B.E.S.T. Writing Expository Rubric, Grades 7–10

Above grade level: a focused central idea held throughout, in a structure that strengthens the essay.

• The central idea fits the task and stays consistent from beginning to end.
• The organization makes the response stronger and moves the central idea forward.
• Purposeful transitions connect ideas within and between paragraphs and create cohesion.
• The introduction and conclusion add to the essay, not just open and close it.

Within grade-level range: a clear central idea, mostly held, in a logical structure.

• The central idea fits the task and is held for most of the essay.
• The organization is logical and lets the central idea move forward.
• Purposeful transitions connect ideas within and between paragraphs.
• The introduction and conclusion are enough to make the essay feel complete.

Approaching grade level: the central idea is unclear or slips, and the structure is uneven.

• The central idea may be unclear, only loosely related to the task, or not kept up.
• The organization may repeat itself or be inconsistent, which interrupts the flow of ideas.
• Transitions try to connect ideas but may lack purpose or variety.
• There may be an introduction and conclusion, but they are repetitive, simple or not effective.

Below grade level: the central idea is missing or confusing, with little structure.

• The central idea may be missing, vague or confusing, showing little awareness of the task.
• There is little or no organization a reader can follow.
• Transitions are missing or confusing.
• The introduction and conclusion may not connect to the response or may confuse the reader.
• The response may be too short to show purpose, structure or task.

Above grade level: skillful development, thorough understanding and smoothly integrated, cited evidence.

• Development is skillful and shows a thorough understanding of the topic.
• Elaboration combines the student's own writing with paraphrase, text evidence, examples, definitions, narrative or rhetorical techniques to support the central idea.
• Relevant evidence from several sources is worked in smoothly and makes the essay credible.
• Evidence is cited.

Within grade-level range: logical development with adequate elaboration and relevant, cited evidence.

• Development is logical and shows understanding of the topic.
• Elaboration is adequate, mixing the student's own writing with paraphrase, text evidence, examples or similar techniques to support the central idea.
• Relevant evidence from several sources is integrated and makes the explanation credible.
• Evidence is cited.

Approaching grade level: partial understanding, elaboration that leans on the sources, and missing citations.

• Development shows partial or incomplete understanding of the topic.
• Elaboration tries to develop the central idea but may lean heavily on the sources, include loosely related information or repeat itself.
• Evidence may be only partly integrated, or related to the topic but disconnected from the explanation.
• Citations are missing or inadequate.

Below grade level: little understanding or development, and vague or missing evidence.

• The response may show little understanding of the topic or little development.
• Elaboration may be confusing or show little knowledge of how to elaborate.
• Evidence from the sources may be missing, vague or confusing.
• Citations are missing.
• The response may be too short to show elaboration, knowledge of the topic or use of the sources.

Above grade level: precise academic vocabulary, skillful sentence variety and consistent control of conventions.

• Academic vocabulary is woven in and strengthens the ideas.
• Varied sentence structures are used skillfully and help ideas flow.
• Grammar, punctuation, capitalization and spelling show consistent command of standard English.
• Tone or voice strengthens the overall response.

Within grade-level range: clear vocabulary, varied sentences and grade-appropriate conventions.

• Academic vocabulary expresses ideas clearly.
• Sentence structure is varied and shows language control expected for the grade.
• Grammar, punctuation, capitalization and spelling show grade-appropriate command of standard English.
• Tone or voice suits the response.

Approaching grade level: basic or imprecise word choice, partly controlled sentences and distracting errors.

• Vocabulary and word choice may be basic or imprecise.
• Sentences may be only partly controlled, fairly simple, or below what is expected for the grade.
• Errors in grammar, punctuation, capitalization or spelling may be frequent enough to distract, showing partial command of conventions.
• Tone or voice may be inconsistent.
• A response can be mostly correct and still score here if it is too short to show grade-appropriate language skills.

Below grade level: vague or confusing language and serious errors that often obscure meaning.

• Vocabulary and word choice may be vague, unclear or confusing.
• Sentences may be simplistic or confusing.
• Serious errors in conventions show little command of standard English and often get in the way of meaning.
• Tone or voice may not suit the task.
• A very short response with errors shows a lack of command of language skills.