The Media and Politics
Rationale
Course
Political Science I Politicians historically have used various media to communicate with the
public and forward their agendas. The types of media and the political
strategies used have changed with time. An understanding of these media
Unit V
and how politicians use them is essential for discerning and utilizing political
Public Opinion
messages. Both are necessary skills for a career in government and public
and Interest
administration.
Groups
Essential
Question
What is the
relationship
between the
mass media and
politics and why
is the
relationship
important?
TEKS
§130.183(c)
(6)(A)(B)
Prior Student
Learning
Public Opinion
Estimated Time
3 to 6 hours
Objectives
The students will be able to:
1. Define mass media
2. Analyze a socio-political mass media message
3. Write a news release
4. Create a presentation about a period in the history of journalism
5. Teach the class about a period in the history of journalism
6. Create a political cartoon or a political radio message.
7. Create a commercial with a socio-political message
Engage
Show students a commercial with a socio-political message. (Note: To find a
video conduct an Internet search for the following key terms: Platform
Breathe TV Commercial, 'Food Deserts'.) Ask the students questions about
the video, such as?
 What is the video about?
 Who is the intended audience?
 What political issue(s) does the video address?
 Is there an unspoken political agenda in the video?
Use the Discussion Rubric for assessment.
Key Points
I. What is the mass media?
A. Medium – a means of communication that transmits information
B. Media – the plural of medium
C. Mass media – the means of communication that can reach large,
widely dispersed audiences simultaneously
D. Types of mass media
1. Television
a) Is all-pervasive
b) Replaced newspapers as the primary source of political
information for the majority of Americans in the early 1960s
(McClenaghan, 2009)
c) Dominated historically by three major national networks
d) Challenges to its power structure have been posed recently by
(1) Several independent broadcasting groups
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2.
3.
4.
5.
(2) Cable broadcasters
(3) Non-profit public broadcasting
The Internet
a) Is quickly becoming the leading source of political information
for US citizens (second only to television) (McClenaghan,
2009)
b) Is used by other forms of media via websites
c) Is used by almost all government agencies, interest groups,
political parties, elected officials, and candidates’ campaign
organizations
d) Makes information available to the public in many ways,
including
(1) Websites–pages on the internet owned and managed by
various entities
(2) Blogs–websites devoted to commentary (sometimes
political) and often open to comments from readers
(3) Podcasts–digital recordings that can be downloaded and
listened to
Newspapers
a) Have carried regularly political news since their beginning
b) Have a declining circulation due to newer media (e.g. Internet
and television) but remain an important source of political
information
Radio
a) Is a major source of information, but most stations spend
minimal time on public affairs
b) Has talk radio shows devoted to political commentary that
have large national audiences
Magazines
a) Have a long history in the US
b) Most published today are trade or interest specific
c) Some are devoted to news and public affairs and have a large
circulation
II. What is the history of journalism and US politics?
A. The nature of politics changes with the organization of and the
technology available to the press
B. Four major historical periods
1. The Party Press
a) Newspapers were the primary source of mass media
b) Newspaper subscriptions were expensive and primarily owned
by the elite
(1) Printing technology was labor intensive and slow
(2) Transportation available at the time was poor
c) Newspapers were created by politicians to support their own
party-specific political agendas, two politicians of whom were
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serving as President
(1) Thomas Jefferson, the National Intelligencer
(2) Andrew Jackson, the Washington Globe
2. The Popular Press
a) Technological changes made possible self-supporting, daily,
mass-readership papers
(1) Printing technology advanced, making the printing
process inexpensive and fast
(2) The invention of the telegraph (1840s) allowed news from
Washington to be transmitted almost immediately to
major cities
(3) Urbanization allowed citizens to support an inexpensive
daily paper due to
(a) Reduced costs (e.g. decreased need for
transportation)
(b) Increased income (e.g. advertising from local
merchants)
b) The Associated Press was created to share systematically
information via telegraph to newspaper editors across the
country
(1) Was non-partisan
(2) Presented facts objectively
c) Mass-readership papers
(1) Were subject to the biases of their publishers and editors
instead of party funds
(2) Used sensationalism to sell papers
(3) Were often used to push political agendas (e.g. SpanishAmerican War)
(4) Created a common national culture
(5) Established the possibility of a “free” (non-government
controlled) press
(6) Demonstrated the profitability of stories about public
policy and political scandal
3. Magazines of Opinion
a) In the mid-1800s, national magazines that discussed political
policy were created to satisfy the growing middle class’s
desire for political reform
(1) They provided the means for developing a national
constituency
(2) Some writers who contributed to the magazines were the
first investigative reporters
b) There was an increase in editors’ and writers’ power due to
changes in
(1) Circulation needs
(2) Audience interests
(3) Managerial style
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(4) Emergence of nationally known writers
