rubric_for_English_presentation (1).doc

English for Academic ExchangePresentation RubricName: _ Date of Presentation: _Title of Presentation: _Exceeds Mastery/ Excellent/ Exemplary/5 pointsMastery/Good/ Proficient/4 pointsPartial Mastery/ Satisfactory/ Partially Proficient/3 pointsNovice/Unacceptable/ Unsatisfactory/2 points1. IntroductionThe introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audiences interests or goals. The introduction is clear and coherent and relates to the topic.The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience.2. ContentThe content is written clearly and concisely with a logical progression of ideas and supporting information. The presentation includes motivating questions. It gives the audience a clear sense of the main idea. Information is accurate, current and comes mainly from primary sources. The content is written with a logical progression of ideas and supporting information. Includes persuasive information from reliable sources.The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts.Some of the information may not seem to fit. Sources used appear unreliable.The content lacks a clear point of view and logical sequence of information.Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.3. OrganizationStudent presents information in logical, interesting sequence which audience can follow.Student presents information in logical sequence which audience can follow.Audience has difficulty following presentation because student jumps around.Audience cannot understand presentation because there is little sequence of information.4. Subject KnowledgeStudent demonstrates full knowledge (more than required) with explanations and elaboration. All information is clear, appropriate, and correct.Student is at ease with content, but fails to elaborate. Most information is clear, appropriate, and correct.Student is uncomfortable with information and is able to explain only rudimentary questions. Some Information is confusing, incorrect, or flawed.Student does not have grasp of information; student cannot explain questions about subject. Information is confusing, incorrect, or flawed.5. ENTHUSIASM/ Suitability of presentation for purpose and audienceDemonstrates a strong, positive feeling about topic during entire presentation. The presentation content, structure and delivery were closely tailored to the audience and to the intended purpose of informing, interesting or persuading.Occasionally shows positive feelings about topic. The presentation content and structure was tailored to the audience and to the intended purpose of informing, interesting or persuading.Shows some negativity toward topic presented. Attempts were made to tailor the presentation content to the intended purpose of informing, interesting or persuading.Shows little interest in topic presented. Speaker does not target on his audience or the content was not tailored to this presentation.6. Ability to engage and involve audienceSpeaker monitored audience and adapts presentation accordingly. An interesting or original approach taken to the topic. Speaker used techniques such as visual aids and props, anecdote, humour, surprising facts, direct audience participation.An interesting approach taken to topic. Speaker used techniques such as visual aids and props, anecdote, surprising facts, elicit audience participation.Speaker failed to motivate audience. Techniques employed resulted in low audience involvement. Techniques used to engage audience were minimal, or mainly ineffective. Audience generally felt bored.7. Text The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text. Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability. Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text. The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.8. LayoutThe layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space.The layout uses horizontal and vertical white space appropriately.The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. 9. OriginalityThe project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and inventive.The project shows some evidence of originality and inventiveness.The work is an extensive collection and rehash of other peoples ideas, products, and images. There is little evidence of new thought or inventiveness.The work is a minimal collection or rehash of other peoples ideas, products, and images. There is no evidence of new thought.10. CitationsSources of information are properly cited and the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using appropriate citation format. Most sources of information use proper citation format, and sources are documented to make it possible to check on the accuracy of information.Sometimes copyright guidelines are followed and some information, photos and graphics do not include proper citation format. Few sources are properly cited.No way to check validity of information. No sources are properly cited.11. Template/ Graphics, Sound and/or AnimationThe graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content.Original images are used. Images are proper size, resolution.Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clip art or recycled from the internet. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.12. Eye ContactStudent maintains eye contact with audience, seldom returning to notes.Student maintains eye contact most of the time but frequently returns to notes.Student occasionally uses eye contact, but still reads most of report.Student reads all of report with no eye contact.13. Body LanguageMovements seem fluid and help the audience visualize.Made movements or gestures that enhances articulation.Very little movement or descriptive gestures.No movement or descriptive gestures.14. PoiseStudent displays relaxed, self-confident nature about self, with no mistakes.Makes minor mistakes, but quickly recovers from them; displays little or no tension.Displays mild tension; has trouble recovering from mistakes.Tension and nervousness is obvious; has trouble recovering from mistakes.15. Voice: clarity, pace, fluencyStudent used a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. Presenter spoke clearly and at a good pace to ensure audience comprehension. Delivery was fluent and expressive.Students voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Presenter usually spoke clearly to ensure audience comprehension. Delivery was usually fluent.Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Presenter occasionally spoke clearly and at a good pace.Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.16. Vocabulary, sentence structure, grammarThe vocabulary of the presentation was appropriate for the topic. A variety of phrases and sentence structures were used. The presentation content was grammatically correct.The vocabulary of the presentation was appropriate for the topic. Sentence structures were usually correct. The presentation content was usually grammatically correct.The vocabulary of the presentation was mainly appropriate for the topic. The presentation content was occasionally grammatically correct.Poor use of vocabulary, inadequate use of the sentence structure and broken grammar.17. PronunciationPronunciation and intonation is correct and confident.Pronunciation and intonation is usually correct.Pronunciation occasionally correct, but often hesitant and inaccurate.Pronunciation needs extra patience to be understood.18. Conclusion of topic/ Rehearsal The presentation was summed up clearly and effectively, with key points emphasized.rehearsedThe presentation was summed up clearly.PracticedAn attempt was made to conclude the presentation.PreparedFa