We use the IEW (Institute for Excellence in Writing) program. With this curriculum, for each article, students first write a Key Word Outline followed by a rough draft (with specific requirements) and then comes the final draft. The result is fewer articles, but typically they are of a higher quality. With this approach misspellings are not much of an issue since they have been corrected in the rough draft. Note that I said not much of an issue because there are students who are less attentive to those details. 🙂 The requirements on the check list or rubric include things like one well-used -ly word (such as the squirrel merrily scampered), one high quality adjective (avoiding common adjectives like good food and using instead words like tasty or spicy or scrumptious food), one who-which (this enlarges the sentences to include more information), one “because” (this also amplifies the sentence), and one strong verb (not ran, but dashed or raced). Each of these requirements are per paragraph. As the year progresses more requirements are added. I’m not sure this quite addresses your question, but it is what I have to offer at the moment.