THE UNIVERSITY OF TEXAS AT AUSTIN School of Information INF 388K.1 – Public Libraries Public Libraries Genre or International Public Library Panel (total points possible: 150 for outline; 150 for presentation) Student Name: Genre or Country: Date: Your Score: 150Duration of panel: Group Time: Student’s adherence to allotted time: I. EVALUATION OF OUTLINE: 150 points possible A. Is the outline of sufficient length? (at least 5 pages and no more than 10 pages, at least 150 words/page). (Deduct: 30 points for each page lacking.) B. Is the outline sufficiently detailed? C. Does the outline format follow a uniform style (e.g., I, A, 1, a)? (Deduct: 1 point for each nonhierarchical line.) D. Is the information provided as an outline rather than as a narrative? (Deduct: -1.0 for each nonnarrative sentence.) E. Does the student avoid run-on sentences, such as those using semi-colons to connect two or more concepts? (Deduct: -0.50 for each run-on sentence. ) F. Is the topic well covered? G. Does the content support the student’s presentation? H. Is there minimal overlap with other student outlines? I. Did the student stick to important issues? J. Were important writers/thinkers mentioned? K. Was information accurate? (Deduct: -1.0 for each error) L. Was the content well documented with internal references cited to end notes. Make sure that you indicate direct quotations if you draw five or more words from a source. (Deduct: -5 points for each sentence not attributed; -2.5 points if the source is not cited.) M. Are definitions provided when needed? N. Are the pages numbered? (Deduct: -1.0 for each unnumbered page. Deduct: -2.0 if numbering starts with the cover sheet.) O. Is there a cover sheet attached to the outline? (deduct 10 points if missing) P. Is the cover sheet unnumbered? Q. Are abbreviations and acronyms explained when needed? R. Is a conclusion provided? (Deduct: 10 points if not provided) A. B. C. D. E. F. G. H. I. A. B. C. D. E. F. Bibliography Are an adequate number of sources cited? (3 or more) Are selections reasonable? Are recent publications cited? Do selections represent an appropriate variety of authors, types of sources? Do the selections focus on major sources rather than outdated or collateral sources? Has complete bibliographical information been given? (Deduct: -1.0 for each field omitted— such as publisher, place of publication, or date.) Has good bibliographical form been used consistently? Is the style manual used cited in full? (Deduct: 5 points if omitted; Deduct: 3 points if not cited in full) Is the student’s bibliography unique and sufficiently different from those submitted by others on the panel? SUPPORTIVE MATERIAL Did the student include a copy of any supportive material he/she prepared? Does his/her name appear on this supportive material? Is the material well written? Is the material well organized? Is there sufficient white space? Are sources cited if appropriate? Oral Presentation: 150 points possible Adherence to time limitations: (10 minutes per person) Your time limit: Range: 10 minutes +/- 2 minutes. Deduct 5 points for each minute over or under. CONTENT A. Was the topic well covered? B. Did the student stick to important issues? C. Were important writers/thinkers mentioned? D. Was information accurate? (Deduct: 5 points for each error) E. Was content well organized? F. Was content up-to-date? G. Was content related to topic? H. Did content relate well to assigned panel coverage (e.g., cases, plans, active learning)? QUALITY OF ORAL PRESENTATION A. Was the panel topic introduced? B. Were plane members introduced? C. D. E. F. G. H. I. J. K. L. Did each student introduce himself/herself? Did student overly rely on notes? Did the student maintain a comfortable pace? Did the student introduce variety (change pace, incorporate media or realia, if appropriate)? Was the student’s presentation well written? Did the student refer to any handout or supportive material? Did members of the audience receive handouts before they were discussed? Did the student speak loudly? Did the student speak clearly? Did student minimize use of iterative such as um and ah. (First 9 iteratives: no deduction. 10-19 iteratives: deduct -1.0 point) M. Did student face the audience and not turn his/her back (Deduct: -1.0 each time the student turns his/her back to the audience.) N. Did student avoid uttering soft asides. (Deduct: -1.0 for each aside).