Assessment One: Individual Presentations

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Cheltenham International Language Centre
SLE 230 - English for Academic Purposes 2
Re-assessment One: Individual Presentations
1. Module code
SLE203
2. Module title
English for Academic Purposes 2
3. Module tutor
Piers Wall
4. Tutor with responsibility for this
Assessment
(this is your first point of contact).
Piers Wall
5. Assessment
Individual Presentations
6. Weighting
40% of module assessment
7. Arrangements for reassessment
You must contact Piers Wall, at
[email protected], by Friday 20 June, to
arrange a time and place for the
Presentation. The Presentation will take
place during the weeks commencing 30
June or 7 July 2008. If you do not arrange
a time and place, or if you do not attend
the test, you will receive a mark of 0F.
You have been asked to give a presentation to a group of students from different
countries about a successful company’s website.
The aim of the presentation is to show your ability to summarize and give a personal
interpretation of facts gathered from the Internet. The presentation should last no
more than 8 - 10 minutes per person and should be supported by visual aids such as
photographs, pictures, or OHTs where appropriate.
You need to refer to the following:

Short background of the company

What can be found on the website

How interesting or useful are the different sections?

How easy is it to navigate the website?

What you can buy on-line?

Your suggestions for improving the website
Your presentation should include an introduction and conclusion as well as reference to the
above sections. However, you can re-order and group the sections as you wish, providing
you create a logically flowing presentation
The assessment criteria are attached to this sheet.
Criteria include:
 Realisation of the task (e.g. Have you covered all the areas?)
 Presentation and layout (e.g. introduction, conclusion, visual materials etc.)
 Content (e.g. Are your ideas relevant to the question?)
 Organisation of ideas (e.g. Are your ideas grouped logically? Have use made
appropriate notes on prompt cards?)
 Vocabulary (Do you use words and phrases which are suitable for the task and
audience?)
 Grammatical and structural accuracy (e.g. Are your sentences grammatically
correct? How complex are the structures you are using?)
 Use of linking words expressions and cohesive devices (e.g. Do you link your
ideas with appropriate expressions and reference words? Do you signal the different
stages of the presentation?)
 Pronunciation (e.g. Are you speaking clearly, pronouncing words correctly using
intonation and stress to help your listeners understand?)
 Fluency (e.g. can you use your own words to speak naturally?)
Cheltenham International Language Centre
SLE 230 – English for Academic Purposes
Assessment One: Individual Presentations
Assessment Criteria
70%-100%
60-69%
50-59%
Full realisation of task with full reference to all the sections in the task.
Excellent standard of presentation with visual support.
Excellent content.
Very effective organisation of ideas and excellent use of prompt cards.
Excellent choice and very good range of vocabulary and expressions used
accurately.
High standard of structural accuracy and complexity with only minor errors.
Excellent range of linking expressions and cohesive devices used
accurately and appropriately.
Excellent standard of pronunciation and intonation with only minor errors,
which were self-corrected
Fluent delivery using language spontaneously.
Full realisation of task with full reference to all the sections in the task.
Very good standard of presentation with visual support.
Very good content.
Effective organisation of ideas with appropriate use of prompt cards.
Very good choice and range of vocabulary and expressions used
accurately.
Very good standard of structural accuracy with few errors.
Very good range of linking expressions and cohesive devices used
accurately and appropriately with few errors.
Very good standard of pronunciation and intonation with few errors and
some self-correction
Fluent delivery with little hesitation, using language spontaneously.
Full realisation of task with reference to all the sections in the task.
Reasonable standard of presentation with visual support.
Reasonable content.
Reasonably good organisation of ideas and prompt cards used.
Reasonably good choice and range of vocabulary and expressions used
accurately for the most part.
Reasonably good standard of structural accuracy with some errors. Errors
do not impede communication/comprehension.
A range of linking expressions and cohesive devices used accurately and
appropriately, although there may be a few errors.
Reasonably good standard of pronunciation and intonation, some errors,
which do not stop communication/comprehension, a little self-correction.
Reasonably fluent delivery, some hesitation in the use of spontaneous
language.
40-49%
20% -39%
0-19%
Adequate realisation of task with reference to most of the sections
in the task.
Adequate standard of presentation with visual support.
Adequate content, although ideas may be limited.
Mostly well organised ideas and some evidence of prompt cards.
Appropriate choice and reasonable range of vocabulary and expressions
used accurately for the most part.
Satisfactory standard of structural accuracy with some errors, which may
impede communication/comprehension at times.
Adequate use of linking expressions and cohesive devices used
reasonably accurately and appropriately, although there may be some
errors.
Adequate standard of pronunciation and intonation, although some errors
may impede communication/comprehension.
Adequate fluency, but limited use of spontaneous language, with
hesitation.
Inadequate realisation of task with reference to only some of the
sections in the task.
Poor standard of presentation with no visual support.
Evidence of some irrelevant content/ideas.
Ideas not organised logically or coherently, little, or inappropriate use of
prompt cards.
Inappropriate choice and limited range of vocabulary and expressions.
Poor standard of structural accuracy with a significant number of errors,
which impede communication/comprehension
Poor use of linking expressions and cohesive devices.
Inadequate standard of pronunciation and intonation, which impedes
communication/comprehension.
Poor fluency, unable to show spontaneous use of language.
Inadequate realisation of task with little reference to the sections
in the task.
Very poor standard of presentation with no visual support.
Significant evidence of irrelevant content/ideas.
Little attempt to organise ideas, inappropriate, or no use of prompt cards.
Inappropriate register and poor range of vocabulary and expression.
Poor standard of structural accuracy with a significant number of errors,
which impede communication/comprehension for most of the report.
Little or no use of linking expressions and cohesive devices.
Poor standard of pronunciation and intonation, which seriously impedes
communication/comprehension.
Unable to produce spontaneous, fluency.