Bonny Eagle High School Expository Rubric: W2 - Write informative/ expository texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection, organization and analysis of content.
Does Not Meet Ideas
1. Does not introduce a clear topic. 2. Includes little relevant evidence to develop the topic sufficiently.

Partially Meets
1. Introduces a topic, but the topic may be too narrow or too broad. 2. Includes some relevant evidence, but not enough to develop topic sufficiently. 1. Topic is presented, but may not integrate evidence in a logical manner and use proper formatting according to the task (e.g. headings, graphics, figures, tables, and multimedia). 2. Sections of the text are organized, but do not help to create cohesion, and clarify the relationships among complex ideas. 1. Has difficulty developing the topic appropriate to the audiences knowledge of the topic. 2. Has difficulty establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the content/discipline used.

Meets
1. Introduces a focused topic. 2. Develops the topic with evidence sufficient to the task.

Exceeds
1. Introduces a focused topic. 2. Develops the topic with rich and varied evidence that goes beyond the scope of the task.

Organization

1. Topic is not clear, and any evidence used is not logically integrated. 2. Sections of the text are not organized, or organized in a haphazard manner that does not clarify the relationships among ideas.

1. Clear topic that integrates

evidence in a logical manner and uses proper formatting according to the task (e.g. headings, graphics, figures, tables, and multimedia). 2. Sections of the text are organized to create cohesion, and clarify the relationships among complex ideas.

1. Clear topic that integrates evidence in a logical manner and uses unconventional or unique formatting for stylistic effect (e.g. headings, graphics, figures, tables, and multimedia). 2. Sections of the text are organized in unique ways to create cohesion, and clarify the relationships among complex ideas.

Voice

1. Does not develop the topic appropriate to the audiences knowledge of the topic. 2. Does not establish and maintain a formal style and objective tone while attending to the norms and conventions of the content/discipline.

1. Develops the topic appropriate

to the audiences knowledge of the topic. 2. Establishes and maintains a formal style and objective tone while attending to the norms and conventions of the content/discipline used.

1. Fully develops the topic appropriate

to the audiences knowledge of the topic. 2. Establishes and maintains a formal style and objective tone with command of personal voice, while meeting the norms and conventions of the content/discipline used.

Word Choice

Uses little precise language and domain-specific vocabulary.

Uses some precise language and domain-specific vocabulary.

Consistently uses precise language and domain-specific vocabulary.

Uses sophisticated and precise domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic.

Sentence Fluency

Uses a little to no variety of sentence lengths and types with no awareness of sentence structure or transitions.

Uses some variety of sentence lengths and types to add clarity, with little awareness of sentence structure or the meaningful placement of transitions. 1. Includes some errors of mechanics and usage given the length of the assignment. 2. These errors some- times distract the reader. 3. Includes in-text citations and a Works Cited, but minor mistakes in one or both are evident.

Uses a variety of lengths and types of sentences with conscious awareness of how sentence structures and transitions enhance meaning.

Uses a sophisticated and unique variety of sentence lengths and types to add clarity, with command of how sentences structures and transitions enhance meaning.

Conventions

1. Includes many errors of mechanics and usage given the length of the assignment. 2. These errors often distract the reader. 3. Attempts to cite sources, but major problems are evident.

1. Includes few errors of mechanics and usage given the length of the task. 2. These errors do not distract the reader. 3. Includes correct in-text citations and a Works Cited, as necessary.

1. Includes no or very few errors of mechanics and usage given the length of the assignment. 2. The final product is a polished piece of work 3. Includes correct in-text citations and a Works Cited, as necessary.