Presentation Response Rubric
INF385N Fall 2008
Presenters:
Evaluators:
Use the rubric below to evaluate your classmates’ presentations. Provide constructive criticism to help them improve in relevant areas. When you provide
criticism, explain what you think needs to be improved and why. Be kind in your criticism, but remember that you do your classmates a disservice if you
do not express a concern. Use the worksheet to help develop your feedback. Turn this in at the end of class.
Evaluation Worksheet
Part I: Use of DVR for describing content and impact of images (explicitly name parts, define terms, apply to specific images, state meaning
according to DVR, agree or disagree with what DVR meaning says, draw interpretations related to images and related text, other
knowledge of image type, etc.).
Compositional
 Described parts of
 Defined terms and
 Discussed agreement/  Related images to text;
Meaning
image relevant to these stated expected meaning disagreement with model discussed in terms of what
 informational
components of
as stated in DVR
and explained their
author is trying to accomplish
value
meaning
framework
position
with the image (i.e., applied
 salience
Gee’s “7 building tasks” ideas to
 framing
the image)
 modality
Representational
 Described parts of
 Defined terms and
 Discussed agreement/  Related images to text;
Meaning
image relevant to these stated expected meaning disagreement with model discussed in terms of what
 narrative
components of
as stated in DVR
and explained their
author is trying to accomplish
structure
meaning
framework
position
with the image (i.e., applied
 conceptual
Gee’s “7 building tasks” ideas to
structure
the image)
 analytical
structure
Interactional
 Described parts of
 Defined terms and
 Discussed agreement/  Related images to text;
Meaning
image relevant to these stated expected meaning disagreement with model discussed in terms of what
 contact
components of
as stated in DVR
and explained their
author is trying to accomplish
 distance
meaning
framework
position
with the image (i.e., applied
 point of view
Gee’s “7 building tasks” ideas to
the image)
Part II: Use of Gee for interpreting meaning, using both Tools of Inquiry (including deeper-level questions at ends of chapters 4, 5) and
describing what the author(s) seem to be “doing” with language (i.e., the seven building tasks).
Tools of Inquiry
 Described parts  Defined terms
 Presented evidence: how do they know  Related these to images
 intertextuality
of text related to
that there is intertextuality, etc.? (e.g.,
to draw holistic conclusions
 social
each tool, as
presented examples, explained
languages
relevant
knowledge of social situations/ conditions,
 discourses
provided reasoning, etc.)
 conversations
7 Building Tasks of  Described parts  Define
 Presented evidence
 Developed
 Related these to
Language
of text that show a building task (e.g., presented examples, explanations and
images to draw
 Significance
building task is
explained knowledge of
conclusions
holistic conclusions
 Activities
being undertaken
social situations/
 Described alternative
 Identities
conditions, provided
explanations and why
 Relationships
reasoning, etc.)
they chose one over
 Politics
another
 Connections
 Sign systems
Overall Impressions
The team demonstrated clear understanding of the DVR and Gee frameworks.
The presentation helped me to understand the web sites in a way I would not have
considered without their analysis.
The team showed how the author(s) used words and images to create a certain
impression, to persuade, to present themselves in particular ways, etc.
The team presented their evidence in a believable way.
The presentation was interesting.
The presenters seemed to have truly collaborated in their work.
Disagree
strongly
Disagree

strongly
Disagree

strongly
Disagree

strongly
Disagree

strongly
Disagree

strongly

 Disagree
 Agree
 Disagree
 Agree
 Disagree
 Agree
 Disagree
 Agree
 Disagree
 Agree
 Disagree
 Agree
Agree
strongly
Agree

strongly
Agree

strongly
Agree

strongly
Agree

strongly
Agree

strongly

Notes: