iRubric: Process Analysis rubric

Gives reader dynamic impression and profound understanding of the process and subtext; aptly uses steps and description to show process; incorporates detailed descriptions/explanations/tips to enhance process; weaves essential facts necessary for audience's understanding into process artfully.

Gives reader a decent picture and solid understanding of the process; process is explained
somewhat but may or
may not be clearly
understood; uses some great descriptions to illustrate process but not always consistent or relevant to topic sentence; attempts to incorporate essential facts necessary for audience's understanding but details may be unclear/ineffective.

Recounts process but does so in a basic, predictable and/or awkward way; little or no descriptions to help illustrate the process; topic sentences are present but not always clear or matching the plan provided by thesis. /transitions may be awkward; organization is often faulty or lacking.

Uses sweeping generalizations with no supporting examples; little description; topic sentences are missing or confusing/missing or confusing transitions; no attempt to use process analysis; information is unfocused or confusing; overall organization is chaotic.

The author writes for a
specific intended
audience with a specific
purpose in mind. The
writer clearly defines any
terms that the intended
audience may not be
familiar with.

The author seems to write for an intended audience and with
a specific purpose in mind, but the language/tone/details are not consistently appropriate. The writer defines some terms that may not be understood.

The writer's intended
audience and purpose are
unclear. The author ignores many terms / steps that need further clarification.

The writer does not write
for an intended audience
or with an intended
purpose. Terms are not
defined.

Evidence of substantial time; student is working at highest potential; Writing shows student sought help in or out of class; Creative revisions made between essays; Student clearly understands MLA formatting rules.

Evidence of minimum time expected. Student is working near highest potential; there are some indications of improvement; but student should seek further help in and outside of classroom. Basic revisions made and/or most MLA rules followed.

Lacking sufficient amount of time/effort or improvement between essays; similar errors in previous essays; Some attention to MLA rules; Essay lacking originality; only minor revisions made.

Repeated errors; class-time was not used productively; little or no time or care; sloppy; little or no revision evident.