North Lawndale College Prep High School’s Interdisciplinary Project Presentation Rubric, 2012-2013
Student Name:___________________________ Panelists’ Names:___________________________________________________ Date:__________________
Organization
Language
Mechanics
CONTENT
of the Senior Project Presentation (50%)
Ideas/Evidence
Skill
An A Presentation has
A B Presentation has
A C Presentation has
An F Presentation has
Thesis/Claim
The B: the statement of your
argument; the essay’s “main
idea”
Supporting Ideas/ Evidence
Ideas and evidence (As) that
support your thesis/claim (B),
including appropriate set-ups
for secondary sources
Analysis of Supporting
Ideas/Evidence
Logical link of ideas/
evidence (As) to your
thesis/claim (B)
Introduction
A preview of the essay body
that includes a thesis/claim
(B) and gives its context
Body Paragraphs and
Transitions
Organization at the paragraph
level; each paragraph has a
clear topic sentence stating its
main idea and supporting
sentences (MELCon).
Connections from one
paragraph to another and
within paragraphs
Conclusion
A fresh restatement of
thesis/claim and a thoughtful
ending to the presentation
Style
Vocabulary, sentence
structure and variety used to
establish a unique speaker’s
voice
Tone
An appropriate use of
language that shows an
awareness of audience,
purpose, and occasion
Grammar and Usage
No unintended problems with
subject-verb & pronounantecedent agreement, and
verb tenses
An exceptional thesis/claim (B) that
responds to the assignment
An effective thesis/claim (B) that
responds to the assignment
A somewhat effective thesis/claim
(B) that somewhat responds to the
assignment
No thesis/claim (B), one that does not
make sense, or one that does not
respond to the assignment
Exceptional supporting ideas/evidence
(As) that logically support the
thesis/claim (B)
Effective supporting ideas/evidence
(As) that logically support the
thesis/claim (B)
Supporting ideas/
evidence (As), which somewhat
support the thesis/claim (B)
Either very few or no supporting
ideas/evidence (As) or ideas/evidence
which do not support the thesis/claim
(B)
Exceptional explanations that link the
ideas/evidence (As) to the thesis/claim
(B)
Effective explanations that link the
ideas/evidence (As) to the
thesis/claim (B)
Somewhat effective explanations that
link the ideas/evidence (As) to the
thesis/claim (B)
Ineffective or no connection of
ideas/evidence (As) to the
thesis/claim (B)
An exceptional introduction that includes
a thesis/claim (B), its context and a
preview of the essay body
An effective introduction that includes
a thesis/claim (B), its context and a
preview of the essay body
No introduction, or an introduction
without a thesis/claim (B), context or
preview of the essay body
Paragraphs with exceptional topic
sentences, supporting sentences and
concluding sentences (MELCon)
Paragraphs with effective topic
sentences, supporting sentences and
concluding sentences
(MELCon)
A somewhat effective introduction
that includes a thesis/claim (B), its
context and a preview of the essay
body
Paragraphs with somewhat effective
topic sentences, supporting
sentences and concluding sentences
(MELCon)
Effective transitions between and
within paragraphs
Somewhat effective transitions
between and within paragraphs
An exceptional conclusion
Points Possible (5)
An effective conclusion
Points Possible (4)
A somewhat effective or off-topic
conclusion
Points Possible (3.5)
Ineffective or no conclusion
Points Possible (3)
Exceptionally advanced and complex
vocabulary, frequently varied sentence
structure and length
Points Possible (5)
Effectively advanced and complex
vocabulary, occasionally varied
sentence structure and length
Points Possible (4)
A mostly accurate vocabulary, some
varied sentence structure and length
Points Possible (3.5)
Inaccurate vocabulary; rarely varied
sentence structure and length
Points Possible (3)
A tone that shows an exceptional
awareness of audience, purpose and
occasion
Points Possible (5)
A tone that shows an effective
awareness of audience, purpose and
occasion
Points Possible (4)
A tone that shows a somewhat
effective awareness of audience,
purpose and occasion
Points Possible (3.5)
A tone that shows ineffective or no
awareness of audience, purpose and
occasion
Points Possible (3)
Exceptional control of grammar and
writing conventions with no errors
Effective control of grammar and
writing conventions, with few errors
that do not prevent understanding
Points Possible (4)
Somewhat effective control of
grammar and writing conventions,
with occasional errors that limit
understanding
Points Possible (3.5)
A lack of control of grammar and
writing conventions, with frequent
errors that prevent understanding
Points Possible (3)
Formatting
Any assignment-specific
directions
Correct assignment-specific directions
Points Possible (5)
Mostly correct assignment-specific
directions
Points Possible (4)
Somewhat correct assignmentspecific directions
Points Possible (3.5)
Incorrect assignment-specific
directions
Points Possible (3)
Exceptional transitions between and
within paragraphs
Points Possible (5)
Paragraphs with ineffective or no
topic sentences, supporting sentences
or concluding sentences (MELCon)
Ineffective or no transitions between
or within paragraphs
Points
Skill
DELIVERY
VISUAL AID
for the Senior Project Presentation (25%)
of the Senior Project Presentation (25%)
EYE CONTACT
Develop rapport with the audience
through eye contact
An A Presentation has
 Exceptional eye contact with the
entire audience, seldom returning to
notecards.
Points Possible (5)
ELOCUTION
Articulate voice
clearly and confidently

