English 111
Presentation Criteria
Your task is to present background information on a topic related to the reading, drawn from resources available to
you on the Lib Guide for the class. In other words, you do not have to do original research—just read the sources
that have already been provided.
Your presentation must provide some essential background info on the topic, giving the class the larger context to
help them understand the text.
It must also relate that background information to the text, by discussing how the topic is presented in the text,
showing how the text raises problems or questions or concerns about the topic, bringing out parallels or relationships
between the text and the topic, and so on.
The presentation should be approximately 10 minutes long. Plan to spend some of the time presenting your
information and some of the time discussing how it relates to the text.
You must submit a written version of their presentation, which will form the basis for part of your grade.
Plan to meet with me before the presentation so we can review sources and plans.
These are the criteria I will use to assess your work. (“Text” refers to the primary literary source being discussed—a
particular play, novel, story or poem.)
Criteria
Grade
Content*
0
Absent or completely unprepared.
1
2
3
4
Delivery
Completely inaudible or impossible to
understand. Very inefficient use of time.
Demonstrates inadequate preparation: presents At times difficult to hear or understand.
basic facts incompletely or incorrectly.
Somewhat disorganized. Uses time
Presentation is confusing; does not give a clear inefficiently (long pauses before or during
picture of the overall topic.
presentation)
Demonstrates adequate preparation: presents
Speaks clearly and audibly. Organized. Uses
basic facts, but does not show evidence of trying time efficiently (no unnecessary pauses or
to interpret or analyze them. Offers
interruptions).
straightforward information (e.g., straight from the
reading), without applying the information to the
text or doing so very little (perhaps one brief
attempt).
Demonstrates good preparation: knows
Speaks clearly and audibly and with interest.
information well, has thought through
Uses time efficiently. Organization enhances
implications. Offers interpretations and analysis comprehension (e.g., organizes material
of the text (more than just facts). Makes useful
chronologically or in terms of key figures or
connections between the background information ideas in the material being presented).
being presented and the text. Thinks through own
points, poses questions that lead deeper into the
text, offers novel interpretations.
Demonstrates excellent preparation: has
Speaks clearly and audibly and with
analyzed the information exceptionally well,
enthusiasm. Uses time efficiently and
relating it to the text and other material (e.g.,
creatively (e.g., interacts with audience, uses
readings, course material, discussions,
visual aids, appeals to different learning
experiences, etc.). Offers analysis, synthesis, and styles). Organization deepens insight into
evaluation of the text, e.g., puts together pieces the text (e.g. organizes material in terms of
of the discussion to develop new approaches that themes, key ideas or characters in the text).
take the class further. Keeps analysis focused,
offers novel and insightful interpretations.
See over for criteria specific to presentations on poetry.
*Adapted from “Grading Class Participation.” Martha L. Maznevski, Assistant Professor, McIntire School of Commerce. University of Virginia.
http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1996/TC_Spring_1996_Maznevski.htm
Poetry
All presentations should include basic biographical information about the poet.
Then, they should pick one of the following ways to go deeper into the life and work of the poet:
 a more in-depth look into the poet’s biography
 thematic concerns over the course of the poet’s work
 matters of style over the course of the poet’s work
All presentations should discuss the relation of the above to the poetry, using specific examples drawn from readings
provided. That is, they should show (a) sample(s) of the poet’s work and explain how that sample illustrates the
ideas describe above (bio, themes, style).
*Adapted from “Grading Class Participation.” Martha L. Maznevski, Assistant Professor, McIntire School of Commerce. University of Virginia.
http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1996/TC_Spring_1996_Maznevski.htm