<p> Expository Essay Rubric</p><p>Description Intro Body Conclusion Language Other Clearly addresses all parts of  engaging,  well-developed topic  restates the thesis  effective transitions  writes with the the writing task; maintains a appropriate lead sentence statement and the main throughout the essay audience in mind clear purpose and a consistent  general information  in-depth, accurate, and ideas  employs a variety of  strong “voice” point of view and focus; all introducing the topic relevant facts/concrete  expands upon the sentence patterns to (expressive, engaging, 4 ideas are on topic, not  clear thesis and a details general information enhance the writing enthusiastic, natural, extraneous; essay logically statement of the main  relevant comments provided in the  sentences vary in thought-provoking) flows from one paragraph to points without redundancy introduction beginnings, length, and  original and engaging another; paragraphs fully  effective concluding  ends with a final complexity title elaborate and develop the sentence that restates thought, but does not  precise and thesis the topic sentence give any new engaging vocabulary information Addresses all parts of the  appropriate lead  topic sentence  restates the thesis  includes appropriate  attempts to write with writing task; maintains a  some general  relevant facts, concrete statement and the main transitions the audience in mind general understanding of the information details, and supporting ideas  may employ various  moderate “voice” purpose and mostly consistent introducing the topic comments  may include some sentence patterns (sincere, but not 3 point of view and focus; ideas  thesis and a  minimal redundancy general information  sentences may vary in genuinely engaging) are on topic; essay flows from statement of the main  concluding sentence  ends with a final beginnings and length  appropriate title one paragraph to another; points thought  uses accurate paragraphs build and develop vocabulary the thesis</p><p>Addresses only parts of the  weak, inappropriate, or  insufficient or  confusing or missing  ineffective, awkward,  limited awareness of writing task; demonstrates missing lead missing topic sentence restatement of thesis, or missing transitions the audience limited understanding of the  little or no general  limited or irrelevant main ideas, and  simple sentence  little or no “voice” purpose and an unclear point information facts, concrete details, general information patterns (flat, lifeless, or 2 of view and focus; lacks unity introducing the topic and comments  missing final  may include confusing mechanical) between paragraphs; weak  weak, insufficient, or  redundant information thought or incorrect vocabulary  may or may not have a paragraph development; lacks missing thesis and or comments title sufficient support for the statement of the main  insufficient or thesis points missing concluding sentence Fails to address the writing  inappropriate or  missing or irrelevant  missing or  no transitions  no awareness of the task; demonstrates no missing lead topic sentence inappropriate  simple, confusing, or audience understanding of the purpose;  no general information  few or no facts, fragmented sentence  lacks “voice” (flat, 1 lacks point of view, focus, and introducing the topic concrete details, or patterns lifeless, or mechanical) unity between paragraphs;  missing or irrelevant support  no title little or no paragraph thesis and main points  redundant information development  missing or irrelevant concluding sentence</p>