4. Electronic Journalism
a) Radio and Television
(1) Two inventions changed the way news was gathered and
disseminated
(2) They allowed politicians to communicate directly to
citizens
(3) Broadcasts were
(a) Easier to avoid than articles in newspapers
(b) Expensive compared to newspaper ads
(4) The expense of electronic media required politicians to
(a) Purchase expensive air time
(b) Make controversial statements
(c) Acquire a national reputation
(5) Today politicians
(a) Have many electronic media options
(b) Crave the media spotlight
b) The Internet
(1) Is the ultimate free market in political news
(2) Allows political activists and voters to communicate
directly
(3) Impacts politics profoundly by making it easier to
(a) Raise money by small donations
(b) Organize people to attend meetings
(c) Take instant (questionably reliable) opinion polls
(d) Disseminate instant opponent criticism
(e) Mobilize local followers
(f) Target campaigners with contact names
III. How do mass media affect politics?
A. Most citizens rely on the media for information about public issues
B. Two areas that significantly show the media’s influence are
1. The Public Agenda
a) Public agenda – “the societal problems that the nation’s
political leaders and the general public agree need
government attention” (McClenaghan, 2009)
b) The media determine what issues the public will focus on and
talk about by emphasizing some topics while downplaying
others
c) Several news organizations have a direct impact on the
nation’s leaders who closely monitor these sources
2. Electoral Politics
a) Now that television and the Internet allow politicians to
communicate directly with voters, they are less dependent on
party organizations
b) How voter’s perceive a politician’s image greatly affects votes
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c)
Campaign managers and candidates use strategies to
manipulate the voters’ perceptions
C. There are limits on the media’s influence in US politics
1. Only a small part of the public watches political events closely and
understands them accurately
2. Most people watch political news with selective attention; they
focus on sources that agree with their beliefs and ignore sources
that challenge their beliefs
3. Most of the media’s content is apolitical
a) This limits the time for political news
b) Requires news editor’s to abbreviate stories
4. Being an informed political participant requires effort
IV. What are the rules that govern the media?
A. Protecting the Media
1. First Amendment
a) States that “Congress shall make no law … abridging the
freedom of the press”
b) Means that print media are free from prior restraint
(government censorship prior to publishing)
(1) Public officials may file a libel suit
(2) Libel – falsely written statements intended to damage a
person’s reputation (Remy, 2010)
2. The Right of Access
a) Is supported more in the lower courts than in the Supreme
Court
b) Means that reporters may be given special access, but the law
does not require it
3. Confidentiality of Sources
a) Most reporters believe that they have the right to maintain the
confidentiality of their resources
b) Some states have passed laws to support this right
c) Most states and the federal government do not support this
belief
d) The Supreme Court generally rules for the government’s right
to the information if it is an important part of a criminal
investigation
B. Regulating Print and Broadcast Media
1. Most media in the US are privately owned, for-profit businesses
and are subject to some government regulation
2. Broadcasting shares public airwaves, which gives the federal
government grounds for more regulation
3. The Federal Communications Commission (FCC)
a) Is a “government agency with the authority to regulate
interstate and international communications by radio,
television, telephone, telegraph, cable, and satellite” (Remy,
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2010)
b) Has two major regulatory functions
(1) Content regulation
(a) Fining stations for rules violations
(b) Threatening not to renew a station’s license
(2) Ownership regulation
c) Telecommunications Act of 1996
(1) Ended or reduced many of the FCC’s limits on media
ownership
(2) Had a key objective to increase competition between
owners, but led to a greater concentration of ownership
C. Constraints on Campaigning
1. Broadcasters must
a) Provide equal access to candidates
b) Charge the cheapest commercial advertising rate for
comparable time
2. Not all politicians campaign using television
a) It depends upon whether the market aligns efficiently with their
voters
b) Market – “an area easily reached by a television channel”
(Wilson, 2011)
c) There are approximately 200 television markets in the US
d) The media depends upon “horse-race journalism,” which is a
concern for scholars
e) Horse-race journalism – campaign coverage based on
guesses about who is ahead instead of the candidates’
opinions on the issues (Wilson, 2011)
