iRubric: Informational Process Essay rubric

The introduction contains a clearly stated thesis sentence; the body fully and clearly explains the steps involved in doing or making something.
Conclusion helps the readers see why this information would be useful.
The conclusion pushes beyond the boundaries of the prompt and considers broader issues, makes new connections, or elaborates on the significance of your findings.

The introduction contains a thesis sentence; the body explains the steps involved in doing or making something; the conclusion presents a logical ending.

The introduction contains a thesis sentence, but the sentence may be unclear, imprecise, or undeveloped; the body explains only some of the steps involved in doing or making something; the conclusion does not present a logical reflection on the process.

The introduction lacks a thesis sentence; the body does not break the process into steps; the conclusion is missing or repetitive.

There are few or no errors in mechanics, usage, grammar, or spelling. The same pronoun is used throughout the essay.

There are some errors in mechanics, usage, grammar, and spelling. The same pronoun is mostly used throughout the essay.

Errors in mechanics, usage, grammar, or spelling interfere with the audience's understanding of the essay.Different pronouns are used.

Serious and numerous errors in mechanics, usage, grammar, or spelling block the audience's understanding of the process. Numerous pronouns do not agree with their antecedents.

The presenter delivered the presentation with eye contact with the class, highlighting the main points of the process without reading the essay.

The presenter delivered the presentation with little eye contact with the crowd, and highlighting some points of the process. The presenter teaches the process more than they read from the essay.

The presenter makes no eye contact and reads the essay rather than teaches

The presenter reads the essay and does refer to the visuals.