Intensive Writing ENG 101
Final Exam
English Department
Process- Analysis Rubric
score
1 pt
2 pts
3 pts
4 pts
The introduction is
inviting, states the thesis
and previews the
structure of the paper.
The eye opener is
extremely attentiongrabbing.
The introduction clearly
states the thesis and
previews the structure of
the paper, but is not
particularly inviting to the
reader. The eye opener is
not particularly attentiongrabbing.
The introduction states the thesis,
but does not adequately preview
the structure of the paper nor is it
particularly inviting to the reader.
The eye opener is not attentiongrabbing.
There is no clear introduction of the
thesis or structure of the paper. There is
no eye opener.
Background Information
Is enough background information
included?
Essay does not
contain enough
background
information for the
readers to be able
to understand the
process.
Essay contains
background
information, but it is
not sufficient for the
reader to be able to
understand the
process. Information
may be confusing.
Essay contains background
information that will help
readers understand the
process, but it does not
qualify as excellent
Essay contains enough but not
too much background
information so that readers will
be able to understand the
process.
Logical Order
Are steps given in a logical order? Are
any missing?
Steps are not given
in a logical order
that can be
followed easily by
the reader. Some
may be missing.
Writer includes steps
to the process, but
the reader may find
some of the steps
are confusing. Some
may be missing.
Writer includes steps in a
logical order, and the
reader should be able to
follow them.
Steps are listed in chronological
order and written in a clear and
coherent manner. Readers
should easily be able to
understand and be able to
replicate the process.
Transitions
Is process easy to follow? Does essay
need more transitional devices?
Transitions are not
present.
Transitions are
present but are not
effective.
Transitions are present but
are elementary in nature.
Transitions are present and
effectively move the reader from
one idea to the next.
Terms/Instructions
Are unfamiliar terms defined? Are
instructions specific enough?
Unfamiliar terms
are not defined,
and/or instructions
are too general.
Some but not all
unfamiliar terms are
defined, and/or some
instructions are too
general.
Most of the unfamiliar
terms are defined, and
most of the instructions
are specific enough.
All of the unfamiliar terms are
defined, and the instructions are
sufficiently specific.
Writer makes no errors
in grammar or spelling
that distracts the reader
from the content. No
run-on, fragment or
comma splice sentences.
Writer makes 1-2 errors in
grammar or spelling that
distract the reader from
the content.1- sentence
problems
Writer makes 3-4 errors in
grammar or spelling that distract
the reader from the content. More
than 3-4 sentence problems
Writer makes more than 4 errors in
grammar or spelling that distracts the
reader from the content. More
Conclusion is present
but not effective. It
does not provide
closure for the
essay.
Conclusion provides a
sense of closure but does
not qualify as excellent.
Conclusion is effective and gives
readers a sense of closure.
Introduction
Is there a clear, unifying thesis?
Grammar and Mechanics
Does paper indicate that writer has
control of the rules of grammar and
mechanics?
Conclusion
Does the ending give readers a sense
of closure?
Conclusion is not
present. Essay just
ends.
Total Rubric score
Percentage
A+
95 – 100%
A
B+
B
C+
C
D+
D
F
90 – 94 %
85 – 89 %
80 – 84 %
75 – 79 %
70 – 74 %
65 – 69 %
60 – 64 %
<60%
/28