2.25 2.5 2.75
EXPOSITION RUBRIC
3.0 3.25 3.50 3.75 4.0
Structure Includes an Includes an introduction Exposition structure Exposition structure correctly Exposition structure
introduction as a as a statement of correctly presented presented with an increasing correctly presented with an
statement of position, at least three with an increasing amount of detail. increasing amount of detail.
position, at least well developed amount of detail.
three well arguments and a closing
developed statement to restate the
arguments and a position of the author
closing statement to with a summary of the
restate the position facts if required.
of the author.
Language Aware of the need Aware of the need to use Aware of the need to Use of increasingly complex Increasingly complex
to use emotive emotive language and use emotive language appropriate for an emotive words and high
language and high high modality words to language and high exposition text. Impersonal voice modality words. Deliberate
modality words to convince others. modality words to used. use of impersonal voice can
convince others. Impersonal voice. Writes convince others. be seen within the text.
Aware of need to in present tense and Impersonal voice.
use an impersonal changes to past or future Writes in present
voice and when appropriate. tense and changes to
experimenting with past or future when
this. Writes in appropriate.
Created by Brenda Platt 2010
This document is designed to be used as a guide during moderation of the writing process.

4. present tense and
changes to past or
future when
appropriate.
Spelling Spell correctly Correct spelling of Use of word stems Using knowledge of phonemes Use a range of approaches
words which are common 2 and 3 syllable for spelling. Use and spelling patterns to spell new to spell – letter and sound
topic or context words and use of knowledge of known words. patterns, visual and phonic
specific. Spell most strategies to spell words to write new patterns.
high frequency unknown words. words. E.g. light to
words with less fright.
regular spelling
patterns.
Punctuation Students correctly Use of a range of Use of appropriate Use of appropriate punctuation Use punctuation
use ending punctuation including punctuation including including colons, semi colons and appropriately.
punctuation quotation marks and colons, semi colons apostrophes.
including full stops, commas. and apostrophes.
commas, question
marks, and
quotation marks to
support meaning
Handwriting Write upper and Write upper and lower Write upper and Write upper and lower case Write upper and lower case
lower case letters case letters legibly with lower case letters letters legibly with correct letters legibly with correct
legibly with correct correct formation, legibly with correct formation, consistent size. formation, consistent size.
formation, consistent size. formation, consistent
consistent size. size.
Editing Edit the text by Use a variety of editing Edit draft by adding Students use a variety of editing Use revising strategies such
correcting errors in strategies. or changing practices in a systematic, as re reading to check
spelling, appropriate organized way. consistency of meaning,
punctuation, and language. main ideas, language use
capitalization. May and style and modify the
use a dictionary or draft accordingly.
other references.
Students revise their
draft by adding or
changing
appropriate
language.
Writing Use plan effectively Able to sequence and Map information into Use planning and drafting in a Focus on developing ideas,
Process to generate organize information by a draft and elaborate systematic, organized way to lead details and organizing
sentences and placing into paragraphs. on details if to a final product these. Use technology to
paragraphs. necessary. Able to support publishing.
select an appropriate
form of publishing.
3.0 3.25 3.50 3.75 4.0
Created by Brenda Platt 2010
This document is designed to be used as a guide during moderation of the writing process.

5. 4.25 4.5 4.75
Structure Exposition structure correctly presented Exposition structure correctly presented with Exposition structure correctly presented with an
with an increasing amount of detail and an increasing amount of detail and well increasing amount of detail and well structured
well structured arguments structured arguments arguments.
Language Strong use of emotive language and high Sophisticated use of language appropriate Sophisticated use of language appropriate for
modality words. Use of correct tense and for an exposition an exposition text and some use of
impersonal voice. nominalization (forming a noun from a verb) to
write more effectively
Spelling Represent all sounds with a logical letter Can confidently add suffixes and prefixes Can confidently add suffixes and prefixes and
combination and recognizes incorrectly spelt words. recognizes incorrectly spelt words.
Punctuation Texts are punctuated appropriately Texts are punctuated appropriately Texts are punctuated appropriately including the
including the use of colons and semi including the use of colons and semi colons. use of colons and semi colons.
colons.
Handwriting Write upper and lower case letters legibly Write upper and lower case letters legibly Write upper and lower case letters legibly with
with correct formation, consistent size. with correct formation, consistent size. correct formation, consistent size.
Editing Use revising strategies such as re reading Use multiple resources to edit the text. As described with greater accuracy
to check consistency of meaning, main
ideas, language use and style and modify
the draft accordingly.
Writing Use a wide variety of planning strategies Students use a variety of planning and Students use a variety of planning and drafting
Process drafting strategies and are able to select an strategies and are able to select an appropriate
appropriate format for publishing. format for publishing.
4.25 4.5 4.75
Created by Brenda Platt 2010
This document is designed to be used as a guide during moderation of the writing process.