V. How does the US government interact with the media?
A. Government constraints
1. Reporters are dependent on the quality of their sources
2. The government employs a large number of press officers
a) President
(1) The Press Secretary
(a) Manages and informs the press for the president
(b) Supervises a large staff
(c) Briefs the president on potential questions
(d) Attempts to control the news about cabinet
departments
(e) Coordinates briefings for non-White House reporters
(2) White House Press Corps
(a) Is a group of reporters who
(i) Have a lounge in the White House
(ii) Wait for breaking stories and photo “ops”
(iii) Attend the daily press briefing
(b) Provides coverage of the President that is highly
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B.
C.
D.
E.
F.
personalized
b) Congress
(1) House of Representatives
(a) Does not receive much individual attention
(b) Has gavel-to-gavel coverage provided by cable
television
(2) Senate
(a) Works in Washington, D.C., which provides many
opportunities for publicity
(b) Receives live coverage of its sessions on cable
television
(c) Has used the live coverage to incubate presidential
candidates
3. The four ways that reporters and public officials (or their press
officers) communicate
a) On the record – the reporter can give the official’s name
b) Off the record – the reporter cannot use what the official says
c) On background – the reporter can use what the official says,
but cannot give the official’s name (i.e. a reporter may refer to
the source as a high-ranking official)
d) On deep background – the reporter can use the information,
but it cannot be attributed to anyone
News leaks
1. The various aspects of the US government regularly leak stories
favorable to their interests
2. The branches of the US government compete for power and the
press is one tool that they utilize to support their individual political
agendas
3. The US has an adversarial press; it tends to view official news at
the national level with suspicion and prefers to find an unofficial
source who will leak the “real story”
News Releases and Briefings
1. News release – “ready-made story prepared by officials for
members of the press” (Remy, 2010)
2. News briefing – a meeting in which a government official makes an
announcement or gives an explanation and gives reporters a
chance to ask questions about news releases
Press Conferences
1. Press conference – are usually carefully planned events that allow
the press to ask a high-level official questions
2. The White House staff may limit and/or request questions
depending on the topic
Media Events
1. Media event – “a visually interesting event designed to reinforce
the president’s position on some issue” (Remy, 2010)
Sensationalism
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1. Historically, reporters would not report the moral failings of political
figures
2. The competition for viewers between news shows has increased
greatly
3. This competition is a strong incentive for sensational news stories
that grab viewers’ attention
Activities
1. History of Journalism Presentation – Divide the class into four groups.
Randomly assign each group a period from the history of journalism: The
Party Press, The Popular Press, Magazines of Opinion, and Electronic
Journalism. Have each group work together to create a presentation with
a visual aid (computer-based or poster board) about the media during the
assigned time period. Encourage them to be creative. Use the
Presentation Rubric, the Group Evaluation Rubric and the Peer
Evaluation Rubric for assessment.
2. News Release – Have each student either select an actual historic event
or create a possible future event. Then have each student act as a
representative of the White House and write a brief news release about
the event. (Note: Either show the students examples of news releases or
give the students time to conduct research to find examples on their
own.) Use the Individual Work Rubric for assessment.
Assessments
The Media and Politics Quiz and Key
Discussion Rubric
Group Evaluation Rubric
Individual Work Rubric
Peer Evaluation Rubric
Presentation Rubric
Materials
The Media and Politics computer-based presentation
Computer with Internet access and projector
Computers with computer-based presentation software or poster boards and
markers
Examples of political cartoons, radio messages and commercials, optional
Resources
McClenaghan, W. A. (2009). Magruder's American Government, Pearson.
Remy, Ph.D., R. C. (2010), United States Government: Democracy in Action,
Glencoe McGraw-Hill.
Wilson, J. Q., Dilulio Jr., J. J., and Bose, M. (2011). American Government
Institutions and Policies, Wadsworth Cengage Learning.
Conduct and Internet search for the following key terms: Platform Breathe
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TV Commercial, 'Food Deserts'
Accommodations for Learning Differences
For reinforcement, the students will create a political cartoon or a political
radio message. Use the Individual Work Rubric for assessment.
For enrichment, the students will work in groups to create a commercial with
a socio-political message of their choice. (Note: If audio/visual equipment is
available have the students record the messages and then play them for the
class. If equipment is unavailable, have the students perform the commercial
live for the class.) Analyze the message in the commercials as a class. Use
the Discussion Rubric, Presentation Rubric, the Group Evaluation Rubric
and/or the Peer Evaluation Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.183. Political Science I (One to Two Credits).
