EssaySmart Expository/Persuasive Framwork & FCAT Writes Rubric

EXPOSITORY ESSAY FRAMEWORK
Introduction:
Engaging beginning (Hook)
Background Knowledge
Restate important parts of the prompt
Transitional sentence
Thesis statement (Explicit or Implied)

Body Paragraph 1
Topic Sentence Statement (Aligned with Thesis point #1)
Support sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
1. Facts/details
2. Reasons
3. Incident
4. Example/Explain/Experience
5. Statistics (Plausible)
6. Sensory Details
+ Anecdote
Closure/transition sentence

Body Paragraph 2
Topic Sentence Statement (Aligned with Thesis point #2)
Support sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
1. Facts/details
2. Reasons
3. Incident
4. Example/Explain/Experience
5. Statistics (Plausible)
6. Sensory Details
+ Anecdote
Closure/transition sentence

Body Paragraph 3
Topic Sentence Statement (Aligned with Thesis point #3)
Support sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
1. Facts/details
2. Reasons
3. Incident
4. Example/Explain/Experience
5. Statistics (Plausible)
6. Sensory Details
+ Anecdote
Closure/transition sentence

Conclusion
Transitional Sentence reminding reader of the details of the prompt
Restate important facts/details/Thesis
Provide a fresh closing

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Persuasive ESSAY FRAMEWORK
Introduction:
Engaging beginning (Hook)
Restate important parts of the prompt
Background Knowledge
Transitional sentence
*Position of Argument is Clearly Stated
Thesis Statement (Explicit or Implied)

Body Paragraph 1
Topic Sentence Statement (Aligned with Thesis point #1)
Support Topic sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
Closure/transition sentence

Body Paragraph 2
Topic Sentence Statement (Aligned with Thesis point #2)
Support the Topic sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
Closure/transition sentence

Body Paragraph 3
Topic Sentence Statement (Aligned with Thesis point #3)
Support the Topic sentence
Elaboration that provides insight: FRIESS & use transitions to connect ides
Closure/transition sentence

Conclusion
Transitional Sentence reminding reader of the topic
Restate important facts/details/ and/or Thesis
Provide a Counter ARGUMENT (be Brief) here or in one of your Body Paragraphs
Restate your position
Convince your reader to do something – take action or side with you
Provide a convincing closing/Final PUNCH

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FCAT Writing Rubric — Grade 8 Score Points in Rubric
The rubric further interprets the four major areas of consideration into levels of achievement.
6 Points The writing is focused, purposeful, and reflects insight into the writing situation. The paper conveys a sense of completeness and wholeness with adherence to the main idea, and its organizational pattern provides for a logical progression of ideas. The support is substantial, specific, relevant, concrete, and/or illustrative. The paper demonstrates a commitment to and an involvement with the subject, clarity in presentation of ideas, and may use creative writing strategies appropriate to the purpose of the paper. The writing demonstrates a mature command of language (word choice) with freshness of expression. Sentence structure is varied, and sentences are complete except when fragments are used purposefully. Few, if any, convention errors occur in mechanics, usage, and punctuation.

5 Points The writing focuses on the topic, and its organizational pattern provides for a progression of ideas, although some lapses may occur. The paper conveys a sense of completeness or wholeness. The support is ample. The writing demonstrates a mature command of language, including precision in word choice. There is variation in sentence structure, and, with rare exceptions, sentences are complete except when fragments are used purposefully. The paper generally follows the conventions of mechanics, usage, and spelling.

4 Points The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern is apparent, although some lapses may occur. The paper exhibits some sense of completeness or wholeness. The support, including word choice, is adequate, although development may be uneven. There is little variation in sentence structure, and most sentences are complete. The paper generally follows the conventions of mechanics, usage, and spelling.

3 Points The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern has been attempted, but the paper may lack a sense of completeness or wholeness. Some support is included, but development is erratic. Word choice is adequate but may be limited, predictable, or occasionally vague. There is little, if any, variation in sentence structure. Knowledge of the conventions of mechanics and usage is usually demonstrated, and commonly used words are usually spelled correctly.

2 Points The writing is related to the topic but includes extraneous or loosely related material. Little evidence of an organizational pattern may be demonstrated, and the paper may lack a sense of completeness or wholeness. Development of support is inadequate or illogical. Word choice is limited, inappropriate, or vague. There is little, if any, variation in sentence structure, and gross errors in sentence structure may occur. Errors in basic conventions of mechanics and usage may occur, and commonly used words may be misspelled.

1 Point The writing may only minimally address the topic. The paper is a fragmentary or incoherent listing of related ideas or sentences or both. Little, if any, development of support or an organizational pattern or both is apparent. Limited or inappropriate word choice may obscure meaning. Gross errors in sentence structure and usage may impede communication. Frequent and blatant errors may occur in the basic conventions of mechanics and usage, and commonly used words may be misspelled.