Presenters:
Collaborative Project-Argument (Essay # 3) Presentation Rubric
Criteria
Levels of Achievement
4
3
2
1
Content and
organization
(x 3)
All content is relevant to
presentation topic and
organized in a clear and logical
sequence
Most of the content is relevant to
the presentation topic; sequence
of main ideas is good but could
be improved
Much of the content is not
relevant to the presentation topic;
some main ideas seem to be out
of logical sequence
Content is confusing or not
relevant to the presentation topic;
there is no clear plan for the
organization of information
Effectiveness
of argument
(x 4)
Argument is identifiable,
reasonable, and sound; each
point is supported by
persuasive evidence and
rhetorical analysis
12
16
Technological
literacy (Use
of visuals)
(x 2)
Delivery of
presentation
(x 1.5)
Tables, charts, illustrations,
video, or graphics have a clear
relation to the topic and
effectively enhance the
presentation
9
Either argument is not
identifiable OR not all points are
sufficiently supported by
evidence and rhetorical analysis
12
Tables, charts, illustrations,
video, or graphics have a
sufficiently clear relation to the
topic and enhance the
presentation somewhat
Total possible
Score:
3
Argument is not identifiable and
insufficiently supported
4
8
Tables, charts, illustrations,
video, or graphics are not clearly
related to the topic and do not
sufficiently enhance the
presentation
Tables, charts, illustrations,
video, or graphics seem
unrelated to the topic and do not
add to the presentation
2
8
6
4
A well-planned practiced
delivery is apparent; presenter
is well-prepared to discuss
topic with eloquence and
authority
Delivery is good but could have
been better planned; presenter is
sufficiently to discuss topic
Presentation seems to be hastily
planned; presenter is
insufficiently prepared and
unable to hold audience attention
Presentation seems to be
completely unplanned; presenter
is unprepared to discuss topic
coherently or knowledgeably
3
1.5
4.5
6
Collaboration
(x 2)
6
Argument is barely reasonable
and identifiable; few points are
supported by evidence and
rhetorical analysis
Each student in the group was
highly productive and played a
contributive role; clearly-written
collaborative cover memo
included
Each student in the group was
sufficiently productive and played
a fairly contributive role; fairlywritten collaborative cover memo
included
Not all students in the group
were productive or played a
contributive role; collaborative
cover memo included but
lacking information
8
6
4
50
37.5
25
Few students in the group were
productive or played a
contributive role; collaborative
cover memo not included
2
12.5