(6)
The student analyzes public opinion. The student is expected
to:
(A)
investigate sources and influences of public opinion;
(B)
analyze the effect of public opinion on leadership;
College and Career Readiness Standards
Social Studies Standards
IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of
information
1. Identify and analyze the main idea(s) and point(s)-of-view in
sources.
2. Situate an informational source in its appropriate contexts
(contemporary, historical, cultural).
3. Evaluate sources from multiple perspectives.
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Name________________________________
Date__________________________
The Media and Politics Quiz
1. _____Which of the following is defined as “the means of communication that can reach
large, widely dispersed audiences simultaneously”?
A. Medium
B. Media
C. Mass media
D. None of the above
2. _____Which of the following is all pervasive and has been dominated historically by
three major networks?
A. Radio
B. Newspapers
C. Television
D. Internet
3. _____Which of the following is quickly becoming the leading source of political
information for US citizens?
A. Radio
B. Newspapers
C. Television
D. Internet
4. _____Which of the following is used by other forms of media?
A. Radio
B. Newspapers
C. Television
D. Internet
5. _____Which of the following have a declining circulation due to newer media?
A. Radio
B. Newspapers
C. Television
D. Internet
6. _____Newspapers were the primary source of mass media during which of the
following historical periods?
A. The Party Press
B. The Popular Press
C. Magazines of Opinion
D. Electronic Journalism
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7. _____The telegraph was invented during which of the following historical periods?
A. The Party Press
B. The Popular Press
C. Magazines of Opinion
D. Electronic Journalism
8. _____Which of the following was created to share systematically information via
telegraph to newspaper editors across the country?
A. The American Press
B. The Associated Press
C. The Press of America
D. None of the above
9. _____A self-supporting, daily, mass-readership became possible during which of the
following historical periods?
A. The Party Press
B. The Popular Press
C. Magazines of Opinion
D. Electronic Journalism
10. _____In the mid-1800s, national magazines that discussed political policy were created
to satisfy the growing middle class’s desire for political reform.
A. True
B. False
11. _____Which of the following is “the societal problems that the nation’s political leaders
and the general public agree need government attention”?
A. Public Opinion
B. Electoral Politics
C. Public Agenda
D. None of the above
12. _____Which of the following are limits on the media’s influence in US politics?
A. Only a small part of the public watches political events closely and understands
them accurately
B. Most people watch political news with selective attention; they focus on sources that
agree with their beliefs and ignore sources that challenge their beliefs
C. Both A and B
D. Neither A nor B
13. _____Which amendment protects the “freedom of the press”?
A. First Amendment
B. Second Amendment
C. Third Amendment
D. Fourth Amendment
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14. _____Reporters have the legal right to special access.
A. True
B. False
15. _____Reporters have the right to maintain the confidentiality of their sources even if
the information is an important part of a criminal investigation.
A. True
B. False
16. _____Broadcasters must do which of the following?
A. Provide equal access to candidates
B. Charge the cheapest commercial advertising rate for comparable time
C. Both A and B
D. Neither A nor B
17. _____Not all politicians campaign using television.
A. True
B. False
18. _____Which of the following are true statements about the White House Press Corps?
A. They have a lounge in the White House
B. They wait for breaking stories and photo “ops”
C. They attend the daily press briefing
D. All of the above
19. _____Aspects of the US government regularly leak stories favorable to their interests.
A. True
B. False
20. _____Which of the following is “a meeting in which a government official makes an
announcement or gives an explanation and gives reporters a chance to ask questions
about news releases”?
A. Press conference
B. News release
C. News briefing
D. Media event
12
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The Media and Politics Quiz Key
1. D
2. C
3. D
4. D
5. B
6. A
7. B
8. B
9. B
10. A
11. C
12. C
13. A
14. B
15. B
16. C
17. A
18. D
19. A
20. C
13
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Name_______________________________
Date________________
Group Evaluation
Group 1
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
9
Yes
10
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 2
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
14
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Group 3
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 4
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
15
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Group 5
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 6
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
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Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
17
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3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
18
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5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
19
Copyright © Texas Education Agency, 2013. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
20
Copyright © Texas Education Agency, 2013. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
21
Copyright © Texas Education Agency, 2013. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
22
Copyright © Texas Education Agency, 2013. All rights reserved.