Exceptionally clear, correct, and
precise pronunciation of all words
and phrases.
Points Possible (5)
POSTURE
and
GESTURES
Use body language
to enhance presentation

Exceptional posture: Standing
straight with both feet on the ground,
and/or
Exceptional gestures: hand gestures
enhance audience’s understanding.
Points Possible (5)

ENTHUSIASM
Convey emotion during the
presentation

INTERACTION
with the
AUDIENCE
and the QUESTION/ANSWER
SESSION

LAYOUT
Enrich and captivate
the audience’s understanding through
the visual aid
TEXT MECHANICS
Correctly use grammar;
correctly spell, punctuate, and
capitalize; and correctly format

Effective eye contact with the
audience - but some distracting
use of notecards and/or visual
aid.
Points Possible (4)
 Clear, correct, and precise
pronunciation of most words and
phrases.
Points Possible (4)









Exceptional understanding and
application of standard English
grammar;
Correct punctuation and
capitalization; and
Correct spelling.
Points Possible (10-9)
 Exceptional use of graphics, sound,
and/or animation/video to create a
consistent overall idea; and
 Exceptional sizing and resolution.
Points Possible (5)
A C Presentation has


Effective posture: Standing
straight with both feet on the
ground, with some rocking back
and forth; and/or
Effective gestures: hand gestures
assist audience’s understanding.
Points Possible (4)

Pleasant attitude about topic
during much of the presentation.

Points Possible (4)
Effective encouragement of
audience interaction; and
Effective knowledge of the topic
displayed while responding
directly and appropriately to all
audience questions.



Points Possible (4)
 An exceptional visual theme —
colors, designs, and proportions;
 An exceptional use of headings,
subheadings, and text to create a
consistent overall idea; and
 An appropriate text length.
Points Possible (10-9)

GRAPHICS, SOUND, and/or
ANIMATION/VIDEO
Effectively integrate multimedia into
the visual aid
Exceptionally strong and positive
attitude about topic during the entire
presentation.
Points Possible (5)
Exceptional encouragement of
audience interaction; and
Exceptional knowledge of the topic
displayed while responding
confidently, precisely, and
appropriately to all audience
questions.
Points Possible (5)
A B Presentation has



An effective visual theme —
colors, designs, and proportions;
An effective use of headings,
subheadings, and text to create a
consistent overall idea; and
A mostly appropriate text length.
Points Possible (8)
Effective understanding and
application of standard English
grammar;
 Some incorrect instances of
punctuation and capitalization;
and
 Some misspellings.
Points Possible (8)
 Effective use of graphics, sound,
and/or animation/video to create
a consistent overall idea; and
 Effective sizing and resolution.
Points Possible (4)








Some eye contact with the
audience, frequently returning
to the distracting use of
notecards and/or visual aid.
Points Possible (3.5)
Clear, correct, and precise
pronunciation of some words
and phrases.
Points Possible (3.5)
Somewhat effective posture:
Some standing straight, but with
rocking back and forth and
slumping; and/or
Somewhat effective gestures:
hand gestures sometimes assist
audience’s understanding.
Points Possible (3.5)
Engaged attitude about topic
during the some of the
presentation.
Points Possible (3.5)
Somewhat effective
encouragement of audience
interaction; and
Somewhat effective knowledge
of the topic displayed while
responding directly and
appropriately to all audience
questions.
Points Possible (3.5)
A somewhat effective visual
theme — colors, designs, and
proportions;
A somewhat effective use of
headings, subheadings, and text
to create a consistent overall
idea; and
At times, an inappropriate text
length.
Points Possible (7)
Somewhat effective
understanding and application of
standard English grammar;
Several incorrect instances of
punctuation and capitalization;
and
Several misspellings.
Points Possible (7)
Somewhat effective use of
graphics, sound, and/or
animation/video to create a
consistent overall idea; and
Somewhat effective sizing and
resolution.
Points Possible (3.5)
Interdisciplinary Project Presentation Grade: ______/100
(Each student must earn an 80 [B-] or higher in order to pass his/her Interdisciplinary Project Presentation.)
An F Presentation has
 Little or no eye contact with the
audience.
Points Possible (3)

Unclear, incorrect, and/or
imprecise pronunciation of words
and phrases.
Points Possible (3)

Ineffective posture: Sits or slumps
during entire presentation; and/or
Ineffective gestures: few or no
hand gestures that assist
audience’s understanding.

Points Possible (3)

Disengaged attitude about topic
during the most of the
presentation.
Points Possible (3)
 Insufficient encouragement of
audience interaction; and
 Insufficient knowledge of the
topic displayed while responding
directly and appropriately to all
audience questions.
Points Possible (3)
 An ineffective visual theme —
colors, designs, and proportions;
 An ineffective use of headings,
subheadings, and text to create a
consistent overall idea; and
 An inappropriate text length.
Points Possible (6)





Ineffective understanding and
application of standard English
grammar;
Many incorrect instances of
punctuation and capitalization;
and
Many misspellings.
Points Possible (6)
Ineffective use of graphics,
sound, and/or animation/video to
create a consistent overall idea;
and
Ineffective sizing and resolution.
Points Possible (3)
Points