Level 7: Formal Presentation, Project Part 2
CRITERIA EXCELLENT: 5 POINTS
Content & Development Presentation makes 2 well
developed arguments using
point, counterpoint,
refutation (PCR) structure
for why the chosen person
is (or is NOT) a role model
(Said person could be
related to their field of study
or controversial--NOT a
family member.) The
arguments have to be
different from those used in
the essay. Where
necessary, support for the
arguments is correctly
provided.
Visual Aids and Visual aids, such as a
Organization slideshow, are effective and
help to make the speaker’s
point. Slides do not contain
sentences/paragraphs.
Presentation is 9-12 slides
and 6-8 minutes long.
Presentation has clear
Intro., Body and
Conclusion.
Language Fluency Speech creates cohesion
and clarifies the
relationships between
arguments, reasons, and
evidence.
Grammatical Accuracy: Student shows completely
Relative Clauses, accurate production of all
Present Perfect and listed grammatical
Present Perfect concepts.
Progressive
Student: __________________________________________ Date:______________
GOOD: 4 POINTS ADEQUATE: 3 POINTS
Presentation makes 2 arguments
using PCR structure for why the
chosen person is (or is NOT) a
role model (Said person could be
related to their field of study or
controversial--NOT a family
member.) The arguments have to
be different from those used in
the essay. Where necessary,
support for the arguments is
correctly provided.
Visual aids, such as a slideshow,
help to make the speaker’s point.
Slides do not contain
sentences/paragraphs.
Presentation is 9-12 slides and 6-
8 minutes long. Presentation has
clear Intro. Body and Conclusion.
Speech errors do not affect
cohesion or confuse the
relationships between arguments,
reasons, and evidence.
Student shows mostly accurate
production of all listed
grammatical concepts without
affecting comprehension.
POOR: 2 POINTS
Presentation makes 2
arguments, but the PCR
structure may be missing
sections that explain why
the chosen person is (or is
NOT a role model. (Said
person could be related to
their field of study or
controversial -- NOT a
family member.) The
arguments may be the
same as those used in the
essay. Where necessary,
support for the arguments
is correctly provided.
Visual aids, such as a
slideshow, make the
speaker’s point, but may
not be very effective. Slides
do not contain
sentences/paragraphs.
Presentation is 9-12 slides,
but may be fewer than 6
minutes long. Presentation
has clear Intro. Body and
Conclusion.
Some speech errors may
affect cohesion and
confuse the relationships
between arguments,
reasons, and evidence.
Student has adequately
accurate production of all
listed grammatical
concepts without affecting
comprehension.
VERY POOR: 1 POINT
Presentation may not make 2
arguments, and the
arguments may be missing
sections of the PCR
structure. The person chosen
might be a family member.
The arguments are the same
as those used in the essay.
Where necessary, support for
the arguments is correctly
provided.
Visual aids, such as a
slideshow, are not effective
and do not help to make the
speaker’s point. Slides may
contain sentences /
paragraphs. Presentation
may be fewer than 9-12 slides
and less than 6 minutes long.
Presentation may not have
clear sections.
Speech errors affect
cohesion and confuse the
relationships between
arguments, reasons, and
evidence.
Student has several errors in
accurate production of listed
grammatical concepts which
have some effect on
comprehension.
Presentation does not make
2 arguments, and the
arguments are missing
sections of the PCR
structure. The person chosen
might be a family member.
The arguments are the same
as those used in the essay.
There is a lack of support for
the arguments.
Visual aids, such as a
slideshow, are not effective
and do not help to make the
speaker’s point. Slides
contain sentences /
paragraphs. Presentation
may be fewer than 9-12 slides
and significantly less than 6
minutes long. Presentation
may not have clear sections.
Many speech errors affect
cohesion and cause major
confusion concerning the
relationships between
arguments, reasons, and
evidence.
Student has significant
errors in accuracy of listed
grammatical concepts that
affected comprehensibility.
Pronunciation Student shows completely
Accuracy: accurate production of all
/s/ vs. /z/ listed pronunciation
/i/ vs. /ɪ/ & /e/ vs. /ɛ/ concepts.
Vocabulary Units Nearly all vocabulary was
2, 3 & 4 appropriate for difficulty of
level and connected to
course content.
Grade Reductions ⃞ Plagiarism
Student shows mostly accurate
production of all listed
pronunciation concepts without
affecting comprehension.
Vocabulary was appropriate for
difficulty of level and was mostly
connected to course content.
⃞ Late Submission
Student has adequately
accurate production of all
listed pronunciation
concepts without affecting
comprehension.
Acceptable use of
vocabulary but little effort
was made to use more
advanced vocabulary
related to class content.
⃞ Late Arrival
Student has several errors in
accurate production of listed
pronunciation concepts
and/or some effect on
comprehension.
There were several errors in
vocabulary that may have
affected comprehensibility.
Student has significant
errors in accuracy of listed
pronunciation concepts that
affected comprehensibility.
There were significant errors
in vocabulary that affected
comprehensibility.
Total: _______ / 6